INTRODUCTION
Background Knowledge
Since the 1970s, communicative language teaching (CLT) has emerged as a fundamental approach in English language education, significantly influencing teaching practices globally.
Communicative Language Teaching (CLT) has evolved significantly since its inception, with various educators adopting it in diverse ways Larsen-Freeman (1986) emphasizes that CLT centers around communication, highlighting that "almost everything that is done with a communicative intent" is crucial This approach prioritizes meaning through interactions between readers and writers, as well as negotiations between speakers and listeners Pham (2007) explored CLT's relevance in the Vietnamese classroom, while Richards and Rodgers (2001) note that its primary goal is to foster communicative competence through meaningful language use at the discourse level Teachers play a vital role by facilitating communicative activities, managing the classroom environment, and providing resources David (1978) asserts that a communicative approach should prioritize oral skills over written ones, encouraging English as a Foreign Language (EFL) learners to develop fluency in speaking within the classroom setting.
English has long been a fundamental subject in Vietnam's educational system, primarily taught as a foreign language Vietnamese students often learn English solely for exam preparation, leading to a curriculum that emphasizes reading and grammar in textbooks for junior and senior levels Consequently, English teachers focus on activities that enhance vocabulary and grammar skills, resulting in limited opportunities for real communication in the classroom.
During my secondary education, I lacked opportunities for genuine English conversations with teachers and peers, as instruction primarily relied on translation methods, hindering my oral skills and pronunciation Sullivan (2000) highlights that English language teaching in Vietnam has predominantly been teacher-centered, a view echoed by Kennett and Knight (1999), who argue that the teaching methods remain outdated, focusing almost exclusively on strict teacher-centered approaches and rote memorization.
Vietnamese people are increasingly recognizing the importance of learning English for communication rather than solely for exams Recent years have seen a significant shift in English teaching methods, moving from the traditional grammar-translation approach to Communicative Language Teaching (CLT) This method enhances students' communicative competence, particularly their speaking skills, which are essential for language acquisition Consequently, English teachers are designing innovative classroom activities to promote oral communication and interactions among students As a result, increased interaction leads to improved fluency in speaking According to Brown (2001), interaction is crucial for developing communicative competence, and Krashen and Terrell (1988) highlight that meaningful interactions in the target language are vital for effective language acquisition.
As a second language teacher, I understand the importance of enhancing oral interaction among students This motivates me to investigate the various classroom activities currently employed and identify ways to improve them.
Aim of the research
This study investigates effective classroom activities designed to enhance oral interaction among first-year EFL students It specifically addresses key questions related to the types of activities that can facilitate improved communication skills in this demographic.
1) Which types of classroom activities are currently used in the speaking class of the first year students at Hue University College of Foreign Languages?
2) How do teachers and students view these activities in terms of effectiveness?
3) How can these activities be improved?
The scope of the research
This study involved 120 first-year students and three EFL teachers from Hue University College of Foreign Languages, focusing on speaking classes While the findings are specific to this micro setting and not generalizable to other contexts, the project holds significance by providing insights that can enhance classroom interaction for teachers and students in similar environments.
The structure of the research
This research project consists of five chapters:
Chapter 1 provides such basic information as the background of the study, the rationale, the aims, research questions, the scope and the structure of the thesis
Chapter 2 reviews the related literature pertinent to the study This review discusses the basic concepts such as interaction, classroom interaction, teaching activities and ―some factors‖ which affect directly or indirectly student‘s oral interaction It also reviews some previous studies carried out in Vietnam and highlights the need for this present study
Chapter 3 describes instruments used for conducting the study Particularly, the participants, the research questions, questionnaire and interview questions will be described
Chapter 4 reports the findings of the study
Chapter 5 summarizes the main findings and offers some recommendations for teachers and students
LITERATURE REVIEW
The overview of the chapter
This chapter is divided into three key sections: it begins by defining the significance of interaction in language teaching, followed by an exploration of the types and features involved in designing classroom interaction activities Additionally, it presents theories related to students' oral interaction and the teaching of speaking, while addressing communicative classroom activities, challenges in teaching speaking in Vietnam, and factors affecting students' oral interaction Finally, the chapter advocates for the objectives of this research.
Interaction
In the realm of classroom interaction, numerous studies have explored its definition Sims (1999) emphasizes that interaction facilitates programs driven by learner input, promoting diverse forms of communication Similarly, Lipman (1991) asserts that interaction is essential for building learning communities and is a crucial element of learning theory.
An interaction is an event which takes place between a learner and learner‘s environment
Its purpose is to respond to the learner in a way intended to change his or her behavior toward educational goals (Wagner, 1994, p.8)
Language classrooms can be seen as sociolinguistic environments (Cazden,
1988) and discourse communities (Hall and Verplaetse, 2000) in which interaction is believed to contribute to learners‘ language development
Robinson (1994:7) defines interaction as the process of "face-to-face" action, which encompasses both verbal communication—expressed through written or spoken words—and non-verbal cues such as touch, proximity, eye contact, facial expressions, and gestures.
2.2.2The significance of interaction to learning
Interaction plays a crucial role in developing speaking skills, as highlighted by various teaching methods research Long (1991) emphasizes the importance of interaction in language acquisition, noting that effective oral communication is particularly challenging for foreign language learners due to the need for appropriate language use in social contexts Spoken language serves both interactional and transactional functions, making the ability to engage in conversation vital Consequently, educators should create opportunities for meaningful communication on relevant topics, prioritizing learner-learner interaction as a fundamental approach to teaching language for effective communication, as stated by Rivers (1987).
