Rationale of the study
The trend of global integration is fostering closer relationships among countries, making foreign language learning essential for understanding cultural diversity and enhancing international cooperation English, as the predominant global language, is vital across various fields, with approximately a quarter of the world's population speaking it Consequently, high school students should prioritize English for effective communication, especially in Asian countries like Vietnam, where English proficiency is increasingly demanded by future employers However, the prevalent Grammar-Translation method in high schools focuses more on grammar than on practical skills, leaving students unprepared for real-life conversations To address this gap, high school English teachers should emphasize listening and speaking skills, incorporating Communicative Language Teaching (CLT) to facilitate meaningful communication and engagement in the classroom.
In recent years, the emphasis in language learning has shifted from merely understanding grammatical forms to acquiring functional systems that effectively meet learners' communicative needs.
In foreign language courses, it is essential to encourage students to actively engage in discussions and express their own ideas, rather than merely repeating what the teacher instructs.
In Vietnam, effective English communication is hindered by several challenges, including teachers' lack of English proficiency and insufficient understanding of native speakers' culture Additionally, both teachers and students contribute to existing issues in the teaching and learning process, which are further influenced by the methods employed in instruction.
The traditional teaching method often leaves students passive and lacking a communicative environment, which significantly hinders effective English learning High school teachers frequently emphasize grammatical rules over practical language use, leading to students developing a fear of speaking English.
Mastering the four essential English skills—reading, writing, listening, and speaking—is crucial for learners Harmer (2002) categorizes these skills into two types: receptive skills, which include reading and listening, and productive skills, encompassing speaking and writing, where students actively produce language Additionally, McDonough and Shaw (1993) note that in various contexts, speaking is frequently the primary skill used to evaluate a person's proficiency at first glance.
Speaking skills are crucial for assessing students' communicative competence The primary objective of the speaking component in language classes should be to foster communication skills and enhance genuine interactions both inside and outside the classroom.
Many English teachers still rely on traditional, passive, and one-way teaching methods, focusing primarily on grammar exercises and exam results This approach leads to a lack of English communication practice, causing students to lose motivation and interest in learning the language However, incorporating engaging activities can transform speaking in class into an enjoyable experience, fostering a dynamic learning environment Since speaking is essential for effective communication, it should be prioritized over reading and writing in English courses A key factor contributing to students' poor speaking performance is the use of class activities that are neither interesting nor suitable for their skill levels.
The survey revealed two key factors affecting students' speaking competence Firstly, students primarily use English in the classroom but struggle to speak well due to several reasons: a lack of awareness of the importance of English, fear of making mistakes, uncertainty about what and how to speak, and insufficient practice opportunities Additionally, students often resort to their mother tongue instead of using English Secondly, teachers play a crucial role in facilitating students' English acquisition, highlighting the need for a positive attitude towards developing speaking skills.
In today's educational landscape, Communicative Language Teaching (CLT) stands out as a prominent method for effectively teaching speaking skills in English as a foreign language Central to CLT are Communicative Activities (CAs), which play a crucial role in enhancing language learning by encouraging interaction among learners and with the community Unlike traditional methods like audio-lingual and grammar translation, CAs focus on meaningful communication, enabling students to gather information, share personal experiences, and explore cultural contexts As noted by Harmer (2002), CLT emphasizes realistic communication, where the success of communicative tasks is as vital as language accuracy Consequently, integrating CAs into lessons—regardless of whether the focus is on reading or writing—creates a dynamic environment that fosters real-life language use, allowing students to engage in meaningful exchanges of ideas, opinions, and emotions Thus, the characteristics of CAs align perfectly with the essence of genuine communication.
There are more and more researchers who carried out investigation into using Communicative Language Teaching (CLT) in teaching English in general and teaching English speaking in particular
Klippel (1985) presented 123 activities designed to empower teachers to tailor their approaches to meet the specific needs of their students Despite being published years ago, this resource continues to be valuable for educators today Additionally, Richard (2006) explored Communicative Language Teaching (CLT), providing readers with enhanced insights into effective teaching practices and the role of communicative activities.
Harmer (2001) clearly differentiates between corrective actions (CAs) and non-corrective actions (non-CAs), enabling teachers to choose the appropriate methods for language instruction, particularly in enhancing English speaking skills.
The researcher explored the positive impacts of communication activities (CAs) while recognizing the significance of English communication for Vietnamese students and the challenges faced in teaching this skill in the classroom.
The researcher, as an English teacher, recognized the importance of incorporating Classroom Activities (CAs) into speaking lessons to enhance student engagement To make English teaching, especially speaking lessons, more interesting and practical, the researcher initiated a specific investigation into the challenges associated with this approach, leading to the selection of the topic: “An Investigation into the Use of CAs in Speaking Lessons.”
