INTRODUCTION
Background of the research
In 1995, a decree mandated that personnel in government agencies must be proficient in English, making it a compulsory subject in schools (Le, 1999, p.73) Consequently, English became one of six subjects required for final examinations, although assessments focus solely on reading and writing skills (Nguyen, 2008, p.40, cited from Tran).
High school graduation and university entrance exams primarily assess students through written tests focused on reading and writing skills, as highlighted by Ho (2000, p.77) This evaluation method emphasizes memorization of grammar rules over practical language use, resulting in a neglect of listening and speaking skills in both teaching and learning Consequently, students, including those in QTHS in GL province, often struggle with verbal communication in English and find it challenging to initiate conversations outside the classroom.
To enhance students' communicative competence, the Ministry of Education and Training (MOET) has introduced a new series of textbooks emphasizing speaking, listening, reading, and writing skills This shift allows for increased student participation in class, with teachers adopting the role of facilitators However, these textbooks may negatively impact English teaching and learning, particularly in specialized contexts For instance, at QTHS in An Khe town, a mountainous region where many students struggle with English, the general approach of the textbooks does not cater to their needs Students often feel shy about speaking due to fear of making mistakes, making these resources unsuitable and potentially hindering their ability to learn and practice speaking skills effectively.
My teaching experiences at QTHS reveal a significant gap between the new textbooks introduced in the 2006-2007 school year and the outdated teaching methods still in use Many educators have struggled to adapt their lesson designs, particularly for speaking skills, which continue to rely on the Audiolingual method This approach emphasizes rote memorization, where students repeat after teachers, study grammar rules, recite dialogues, and learn vocabulary Consequently, English language instruction often takes place in a context dominated by memorization and model conversations from textbooks, with students primarily listening and repeating to familiarize themselves with vocabulary and grammar Additionally, the prevalence of Vietnamese during lectures limits students' opportunities to engage in English communication, resulting in the continuation of old teaching methods for new lessons and skills.
To enhance students' speaking abilities in English, a new teaching method known as Communicative Language Teaching (CLT) is essential, as it views language primarily as a tool for communication (O’Neill, 2000) For effective implementation of CLT, teachers should utilize conversation techniques, allowing students to practice speech, pronunciation, intonation, and stress similar to native speakers However, English textbooks often feature contrived conversations that are overly prepared and lack authenticity, which can diminish students' motivation to learn speaking skills, as they may feel they cannot achieve "the lofty heights of perfect speech" (Gilmore, 2004).
The speaking tasks in English textbooks often fail to promote interaction among learners, lacking essential communicative features such as language choice and information gaps (Nguyen, 2008) This limitation significantly reduces students' opportunities to engage in meaningful conversation, hindering their ability to practice real communication in the classroom.
Research has explored various aspects of teaching English speaking skills to high school students, highlighting challenges faced by learners (Nguyen Van Minh, 2008), the importance of organized interactions for practice (Tran Thi Hoai Thu, 1999), and the communicative approach to teaching (Nguyen Thi Thanh Thuy, 1995) However, there has yet to be an investigation into the use of conversations from the "Tieng Anh" textbooks for grades 10, 11, and 12, authored by Hoang et al (2006-2008 a), as a tool for enhancing speaking skills.
My interest in this study, titled “An Investigation into Using Conversations in English Textbooks to Teach Speaking at Quang Trung High School in Gia Lai Province,” is driven by the potential benefits for Vietnamese English teachers, particularly in high schools within Gia Lai province I aim to provide insights that can help educators enhance their classroom practices.
Aims of the study
With the reasons mentioned above, the specific aims of the study are:
To investigate the reality of teaching and learning speaking through conversations at QTHS
To provide some implications for teachers to adapt the conversations and the speaking tasks in the English textbooks to teach speaking at QTHS.
Research questions
Within the scope of this study, the researcher intends to find the answers to the following questions:
1 What are the teachers‟ and students‟ perceptions towards the characteristics of authentic speaking tasks in teaching and learning speaking English atQTHS?