In distance learning, the significance of interaction becomes particularly clear, as students often feel isolated due to barriers of time, geography, and culture By fostering interaction, educators can create connections that integrate these solitary learners into a broader community Many experts in distance education emphasize that interaction is the most crucial component for effective learning in this setting (Moore, 1989; Kearsley, 1995).
The aspects of classroom interaction
Classroom interaction involves the dynamic exchange between teachers and learners, playing a crucial role in second language acquisition Research on this topic began in the 1960s to assess how interaction contributes to effective language learning As noted by Brown (2001), interaction is essential for developing communicative competence Through interactions with peers, learners receive valuable input and generate output Nunan (1991) emphasized that language acquisition occurs as learners actively engage and communicate with one another in the target language.
A review by Hall and Verplaetse (2000) highlights that interactive processes in classroom interaction and language learning are not solely individualistic and vary among learners and contexts.
The primary goal of language learning is effective communication, both spoken and written, with classroom interaction playing a crucial role in achieving this objective This collaborative exchange of ideas among individuals fosters mutual influence, allowing students to expand their language skills As Rivers (1987) notes, classroom interaction enables students to enhance their linguistic repertoire by engaging with authentic materials and participating in discussions, skits, problem-solving tasks, and dialogue journals Through these interactions, students can apply their language knowledge in real-life contexts.
2.3.2 The importance of classroom interaction in language learning
Classroom interaction plays a crucial role in second and foreign language learning, as highlighted by numerous researchers Grass and Varonis (1994) found that learners demonstrate improved comprehension through interaction Additionally, Mackey's research (1999) indicates that engaging in interaction helps learners develop more advanced question forms Clearly, interaction is an essential element of effective language instruction.
Robinson (1994) identifies two main types of interaction in the classroom: non-verbal and verbal interaction Non-verbal interaction involves students communicating through behaviors like head nodding, hand raising, body gestures, and eye contact In contrast, verbal interaction encompasses both written and oral forms of communication.
Written interaction is the style of interaction in which students write out their ideas, thoughts It means they interact with others through written words, documents and
15 so forth By contrast, oral interaction implies that students interact with others by speaking in class, answering and asking questions, making comments, and taking part in discussions
2.3.4 Forms of the oral interaction
In the communicative approach to language teaching, oral interaction plays a crucial role in second language pedagogy, emphasizing exchanges between teachers and learners, as well as among learners themselves Angelo (1993) highlights that classroom oral interaction includes both teacher-learner and learner-learner interactions, fostering a collaborative learning environment.
Moore (1989) defines learner-instructor interaction as the engagement between students and the expert who designed the course material, emphasizing its importance for cognitive development in distance education This interaction is crucial as it helps mitigate the challenges posed by the physical distance between instructors and learners, fostering a more effective learning environment.
Learner-instructor interaction is crucial in a classroom environment, as highlighted by Bloom (1981) This interaction significantly influences students' cognitive learning, their interest in subjects, and their confidence in their abilities.
2.3.4.2.1 Definitions of learners- learners interaction
The term ―learner- learner interaction‖ is considered as the basic and important criteria in developing the skills of communication Moore and Kearsley
(1997) focus attention on learner-learner interaction, calling it a ―new dimension of distance education‖ (p 4)
Moore defines learner-learner interaction as the exchange that occurs
―between one learner and other learners, alone or in group settings, with or without the real-time presence of an instructor‖ (Moore, 1989, p 4)
2.3.4.2.2 The significance of oral interaction between the learners
Learning is inherently a social and interactive process, as emphasized by Vygotsky (1978), who argues that it cannot occur in isolation Instead, it involves a dynamic interplay of various elements, including learners, teachers, curricula, and teaching strategies A key characteristic of effective learning is the oral interaction among learners, which facilitates natural development and enhances the overall educational experience.
Nelson (1999) argues that learning environments should support and increase these ―naturally effective collaborative processes‖ (p 245) which learners develop through life experience
Besides, according to Savery and Duffy (1995), knowledge advances through social negotiation and assessing the viability of one‘s own understanding
Collaborative groups play a crucial role in enhancing our comprehension by allowing us to test our own understanding while also examining the perspectives of others This interaction serves as a valuable mechanism for enriching, interweaving, and expanding our insights into specific issues or phenomena.
Collaborative and cooperative learning fosters learner-learner interaction that mirrors real-world environments more effectively than individual learning (Brown, Collins, and Duguid, 1989; Beer, 2000) The classroom serves as a microcosm of society, highlighting the importance of oral interaction among learners as a fundamental aspect of human communication and survival.
2.3.4.2.3 Factors influencing students’ oral interaction
Various factors can enhance or hinder learners' oral interaction Recent studies highlight specific opinions on this topic, particularly in the field of linguistics For example, McCroskey (1991) suggests that students' shyness significantly impacts their ability to engage in oral communication.
17 introverted learners are shy; therefore they are often quiet, unsociable, reserved and passive On the other hand, extroverted learners are more likely to participate in class
It is to refer that it is essential for learners to reduce their shyness
Fawzia (2002) identifies three key categories affecting students' oral participation: personal factors, which include students' perceptions, attitudes, language proficiency, learning styles, and backgrounds; social factors, encompassing cultural aspects and community dynamics; and pedagogical factors, focusing on teachers' instructions and teaching activities This perspective aligns with Nguyen's (2009) research at Hue College University of Foreign Languages, which highlights the significant impact of personal, cultural, and institutional factors on classroom interaction.