Teaching Speaking Skill By Efl Teachers of Gia Hoi High School in Hue City”
This study aims to enhance awareness among teachers and students regarding the importance of fostering real communication in the classroom, contributing to potential solutions for existing challenges.
Aims of the study
The study is conducted with the following aims:
To analyze the teachers‟ opinions towards CAs in speaking lessons
To get some information about the reality of teaching and learning speaking in Gia Hoi high school with creating and applying CAs
To suggest some solutions to improve the use of CAs in teaching speaking skill and to enhance the ability of communication for students in speaking lessons.
Research questions
This research investigates two key questions: the perceptions of teachers regarding the role of speaking and classroom activities (CAs) in English Language Teaching (ELT), and the actual implementation of CAs in teaching English speaking skills at Gia Hoi High School.
Scope of the study
This study investigates the application of Communicative Activities (CAs) in enhancing the speaking skills of students at Gia Hoi High School in Hue City It focuses specifically on the teaching of speaking skills, acknowledging that it cannot encompass all aspects of CAs in this context Additionally, the research is limited in scope, targeting only the perceptions of English teachers at Gia Hoi High School regarding the implementation of CAs in their teaching practices.
Subject of the study
The thesis focuses on the use of Communicative Activities (CAs) in teaching English speaking students at Gia Hoi High School in Hue City To address the research questions, the researcher conducted an experiment involving English teachers currently responsible for teaching at the school.
Significance of the study
The study offers valuable insights for English language teachers by enhancing their understanding of Classroom Activities (CAs), including various types and their benefits for teaching speaking skills Additionally, it provides high school English teachers with a range of CAs to effectively facilitate learning and improve students' speaking abilities.
Students can build confidence and develop a passion for learning English, particularly in communication skills Meanwhile, teachers can increase their understanding of the importance and benefits of Communicative Activities (CAs) in teaching speaking By incorporating engaging CAs, teachers can effectively motivate students' intrinsic desire to learn English.
Organization of the study
The thesis is intended to consist of five chapters as follows:
Chapter 1 entitled “INTRODUCTION” outlines the background information of the study such as Rationale, the aims, the significance, the scope, the methodology
Chapter 2 is “LITERATURE REVIEW” which deals with a brief summary of prior studies related to the research; some principal theoretical background that is relevant to the purpose of the study
Chapter 3 is “RESEARCH METHODOLOGY” which conveys the methods employed in the research, including the subjects of the study, the research instruments, data collection and data analysis procedure used to implement the study, the advantages and disadvantages of the methodology employed
Chapter 4 entitled “FINDINGS AND DISCUSSION” presents the results of the questionnaire, interviews about real situation towards teaching English speaking skill of English teachers at Gia Hoi high school
Chapter 5 named “CONCLUSION AND IMPLICATIONS” which conveys an overall summary of the study, limitations of the study as well as suggestions for further study, it also provides some recommendations of using CAs effectively for improvements of teaching English speaking skill at Gia Hoi high school
REFERENCES and APPENDICES will be presented in the last pages of the thesis.
Communicative Language Teaching (CLT)
2.1.1 Definition of Communicative Language Teaching
Communicative Language Teaching (CLT) is widely recognized as a leading approach in language education According to Richards, CLT encompasses principles regarding the objectives of language instruction, the processes of language acquisition, effective classroom activities, and the roles of teachers and learners This approach emphasizes that language is fundamentally a tool for communication, aiming to enhance students' communicative competence, enabling them to use a foreign language appropriately in everyday interactions A significant insight from the communicative approach is that mere drills and controlled practice are insufficient for learners to become proficient, independent users of English.
Communicative Language Teaching (CLT) is often misunderstood, with many English teachers believing it excludes grammar instruction and focuses solely on speaking skills while neglecting writing, listening, and reading This misconception can lead to the inappropriate application of the CLT approach in language education.
Communicative Language Teaching (CLT) aims to enhance learners' communicative competence, enabling them to use language appropriately in social contexts This competence encompasses linguistic, sociolinguistic, discourse, and strategic skills To provide a comprehensive understanding of CLT, the following section will explore its key characteristics.
Four interconnected characteristics of CLT were offered by Brown (1994, p.245) as follows:
Classroom goals focus on all of the components of communicative competence and not restricted to grammatical or linguistic competence
Language techniques aim to engage 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 communicative goals.
Fluency and accuracy are essential principles that support effective communication techniques In certain situations, prioritizing fluency over accuracy can be crucial for maintaining learners' meaningful engagement in language use.
In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts
Communicative Language Teaching (CLT) is recognized as a significant approach to language instruction, according to Richards and Rodgers (1986) To effectively implement CLT in the classroom, educators must thoroughly understand its foundational principles Morrow (1981) identifies five key principles that underpin this teaching methodology.