2 How are the conversations in the English textbooks used to teach speaking at QTHS?
3 What are appropriate solutions for teaching speaking by using the conversations in the English textbooks at QTHS?
Scope of the research
With the purpose of improving students‟ speaking abilities, the study concentrates on investigating the reality of using the conversations in Tieng Anh 10,
This study examines the teaching of speaking skills among seven English teachers across three classes at QTHS in GL province, focusing specifically on the first semester's units 2 to 4 Due to time constraints, the research is limited to this particular timeframe and subject matter.
Significance
This study aims to enhance awareness among English teachers and learners in contemporary Vietnam regarding the significance of teaching and learning speaking skills through model conversations found in English textbooks Additionally, the findings are intended to serve as a valuable reference for researchers interested in exploring high school speaking instruction By examining the current practices of teaching and learning speaking at the high school level, this research will also provide insights for textbook designers, enabling them to make informed improvements in future editions.
Structure of the research
The study is organized into five chapters as follows:
Chapter I serves as the introduction, outlining the research background and the rationale behind the study It details the study's objectives, significance, and research questions, while also defining its scope and structure.
Chapter II provides a comprehensive review of the literature that underpins the study, focusing on key aspects such as conversations, the nature of speaking, the process of learning to speak, and the significance of authentic speaking tasks.
Chapter III presents the methods and the limitation of the study
Chapter IV discusses the findings of the study
Chapter V presents the conclusion with implications and suggestions for teaching speaking at QTHS in GL province.
LITERATURE REVIEW
Conversation
To fully grasp how the textbook utilizes conversations to enhance speaking skills, it is essential to understand the concepts of conversation and dialogue.
Conversation is defined as a spontaneous exchange between two or more individuals, allowing them the freedom to speak and listen without adhering to a strict schedule (Nolasco & Arthur, 1987) It is characterized by its casual nature and lack of formal structure, as noted by Pridham (2001), who describes it as any interactive spoken exchange Furthermore, Rachel Heppner Kroeker (2009) emphasizes that conversation qualifies as a distinct type of speech event, highlighting its significance in communication.
1980, p 14) that is distinct from lectures, discussions, interviews and courtroom trials
Participants in a conversation are able to express their thoughts and contribute at any moment However, the language used in these discussions is typically informal and reflects everyday usage.
The term "dialogue" encompasses various forms of conversation, whether planned or spontaneous, aimed at fostering mutual understanding among participants It serves as an effective tool for engaging in the typical exchange of ideas found in everyday interactions (Murphy, 1995) According to Douglas Walton, dialogue is essential for enhancing comprehension of differing perspectives.
According to (1992), dialogue is defined as an exchange of speech acts between two participants, characterized by turn-taking and aimed at achieving a collective goal The coherence of a dialogue relies on how well these speech acts align to support this objective Each participant also has their individual goals, creating a mutual obligation within the conversation Scott Thornbury (2006) further elaborates that dialogue can refer to either the text of a two-way spoken exchange or the act of engaging in such an exchange He emphasizes that dialogues are a favored method for presenting and practicing language, as they reflect the most common and widespread use of language in everyday life.
Dialogue refers to a specific conversation between two or more individuals, making it a more focused term than the broader concept of conversation However, the conversations presented in English textbooks differ significantly from real-life interactions Unlike informal spoken exchanges, these textbook dialogues feature lengthy, well-structured sentences with proper grammar, often lacking the natural characteristics of spoken language The following section will explore the distinct features of conversations found in English textbooks.
2.1.2 Characteristics of the conversations in the English textbooks
Textbook conversations typically emphasize grammatical structures and vocabulary, as noted by Rob Nolasco and Lois Arthur (1987), who argue that these dialogues merely serve to practice language skills taught in other parts of the course Often consisting of exchanges between two or more individuals, these conversations lack many characteristics of authentic spoken discourse, as highlighted by Joyce (2000) Consequently, the conversations found in language textbooks like Tieng Anh may not effectively reflect real-life communication.
