INTRODUCTION
Background of the research
The development of the economy necessitates that graduates possess English language skills for effective communication with foreigners, as it serves as the global lingua franca English is essential for interaction across various sectors, including politics, economics, culture, and society To address the increasing demand for proficient English speakers, many educational institutions have made English a core subject in their curricula.
To achieve proficiency in a foreign language, learners must excel in the four essential skills: listening, speaking, reading, and writing Recently, the emphasis on speaking has intensified due to the evolving role of English However, this focus on speaking can present challenges for many second language learners.
Improving speaking skills can be time-consuming and energy-draining for students, primarily due to various extrinsic factors like teacher guidance and intrinsic factors such as lack of motivation or insufficient background knowledge Language teachers face significant challenges in engaging students during speaking lessons This raises the question: Is enhancing speaking skills truly difficult, and what solutions can be implemented to help students overcome their challenges in speaking practice?
? Teachers, therefore, have been seeking for ways to improve students‟ speaking ability, as well as to plant and nourish students‟ motivation in learning English
At Hue Industrial College, students initially learn English using three primary textbooks: Headway, New Cutting Edge, and Let's Study English While these resources are essential for English instruction, the reality over the past few years reveals that only a small number of students can effectively use English after two years of study, leaving many at a low proficiency level that does not meet the demands of employers upon graduation Notably, the Let's Study English textbook has been officially implemented at the college since the start of the academic year.
In 2002-2003, the Ministry of Education and Training established a textbook featuring a student-centered approach, consisting of 20 units and 4 tests However, its applicability for students at HUEIC raises questions about whether the content meets their needs and proficiency levels Consequently, conducting an investigation into the textbook's usage is essential.
To support the development of Hue Industrial College, I, a young teacher, have initiated a study titled “An Investigation into the Use of Let’s Study English Textbook to Teach Speaking Skills.” This research aims to address the needs of students post-graduation and enhance their success in learning English speaking skills at the college level.
Significance of the research
There will be at least three kinds of benefits; they are for the college, English teachers and the researcher
The research findings will provide valuable insights for English teachers regarding the challenges students face in speaking skills Additionally, it will highlight the strategies teachers have implemented to address these issues This information can guide the decision on whether to adapt speaking activities from the textbook for use in the college curriculum.
English teachers can benefit from these results by discovering effective methods to adapt speaking activities shared by their colleagues Additionally, they will be able to design speaking activities that are appropriate for their students' proficiency levels As a result, this approach will enhance the effectiveness of their speaking instruction.
Conducting this research has enabled me to enhance my knowledge, skills, and experience, ultimately improving my teaching quality Additionally, the findings serve as a valuable reference for addressing issues related to speaking skills in future studies.
Scope of the study
This study aims to explore the effectiveness of the "Let's Study English" textbook in enhancing speaking skills at Hue Industrial College It examines the challenges faced by both teachers and students in the teaching and learning process of speaking skills using this resource Ultimately, the research seeks to identify strategies for improving students' speaking abilities at Hue Industrial College.
Purposes of the research and research questions
This research specifically examines the utilization of the "Let’s Study English" textbook in enhancing speaking skills among students The primary objectives of the study are to evaluate its effectiveness in the learning and teaching process.
- To find out difficulties that teachers and students meet in teaching and learning speaking skill with Let’s Study English textbook
- To investigate how teachers and students evaluate speaking parts designed in the textbook
- To discover what activities teachers use to teach speaking skill for students
- To give implications and suggestions to improve teaching speaking skill for students at Hue Industrial College
The study aims to answer the following questions:
1 What difficulties do teachers and students meet in teaching and learning speaking skill with the textbook Let’s Study English at Hue Industrial College?
2 How do teachers and students evaluate speaking parts designed in the textbook Let’s Study English ?
3 What activities do teachers use to teach speaking for students?
4 What adaptations can be made to the textbook so that it can be used more effectively at Hue Industrial College ?
Organization of the thesis
This research thesis consists of five chapters as follow:
Chapter 1, the introduction, presents the background of the research, the purposes, the research questions, the scope and structure of the thesis
Chapter 2 reviews theoretical concepts for the study It consists of three main sections, including (1) speaking skill, (2) textbook, (3) textbook adaptation The first section deals with the definition of speaking skill and its features The second section is then divided into the definition of textbook and the role of textbooks in a language program The third section demonstrates the definition and the reasons of textbook adaptation and techniques of textbook adaptation
Chapter 3 outlines the research methodology employed in this thesis, detailing the study's subjects, data collection instruments, research procedures, and data analysis methods.
Chapter 4 presents the findings and discussion This chapter focuses mainly on analyzing the data collected from questionnaires, class observations and interviews to answer the research questions
Chapter 5 provides a summary of the research findings and outlines key implications for educators aimed at enhancing speaking skills through the use of the textbook "Let’s Study English" at Hue Industrial College.
LITERATURE REVIEW
Previous studies on teaching speaking skill
Speaking skills are essential for effective daily communication and second language teaching Research has shown that despite starting English education around the age of twelve, Japanese students exhibit the lowest oral English proficiency in Asia, as noted in Roger's thesis (2008) This thesis sought to identify the underlying reasons for this underperformance and proposed an English speaking course specifically designed for Japanese high school students The course aims to address the oral communication needs that are often overlooked in existing English programs in Japan, ultimately enhancing the overall oral proficiency and competence of first-year high school students.
Luchini's (2004) evaluative case study examined the impact of his role as a facilitator, assessor, and evaluator in a spoken English program at Shanghai Normal University, China He concluded that effective development of oral skills requires integrating form with accuracy-focused activities Luchini emphasized the importance of providing opportunities for learners to engage in both instructional approaches, as both are essential for successful second language acquisition.