- Know what you are doing
- The whole is more than the sum of parts
- The processes are as important as the forms
- To learn it, to do it
- Mistakes are not always a mistake
In the context of Communicative Language Teaching (CLT), it is crucial for both teachers and learners to understand the purpose behind their lessons Morrow (1981) emphasizes that the communicative approach focuses on language use beyond the sentence level, engaging with real-life situations Therefore, learners must develop the ability to apply their knowledge in context To achieve communicative competence, students should also familiarize themselves with the structures of the target language for effective application Moreover, practical experience is essential for language acquisition Encouraging mistakes during the learning process fosters active participation and enthusiasm among learners, ultimately enhancing their language mastery.
2.1.4 Teacher’s and Learner’s Roles in CLT a/ Teacher’s Roles
The Communicative Language Teaching (CLT) approach highlights the importance of engaging learners in activities that allow them to use the target language for meaningful communication This shift necessitates a change in teachers' roles from authoritative figures to facilitators of communicative competence By creating communicative activities (CAs), teachers provide students with opportunities to express their ideas and perspectives on various topics, thus fostering real communication.
Teachers play multiple roles in the classroom, including controller, organizer, prompter, counselor, informant, assessor, participant, observer, tutor, performer, and resource, as highlighted by Harmer (2001, p.56-57).
Apparently, teachers play many new roles in CLT However, it depends on the teaching context in which some roles are more prominent than others b/ Learner’s roles
In the context of Communicative Language Teaching (CLT), learners are at the heart of the teaching and learning process, significantly influencing the design of instructional systems CLT prioritizes communication processes over mere mastery of language forms, thereby redefining learner roles compared to traditional second language classrooms The approach emphasizes the use of authentic language and fosters a learner-centered environment where students actively engage as communicators It encourages participation in cooperative classroom activities, promoting comfort in collaborative tasks like pair work and group work.
Furthermore, Breen and Cardlin also described learner‟s role in CLT as
In the learning process, students act as negotiators, engaging with both their peers and the educational content, which emphasizes their role in collaborative learning This interaction suggests that learners should contribute equally to their learning experiences, fostering interdependence among group members Consequently, students are encouraged to prioritize interactions with each other over direct engagement with the teacher The cooperative approach inherent in Communicative Language Teaching (CLT) highlights that learners come with their own expectations about teaching and learning, positioning them as communicators and responsible managers of their own educational journeys.
To successfully achieve effective communication, learners must act as both communicators and negotiators, taking greater responsibility for their own learning.
Communicative activities (CAs)
To enhance students' communicative competence, a key objective of language education, teachers must incorporate effective activities into speaking lessons Prior to implementing these activities, it is essential for educators to understand the concept of Communicative Activities (CAs).
Collaborative activities (CAs) are designed to engage learners in meaningful interactions with peers and community members These activities promote essential skills such as communication and active listening, while also serving practical purposes like information gathering, cultural exchange, and personal expression.
Communicative activities (CAs) are defined as learner-centered tasks that promote authentic communication without teacher intervention or material control, focusing on both form and meaning (Stern, 1992) For effective CAs, students must have a communicative purpose (Harmer, 2007) While language teaching activities can qualify as tasks, they must primarily emphasize meaning, involve gaps, encourage learners to use their own resources, and have clearly defined outcomes beyond language use (Ellis, 2009) CAs include student-to-student interactions with minimal teacher monitoring, student-teacher interactions with teacher oversight, content-based responses to student writing, and the integration of songs in the classroom (Rao, 2002).
According to Nunan, a communicative task is defined as classroom work that engages learners in understanding, using, producing, or interacting in the target language, with an emphasis on meaning over form.
Harmer (2001) emphasized that students should have a genuine desire to communicate with a clear purpose, focusing on the content of their message rather than on specific language forms He advocated for the use of varied language without teacher intervention during activities, suggesting that the materials used should not restrict the language forms students employ Additionally, Harmer highlighted the differences between communicative approaches (CAs) and non-communicative approaches (non-CAs).
Classroom assistants (CAs) play a vital role in bridging classroom language with real-life communication, creating an interactive environment where students can exchange ideas, opinions, and feelings They foster a desire and purpose for learners to communicate, emphasizing that the content of the conversation is paramount.
Some characteristics of CAs are offered by Nolasco and Arthur (1988) as follows:
Effective communication requires purposeful use of language, particularly in the context of Classroom Activities (CAs) It is essential that these activities are organized with a clear intent, as true communication always serves a specific purpose For instance, when using English as the target language, it must be employed purposefully within the CAs to enhance understanding and engagement.
Effective classroom activities foster a desire to communicate by creating various "gaps," such as information and opinion gaps, that motivate students to engage in the target language These activities encourage students to seek knowledge they do not yet possess and to obtain evaluations or feedback from their peers, enhancing their overall learning experience.
Students are encouraged to express their creativity and share their ideas, with many actively participating in lessons These engaged learners often contribute innovative solutions to problems presented by their teachers.
Many students exhibit a passive approach in class, particularly when it comes to problem-solving They tend to participate in activities without actively engaging, often following their teacher's instructions without contributing their own ideas.