10, 11, 12 are “often contrived: the turn - taking is neat and tidy; there are no performance errors such as hesitation, repetition, or false starts” (Gilmore, 2004, p
The conversations presented in these textbooks are artificial and scripted, resembling performances by actors rather than genuine dialogue They depict an idealized "can do" society where interactions are seamless and free of conflict, characterized by polite cooperation between speakers This structured format leads to neat, predictable exchanges, akin to a quiz show or courtroom interrogation, as noted by Gilmore (2004).
Textbook conversations hinder learners from experiencing authentic English dialogue, which impairs their listening and speaking skills According to Alex Gilmore (2004), textbook authors often utilize more explicit language than what is typical in everyday speech, favoring concrete nouns over pronouns While this makes the content easier to understand, it limits learners' ability to develop essential listening skills, such as recognizing pronoun referents Furthermore, Gilmore asserts that the unrealistic language models presented in textbooks can demoralize students, making them feel that achieving fluent speech is unattainable.
The model conversations in English textbooks often pose challenges for both teachers and learners, as highlighted in Cheng-jun's paper (2006), which states that exposure to artificial dialogues can hinder language acquisition (Nunan, 1999) To address these issues, teachers should consider redesigning the provided conversations, incorporating suitable visual aids, and offering students more chances to engage in authentic communication during language classes.
The nature of speaking
Speaking is defined as a productive aural/oral skill that involves producing systematic verbal utterances to convey meaning (Bailey & Nunan, 2005) It serves as a primary medium for instruction and interaction in classroom settings, facilitating language tasks such as problem-solving and information exchange (Nguyen, 2008) This essential skill is closely linked to listening, as it allows learners to obtain information and express their thoughts (Bailey, 2002) Furthermore, speaking plays a crucial role in forming first impressions, as it reflects individuals' thoughts and personalities (Hedge, 2000).
In conclusion, speaking is a necessary skill which contributes to developing students‟ abilities to express themselves in foreign languages Therefore, speaking is a basic skill that language learners need to practice
Speakers often aim to establish or maintain social relationships or exchange information through their utterances Brown and Yule (1983) categorize the functions of speaking in human interaction into two main types: interactional functions, which focus on social connections, and transactional functions, which prioritize the exchange of information.
Jack C Richards highlights that conversation typically involves social interaction, emphasizing how speakers present themselves to one another In contrast, the latter aspect focuses on the content of what is communicated or performed.
Kathleen M Bailey (2002) emphasizes the importance of teaching both interactional and transactional speaking skills to students, as these functions are essential for effective communication beyond the language classroom By mastering these skills, learners can engage in conversations, initiate small talk, gather information, make suggestions, and justify their opinions in real-life interactions.
In summary, understanding the interactional and transactional functions of language is essential for language teachers, as it significantly aids in enhancing their learners' speaking skills.
2.2.3 Speech acts and speech events
This section will explore the concepts of "speech acts" and "speech events," highlighting the distinctions between the two terms as defined in sections 2.1.1.1 and 2.1.1.2 regarding conversation and dialogue.
Speech acts are linguistic tools used to achieve specific purposes in communication, such as promising, requesting, and questioning (Bailey, 2002) These acts occur within identifiable discourse contexts known as speech events, which help frame the interaction (Bailey, 2002).
“sermons, lectures, job interviews, eulogies, dinner-table conversations, and so on”
From the mentioned above, speech events are broader than speech acts Speech acts are “group of utterances with a single interactional function”, considered as
Understanding speech acts and speech events is crucial for language teachers, curriculum designers, and materials developers, as these concepts are essential for effective communication in conversations like job interviews, which consist of multiple turns and function as larger units of interaction.
In short, in order to communicate successfully, we should comprehend the knowledge of speech act and speech event to gain different communication goals
2.2.4 Basic principles in developing speaking skill
To achieve accurate and fluent English speaking, learners must understand both what to say and how to express themselves appropriately in social contexts Therefore, it is essential for English teachers to equip their students with both linguistic skills and communicative competence.