Ranalli (2002, cited in Raghdah, 2009) evaluated the New Headway Series Upper-Intermediate, highlighting its excellent design and writing quality that significantly supports learning The textbook achieves a strong balance between accuracy and fluency, effectively engaging learners through a variety of tasks and activities Additionally, it promotes a learning approach that embraces mistakes and trial-and-error.
Stripathum's study (2008) at Thammasat University, Thailand, investigated an intervention aimed at enhancing the listening and speaking skills of students with low English proficiency over 60 hours in three weeks The findings indicated that less-able English learners struggled with multiple skills due to their limited language learning strategies They found listening and speaking more motivating for daily communication To improve their skills, these students need increased exposure to the target language both in and out of the classroom, in a supportive and relaxed environment Additionally, clear assessment guidelines and benchmarks are essential to define learners' capabilities and the language functions they need to master to progress to higher proficiency levels.
Pham Thi Uyen (2004) examined the utilization of the Tieng Anh 6 textbook in Lower High Schools in Thua Thien Hue Province, finding that both teachers and students held positive attitudes towards it and showed enthusiasm for its use Despite these favorable perceptions, several challenges emerged, including inadequate preparation for both teachers and students, insufficient training and administrative support for adapting the textbook, and a heavy workload that demanded exceptional skills from teachers Additionally, a disconnect between teaching methods and testing practices hindered effective communicative learning and teaching activities.
Bui Thi Minh Hong (2006) highlighted the inadequate quality of speaking skills instruction at a Vietnamese university, leading to graduates struggling with English communication She noted that the textbook "Lifeline" by Hutchinson (2001) included three primary activities for oral skills: pronunciation, situational conversations, and arguments However, teachers often relied on tape recordings for pronunciation practice, resulting in students easily forgetting correct sounds Conversations lacked motivation from instructors, leading to minimal student collaboration, while poor cooperation discouraged teachers from developing argumentation skills Many educators prioritized reading and writing, believing these skills were more beneficial for exam success, and syllabus designers overlooked the importance of speaking skills To address these issues, she advocated for the integration of technology in teaching EFL, specifically suggesting the use of computer-mediated communication (CMC) to enhance pronunciation and conversational abilities.
Numerous studies have explored the impact of textbooks on teaching speaking skills, revealing that both teachers and students face challenges in this area across various schools in Vietnam and beyond However, the effectiveness of speaking activities included in the "Let’s Study English" textbook at HUEIC remains unexamined.
Therefore, it is necessary that there should be a study on how the textbook Let’s Study English is being used for teaching speaking skill at Hue Industrial College.
Communicative language teaching and teaching speaking skill
2.2.1.1 What is communicative language teaching (CLT)?
Littlewood (1981) noted that the Communicative Language Teaching (CLT) approach is interpreted differently by various individuals, leading to extensive literature on its theoretical foundations The influence of CLT has significantly shaped classroom materials and teaching practices, with a notable emphasis on enhancing communication skills.
- Relating the language we taught to the way in which English was used as an emphasis on use rather than usage or form, (Widdowson, 1972)
- Activities in which students had the chance to determine what they wanted to say independently of the teachers (fluency activities)
- Exposing students to examples of natural language rather than material which had been written for language teaching purposes (authenticity)
Research indicates that the objectives of Communicative Language Teaching (CLT) offer students valuable opportunities to acquire language skills (Brumfit, 1984; Littlewood, 1984) This approach provides essential practice for students to communicate effectively beyond the classroom setting.
In "Communicative Language Teaching," Littlewood highlights the significance of communicative activities and their characteristics in foreign language education The book analyzes the roles of these activities in teaching English and references various studies that advocate for their implementation These studies emphasize the benefits of using communicative activities to enhance English speaking skills The researcher leverages these findings to support supplementary activities in English teaching.
CLT is considered as a wide approach in teaching, not a set of classroom practices In a study of Nunan (1991), the author mentioned some features of CLT:
- An emphasis on learning to communicate through interaction in the target language
- The introduction of authentic texts into the learning situation
- The provision of opportunities for learners to focus, not only on language but also on the Learning Management process
- An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
- An attempt to link classroom language activities outside the classroom
Practitioners of Communicative Language Teaching (CLT) emphasize their commitment to understanding learners' needs and desires, highlighting the link between classroom language instruction and real-world usage In the classroom, CLT often manifests through pair and group work that fosters negotiation and cooperation among learners This approach prioritizes fluency-based activities that help students develop essential language functions, while also incorporating targeted grammar and pronunciation exercises.
At the level of language theory, Communicative Language Teaching has a rich, if somewhat eclectic, theory base:
- Language is a system for the expression of meaning
- The primary function of language is for interaction and communication
- The structure of language reflects its functional and communicative uses
- The primary unit of language is not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse (Richards,J.C and Rodgers,T.S,(1986))
In the study on Approaches and Methods in language teaching, Richards and Rogers (1986), listed four characteristics of CLT as followed:
- Classroom goals are focused 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 rather on the elements that help learners achieve their communicative goals.
Fluency and accuracy are essential principles in communicative techniques, often complementing each other At times, prioritizing fluency over accuracy can enhance learners' meaningful engagement in language use.
In a communicative classroom, students are required to actively use the language in both productive and receptive ways within spontaneous contexts Consequently, Communicative Language Teaching (CLT) has significantly influenced classroom materials and teaching practices.
The Communicative Language Teaching (CLT) approach emphasizes the importance of communicative activities, allowing learners to use English for real-life communication It aims to incorporate these activities into a broader language teaching program, enhancing overall language proficiency.
The primary aim of Communicative Language Teaching (CLT) is to foster communicative competence among students Authors emphasize that CLT plays a supportive role in achieving this objective, focusing on helping learners effectively communicate in the target language.