Raising awareness of various linguistic factors is essential for effective language learning Malamah-Thomas (1987) emphasizes that students' feelings and attitudes significantly enhance classroom interaction and facilitate successful learning Additionally, Bialystok highlights that strong language proficiency is crucial for effective interaction in the target language (cited in Brown, 1994) Proficiency boosts students' confidence, reducing shyness and anxiety in language use Furthermore, class size impacts student participation; Nauman notes that larger classes may lead to decreased motivation for preparation due to a lower likelihood of being called upon (2001, p.14, cited in Nguyen, 2009).
Related theories on communicative classroom activities
A communicative activity is one which brings the language to life by providing a real basis for speaking, and the interactive exchange of ideas, opinions,
Communicative activities are essential for fostering effective interactions, as they encourage learners to engage in speaking and listening with peers and community members (Liao, 2000b) These activities play a crucial role in enhancing interpersonal relationships and developing language skills.
Research on second language acquisition (SLA) indicates that effective learning occurs when students participate in relevant tasks within a dynamic learning environment, rather than through traditional teacher-led instruction.
Language classes serve as dynamic environments for implementing diverse communicative activities, which enhance students' thinking, creativity, and cognitive development (Johnson and Morrow, 1981) By integrating well-designed and effectively executed communicative tasks, educators can transform the English classroom into an engaging, safe, and enjoyable space that meets learners' needs and interests.
Communicative activities prioritize learner engagement and interaction, placing students at the center of the learning process These activities encourage students to take initiative and actively participate, fostering a sense of responsibility for their own learning (Sun & Cheng, 2000, p 20).
According to Manuel Cuenca (1990), genuine communicative activities possess five key characteristics First, students must have a desire to communicate; without this motivation, communication is likely to be ineffective Second, there should be a clear communicative purpose, with students using language to achieve specific objectives Third, students need to focus on the content of the communication rather than solely on grammatical structures Additionally, they should engage with a variety of language forms Lastly, teachers should refrain from intervening during these activities, allowing students to navigate their communication, even if mistakes occur.
Maintaining accuracy and requesting repetition can hinder the communicative purpose of the activity While the teacher can participate as a member of the group, they must also observe and listen attentively to provide effective feedback.
To enhance effectiveness, communicative activities should be a fundamental component of classroom programs (Savignon, 2001) Nevertheless, their implementation is limited in non-English speaking countries due to various challenges, including physical constraints like classroom size and fixed furniture.
Mulling (1997) identified nine activity types that imply communication but do not constitute true communication: listening cloze, finding the conversation, dyads, pictures, expected responses, oral reports, completing plans, improvisations, and diagrams.
Communicative activities in the classroom create genuine information gaps, enabling language learners to engage in meaningful communication using the target language, as emphasized in Communicative Language Teaching (CLT) approaches (Liao, 2000b) Common examples of these activities include role play, interviews, information gaps, games, language exchanges, surveys, and pair work.
This chapter focuses on oral communicative activities, which are designed to encourage spoken communication between students and teachers while enhancing mental abilities These activities are categorized into seven types: Reaching a Consensus, Discussion, Relaying Instructions, Communicational Games, Problem Solving, Talking about Yourself, and Simulation or Role Play (Kagan).
1992) He also describes generally for every type of oral communicative activities:
Reaching the consensus requires the students to agree with each other after a certain amount of discussion
Discussion represents the possibility to share the student‘s opinion, point of view with his colleagues, thus making an active communicative inter-transmitting
Relaying instructions involves students providing each other with guidance, ensuring that the instructions are accurate and comprehensible The success of this activity is measured by the clarity and understanding of the instructions exchanged.
Communicational games utilize the information gap principle in their design, where the speaker possesses knowledge that the listener must uncover to understand the speaker's message.
Problem-solving activities encourage students to talk together to find a solution to problems or tasks, that can develop intellectual abilities and creativity
Talking about yourself The students themselves are often an underused resource: in particular we can use their lives and feelings for any number of interpersonal exchanges
In real-life communication, the information gap refers to the essential information that a receiver needs from a sender, rather than the common knowledge shared between them This gap is crucial for effective communication In the context of language teaching, it signifies that the information exchanged between teachers and students must be new to the other participants, ensuring that conversations are both meaningful and necessary.
Simulation or Role play is to create the pretence of a real-life situation in the classroom: students ―simulate‖ the real world
2.4.2 Communicative activities for improving students’ oral interaction
Students‘ oral interaction has great significance to language learning Basically, promoting yourself second language skill such as speaking takes effects
Effective classroom activities are essential for fostering interaction among learners By utilizing various approaches, teachers and textbooks create an environment conducive to oral interaction through methods such as group work and task-based activities These strategies enhance the learning experience and promote comfortable engagement among students.
Numerous researchers have examined the impact of classroom activities on learning and student interaction Two primary types of activities that enhance students' oral interaction are cooperative learning and task-based work.
2.4.2.1 Cooperative learning activities (Group work and pair work)
Previous studies on classroom activities and oral interaction
The aspects of communicative activities and classroom interaction in relation to teaching English as a foreign language have been researched in many years The
Twenty-four researchers emphasize the significance of classroom interaction, particularly oral interaction among learners Consequently, various communicative classroom activities have been designed and tailored to enhance oral communication skills among students.