In communicative activities (CAs), the emphasis is on the message, prompting students to focus on "what" is being communicated rather than "how" it is delivered Littlewood (1981) highlights that students must activate and integrate their pre-communicative knowledge and skills, which have been practiced separately with the teacher's guidance, to effectively convey meaning However, the demands of various communicative contexts can vary significantly.
Students are increasingly taking responsibility for their own learning by working independently of the teacher This approach fosters greater creativity and activity during the learning process.
The students determine what they want to say or write The activity is not designed to control what the students will say
In a different side, Morrow (1981) figured out that three features of CAs: information gap, choice, and feedback, which, according to him, will make the activities truly communicative
Effective communication occurs between individuals when one person possesses information that others do not, as noted by Morrow (p.62) In classroom activities, communication becomes meaningful when learners hold distinct pieces of information necessary for others to uncover, with the primary goal being to bridge this information gap.
The ability for learners to choose their mode of communication is essential, as it empowers them to determine both the content and delivery of their messages In conversations, individuals can articulate the same idea through various expressions, highlighting the importance of personal choice in effective communication.
Maria demonstrates various ways to respond to David's suggestion In the classroom, rather than restricting students' opinions by enforcing imitation of existing structures, teachers should encourage diverse forms of expression This approach is likely to enhance student participation and create a more authentic and realistic learning experience.
The nature of teaching speaking skill
Speaking is defined by experts in language teaching as the active use of language to express meaning clearly to others According to Cameron (2001), effective speaking in a foreign language necessitates careful attention to language details, including the selection of appropriate words and correct grammar Additionally, speakers must organize their discourse effectively to ensure listener comprehension.
According to Richards (2008, p.24), speaking involves the emphasis on the content and actions conveyed, with the message being the primary focus of social interactions Additionally, Spratt, Pulverness, and Williams (2005, p.34) define speaking as the use of speech to communicate meanings to others.
According to Harmer (2001, p.46), speaking involves communication between two individuals for various reasons, such as expressing thoughts and fulfilling communication purposes while drawing from their language knowledge Additionally, Thornbury (2005, p.9) emphasizes that effective speaking necessitates the ability to manage and organize speaking turns collaboratively.
Speaking is a productive skill essential for interaction and expressing intentions, requiring participants to communicate effectively It involves more than just unstructured speech; it demands organization of thoughts and ideas To foster effective communication, individuals must possess both confidence and competence.
2.3.2 The importance of speaking skill in English teaching and learning
Speaking skills are crucial for students as they enable real-life conversational practice in the classroom Language practitioners have made significant efforts to classify the purposes of speaking in human interaction As noted by Richards (2008, p.19), mastering speaking skills in English is a top priority for many second-language and foreign-language learners Many learners view their progress in spoken language competence as a key indicator of their success in language learning, with proficiency in speaking often seen as the primary evidence of being a good language learner.
Motivation is essential for language acquisition, as highlighted by Byrne (1976, p.11), who stated that "The development of oral ability is a good source of motivation for most learners." Consequently, focusing on teaching speaking skills can effectively enhance learners' motivation to learn English.
Speaking skills are crucial in the process of learning and teaching a language This importance is highlighted by Ur (1996, p.120), who states that "of all four skills, speaking seems intuitively the most important."
2.3.3 Aspects of the Speaking Skill
Nunan (1989) identifies two key components of speaking skills: accuracy and fluency Accuracy involves the correct use of vocabulary, grammar, and pronunciation, while fluency refers to the ability to maintain a natural flow in conversation It's important to note that fluency does not equate to speaking rapidly; pauses can be crucial for effective communication Nunan emphasizes that pauses, though they may be lengthy, should not be frequent Ultimately, fluent speakers should convey their messages effectively, utilizing their available resources and abilities, even if they make grammatical errors.
A speaking lesson serves as a vital connection for learners, linking classroom knowledge to real-world applications To effectively create this connection, teachers should incorporate various speaking activities that enable students to practice and apply the new language skills they have acquired This approach ensures that learners can confidently use the language in authentic situations beyond the classroom.