Speaking is defined by various linguists as an interactive process of constructing meaning through the production and reception of information (Brown, 1994; Burn & Joyce, 1997, cited in Pham Van Chi, 2008) Chaney (1988) describes it as the process of building and sharing meaning using verbal and non-verbal symbols across different contexts Nunan (2003) emphasizes that speaking is an aural/oral skill involving systematic verbal utterances to convey meaning Additionally, Bygate (1987) highlights that speaking is the skill by which learners are often judged, playing a crucial role in social interactions, professional advancement, and business relationships.
Speaking is fundamentally both an interaction and a transaction, as various definitions suggest I concur with Chaney (1988) that it involves the process of constructing and sharing meaning through verbal and non-verbal symbols across different contexts.
Bygate (1987, as cited in Nunan 1991, p.49) emphasized that oral interactions can be defined by routines, which are predictable methods of conveying information that can either emphasize information or interaction This distinction reflects the transactional and interactional functions of language He noted that a key aspect of oral interaction is the ongoing negotiation of meaning among participants regarding who speaks, to whom, when, and about what.
Brown and Yule (1983, cited in Richards 2008, p 21-27) distinguish between interactional speaking, which establishes and maintains social relationships, and transactional speaking, which focuses on information exchange These speech activities differ significantly in form and function, necessitating varied teaching approaches They categorize speaking into three distinct types.
Talk as interaction, often referred to as "conversation," primarily serves a social function where individuals exchange greetings and engage in small talk to foster friendliness and create a comfortable interaction space The emphasis lies more on the speakers and their self-presentation rather than the content of the message These exchanges can vary from casual to formal based on the context, a concept thoroughly explored by Brown and Yule (1983) Key skills in effective talk as interaction include understanding how to navigate these social exchanges.
- Recounting personal incidents and experiences
Talk as transaction emphasizes the clarity and accuracy of communication, prioritizing the message over social interactions among participants This approach often involves discussions linked to exploring concepts such as floating and sinking, where both students and teachers concentrate on meaning to achieve understanding (Jones 1996:14) Examples of talk as transaction illustrate this focus on effective communication.
- Classroom group discussions and proplem-solving activities
- A class activity during which students design a poster
- Discussing needed computer repairs with a technician
- Discussing sightseeing plans with a hotel clerk or tour guilde
- Making a telephone call to obtain flight information
- Asking someone for directions on the street
- Ordering food from a menu in a restaurant
Textbooks and their roles in language teaching programme
A textbook serves as essential material for teachers and students, facilitating the teaching and learning of a specific subject It acts as a manual of instruction, providing guidelines on the principles of the subject and forming the foundation or a significant part of a course of study.
A textbook is defined as a book that is typically owned by both the teacher and each student, serving as a systematic foundation for a language course.
2.3.2 The role of the textbooks in EFL, ESL classroom
In the process of teaching and learning English, textbooks and instructional materials are crucial components in EFL and ESL classrooms Numerous educators and researchers have examined the role of textbooks in language teaching programs, highlighting their significance in the educational experience.
Textbooks play a crucial role in English language teaching, serving as essential resources in educational settings (Hutchinson & Torres, 1994) They provide a foundational core of materials, acting as starting points for teachers and their classes (O'Neil, 1982) However, reliance on textbooks can lead to a de-skilling of teachers, as their role may diminish to merely presenting pre-prepared materials rather than engaging in meaningful instructional decisions (Richards, 2001).
In conclusion, both researchers and educators acknowledge the crucial role of textbooks in language programs, serving as essential tools for both teachers and learners While textbooks provide valuable resources, their use in teaching comes with both advantages and disadvantages Therefore, it is important for educators to carefully weigh the benefits and limitations of textbooks in their instructional strategies.
Textbook adaptation and techniques of adaptation
Textbook adaptation involves teachers rephrasing explanations in textbooks to better suit specific teaching contexts (McDonough & Shaw, 1993) This process can occur at three levels, with the first being macro adaptation Prior to initiating a language program, teachers should evaluate the textbook content against the syllabus or examination requirements This assessment allows them to identify sections that can be omitted and areas that require additional material Macro adaptation is crucial as it prevents the misallocation of time and resources for both teachers and students, while also enabling educators to proactively seek supplementary materials.
Unit adaptation is the second level of adaptation, involving the reordering, combining, omitting, or rewriting of activities and exercise materials This process enhances the cohesiveness and smoothness of classroom teaching, enabling teachers to more effectively achieve the objectives of a unit.
Adapting specific activities within a unit is essential when certain activities, although valuable, are poorly designed or not feasible for a particular class If teachers are reluctant to abandon these activities, they must consider making necessary adaptations to ensure their effectiveness.
Despite the significant efforts of textbook authors to cater to the needs of users, a disconnect often exists between the requirements of educators and the content provided in textbooks While these resources may exhibit internal coherence, they are not always fully applicable to specific teaching contexts (McDonough and Shaw, 1993) Additionally, many commercial textbooks are not tailored for particular classes, and teachers frequently face pressure to utilize materials mandated by authorities Consequently, to enhance the effectiveness and engagement of their teaching, educators must often adapt the materials they are using.
Richards (2001) noted that textbooks have the potential to deskill teachers and may not always align with the interests and needs of students, suggesting that adaptations are often necessary.
According to Littlejohn (1998), many educators and students view teaching materials as fixed entities beyond their control This perception leads some teachers to treat textbooks as unchangeable and almost legendary, focusing on the textbook itself rather than utilizing it as a creative resource Cunningsworth (1995) emphasizes that textbooks should serve as tools for inspiration and learning, ultimately supporting the teaching process.