Researching the activities used for language classroom, Nolasco & Arthur
(1988) assumed that appropriate communicative activities help students to master fluency which is most likely to happen in language classroom They thought that activities as tasks encourage students to communicate
Nunan (1989) highlighted that modified interaction increases when students engage in task-based activities For example, tasks that require an information gap, where participants must exchange information to complete the task successfully, foster more interaction compared to tasks where information exchange is optional.
In the context of Vietnam, the issues of CLT or communicative approach and classroom interaction have interested pedagogical and linguistic researchers
In a study by Hoang, T.S (2009), a comprehensive analysis of classroom interaction in English classes in Hue City was conducted The research identified three key types of interaction: teacher-student, student-student, and student-content, all of which play a crucial role in enhancing student learning Additionally, the findings emphasized the importance of fostering student-student interaction to improve learners' speaking abilities.
In another field of classroom interaction, verbal interaction, Nguyen, T.T.B
(2009) presented some typical factors influencing verbal interaction in classroom-
This article investigates key factors influencing verbal interaction in English speaking classes at Hue University College of Foreign Languages The study identifies three primary types of factors: cultural habits, personal factors, and institutional factors Additionally, it emphasizes the crucial role of verbal interaction in enhancing speaking skills within these classes.
Nguyen, T.T.B (2009) suggested making interesting communicative activities which can help learners to interact actively in class
Nguyen, T.K.N (2010) highlighted in her master's thesis that oral interaction in EFL classrooms significantly enhances second language acquisition Her findings indicate that such interaction not only facilitates language learning but also actively engages students in language activities, leading to increased language output.
Numerous studies have highlighted the significance of classroom oral interaction and communicative language teaching, emphasizing the role of communicative activities in enhancing language skills Despite this, there is a lack of research focusing on classroom activities aimed at fostering oral interaction among learners in the context of Hue University Consequently, the author has chosen to investigate this aspect of language teaching and learning, with the aim of providing valuable insights that could aid EFL teachers and learners in achieving success in developing speaking skills.
The nature of teaching speaking in Vietnam
Teaching speaking in English as a Foreign Language (EFL) focuses on helping learners produce English speech sounds and patterns (Nunan, 2003, p 49) The primary goal is to enable students to use language as a tool for expressing their values and judgments.
Learning a language is often equated with the ability to speak it effectively, and a lack of speaking opportunities can lead to demotivation and loss of interest among learners Richard (2008) emphasized that mastering speaking skills in English is a top priority for many foreign language learners.
2.6.3 The state of teaching speaking English in Vietnam
Teaching speaking skills in Vietnam and other Asian countries presents unique challenges, particularly when both teachers and students share the same mother tongue The lack of an English-speaking environment limits opportunities for natural conversation, making it difficult to create motivating real-life situations for students to practice the language (Chelle de Porto, 1997) Additionally, Vietnamese learners often experience shyness and anxiety, which can hinder their willingness to speak publicly Brown (2001) emphasizes that overcoming anxiety is a significant hurdle for learners in developing their speaking abilities.
In short, it is obvious that there exist problems affecting Vietnamese students‘ learning speaking Particularly, there are teachers‘ problems, student‘s motivation, and physical constraints
In Vietnam, low teacher salaries necessitate seeking additional jobs, which detracts from their focus on developing effective teaching methods and lesson plans According to Pham (2001), the overload of teaching hours leaves many educators with insufficient time to prepare adequately, leading to diminished teaching outcomes This lack of enthusiasm and concern from teachers can demotivate students, as repetitive techniques may induce boredom and fatigue, negatively impacting learning Furthermore, Piper (1998) emphasizes that teachers who overly control student discussions hinder the development of their students' oral skills.
Vietnamese students often exhibit a lack of motivation to learn English, raising concerns among educators Research indicates that fewer than 33% of tertiary-level learners in Vietnam are fluent in spoken English (Do, 2000; cited in Ton, 2004) This suggests that many students approach English learning not out of desire, but out of necessity, driven by the need to pass exams or read English texts for professional purposes.
At Hue College University of Foreign Languages, each language classroom accommodates 40-50 students, making it challenging to create effective activities that enhance speaking skills Despite the availability of teaching tools like televisions and projectors, constraints such as limited class time and seating arrangements hinder the success of speaking classes Clearly, smaller class sizes provide students with greater opportunities to improve their speaking abilities.
In conclusion, speaking instruction and learning in Vietnam are deemed ineffective Despite English teachers acknowledging the importance of speaking skills, many overlook the critical role of oral interaction in developing communication abilities The prevalent "teacher-centered activities" contribute to learners' passivity, resulting in graduates from the University of Foreign Languages struggling with real conversations Consequently, the author aims to explore the teaching of speaking at Hue College University of Foreign Languages, specifically investigating the impact of communicative classroom activities on enhancing learners' oral interaction This research seeks to identify suitable classroom activities that can improve speaking skills.
METHODOLOGY
Research methodologies
This study employed both qualitative and quantitative methods for data collection, chosen for their complementary strengths The qualitative method is crucial for analyzing results from observations and in-depth interviews, as it allows for the gathering of detailed data through open-ended questions that yield direct quotations (Jacob, 1988) The interviewer plays a vital role in this investigative process Qualitative research includes various philosophies and techniques, such as in-depth interviews, observations, focus groups, and document analyses, which enhance the depth and richness of the data collected (Pope, 2006).