Linguistic competence refers to the idealized knowledge of a language possessed by a speaker-listener within a uniform speech community, as noted by Nguyen (2009, p.26) This concept, rooted in Chomsky's theory, emphasizes that a speaker's understanding of their language is complete and unaffected by external factors that may influence real-world language use.
Linguistic competence is essential for learners to improve their speaking skills In language classrooms, it is crucial to emphasize vocabulary, structures, and pronunciation to prepare learners and boost their confidence in practicing speaking.
Traditional language teaching has primarily focused on form rather than meaning, resulting in learners becoming passive recipients of linguistic knowledge without the ability to use it effectively This has shifted towards a communicative approach, emphasizing the practical application of language skills for effective communication in various situations Communicative competence, as defined by Hymes (1973), outlines the essential knowledge a speaker must possess to engage successfully within a speech community Widdowson (1975) further elaborates that this competence encompasses the ability to utilize linguistic forms for communicative acts and to comprehend the functions of sentences in relation to one another.
In summary, it's essential to differentiate between linguistic competence and communicative competence Linguistic competence focuses on the ability to create and comprehend grammatically correct sentences, while communicative competence emphasizes producing and understanding contextually appropriate language A thorough understanding of both types of competence significantly benefits teachers and learners in the teaching and learning process, particularly in enhancing speaking skills.
2.2.5 Reasons for teaching speaking skill at high school level
The following discussion is about why it is necessary to teach speaking at high school level in Vietnam
Understanding a language differs significantly from being able to speak it fluently, highlighting the importance of practical application in language learning Jeremy Harmer (2007, p.123) identifies three key reasons for emphasizing speaking skills in the classroom, underscoring the necessity of equipping learners with the ability to effectively communicate in real-life situations.
Speaking activities in the classroom offer valuable rehearsal opportunities for students to practice real-life communication in a safe environment These tasks allow students to utilize their existing language knowledge, providing essential feedback for both learners and educators Moreover, the more frequently students engage with different language elements, the more automatic their usage of these components becomes, enhancing their overall language proficiency.
Authentic speaking tasks
To improve students' speaking skills in oral communication classes, teachers need to modify the speaking tasks found in English textbooks, as highlighted by Anson Yang and Chan-piu Cheung.
In 2003, it was emphasized that teachers must adapt activities to ensure relevance, as unmodified tasks can alienate English learners from meaningful engagement My teaching experience reflects this, as I have observed that many speaking tasks in English textbooks fail to foster authentic communication, leaving students feeling frustrated and disengaged from using the target language.
Communicative language teaching emphasizes the necessity of authentic communication (Yang and Cheung, 2003) To fulfill this need, educators must implement suitable techniques in their teaching A highly effective method is the incorporation of authentic speaking tasks, which Kolk (n.d.) asserts help connect classroom learning with its real-world significance.
This section will define a task and its components, explore the concept of an authentic speaking task, and outline the characteristics that distinguish authentic speaking tasks Additionally, it will present various authentic speaking tasks designed to enhance students' speaking skills.
Cheng-jun (2006) identifies two types of tasks in language education: communicative tasks and learning tasks, the latter also referred to as non-communicative tasks (Estaire & Zanon, 1994; Nunan, 1989) Non-communicative tasks emphasize language form, including grammar, vocabulary, pronunciation, and sentence structure Historically, the grammar translation method relied heavily on these non-communicative tasks However, with the rise of Communicative Language Teaching (CLT), there is a growing emphasis on communicative tasks that facilitate interaction and information sharing in the classroom Cheng-jun notes that contemporary syllabus designers are increasingly organizing CLT around communicative tasks, aiming to enhance language learning through meaningful communication The following section will define communicative tasks in detail.
Nunan (1989) defines a communicative task as classroom work that engages learners in understanding, manipulating, producing, or interacting in the target language (TL), with a primary focus on meaning rather than form These tasks should be complete enough to function as standalone communicative acts This implies that students prioritize expressing their ideas over accuracy during these tasks However, to enhance effective communication in real-life scenarios, tasks must be authentic and connected to real-life contexts The concept of authentic speaking tasks will be explored further.