Researchers have identified several issues with textbooks O'Neill (1981) argued that textbooks serve merely as tools and frameworks for classroom instruction, noting that no single textbook can satisfy the diverse needs of all teachers and learners at a specific level Similarly, Allwright (1981) emphasized that due to the complexities involved in managing language learning, even the most well-designed textbook cannot be effective in every context.
Teachers should view textbooks as resources or "ideas banks" that enhance their creativity rather than as authoritative guides This perspective allows educators to leverage their firsthand knowledge of classroom dynamics to better serve their teaching methods.
Adapting educational materials enhances compatibility between textbooks and teaching environments, ultimately maximizing their value for learners and improving teaching outcomes This process not only tailors textbooks to specific situations but also empowers teachers while reducing unnecessary complexities (Apple and Jungck, 1990) According to Richards (1998), teachers should anticipate the need for deletion, adaptation, and extension of textbook materials to ensure they effectively meet the needs of their classes.
Adaptation involves modifying content, including exercises, activities, texts, instructions, and tests, to better fit specific contexts Richard (2001) notes that textbooks often require some level of adaptation to enhance their relevance and suitability for particular situations This process can take various forms to meet the needs of different learners and educational environments.
Content can be changed if it does not suit the target learners, perhaps because of factors related to the learners‟ age, gender, social class, occupation, religion and cultural background
Many textbooks contain either too few or too many programs, with certain sections not aligning with students' levels To better cater to students' needs, these unsuitable parts can be replaced with more appropriate content.
To enhance student comprehension, teachers can rearrange sections of the textbook This may involve reorganizing the syllabus to present units in a more suitable order or adjusting the sequence of activities within a unit for specific educational purposes.
The textbook may contain items that teachers feels are not important or not suitable for students‟ level Hence, they can obmit them
Some exercises and activities can be changed with the aim of helping students understand more about what they learn in the textbook
To advanced students, teachers can add some additional tasks in order that students are able to practice more
The ability to adapt textbooks is a crucial skill for teachers, as highlighted by Richard (2001), who emphasized that adaptation personalizes the text, enhancing its effectiveness as a teaching resource for specific groups of learners This process typically unfolds gradually, as teachers become more acquainted with the material, revealing the aspects that require adaptation only after practical classroom application.
An overview on the textbook
Let’s Study English is the textbook that has been used to teach for students in
HUEIC has been dedicated to enhancing language learning for a decade, offering a range of controlled practice activities designed to build confidence in beginners The textbook includes simple, communicative exercises suitable for lower-level learners, focusing on the development of essential language skills "Let’s Study English" promotes active engagement and encourages learners to utilize language in a natural, communicative context, providing a diverse array of speaking practice activities.
The syllabus encompasses grammar, language functions, various topics, language skill tasks, and pronunciation It is designed to give lower-level students essential structural input, preparing them for advanced levels through a wealth of practice activities Vocabulary development focuses on enhancing learners' language skills, particularly in speaking Additionally, the conversation section aims to improve students' practical language use in real-life situations.
2.5.2 Structure of Let’s study English
Let’s Study English includes 20 units and four review units “stop and check” helping learners review pronunciation, vocabulary and grammar of previous units
Let’s study English is designed for a 90 period course The textbook has grammar summary, tapescript, glossary and key Each of its unit is structured as follows:
This part is designed to be a warmer to the lesson It is a short conversation and always has a direct relevance to the language introduced in the unit
The book features a carefully graded vocabulary that is consistently recycled, preventing students from feeling overwhelmed Additionally, it includes brief texts that enhance students' understanding of each unit's topic.
The book offers students the opportunity to listen to audio recordings before practicing speaking in pairs on the topics covered It includes various speaking exercises linked to the listening and reading activities, with a strong emphasis on pronunciation to help students become familiar with English sounds and improve their comprehensibility.
There are information gap exercises, rewriting sentences, and answering questions from available cues
Speaking skills are crucial in the textbook, emphasizing conversational fluency and providing ample opportunities for oral communication Practice occurs through oral presentations, dialogue work, role plays, discussions, and various class activities The textbook also offers specific conversation strategies, including how to open and close conversations, introduce and develop topics, manage turn-taking, make clarification requests, and check understanding Additionally, speaking practice is integrated into conversation dialogues and role-play exercises that introduce essential conversational expressions.
Summary
This chapter outlines essential terms that define the research scope and addresses the significance of textbooks in language programs, including adaptation techniques and design approaches It includes a description of the current textbook in use and reviews relevant prior studies The following chapter will focus on the research methodology.
METHODOLOGY
Kinds of research and research approaches
The research utilized a theoretical framework and employed both quantitative and qualitative methods to effectively collect and analyze data, aiming to address the research questions.
Condelli and Wrigley (1999) emphasized that the most effective research design is a mixed-method approach that combines both qualitative and quantitative methods They noted that while qualitative methods can reveal what is effective, they often lack sufficient explanatory power, particularly in understanding student experiences and instructional effectiveness Conversely, quantitative methods can provide valuable results that complement qualitative findings.
“provide data that can give insights into how findings work and how findings can be translated to practice”
McMillan and Schumacher (1993) emphasized that quantitative research relies on numerical data for reporting results, sampling, and assessing the reliability and validity of instruments, leading to conclusions relevant to the researcher's inquiries In contrast, qualitative research focuses on narrating facts through words to understand and explain social phenomena from participants' perspectives, incorporating their feelings, beliefs, ideals, thoughts, and actions Combining these two approaches, as suggested by Condelli and Wrigley (1999), can yield significant results Consequently, this research will utilize both quantitative and qualitative methods to analyze data collected from questionnaires, interviews, and observations The aim is to clarify the challenges in teaching and learning speaking skills at Hue Industrial College and to gather information on how teachers implement activities during speaking sessions to enhance students' listening skills, ultimately seeking solutions for more effective speaking periods.