In this study, the author analyzed participants' behaviors and interests during classroom activities To gather in-depth insights, the author employed open-ended questions, allowing participants to express their thoughts in their own words rather than providing simple "yes" or "no" answers This approach led to the use of qualitative research methods in the paper.
The study utilized questionnaires to collect numerical data, employing a quantitative method for measuring the findings According to Burns & Grove (2005), quantitative research is defined as a formal, objective, and systematic process that uses numerical data to gain insights about the world.
Three types of research instruments were used to collecting data in this study It names ―Questionnaires‖, ―Class Observation‖ and ―In- depth Interview‖
In the initial stage of the study, questionnaires were utilized exclusively for student data collection, each comprising 17 questions These questionnaires were distributed directly to students or through their teachers, who had granted permission Typically, the questions were administered during students' free time between classes, and participants were provided with explanations for each question to ensure the reliability of their responses This feedback is crucial for designing effective teaching methods, and a total of 130 questionnaires were distributed.
120 students which 10 of them to be used in necessary situations
The questionnaires focused on following different aspects of the study:
- Students‘ ability and proficiency in English
- Their opinion on norm ―oral interaction in class‖
- Understanding their thinking about the classroom activities that they have usually learnt
- The significance of oral interaction between learners and classroom activities
In the second phase of the research, classroom observations were conducted in three classes to gather data on activities designed to enhance students' oral interaction in speaking skills.
Class observation sheets, note taking, and video recordings were utilized as data collection techniques during classroom observations The privately designed class observation sheet facilitated the researcher in capturing relevant participant activities Additionally, video recordings were permitted in the three classes to ensure comprehensive documentation of details that might be overlooked by observation and note taking alone.
One 50 minutes period was complemented in each speaking class thanks to those classes teachers‘ allowance Obviously, some experimental observations were made before real observation to help the author get familiar with classes and design the observation sheet effectively
In-depth interviews were conducted using open-ended questions, enabling informants to share their experiences and perceptions regarding classroom activities and participation at their comfort level The interviews focused on the appropriateness of classroom interactions and the factors influencing participation This technique was employed later in the data collection process to validate observations (Fraenkel & Wallen, 1996, p 447) The study specifically examined oral interactions in the classroom, necessitating the creation of two distinct sets of interview questions—one for teachers and another for students—structured around four key themes.
Interviews lasting 30 minutes each were conducted over a three-week period, following class observations from March 2 to early April Data was collected through tape recording and note-taking Both teachers and students participated in interviews conducted in English, promoting a comfortable and native-like communication experience for students A total of 20 students were randomly selected for the interviews.
31 total to participate in the interview because of time limitation Undoubtedly, their real names would be changed to ensure the reliability and validity.
Participants
The study involved 120 first-year students, aged 18 to 20, and 3 EFL teachers from the English Department at Hue University College of Foreign Languages Among the participants, 98 were female and 22 were male, all selected randomly from speaking classes As recent freshmen, these students demonstrated a solid foundation in English, yet their exposure to oral skills was limited due to the focus on grammar and vocabulary development in secondary schools.
The study involved teachers responsible for three speaking classes attended by the participating students These young women, graduates of Hue University College of Foreign Languages, demonstrated fluency in both oral and written second language skills Their effective teaching abilities were evident through their active, creative, and enthusiastic approach to designing engaging classroom tasks.
Three speaking classes were observed with aim to see the classroom activities used and their effects on those students Moreover, 20 students were chosen randomly for interviews.
Research Procedures
Before implementing data collection, I had already designed a pilot questionnaire which aimed to gather comments from EFL teachers Its purpose was to test the reliability and validity of the questionnaire
After distributing the questionnaire in school, I proceeded with class observations, obtaining permission from the teachers This observational phase lasted for a month, during which I took notes and utilized video recordings for data collection.
During class observation, I conducted interviews with half of the randomly selected students, followed by additional interviews with the remaining students and three EFL teachers over the next three weeks Each in-depth interview lasted approximately 30 minutes, and prior to each session, relevant information exchanges were discussed To ensure accurate data collection, I utilized both note-taking and tape recording methods.
Data analysis
The questionnaire was meticulously analyzed using percentage-based charts and tables Interview data was presented through a narrative report, including both direct and indirect quotations Additionally, the findings from class observations, displayed in tables, served as reliable evidence.
These gathered data was analyzed by combining both qualitative and quantitative methods.
Conclusion
This chapter outlines the research methodology, focusing on how to effectively collect and analyze data A key objective is to address the question of data collection and analysis methods The chapter emphasizes the necessity of a well-defined methodology in research, showcasing instruments such as questionnaires, interviews, and observations The gathered data will be analyzed using both qualitative and quantitative methods Additionally, the role of participants directly involved in the study is highlighted as crucial to the research process.
FINDINGS AND DISCUSSIONS
Overview
This chapter presents the research findings derived from the project’s key questions, primarily based on data collected through questionnaires and in-depth interviews with students and teachers Additionally, class observations were conducted as a supplementary method for gathering data.
4 2 Students’ attitudes to oral interaction
4.2.1 The role of English learning
A significant majority of students (89%) in the project emphasized the importance of learning English, with an additional 11% considering it "important." Notably, no students selected the terms "less important," "normal," or "invaluable," indicating a strong consensus on the value of this international language The students expressed a keen interest in various language skills, which are detailed in the following table.