2.3.2 What is an authentic speaking task
An authentic task is defined as an activity that native speakers engage in during their daily lives Sanatullova and Sanatullov (n.d.) emphasize that a task is considered authentic when it requires students to create their own responses instead of merely choosing from given options, and when it mirrors real-world challenges.
An authentic speaking task is an effective method for enhancing students' speaking skills, as it motivates them and provides valuable opportunities to practice the target language Through these tasks, students can articulate their thoughts verbally while learning to navigate the social norms relevant to various communicative contexts.
A communicative task is often viewed as an authentic task, designed to mimic real-life activities that students encounter in daily communication (Cheng-jun, 2006, p 20; Estaire & Zanon, 1994, p 13-20) You-hua (2006, p 32; Willis, J., 1996, p 53) defines a "task" as a goal-oriented activity where learners utilize language to achieve tangible outcomes The following section will highlight the benefits of incorporating authentic speaking tasks in the classroom, emphasizing their key characteristics.
2.3.3 Characteristics of authentic speaking tasks
To have a clear perception of the characteristics of authentic speaking tasks, a comparison between traditional and authentic tasks will be presented in the following
Table 2.1: Characteristics of authentic tasks
(adapted from http://www.tblt.org/download/sanatullov_sanatullova.ppt)
Traditional classroom speaking practice typically involves structured drills where one student asks a question and another provides a predetermined answer This method often emphasizes repetition and memorization of artificial dialogues, limiting students to rigid structures set by teachers Consequently, the language learned is frequently disconnected from real-life usage, resulting in a lack of practical speaking skills.
On the contrary, the purpose of real communication is to perform a task, such as filling in application forms, planning a holiday, or expressing an opinion Authentic
In traditional authentic language learning, tasks are designed to provide students with opportunities to engage with the target language in real-world contexts These tasks utilize direct evidence to facilitate understanding, allowing students to construct and apply their knowledge effectively As students gain experience and practice, they develop the ability to use their language skills quickly and automatically According to You-hua (2006, p 32), key characteristics of effective tasks include prioritizing meaning, establishing connections to real-world activities, and emphasizing task completion.
(4) the assessment of tasks is in terms of outcome (cited from Skehan, 1998, p 95)
In conclusion, authentic speaking tasks are essential for teachers to enhance their students' ability to use the target language in real-life communication The following section will outline the key components necessary for effectively designing these authentic speaking tasks.
2.3.4 What are components of an authentic task
As suggested in Designing Tasks for the Communicative Classroom by Nunan
(1989, p.11) communicative tasks will contain a goal, input, activities, settings, and roles
Figure 2.1: Components of an authentic task
A framework for analyzing communicative tasks (Adapted from Nunan 1989, p.11)
According to Nunan (1989), tasks are structured around input data, which can be either verbal, such as dialogues or reading passages, or non-verbal, like picture sequences These tasks involve activities that are derived from the input, guiding learners on how to engage with it Additionally, each task includes a defined goal and outlines the roles for both teachers and learners, whether stated explicitly or implicitly.
According to Cheng-jun (2006, p 40), the primary objective of tasks is to enhance students' communicative competence, which encompasses socio-linguistic, discourse, and strategic skills Furthermore, Cheng-jun highlights that these activities should be viewed as tasks rather than mere exercises.
In reality, when designing a task, teachers have to identify exactly the task goal and, of course, the task needs to meet the goal identified before Cheng-jun (2006, p
41) proves that “Communicative activities with no goals, can not encourage learners‟ interest in verbal participation; when communication is with no goals, this activity is not a real task (See II.3.1) Therefore, goals are the necessary elements of communicative tasks, and goals play a very important role in the whole process of communicative activities”
Summary
Developing speaking skills poses a significant challenge for many EFL teachers, who must focus on creating an environment conducive to meaningful communication To effectively support students in communicating in a second language, educators need a solid understanding of speech acts, speech events, and teaching principles Additionally, they should be equipped with the necessary components for designing communicative tasks and a variety of engaging speaking activities The upcoming chapter will outline the research methodology.