Participants
As a novice educator, the researcher fostered strong relationships with both students and colleagues at the College, ensuring high validity in data collection The questionnaires were designed to elicit satisfactory responses, allowing informants to provide answers freely and naturally, thereby fulfilling the objectives of the thesis.
The subjects for this study will be about two groups consisting of EFL teachers and EFL students at Hue Industrial College
The study involved a group of 8 EFL teachers at HUEIC, aged between 24 and 45, with teaching experience ranging from 1 to 21 years Most participants hold BA degrees in English language teaching, while some possess MA degrees This research aims to gather insights into the challenges these teachers face while using the Let’s Study English textbook to teach speaking skills.
A random selection of 225 students was made from five classes: Electrical, Accountants, Electronics, Motivatives, and Informatics The participants, aged between 18 and 30 years, hailed from various provinces across Vietnam.
All students were administered questionnaires to identify challenges and propose solutions for enhancing speaking skills in the textbook This initiative aims to boost both teachers' and students' confidence and proficiency in developing this essential skill at the College The details of the participants are summarized in the table below.
Number of teachers Age Qualification
Data collection
This study primarily utilized questionnaires and class observations for data collection, supplemented by unstructured interviews and discussions with teachers to gain additional insights Additionally, document reviews were selected as another method of gathering data for the research.
Collecting data through questionnaires is effective for engaging a large number of participants To ensure reliable data, respondents were asked about their willingness to participate A typical questionnaire includes both closed-ended and open-ended questions Newman (2000) argues that relying solely on closed-ended questions may result in the loss of valuable insights from participants' experiences and feelings Nevertheless, most questions in the questionnaires were closed-ended, as they are quicker and easier for both participants and researchers.
There were 2 sets of questionnaires which were delivered for both teachers and students
The study involved administering questionnaires to eight EFL teachers, featuring 13 multiple-choice and open-ended questions in English The primary objective was to gather data on the challenges these teachers faced while utilizing the textbook and the methods they employed to teach speaking skills.
A questionnaire was administered to 225 students, featuring 12 questions that included both multiple-choice and open-ended formats The purpose was to identify the challenges students faced during speaking periods and to explore the activities teachers employed to teach speaking using the textbook "Let’s Study English." To ensure comprehension and facilitate full expression of ideas, all questions were presented in Vietnamese.
Interviews are invaluable for uncovering the narratives behind participants' experiences, allowing for in-depth exploration of the topic According to McMillan and Schumacher (1993), the interview method is regarded as a powerful tool for gathering comprehensive insights.
“flexible and adaptable technique” that allows for better insight into a given issue, especially with “topics that concern personal qualities or negative feelings”
This research paper utilized interviews to gather insights from 10 randomly selected students and 8 teachers The interview questions were designed based on the survey questionnaires to obtain detailed information A total of 10 predetermined open-ended questions were used, with 5 questions in Vietnamese for students and 5 in English for teachers Students' responses were recorded in Vietnamese and subsequently translated into English for analysis.
Classroom observation proved to be an invaluable tool for the researcher, providing authentic insights into the dynamics of teaching English speaking at the College Through these observations, the researcher identified key challenges faced by teachers in implementing textbook activities and explored effective solutions to enhance the teaching and learning experience.
The classroom observations were done in the observation sheets (see Appendix) with specific details to evaluate the process and the results.
Procedures of collecting data
To create the questionnaire, the researcher compiled essential information from relevant books, articles, and websites A preliminary draft was distributed to 15 participants for feedback After analyzing their responses, the researcher refined the questions to enhance clarity and focus.
A total of 225 adjusted questionnaires were distributed to participants in the second group, with the researcher encouraging completion during break time to ensure a high return rate Ultimately, 200 completed questionnaires were collected, and the data was quantitatively compiled and analyzed.
The researcher conducted interviews with eight teachers and ten randomly selected students to explore the topic of speaking skills in education Each interview began with a clear introduction of the research topic to provide context for the participants The researcher posed specific questions and guided the conversation, redirecting participants back to the main topic when necessary All interviews were tape-recorded and subsequently transcribed for thorough analysis.
The class observation method involved announcing the eight teachers at the start of each period to ensure accuracy During the observations, the researcher took detailed notes and recorded the teaching lessons on tape Following this, the researcher conducted a thorough analysis of the collected data.
Data analysis methods
The researcher meticulously examined the collected data, which included responses from questionnaires analyzed for statistical frequency and converted into percentages The results were then presented in figures and tables Additionally, qualitative analysis was conducted on findings from interviews and class observations, with significant efforts made to accurately reflect the underlying meanings.
The questionnaires will code for different types of comments including how English teacher should do to improve speaking skill for students using the textbook
Let’s Study English The analysis of the questionnaire data and interviews will help the researcher get the valuable assessments on speaking teaching and learning skill
The researcher employed a comprehensive approach by utilizing both quantitative and qualitative methods, including 200 questionnaires and 18 interviews with EFL teachers and students across four branches at HUEIC This meticulous planning ensured thorough data collection and analysis, enhancing the credibility of the research findings.
FINDINGS AND DISCUSSION
Teachers‟ and students‟ responses on the importance of speaking skill in
This section examines the significance of speaking skills in relation to other skills, highlighting insights from teachers based on reliable questionnaire results It also emphasizes the importance of learning speaking skills through detailed perspectives from students across five classes, focusing on their progress in this area.