In teaching speaking, the teacher needs to consider some principles in order to make the activities fit to the students‟ needs Bailey (as cited in Nunan, 2005, p.54-
56) mentions five principles for teaching speaking as below:
1 Be aware of the differences between second language and foreign language learning contexts Speaking is learned in two contexts, foreign language and second language situations
2 Give students practice with both fluency and accuracy In the learning process, students must be given enough opportunities to develop their fluency and accuracy
3 Provide opportunities for students to talk by making advantage of group work or pair work, and limiting teacher talk Speaking activities should concern more on how to provide more time for students to practice their speaking The teacher should wisely limit the speaking time and give more time for students to speak Pair or group work activity is one of the effective ways to enhance students‟ opportunities to speak in the target language during the learning process
4 Plan speaking tasks that involve negotiation for meaning Negotiation for meaning involves checking to see if students have understood what their friends have said, clarifying their understanding, and confirming that the students has understood their friends‟ meaning
5 Design classroom activities that involve guidance and practice in both transactional and interactional speaking Speaking activities in the classroom should include both interactional and transactional purposes, because students will have to speak the target language in both transactional and interactional settings
In speaking lessons, three main stages are essential: pre-speaking, while-speaking, and post-speaking While there is no fixed duration for each stage, the while-speaking stage should dominate to allow ample practice time for students The pre-speaking stage prepares students by engaging them in discussions, brainstorming, and vocabulary preparation, encouraging them to think about the topic before speaking During the while-speaking stage, students practice speaking individually or in pairs, with the teacher monitoring and assisting those who face challenges Finally, the post-speaking stage allows students to engage in extension activities, enabling them to apply what they learned meaningfully, often through information transfer exercises that connect new knowledge to their personal experiences.
Teaching speaking skills presents several challenges for educators, primarily due to factors that contribute to students' low proficiency in this area Students often encounter various difficulties that hinder their speaking mastery, as highlighted by Thornbury.
(2005, p.39), the difficulties that the learners face break down into three main areas:
1 Knowledge factors: the learner does not yet know aspects of the language that enable production
2 Skill factors: the learner‟s knowledge is not sufficiently automated to ensure fluency As a result, there may also be:
3 Affective factors, such as lack of confidence or self-consciousness, which might inhibit fluency
Students often struggle with speaking English due to various factors, including class dynamics, topic relevance, task organization, and the presence of reluctant participants (Harmer, 2007, p 345) Additionally, anxiety plays a significant role, as students fear making mistakes or being misunderstood (Brown, 2001, p 269) Unlike reading or writing, speaking occurs in real time, making it challenging since individuals cannot revise their words before expressing them (Bailey as cited in Nunan, 2005, p 48).
Research questions
This research aims to explore teachers' perceptions and practices regarding the application of Classroom Assessments (CAs) in teaching the speaking skill at Gia Hoi High School The study addresses two key questions to understand the effectiveness and implementation of these assessments in the classroom.
1/ What are the teachers' perceptions on the role of speaking and CAs in ELT? 2/ What is the reality of using CAs to teach English speaking skill at Gia Hoi high school?
Research design and approach
To effectively reach the outlined objectives, a focus is placed on both qualitative and quantitative methods, employing a blend of various methodologies for comprehensive data collection.
The primary instrument used in this research is a questionnaire, which employs both quantitative and qualitative methods This questionnaire targets all 12 English teachers at Gia Hoi High School to identify the Communicative Activities (CAs) they frequently utilize during speaking lessons Designed with multiple-choice questions, the questionnaire facilitates easy completion for participants, ensuring the collection of accurate and reliable data for the study.
The second methodology employed in this study is qualitative interviews, involving five English teachers These informal and natural interviews were designed to create a comfortable environment for the participants, encouraging them to share their opinions freely The interview questions were closely aligned with the questionnaire content, enabling the researcher to gather valuable insights for data analysis.
The participants of the study
To address the research questions regarding the use of Conversational Agents (CAs) for teaching English speaking skills at Gia Hoi High School in Hue City, an experiment was conducted with a group of English teachers from the school The participant selection was limited due to a pre-survey that revealed similar student proficiency levels across high schools in Hue City, leading the researcher to focus on Gia Hoi High School students as a representative sample Importantly, the study maintained confidentiality by not identifying any teachers by name.
The study involved 12 English teachers, aged between 25 and 45, who were teaching at Gia Hoi High School in Hue City during the data collection period Their teaching experience varied significantly, ranging from 3 to 20 years The background information of the participants is summarized in the following table.
Table 3.1: Demographic characteristics of the respondents to the questionnaire for teachers
Data collection
In this study, the data were collected by using the two primary research methods: Questionnaire and Interview for teachers
A questionnaire is a standardized method for gathering data from a large number of respondents, ensuring that the same information is collected uniformly This approach facilitates the collection of statistical data According to Ackroy and Hughes in "Data Collection in Context" (1981), questionnaires offer several advantages in data collection.
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
The researcher opted to utilize questionnaires as the primary method for this study due to their numerous advantages To collect relevant data, the author developed a set of questionnaires incorporating both close-ended and open-ended questions, tailored to address the research questions and informed by the author's experience and knowledge Specifically, these questionnaires were created for English teachers at Gia Hoi High School.
A questionnaire consisting of 19 questions was distributed to the teachers, who are the primary subjects of this study The teachers completed the questionnaire in English, taking approximately 20 minutes to finish.