This chapter will be dedicated to the description of the research methodology, participants and procedures done to obtain the data and how they will be analysed
This study employed a descriptive research method to investigate the use of conversations in English textbooks for teaching speaking, alongside the perceptions of teachers and students regarding authentic speaking tasks at QTHS To ensure comprehensive data collection, both quantitative and qualitative methods were utilized; the quantitative approach focused on gathering and analyzing numerical data and statistics, while the qualitative method provided insights into the significance of the quantitative findings.
The participants of the study consisted of two selected groups
The study involved a group of seven English teachers (2 males and 5 females) from QTHS in GL province, all of whom teach grades 10-12 and possess over 10 years of teaching experience, with ages ranging from 32 to 49 These educators participated in in-depth interviews to assist the researcher by answering a series of questions.
The second group consisted of 120 students (males and females) of grade 10,
11, and 12 at the above school Their ages were from 16-18 They have learnt English for more than 4 years They were chosen randomly and asked to fill in the questionnaires
Questionnaires, classroom observations and in-depth interviews were used to collect the data for this study
According to Nguyen (2008), the questionnaire serves as a primary tool for gathering information from participants, as noted by McMillan & Schumacher (1993) The researcher selected this method due to its efficiency in accommodating a large participant group, while also minimizing learners' fear and embarrassment associated with direct interaction The questionnaires aimed to collect data on students' perceptions of how teachers utilize conversations from English textbooks and implement authentic speaking tasks in their teaching of speaking skills.
A total of 120 questionnaires were distributed to participants, featuring ten close-ended questions designed to assess students' perceptions of the importance of English speaking skills, the characteristics and benefits of authentic speaking tasks, and the effectiveness of conversations in English textbooks at QTHS According to Nguyen (2008), close-ended questions are preferred as they facilitate quicker responses and easier data categorization (Newman, 2000; McMillan & Schumacher, 1993) This format ensured that all participants could express their views clearly and comprehend the statements presented (See Appendix C).
3.3.2 Classroom observation and videotaped classroom
Classroom observations were conducted at Quang Trung High School to evaluate the effectiveness of using conversations from the English textbook for teaching speaking skills This method was essential for the research, providing valuable insights and validating data collected from questionnaires The researcher focused on both controlled and experimental classrooms, observing three sessions for each grade in the controlled group and six sessions (two for each grade) in the experimental group to assess the impact of authentic speaking tasks on students' speaking abilities.
Over a span of one and a half months, the researcher utilized a digital camera to document the activities of teachers and students across nine sessions, with each recording occurring approximately two weeks apart.
In-depth interviews were conducted with teachers at the school to gather additional insights for the study The interview questions aimed to delve deeper into the key aspects highlighted in the questionnaires This research method was selected for its effectiveness in obtaining comprehensive information.
Firstly, the interviews helped the research to reaffirm the results collected
Secondly, face-to-face interviews can help the researcher have an opportunity to understand the respondents through their nonverbal as well as verbal behavior (Nguyen, 2008, p.36)
In order to carry out the process effectively, the researcher gave the interviewees
The researcher conducted interviews with seven English teachers from Quang Trung High School, preparing questions in advance and scheduling suitable times for each session To ensure clarity and reliability, all interviews were conducted in Vietnamese and recorded using the researcher’s cell phone One teacher was unable to attend in person due to an unexpected work commitment, so she provided her responses via email This allowed the researcher to follow up for clarifications and additional questions Ultimately, all interviews were transcribed, and relevant information was selected for presentation in the study.
The researcher analyzed the collected data using both quantitative and qualitative methods Student questionnaire responses were coded and summarized in tables, allowing for quantitative analysis through categorization and percentage counting Additionally, teacher interviews provided valuable insights into the use of textbook conversations and authentic speaking tasks for teaching at Quang Trung High School Class observations further enriched the findings by adding qualitative perspectives to the quantitative results.