4.1.1.1 Learning speaking skill from teachers’ perspective
Teachers‟ thinking about and attitude towards learning speaking skill in English classes are explored from teachers‟ perspective in this section
4.1.1.1.1 Teachers’ thinking about learning speaking skill
More important Equally important Less important Not necessary
Figure 4.1: Teachers’ thinking about learning speaking skill
Figure 4.1 illustrates teachers' perspectives on the significance of speaking skills compared to other language skills Speaking is crucial for language learning and daily communication, with only 12.5% of teachers considering it less important than other skills The majority, 62.5%, view speaking as equally important as listening, reading, and writing, emphasizing that these skills influence one another and that a deficiency in any area hampers successful language acquisition Conversely, 25% of teachers believe speaking is more vital, arguing that mastering vocabulary and grammar is insufficient without the ability to communicate verbally They noted that the lack of emphasis on speaking in tests leads to reduced focus on this skill in English classes.
Teachers recognize the significance of speaking skills in learning a foreign language, often prioritizing it over other skills As a result, they focus on enhancing their students' speaking abilities.
4.1.1.1.2 Teachers’ attitude towards learning speaking skill
Table 4.1 illustrates teachers' perceptions of students' attitudes towards learning speaking skills The data presented in the table reveals the extent to which teachers understand their students' feelings about developing their speaking abilities.
Table 4.1: Teacher’s attitude towards learning speaking skill
Students like speaking and doing the tasks in textbook 2 25
Students like playing games or doing free activities
Students are afraid of speaking because they don‟t know how and what to do with speaking tasks
Students hate speaking because it is too difficult 6 75
According to Table 4.1, only 25% of teachers observed that students enjoyed speaking and completing textbook tasks, while 100% noted that students preferred playing games or engaging in free activities, which alleviated pressure and increased participation Additionally, 62.5% of teachers believed that students were hesitant to speak due to uncertainty about how to approach speaking tasks, and 75% of the teachers felt that students disliked speaking because they found it to be a challenging skill.
Many teachers observed that their students showed minimal interest in developing their speaking skills, primarily due to the perceived difficulty of discussing textbook topics Instead, students found greater enjoyment in engaging with games and participating in free activities.
Therefore, teachers should choose some suitable games for students to speak and improve their speaking skill
4.1.1.2 Learning speaking skill from students’ perspective
4.1.1.2.1 Students’ thinking about learning speaking skill
More important Equally important Less important Not necessary
Figure 4.2: Students’ thinking about learning speaking skill
A survey of 200 students revealed varying perceptions of the importance of speaking skills in language learning Only 2% (4 students) regarded speaking as more important than other skills, emphasizing the desire to communicate with foreigners In contrast, 55% (110 students) viewed speaking as equally important as reading, writing, and listening, recognizing the interdependence of all four skills However, 20% (40 students) believed speaking was less critical, focusing instead on reading and writing to achieve high marks in English Additionally, 15% (30 students) deemed speaking unnecessary, as it was not part of their tests Lastly, 8% (16 students) were uncertain about the importance of speaking skills, indicating a lack of attention to this area.
Over half of the students recognize the significance of speaking skills, which positively affects their attitude towards learning in English classes It is essential for teachers to guide students in understanding the value of speaking skills, fostering a more positive approach to mastering this important aspect of language learning.
4.1.1.2.2 Students’ attitude towards learning speaking skill
Table 4.2: Students’ attitude towards learning speaking skill
I like speaking and doing the tasks in textbook 10 10
I like playing games or doing free activities (without doing tasks)
I am afraid of speaking because I don‟t know how and what to do with speaking tasks
I hate speaking because it is too difficult 150 75
Table 4.2 reveals students' attitudes towards learning speaking skills, with only 5% (10 students) expressing a preference for speaking tasks in the textbook, primarily to communicate with foreigners In contrast, a significant 95% (190 students) showed interest in games and free activities, which effectively motivate them in English classes While teachers understand their students' motivations well, nearly half of the students struggle with speaking due to a lack of guidance from teachers and insufficient attention during classes Alarmingly, 75% (150 students) reported disliking speaking, citing its difficulty and their inability to engage in conversation or organize their thoughts effectively.
Many students lack motivation in learning speaking skills due to the perceived difficulty of speaking well They tend to engage more with games and free activities Consequently, it is essential for teachers to explore effective strategies to enhance student motivation in English speaking classes.
Difficulties in teaching speaking skill from teachers‟ perspective
This question is designed to look for teacher‟s opinions on the difficulties in teaching speaking skill Different perspectives are listed in the table 4.3 in the order of priority
Table 4.3: Difficulties in teaching speaking skill
Large numbers of students in class 8 100
Speaking activities in the book are not suitable 6 75
Lack of active paricipation of learners 8 100
The survey revealed that 100% of teachers identified the lack of active participation from learners as the primary obstacle in teaching speaking skills in English classes Teachers noted that students showed little interest in speaking due to its perceived difficulty and exclusion from assessments, leading to a lack of motivation Additionally, the large class sizes hindered opportunities for individual speaking practice, resulting in student disappointment and an inability to complete textbook tasks Furthermore, 75% of teachers expressed that the speaking activities were unsuitable for students, contributing to their passivity during practice Only 37.5% of teachers reported challenges related to time constraints and mixed proficiency levels, as the 45-minute class periods at HUE IC were insufficient to cover all required activities.
Out of eight teachers, 25% faced challenges in teaching speaking due to ineffective techniques However, the majority participated in workshops focused on speaking skills, equipping them with the knowledge to implement activities effectively throughout the speaking process.
Teaching speaking skills often presents challenges for educators, primarily stemming from student-related issues such as a lack of active participation and large class sizes Additionally, the speaking activities outlined in textbooks can hinder effective learning To address these challenges, teachers should focus on enhancing student motivation and consider dividing classes into smaller groups for more effective speaking practice Furthermore, adapting speaking tasks to align with students' proficiency levels can significantly improve engagement and learning outcomes.