Table 4.1: Students' interest in language skills
Table 4.1 reveals that a significant 66% of students expressed a desire to improve their speaking skills, indicating a strong preference for speaking classes In contrast, only 15% wanted to focus on reading, 12.5% on writing, and 6.5% on listening This data underscores the recognition among foreign language students of the importance of learning English.
4.2.2 Students’ self-evaluation on their English language
Chart 4.1: Students' self evaluation on their speaking
The research focused on assessing the speaking abilities of first-year students at HUEFL through self-evaluation The results, illustrated in Chart 4.1, reveal that a significant number of students lack confidence in their English speaking skills, with only 8.3% rating their abilities as good The majority, 77%, believe their speaking level is average, while 13.7% describe their skills as "not good" and just 1% consider themselves "weak." These findings suggest that the current teaching methods may be ineffective in enhancing students' speaking skills.
4.2.3 Student’s view on oral interaction
There are various methods to enhance speaking skills in language education Many educators believe that encouraging oral interaction among students effectively improves their speaking abilities This research examines students' perspectives on the importance of oral interaction in their foreign language learning Additionally, it highlights the actual experiences of first-year students regarding their oral interaction practices.
4.2.3.1 The effect of raising oral interaction
A significant majority of students recognize the importance of oral interaction in speaking classes, with 59.2% strongly agreeing on its necessity for practicing speaking skills Additionally, 40% of students consider oral interaction as "necessary," indicating a strong awareness of its positive impact on communication This enthusiasm reflects their willingness to embrace teachers' methodologies aimed at enhancing oral skills However, a small minority, only 0.8%, believe that oral interaction is less necessary.
Chart 4.2: The necessity of interaction
In a speaking class, students demonstrated a strong awareness of oral interaction habits, primarily engaging with peers or classmates sitting nearby, as indicated by 43.3% interacting with peers and 48.4% with those next to them This suggests a tendency to foster an environment conducive to enhancing their oral skills However, a significant number of learners failed to recognize the importance of meaningful interaction, as evidenced by only 3.3% interacting with the teacher and 5% focusing on individual work, highlighting a deficiency in their interaction habits during speaking activities.
4.2.3.2 Oral interaction in relation to language skills
Class observations revealed that oral interaction skills between a teacher and her students were effectively demonstrated in each speaking class through activities like discussions and presentations The research aimed to identify skills that could be enhanced through the use of oral interaction in teaching The table below showcases a random selection of four skills targeted for improvement.
Table 4.2: Oral interaction in relation to language skills
Table 4.2 shows that a significant 95% of student participants recognize the crucial role of oral interaction in enhancing speaking skills Many expressed that engaging in oral interaction with peers allows them to share their opinions more comfortably, leading to greater fluency and variety in their speech One student noted, "I can speak naturally with my partners," highlighting the positive impact of collaborative communication on their speaking abilities.
Oral interaction among learners significantly alleviated their shyness in speaking English One student expressed, "I love to discuss with my peers because I can do so without fear or shyness" (Student interview, March 15, 2012).
The second choice focused on listening skills, where students viewed oral interaction as a meaningful exchange of information between the speaker and listener Engaging in regular communication allowed them to naturally enhance their listening abilities, with 35% of students acknowledging the positive impact of oral interaction on their listening skills Many emphasized the importance of listening attentively to their partner, which contributed to their overall development in this area.
The emphasis on reading and writing skills was insufficient, with only 16.7% focus on both areas This indicates students' reluctance to engage with oral interaction techniques in the teaching of reading and writing.
4.2.4 The state of oral interaction in HUEFL speaking class
The study examined the oral interaction among learners by having students describe their current speaking practice opportunities According to Chart 4.4, oral interaction was present in every speaking class, ensuring that each student had the chance to enhance their speaking skills.
Chart 4.4: The state of first year students‘ oral interaction
A significant majority of students, specifically 83.3%, felt that they had ample opportunities to practice their speaking skills in every speaking class In contrast, only 14.2% of participants indicated that they practiced speaking once a week.
It illustrated that there had classroom activities which used for interacting between the learners
Students at Hue University College of Foreign Language acknowledged the positive impact of oral interaction on their speaking skills They observed that their speaking abilities improved through interactions with classmates Additionally, they recognized the connection between oral interaction and various language skills, enabling them to identify effective strategies for learning a second language.
Communicative classroom activities used in speaking classes
Table 4.3 describes clearly the real classroom activities used in speaking class:
Table 4.3: Current activities used in speaking class (HUCFL)
Table 4.3 outlines the classroom activities primarily utilized for teaching speaking skills, based on class observation results At Hue College University of Foreign Languages, five distinct types of speaking activities were identified, each varying in frequency of use Notably, the "discussion" activity was consistently employed, whereas the "information-gaps" activity was infrequently implemented.
Discussion was the most common activity in speaking classes, accounting for 50.8% of participation, likely due to its simple rules and the opportunity for students to engage in conversation Presentation activities followed, with 26.7% of students participating always and 55% usually, indicating strong teacher satisfaction with their effectiveness The dialogue model was also popular, with 35.8% of students choosing it usually and 47.5% sometimes, suggesting a tendency among teachers to incorporate it into their teaching In contrast, activities like information gaps and role-play, which are known to enhance oral interaction, were less emphasized Information gaps received a "sometimes" response from 54% of first-year students at Hue College of Foreign Languages, indicating a lack of deep engagement Role-play was used sometimes by 63.3% of students, with only 19.2% participating usually and 5.8% always, reflecting a potential ineffectiveness in speaking instruction at HUCFL.