To get reliable and trustworthy data from one hundred and twenty detailed criteria in collecting and analyzing data shown in Nguyen‟s paper research
The researcher ensured confidentiality by not requiring participants to provide their names on the questionnaires and allowed a one-week period for their return Only completed questionnaires were analyzed, while incomplete ones were excluded Interviews were conducted in a comfortable setting with pre-set questions, giving interviewees ample time to prepare their responses The recorded interviews were transcribed for citation purposes The collected data were meticulously totaled, grouped, and analyzed, with results presented in tables and charts based on percentages Overall, the data collection and analysis process was executed with diligence to ensure reliability and trustworthiness.
In summary, this chapter outlined the research methodology, highlighting the integration of quantitative and qualitative methods through the distribution of 60 questionnaires and conducting 7 interviews with QTHS participants Additionally, it emphasized the use of controlled and experimental classroom observations to meticulously collect and analyze data, ensuring that the findings of this study are valuable and well-regarded.
METHODOLOGY
Research approach
This study employed a descriptive research method to investigate the use of conversations in English textbooks for teaching speaking, alongside the perceptions of teachers and students regarding authentic speaking tasks at QTHS To gather comprehensive and relevant data, both quantitative and qualitative methods were utilized The quantitative approach focused on collecting and analyzing numerical data and statistics, while the qualitative method provided insights into the significance of the quantitative findings.
Participants
The participants of the study consisted of two selected groups
The study involved a group of English teachers from QTHS in GL province, consisting of 2 males and 5 females, all with over 10 years of teaching experience, aged between 32 and 49, who taught grades 10 to 12 These educators participated in in-depth interviews to assist the researcher by answering specific questions.
The second group consisted of 120 students (males and females) of grade 10,
11, and 12 at the above school Their ages were from 16-18 They have learnt English for more than 4 years They were chosen randomly and asked to fill in the questionnaires.
Data collection
Questionnaires, classroom observations and in-depth interviews were used to collect the data for this study
According to Nguyen (2008), the questionnaire serves as a primary tool for gathering information from participants, as noted by McMillan & Schumacher (1993) The researcher opted for this method due to its efficiency in handling a large number of participants, while also helping learners to avoid the fear and embarrassment associated with direct interactions The questionnaires aimed to collect data on students' perceptions regarding teachers' use of conversations in English textbooks for teaching speaking and the implementation of authentic speaking tasks in the learning process.
A total of 120 questionnaires were distributed to participants, featuring ten questions aimed at assessing students' perceptions of the importance of English speaking skills, the characteristics and advantages of authentic speaking tasks in education, and the effectiveness of using conversations from English textbooks at QTHS According to Nguyen (2008, p.35), close-ended questions were predominantly used due to their efficiency for both respondents and researchers, facilitating the collection of easily categorized data (Newman, 2000; McMillan & Schumacher, 1993) Consequently, all questions were designed as close-ended to ensure clarity and allow for participants' freedom of expression (See Appendix C).
3.3.2 Classroom observation and videotaped classroom
Classroom observations were conducted at Quang Trung High School to evaluate the effectiveness of using conversations from the English textbook for teaching speaking This method was essential for the research, providing valuable insights and confirming the data gathered from questionnaires The researcher focused on both controlled and experimental classrooms, observing three sessions for each grade in the controlled group and six sessions, with two for each grade in the experimental group, to assess the impact of authentic speaking tasks on students' speaking skills.
Over a period of one and a half months, the researcher utilized a digital camera to document the activities of teachers and students across nine sessions, with each recording occurring roughly two weeks apart.
In-depth interviews were conducted with teachers at the school to gather additional insights for the study The interview questions aimed to delve deeper into the key aspects highlighted in the questionnaires This research method was selected for its effectiveness in obtaining comprehensive information.