Difficulties faced by students when they use the textbook Let’s
Speaking is a crucial skill in learning English, yet many students struggle with it, often viewing it as the most challenging aspect of language acquisition A study involving 200 students revealed significant difficulties when using a textbook designed to enhance their speaking abilities.
Large number of students in class Classroom furniture
Afraid of making mistakes: grammar and pronunciation Cultural factors in the conversation
Teachers pronunciation Time insufficience Not well prepared about topic Lack of vocabulary & background knowledge of the topic Inappropriate speaking activities in the books
Lack of active participation of speaking partnerrs Mixed level students
Figure 4.3 Difficulties faced by students when they use the textbook Let’s
A survey revealed that 90% of students identified large class sizes and a lack of active participation from speaking partners as their primary challenges The disparity between small and large classes highlighted difficulties in teacher-student engagement, making it hard for students to receive individual assistance Additionally, 90% of students felt unprepared for speaking tasks when using textbooks, while 80% cited insufficient vocabulary and background knowledge as barriers, along with a fear of making mistakes To address these issues, it is recommended that teachers encourage students to learn 5 to 10 new words daily.
A significant 30% of students reported that the textbook included inappropriate speaking activities, while 20% expressed difficulty in practicing within mixed-level classes This diversity in student proficiency posed challenges for teachers, as advanced students often required only a few minutes for simple tasks, while those with lower skills needed additional time Balancing these needs is crucial; if teachers allocate too much time, advanced students may become disengaged, yet insufficient time could hinder the progress of struggling learners.
In conclusion, students encounter several challenges when using textbooks to enhance their speaking skills, primarily due to large class sizes and insufficient participation from speaking partners To address these issues, teachers should consider dividing the class into smaller groups for better management and incorporate engaging activities to encourage speaking practice Additionally, rewarding active students with extra points on tests can further motivate participation in speaking exercises.
Teachers‟ and students‟ evaluation on the speaking parts designed in the
4.2.1 Teachers’ evaluation on the speaking parts designed in the textbook Let’s Study English
P ic tu re , I llu st ra tio ns
C on te nt s an d to pi cs
S pe ak in g ta sk s
P ro nu nc ia tio n
Good Rather good Average Bad
Figure 4.4: Teachers’ evaluation on the speaking parts designed in the textbook Let’s Study English
Teachers' evaluations of the speaking components in the textbook "Let’s Study English" reveal that 50% of the teachers rated the grammar as good, indicating it is no longer a barrier to learning speaking skills However, other aspects received average ratings, with 75% for pictures and illustrations, 25% for vocabulary, 50% for contents and topics, 37.5% for tasks, and 50% for pronunciation While the majority of teachers found the speaking parts generally suitable for students, 37.5% expressed concerns about the difficulty and relevance of the contents and topics, suggesting that these factors hindered student interest in speaking.
4.2.2 Students’ evaluation on the speaking parts designed in the textbook
P ic tu re , I llu st ra tio ns
C on te nt s an d to pi cs
S pe ak in g ta sk s
P ro nu nc ia tio n
Good Rather good Average Bad
Figure 4.5: Students’ evaluation on the speaking parts designed in the textbook Let’s Study English
The evaluation of the speaking components in the textbook "Let’s Study English" revealed that 69% of students found the pictures and illustrations to be appealing, while 61% appreciated the vocabulary presentation However, regarding the content and topics, only 1.5% rated them as "good," with 50% considering them "average" and 41.5% labeling them as "bad," indicating a lack of interest among students Additionally, 71% of the students rated the tasks as average, while grammar was viewed positively by 56.5% of respondents.
The evaluation of students' speaking skills revealed that grammar was deemed acceptable, with 61% of students rating vocabulary in speaking dialogue as rather good However, 20.5% considered it average, indicating that while grammar and vocabulary were not rated as "good" by most, they did not pose significant challenges Pronunciation received an average rating from 62.5% of students, with only 9% rating it as rather good Notably, 24% of students reported difficulties with pronunciation, citing long and unfamiliar words that hindered their ability to pronounce them correctly.
4.2.3 Students and teachers’ opinions on accuracy and fluency in the textbook Let’s Study English
According to Nunan (2003, p 55), speaking skills encompass two key components: accuracy and fluency Fluency refers to the ability to communicate spontaneously without interruption, allowing students to convey their messages using their available resources, even if it means overlooking grammatical errors In contrast, accuracy focuses on the correct application of vocabulary, grammar, and pronunciation Chart 4.6 below illustrates the perspectives of students and teachers regarding accuracy and fluency in the textbook "Let’s Study English."
Figure 4.6: Students and teachers’ opinions on accuracy and fluency in the textbook Let’s Study English
A significant majority of students (90%) and teachers (100%) agreed that the textbook "Let’s Study English" effectively distributes tasks and activities that emphasize accuracy Additionally, 75% of teachers and 50% of students acknowledged that the textbook includes activities promoting fluency However, 30% of students and 15% of teachers were uncertain about the presence of fluency-encouraging activities in the textbook, with only 10% of students expressing doubt regarding the textbook's composition.
Yes No Do not know
Yes No Do not know
Yes No Do not know
Yes No Do not know
Teachers’ opinions activities encouraging accuracy or not Besides, 10% of the teachers and 20% of the students reckoned that the textbook did not have activities and tasks focusing on fluency.