The study focused on understanding teachers' perceptions of using Classroom Assessments (CAs) in teaching English speaking skills through a combination of open-ended and closed-ended questions Each question was carefully clarified to ensure validity, and the questionnaires were tailored to the Vietnamese context to provide a comprehensive background for each situation Technical terms were simplified for better understanding, and the questions were logically ordered to guide respondents toward the study's themes The design and development of the questionnaires were informed by the researcher’s knowledge, observations, and experiences.
The questionnaire includes three parts as follows:
This section explores teachers' perceptions regarding the use of Communicative Activities (CAs) in teaching English speaking skills at Gia Hoi High School It examines both their beliefs about the effectiveness of CAs and the actual implementation of these activities in the classroom.
Part 2 explores the reality of utilizing Collaborative Activities (CAs) in enhancing the speaking skills of English teachers at Gia Hoi High School in Hue City This section addresses key questions aimed at uncovering both the advantages and disadvantages teachers experience when implementing CAs in their speaking instruction.
In Part 3, teachers share their insights on improving the use of Classroom Assessments (CAs) to enhance speaking skills They provide suggestions aimed at increasing the effectiveness of conducting CAs during speaking sessions.
Specifically, the questionnaire for teachers includes one more part:
This section presents inquiries regarding recommendations from both teachers and students aimed at enhancing the implementation of Classroom Activities (CAs) during the production stage of English grammar instruction at Gia Hoi High School.
To gather more detailed insights into the use of CAs in speaking lessons, an interview was conducted due to potential ambiguities in the questionnaire Five English teachers from Gia Hoi High School participated in the interview to provide specific information (refer to Appendix 2).
An interview consisting of 8 questions was conducted to validate and enhance the findings from a prior questionnaire This process aimed to fill in any insightful data that may have been overlooked The interviews, primarily conducted in English with occasional use of Vietnamese for clarity, lasted approximately 25 minutes each and were recorded for accuracy.
Interviews, as defined by Borg and Gall (1989) and McMillan and Schumacher (1993), involve direct verbal interaction between individuals, which can offer both advantages and disadvantages Key benefits of this technique include its flexibility and adaptability, while drawbacks encompass the potential for subjectivity and bias, along with higher costs and time demands The findings from interviews conducted with teachers were integrated with the results from questionnaires for a comprehensive analysis.
3.4.2 The procedure of data collection
The data collected from the questionnaire was done firstly and prolonged in one week After the lesson, the questionnaire was sent to the participants
The data collection process through face-to-face interviews spanned two weeks, following the completion of questionnaires and classroom observations The interviewer obtained permission for appointments with the interviewees and began each session by explaining the interview's purpose, fostering a friendly atmosphere through small talk During the interviews, the interviewer meticulously noted the responses of the interviewees and expressed gratitude for their cooperation upon concluding the session.
The researcher employed a mixed-methods approach, utilizing both qualitative and quantitative data For the qualitative analysis, the researcher followed the data analysis stages outlined by Burns (1999, p.157-160), which include assembling, coding, comparing, interpreting the data, and reporting the findings.
The data collected from questionnaires and interviews were analyzed and illustrated using figures, charts, tables, and statistics The analysis primarily employed a quantitative approach, focusing on statistical frequency and percentages Results were presented through various charts and tables, with questionnaire data categorized by percentage and analyzed in three parts The first two parts utilized descriptive statistics for quantitative analysis, while the final part featured open-ended questions Interview data were qualitatively summarized and grouped into themes to support questionnaire findings Microsoft Excel was used for quantitative data analysis, and the results were synthesized to provide evidence for the discussion.
Reliability and validity
To enhance the reliability and validity of the research, a mixed-methods approach was employed, integrating both qualitative and quantitative data through questionnaires and interviews with teachers at Gia Hoi High School The findings from these two instruments complement each other, effectively addressing the research questions.
To enhance the accuracy and relevance of the research, an initial pilot questionnaire was distributed among the researcher's colleagues to identify potential issues and make timely adjustments Subsequently, the finalized questionnaire in English was administered to EFL teachers at Gia Hoi High School.
A pilot interview was conducted with colleagues to compare their responses with those from the questionnaire prior to interviewing teachers Subsequently, official interviews were held in English with five teachers, during which the researcher took written notes and occasionally used Vietnamese for clarification.
Summary
This chapter outlined the methods that were applied to conduct this study The next chapter presents the findings and discussion obtained from above-mentioned methods
To sum up, the following steps will be used to reach the aims of the research:
1 Collect data through questionnaires, interview
2 Clarify the data into intended groups
4 Describe the collected data presented in tables and figures
5 Generalize and give comments and evaluations.
Teachers‟ perceptions about applying CAs to teaching speaking skill
4.1.1 Teachers’ perceptions about the definition of CAs ions of CAs:
Figure 4.1 Teachers’ perceptions on some definitions of CAs
Figure 4.1 indicates that most teachers demonstrate a solid understanding of the concepts of Continuous Assessment (CAs) However, some teachers express confusion regarding this topic Notably, a significant majority of teachers either strongly agreed or agreed that CAs are activities designed to encourage student participation in speaking.