More reliably, class observations of three speaking classes were implemented with three foreign language teachers might describe more clearly the given activities that used for improving learners‘ oral interaction
Table 4.4: Observation on classroom activities Classroom activity Always Usually Sometimes Rarely Never
Table 4.4 shows the frequency of various classroom activities observed during speaking classes, revealing a strong correlation between the findings from class observations and the questionnaire, which underscores the reliability of the data Notably, discussion activities were the most common, while role-playing and information gap activities were infrequently observed in the speaking classes.
Despite the presence of various speaking activities in the speaking class, their implementation was not effective Factors like time constraints and classroom organization may have contributed to this issue.
Designing effective classroom activities, particularly those that address information gaps, poses challenges for teachers in large classes With approximately 50 students in each speaking class, there is often insufficient time to implement these beneficial activities effectively.
Another teacher expressed her opinion:
While there are numerous beneficial speaking activities, it's essential to prioritize those that are focused on teaching to maximize efficiency For instance, rather than relying on role-play, which can be time-consuming, we should implement discussion activities that allow students to engage in conversation without the pressure of time constraints.
Many teaching professors advocate for the frequent use of interactive activities in speaking lessons due to their effectiveness in promoting oral communication among learners, as highlighted in the literature review Therefore, it is crucial for teachers to ensure that all classroom activities are designed with equal emphasis on interaction.
In conclusion, task-based activities have been implemented in EFL speaking classes, with five primary activities utilized in various ways and differing frequencies The choice of activities often depends on the interests and perceptions of both teachers and students Notably, most activities were conducted in groups, highlighting the importance of collaborative learning through methods such as group work and task work, as discussed in the literature review.
The organization of a speaking class can vary significantly based on factors like class size, student count, and available furniture This article explores the different methods of structuring speaking classes at HUEFL, highlighting three distinct approaches.
Chart shows how a class organized was
According to chart 4.5, the predominant method for forming speaking classes is through group establishment, accounting for 90% of cases, while pairing represents about 7.5%, and row selection makes up the remainder This trend indicates that most teachers prefer grouping for speaking activities like discussions and presentations Grouping effectively manages classroom dynamics by reducing the number of individuals, making it easier for teachers to oversee student engagement Additionally, it fosters self-management among learners and encourages comfortable interaction and communication The group size is conducive for all participants to listen to one another and express their ideas independently.
The study is to understand how to make a group or pair in a speaking class
Teaching techniques like group and pair work are considered highly effective methods for conducting activities, as highlighted in Chapter 2 of the thesis This section addresses two key questions regarding group formation The findings reveal that groups are predominantly formed randomly (55%), followed by student interests at 35%, while teacher appointments account for the remaining 10%.
Groups in classrooms are often formed randomly due to various factors such as seating arrangements or teacher directives Students tend to establish groups based on their interests and personal relationships, which facilitates collaborative learning and encourages them to express their opinions without hesitation While teachers may recognize this natural grouping, they rarely enforce specific arrangements, resulting in only about 10% adherence to structured grouping Observations indicate that such informal groupings frequently occur in chaotic or difficult classroom environments.
The optimal group size for classroom activities is typically 3-4 members, as indicated by Chart 4.7, which shows that this size accounts for 50% of responses This smaller group configuration facilitates better interaction among students and allows ample time for everyone to express their opinions However, a significant number of respondents preferred groups of 5-6 members, which may be more suitable for larger classes where time constraints limit the number of groups that can participate in discussions Notably, 44.2% of participants favored the larger group size for its efficiency in a speaking class setting.
6 members might be the right choice for organizing a group and pair
4 3.2.3 The role of English speaking teachers in a classroom activity
4 3.2.3.1 Teachers’ actions in group time
A significant 93.3% of students reported that their teacher frequently provided advice during class, highlighting the positive attitudes of EFL teachers towards group teaching methods This approach is crucial for effectively observing and managing activities in a speaking class.
Class observations revealed that all teachers focused significantly on grouping activities Despite having minimal tasks during these activities, they actively circulated among the groups to provide guidance and support.
4 3.2.3.2 Teachers’ actions to encourage students
Table 4.5: Teachers’ action for encouraging students learning
She forms smaller groups for students to discuss in 70.8% 29.2%
She chooses interesting speaking topics 50.8% 49.2%
She chooses speaking topics related to students‘ need 43.3% 56.7%
As indicated in table 4.5, the most popular action which EFL teachers often did in a speaking class was the forming smaller groups for students to discuss
(70.8%) The second action was organizing speaking games (66.7%) Besides, the teachers usually chose interesting speaking topics (50.8%) and chose the speaking topics related to students’ need (43.3%)
In short, the research could finally find current classroom activities used in first year students of foreign languages According the data collection of
Improving current communicative activities
This chapter focuses on enhancing communicative activities to foster deeper language acquisition While the existing activities are beneficial, they require further development The insights gathered from participants will be utilized to create more effective classroom activities.
4.5.1 Students’ feelings on improving current activities
4.5.1.1 An evaluation on level of difficulty of given communicative activities
Evaluating classroom activities is crucial for authors to determine if improvements are necessary Assessing the difficulty level of these activities can confirm their suitability for enhancing speaking skills Consequently, this evaluation will inform decisions about potential changes and adaptations.