Using speaking activities in the textbook Let’s Study English
4.3.1 Teachers’ use of speaking activities in the textbook Let’s Study English
Always Often Sometimes Rarely Never
Figure 4.7: Teachers’ use of speaking activities in the textbook Let’s Study
The data analysis revealed that most teachers utilized the textbook while making adaptations to their speaking instruction As illustrated in Figure 4.7, only 12.5% of teachers consistently incorporated the textbook's procedures alongside additional tasks In contrast, 50% of the teachers reported using the textbook without modifications "sometimes." One teacher emphasized the importance of adhering to the Ministry's syllabus, stating, "I don’t need to change anything in the textbook." Furthermore, 37.5% of teachers frequently substituted inappropriate tasks with more suitable alternatives to align with students' abilities They noted that some tasks were too challenging, necessitating the use of easier options Notably, 62.5% of teachers expressed a need for adjustments to better cater to their students' needs.
Many teachers reported omitting difficult tasks from their lessons, with some stating that their students struggle with challenging activities, leading them to prioritize other tasks Specifically, 50% of the teachers indicated that they sometimes replaced inappropriate tasks with more suitable alternatives One teacher mentioned the necessity of substituting difficult tasks with easier ones to better fit their students' needs Additionally, 62.5% of the teachers expressed that they often utilized various materials, including games, to enhance student engagement in speaking activities.
4.3.2 Speaking activities of the textbook Let’s Study English
Table 4.4 Speaking activities of the textbook Let’s Study English
Activities Teachers' opinion Students' opinion
Effective communication aims to achieve specific tasks, like gathering information or sharing opinions Genuine communication occurs when there is an information gap, with each participant holding unique knowledge To fulfill their objectives, individuals often need to clarify their meanings or tasks to ensure mutual understanding.
The data collected from questionnaires and interviews reveal that a significant majority of teachers (75%) and students (90%) frequently engage in Information gap activities in the textbook Let’s Study English This activity requires participants to share information using the target language In contrast, only 12.5% of teachers reported using Jig-saw activities for speaking, which are typically associated with reading skills However, Role-play activities were recognized by 87.5% of teachers and 85% of students as effective for speaking practice, facilitating situational conversations that enhance communication skills One teacher emphasized the utility of Role-play, stating, “Role-play is one of the activities I often use to teach speaking for my students It is helpful for me and my students.” Interestingly, Simulation activities, such as role-playing a restaurant scenario, were not identified by either teachers or students as part of speaking classes.
Role-play activities are highly effective for teaching speaking skills, as they engage students and enhance their speaking practice To further motivate students in speaking classes, teachers should integrate various activities into their lessons.
Adaptations made to the textbook Let’s Study English to be used more
4.4.1 Speaking activities used by teachers
Simplyfing the speaking activities in the textbook
Using activities adapted from other sources
Figure 4.8 Speaking activities used by teachers
Half of the teachers in the study adapted speaking activities from the textbook for more effective use in college, primarily due to the complexity of the original activities and limited class time However, this simplification can hinder students' speaking skill development, as overly simplistic tasks do not challenge them Consequently, 62.5% of teachers turned to alternative resources like the Internet and other books, which provide diverse speaking activities that can enhance learning Adapting materials from various sources not only keeps students engaged but also allows teachers to evaluate and select the most effective activities Despite the benefits, this approach is time-consuming, leading to 87.5% of teachers relying on textbook activities and none creating self-designed activities.
In conclusion, each teacher adapted the textbook to align with their students' abilities and available time Most educators favored speaking activities from the textbook, as the syllabus effectively supports student learning and facilitates teaching, particularly in developing speaking skills that cater to students' needs.
4.4.2 Students’ opinion on teachers’ textbook adaptation
Activities in the textbook simplified by the teacher
Figure 4.9 Students’ opinion on teachers’ textbook adaptation
The chart reveals that 90% of students reported that teachers primarily utilized activities from the textbook, as this method is convenient and requires minimal preparation The textbook is seen as effective, containing well-structured units of knowledge that encourage teachers to rely on its activities However, only 2% of students felt that teachers created their own activities Despite the textbook's strengths, it has limitations; for instance, while parts one and two are effective, part three is deemed unsuitable, prompting teachers to substitute it with their own tasks To optimize time, 80% of students indicated that teachers simplified speaking activities in the textbook, allowing students to focus on key components and enabling teachers to incorporate additional beneficial activities.
4.4.3 Reasons for teachers’ textbook adaptation
The table shows the number of teachers agreeing with their adaptation The following table presents the four main reasons for teachers‟ adaptation
Reasons for textbook adaptation Number of respondents (No./200)
Table 4.5 Reasons for teachers’ textbook adaptation
In a study involving eight teachers, 62.5% indicated that they adapt speaking activities to better suit their students' needs, often simplifying conversations to facilitate practice Additionally, 37.5% of the teachers reported modifying complex language to enhance student comprehension However, only 12.5% expressed concerns about the lack of interest in textbook topics The observations were conducted in class 12TCKT04 at HUEIC.
The class lasted for 45 minutes
The teacher initiated the lesson by asking students if they had ever participated in a part-time job, prompting a discussion about their motivations When students remained silent regarding their interest in such jobs, the teacher suggested that financial independence might be a reason She then introduced Activity 1, where students filled in missing words in their textbooks In Activity 2, students practiced interview conversations in pairs, with some invited to perform their dialogues The teacher supported their efforts by explaining complex vocabulary and simplifying the conversation, ensuring that students could effectively engage with the material.
Interviewer: What was your full name?
Applicant: My name was Pham Mai Nga
Interviewer: What were your qualifications?
In the next stage, students paired up to role-play as interviewer and applicant The teacher then invited select pairs to perform their conversations Following this, students were encouraged to create similar dialogues with their partners Class observations revealed that the teacher adhered closely to the activities outlined in the textbook "Let’s Study English," while also simplifying complex language to facilitate better practice for the students.