1 Communicative activities include any activities that encourage a learner to speak.
2 Communicative activities are pieces of classroom works which involves learners in producing or interacting in the target language.
3 Communicative activities focus on forms rather than functions of language.
4 Communicative activities are ones which brings the language to life by providing a real basis for speaking the interactive exchange of ideas,…
5 Communicative activities emphasize learners’ accuracy
6 Communicative activities are totally controlled by teachers and students are dependent on teachers.
7.In communicative activities, students concentrate on “what” they are saying rather than
“how” they are saying it
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant majority of teachers (83.33%, 10 teachers) believe that classroom activities (CAs) effectively enhance language learning by facilitating interactive exchanges of ideas, opinions, and feelings Additionally, 91.67% (11 teachers) agree that CAs contribute to making the language more engaging However, a notable portion of teachers (66.67%, 8 teachers) strongly disagreed with the notion that CAs focus more on the content ("what") rather than the delivery ("how") of learners' speech, while 33.33% (4 teachers) expressed agreement with this perspective.
Many teachers recognize inaccuracies regarding Communicative Approaches (CAs), with 75% (9 teachers) believing that CAs prioritize forms over language functions and 58.33% (7 teachers) emphasizing learner accuracy Additionally, a significant 83.33% (10 teachers) agree that CAs are predominantly teacher-controlled.
The findings indicate that most teachers possess a solid understanding of Communicative Activities (CAs), which are designed to promote interaction among learners and with the community According to Stern (1992), CAs facilitate authentic communication in the classroom, motivating students to engage more effectively (Harmer, 2007) Additionally, research in second language acquisition (SLA) shows that students learn more when participating in relevant tasks within a dynamic environment, as opposed to traditional teacher-led instruction (Moss & Ross-Feldman, 2003) These insights underscore the teachers' strong knowledge of CAs.
4.1.2 Teachers’ viewpoints on the importance of CAs in teaching speaking skill
Figure 4.2 Teachers’ perceptions about the significance of CAs in teaching speaking skill
According to Figure 4.2, a significant majority of teachers, 75% (9 teachers), recognize the crucial role of Classroom Assessments (CAs) in enhancing speaking skills, as they contribute to the development of students' communicative competence In contrast, nearly 16.67% (2 teachers) acknowledged the necessity of CAs in teaching speaking skills, while only one teacher (8.33%) disagreed with their importance.
CAs were not very necessary This reflects teacher‟s awareness of using CAs in their speaking lessons
Many teachers recognize the significance of Continuous Assessments (CAs) in the learning process, a sentiment that was further validated through interviews and informal discussions with educators.
“I often apply CAs to teaching speaking skill, they give a hand in motivating my students to speak English more and more.” (T1 , T5)
“CAs make my speaking teaching hours more attractive and effective, they arouse better my students‟ attention and concentration” (T2, T3)
“I always find it really interesting to teach speaking skill with CAs because they are so helpful in building a communicative competence for my students” (T3)
“ CAs play a crucial part in my speaking teaching because they help to construct students‟ bravery to speak up the target language” (T4, T2)
Teachers frequently utilize Communicative Activities (CAs) during speaking lessons, as these sessions provide students with enjoyable and engaging experiences that help alleviate stress from other subjects By continuing to incorporate CAs, teachers can reduce students' negative feelings towards learning foreign languages and increase their interest in English Furthermore, effective use of CAs necessitates that teachers possess a deep understanding of their objectives, which will be further elaborated in the following section.
4.1.3 Teachers’ of purposes of using CAs
Figure 4.3 Teachers’ purposes on using CAs to teach speaking skill
According to Figure 4.3, over half of the teachers (58.33%) reported using Classroom Assessments (CAs) for both teaching and supporting their instruction Additionally, 25% of teachers, or three individuals, utilize CAs specifically to enhance speaking skills, while only 16.67% of teachers, equivalent to two individuals, officially employ CAs for teaching speaking skills.
To enhance learning and communicative competence in ESL/EFL classrooms, it's essential to provide learners with maximum exposure to the target language Computer-assisted tools (CAs) serve as effective resources for teachers, particularly in making speaking lessons more engaging According to Harmer (1998), the Communicative Approach to teaching speaking follows the Engage-Study-Activate (ESA) pattern, where teachers first capture students' interest in a topic, identify and address language issues, and then assign relevant tasks Teachers frequently rely on informal exchanges to support their teaching methods and improve language learning outcomes.
To effectively enhance speaking skills in students, it is essential to integrate Communicative Activities (CAs) into the teaching process, particularly for 12th graders who are focused on mastering grammar for exams By officially supporting teachers in implementing CAs, we can create a more engaging learning environment that encourages students to practice speaking skills alongside their grammar studies.