Chart 4.8: The level of difficulty
As shown in chart 4.8, a large number of students agreed with using given activities in speaking class They might assume that it was suitable to their
A significant portion of students, 40.2%, reported a lack of confidence in their language proficiency, while 32.4% preferred "easier" terms, indicating a perception that their skills exceeded the current activities This was particularly evident with the "dialogue model" commonly used in lower secondary levels, suggesting students require more challenging and engaging activities to maintain their interest Additionally, 20.8% of first-year foreign language students identified as weaker, highlighting the need for teaching researchers to develop more suitable activities that cater to diverse proficiency levels Notably, only 6.6% of participants were unaware of the meaning behind these activities.
The author conducted interviews to gather diverse opinions on assessing the difficulty level of classroom activities The interviewed students expressed their thoughts through various quotations.
I fully support incorporating interactive activities in speaking classes, as their primary goal is to foster oral communication among individuals These activities not only encourage interaction but also allow me to express my opinions freely and confidently.
Basically, they are useful‖ (Student interview- March 24, 2012)
One different opinion presented his experience:
My speaking skills are insufficient for participating in these activities, making it challenging to achieve effective learning outcomes For instance, my group and I struggle to engage in role-playing, as we often resort to our native language for planning instead of interacting in English.
A student expressed that their speaking skills would improve with more suitable speaking activities, stating, "The real activities are not effective and suitable enough for me to pay more attention" (April 4th, 2012).
The interviewed students expressed varied opinions regarding the level of difficulty, with many recognizing the benefits of applying these methods in second language acquisition However, there were differing perspectives, as some students articulated their views on the challenges they faced.
53 level of difficulty, others of low level of difficulty Therefore, it is believed that the current classroom activities should be adapted more meaningfully for specific participants of HUEFL
4.5.1.2 The necessity of developing given activities and adding new activities
Chart 4.9: Students feeling on developing classroom activities According the almost students‘ opinion, improving the current activities was useful 71.7% expressed their own agreement of developing given activities by choosing the term ―very useful‖ This number also showed that designing new activities are appropriate to learning needs Only 1.6% participants did not agree with this issue They thought that it did not make their skill better and they chose
First-year foreign language students expressed a consensus on the need for improved speaking teaching methods Many found that while classroom activities aimed at enhancing oral communication skills were beneficial, they often lacked engagement and failed to foster meaningful conversations.
54 are not real enough to adapt in real situation We need some more changes in teaching methods” (Student interview- March 24, 2012)
Students express a desire for new communicative activities to enhance their learning experience One student remarked, "I believe my language level is adequate to master various speaking activities, and introducing new ones would be beneficial I am eager to explore innovative teaching methods for speaking." This analogy likens language learning to dining, emphasizing that just as one cannot enjoy the same foods repeatedly without growing bored, learners require fresh knowledge, resources, and approaches Such variety fosters creativity and engagement for both teachers and students.
Many students expressed dissatisfaction with the current activities used for second language learning, despite their approval by educators and language professors These activities do not adequately address the learners' needs for using a foreign language Consequently, it is essential to enhance classroom activities by implementing new communicative methods to facilitate more effective learning.
4.5.2 Teachers’ feelings on improving classroom activities
4.5.2.1 Teachers’ evaluation on the level of difficulty of given activities
Teachers observed varying levels of language proficiency among first-year foreign language students, highlighting the need for an adaptable syllabus and activities They noted that a one-size-fits-all approach is ineffective and advocated for enhancements to current activities to better support students' speaking skills Additionally, educators emphasized the importance of seeking more meaningful classroom activities to achieve positive outcomes in language teaching.
While not all classroom activities for developing speaking skills cater to every student's needs and abilities, they are collectively effective These activities have been evaluated and tested to yield positive results.
55 some situations, so I believe in their good results if there are some more changes and adaptations in current activities.‖ (Teacher interview- March 24, 2012)
Students exhibit diverse speaking abilities, leading to varying perceptions of speaking activities Many students are reluctant to engage in these activities, often expressing their opinions on whether they find them easy or difficult.
Conclusion of the finding chapter
The research effectively addressed the questions regarding classroom activities aimed at enhancing oral interaction among learners It identified five types of grouping activities currently implemented in first-year speaking classes, most of which were utilized correctly and yielded satisfactory teaching and learning outcomes However, certain effective activities, such as information gaps and role-play, were infrequently employed Consequently, the study recommends that EFL teachers incorporate these activities more consistently and appropriately to foster better oral interaction among students.
The study evaluated the effectiveness of classroom activities from the perspectives of both students and teachers, highlighting the recognized importance of grouping methods These methods significantly enhanced students' oral interaction by broadening vocabulary, improving pronunciation, fostering creativity and confidence, and facilitating deep learning However, participants occasionally experienced boredom due to repetitive activities, emphasizing the need to diversify and vary the types of speaking tasks.
The final research question explored the appropriateness and necessity of current activities in first-year speaking classes While most participants acknowledged the positive impact of the communicative activities used in teaching and learning, they also provided suggestions for enhancing these activities Consequently, the research aimed to identify methods for creating more effective speaking activities.
In conclusion, while various classroom activities aimed to enhance learners' oral interaction skills, they have not fully succeeded in fostering meaningful and communicative engagement Although many students recognized the importance of these activities, they still struggled to improve their speaking abilities In some cases, students participated in tasks out of obligation rather than genuine motivation Therefore, the research emphasizes the need for teachers and educators to create more relevant speaking activities that align with the interests and needs of the learners.