4.1.4 Teacher’s opinions on the characteristics of CAs
In order to design appropriate lessons, teachers need to percept completely the characteristics of CAs Therefore, before teachers make a lesson plan they should consider the characteristics of CAs
Figure 4.4 Teachers’ opinions on the characteristics of CAs
According to Figure 4.4, the most significant characteristic of CAs, as identified by 91.67% of teachers, is their ability to bridge the information gap Additionally, 66.67% of teachers believe that CAs involve purposeful language use Moreover, nearly 60% of teachers feel that CAs foster student creativity and encourage idea contribution The remaining characteristics of CAs were selected by less than 20% of teachers, with 16.67% and 8.33% respectively.
CAs involve using language for a purpose.
Mistakes are not accepted in communicative activities.
CAs help to bridge the information gap.
Learners have limited choices of producing their speech.
CAs encourage students to be creative and to contribute their ideas.
Research indicates that most teachers possess a strong understanding of Communicative Activities (CAs), which, as noted by Nolasco and Arthur (1988), involve purposeful language use Effective CAs must have a clear objective, as true communication is inherently goal-oriented Harmer (2012) emphasizes that students must engage in dialogue to uncover missing information, promoting interaction Furthermore, students are encouraged to share and discuss their ideas and opinions freely during CAs, enhancing collaborative learning.
(1981) addressed, “ Communication takes place between two (or more) people, one of whom knows something that is unkown to the others” To add more, Harmer
According to (2001, p.271), teachers should avoid imposing specific language forms on students, allowing for a free choice of language structures and vocabulary Classroom activities become truly communicative when each learner possesses information that others need to uncover, with the goal of bridging gaps in understanding Consequently, Communicative Activities (CAs) facilitate a more active and effective language learning experience.
4.1.5 Teachers’ preferred types of CAs
The article highlights different types of CAs, focusing on the most prevalent ones to align with the study's objectives The following figure illustrates the specific types of CAs that capture teachers' interest.
Figure 4.5 Teachers’ favorite types of CAs
The figure illustrates the preferred types of communicative activities (CAs) among teachers for enhancing speaking skills A significant majority of teachers favored information gap activities and questions & answers, with 83.33% and 75% support, respectively Games were also popular, capturing 66.67% of preferences for engaging students, while storytelling was the least favored, receiving only 25% approval Additionally, 41.67% of teachers expressed interest in other CAs, including role-play, discussion, interview, and jigsaw activities.
Teachers‟ suggestions to promote the use of CAs in teaching English speaking
The research offers valuable insights for teachers to enhance the use of CAs during the Production stage of grammar lessons, aiming to foster a deeper understanding of CAs and improve their implementation To explore teachers' perspectives on this matter, the study poses a pivotal question.
15 was set up, and the result was shown in the table 4.9 below
Table 4.3: Teachers’ suggestions to promote the effectiveness of CAs in speaking lessons Suggestions to Promote CAs Occurrence %
Discuss and share the experience with colleagues 8 66.67
Organize the work arrangement appropriately 6 50
To conduct effective lessons, teachers require significant time, energy, and creativity, as highlighted by the unanimous agreement among teachers that thorough preparation enhances the use of Collaborative Activities (CAs) in the classroom A substantial 83.33% of educators emphasize the importance of encouraging student engagement to boost the effectiveness of CAs Additionally, 66.67% of teachers believe that sharing experiences with colleagues can be beneficial, while only half see the advantages of CAs when work is organized appropriately Furthermore, 8.33% of teachers proposed additional strategies for enhancing CA effectiveness in grammar lessons, including providing clear instructions for activities, ensuring equal participation opportunities for all students, and utilizing teaching aids to make lessons more engaging, which can help develop students' critical thinking skills.
Furthermore, the interview was also conduct to record teachers‟suggestions for improving the use of CAs to teach speaking skill, the results were as follows:
“ Teachers need to give balance proportion of pre-CAs and CAs so that the students could use the language for communication fluently and accurately.” (T2)
“ Teachers ought to make sure that the students understand the tasks and materials and the objectives that they need to accomplish by the end of the lesson.” (T3, T5)
“ Teachers can use various media to make the activities more enjoyable and interesting.” (T1, T3)
“They need to give more opportunities for the students to practice their English so that the students can be involved in every single activity.” (T4, T2)
Teachers suggest that educational administrators should incorporate more real-life scenarios into textbooks Additionally, to enhance the teaching and learning experience, schools must allocate increased funding for media and materials development It is also essential for schools to provide students with sufficient resources, including adequate books, to help them master the English language.
Summary
This chapter thoroughly analyzes the data gathered from questionnaires, interviews, and informal conversations with teachers It reveals that most participants hold a positive view on the significance of implementing Communicative Approaches (CAs) in teaching speaking skills Additionally, the findings highlight the challenges faced by both teachers and students in enhancing reading comprehension through CAs Finally, the chapter presents several recommendations to enhance the future application of CAs in educational settings.