Firstly, the interviews helped the research to reaffirm the results collected
Secondly, face-to-face interviews can help the researcher have an opportunity to understand the respondents through their nonverbal as well as verbal behavior (Nguyen, 2008, p.36)
In order to carry out the process effectively, the researcher gave the interviewees
The researcher conducted interviews with seven English teachers at Quang Trung High School, preparing questions in advance and scheduling suitable times for each interview To ensure clarity and reliable responses, all interviews were conducted in Vietnamese and recorded using the researcher’s cell phone One teacher was unable to attend in person due to unexpected work commitments and provided her responses via email This allowed the researcher to follow up with additional clarifications and questions Subsequently, all interviews were transcribed on the computer, enabling the researcher to select relevant information for the study.
Data analysis
The researcher employed both quantitative and qualitative methods to analyze the gathered data Student questionnaire responses were coded and summarized in tables, allowing for quantitative analysis through categorization and percentage counting Additionally, teacher interviews were analyzed to validate insights regarding the use of textbook conversations and authentic speaking tasks in teaching at Quang Trung High School Class observations further enriched the findings by providing qualitative insights that complemented the quantitative results.
To get reliable and trustworthy data from one hundred and twenty detailed criteria in collecting and analyzing data shown in Nguyen‟s paper research
The researcher ensured confidentiality by not requiring participants to provide names on the questionnaires Participants were given one week to complete and return the questionnaires, with only fully completed responses included in the analysis Interviews were conducted in a comfortable environment, allowing interviewees ample time to prepare their answers, and recordings were transcribed for citation purposes The collected data were meticulously totaled, grouped, compared, and analyzed, presented in tables and charts based on percentages Overall, the data collection and analysis process was conducted with great care to ensure reliability and trustworthiness.
Summary
In conclusion, this chapter outlined the research methodology, demonstrating the integration of quantitative and qualitative approaches through the administration of 60 questionnaires and 7 participant interviews at QTHS, alongside controlled and experimental classroom observations The researcher aimed to meticulously collect and analyze data to ensure the study's results are highly valued.
CHAPTER 4 FINDINGS AND DISCUSSION 4.1 Introduction
This chapter of the thesis presents in a logical way the details of the data collected from surveys, class observations and interviews with a thorough discussion under four main sections:
The importance of teaching speaking at QTHS
The teachers‟ and students‟ perceptions towards the characteristics of authentic speaking tasks in teaching and learning English speaking skill at QTHS
The reality of using the conversations in the English textbooks to teach speaking at QTHS
The appropriate solutions for teachers to teach English speaking skill more effectively
These four sections aim to answer the three research questions:
1 What are the teachers‟ and students‟ perceptions towards the characteristics of authentic speaking tasks in teaching and learning speaking English at QTHS?
2 How are the conversations in the English textbooks used to teach speaking at QTHS?
3 What are appropriate solutions for teaching speaking by using the conversations in the English textbooks at QTHS?
The last part will serve as a summary of all the findings and discussions
4.2.1 The significance of teaching and learning English speaking skill at QTHS?
Table 4.1: Significance of learning English speaking skill
English skills students attend to study most Number = 120 Percentage (%)
(Note: Students could choose more than one answer.)
Table 4.1 indicates that a significant majority of students (68.33%) prioritize Speaking as the key skill in learning English This reflects a positive attitude towards the importance of speaking proficiency, as learners recognize its value in effectively expressing their thoughts and communicating with native English speakers Additionally, all interviewed teachers emphasized the critical nature of teaching speaking skills, underscoring its significance in language education.
High school students' English proficiency is currently assessed solely through writing, but the primary objective of English education is to improve students' communicative competence Consequently, speaking skills are recognized as essential in the teaching of English.
Despite the absence of English speaking skills assessment in high school final exams, this situation negatively affects teachers and their instructional methods.
Speaking is a crucial skill that students utilize in everyday interactions, making it essential for real-life communication Proficiency in a language is largely defined by one's ability to speak it Therefore, I prioritize teaching English speaking skills, even though they are not assessed in high school examinations.
Speaking plays a crucial role in language learning, as it integrates with other skills such as vocabulary and grammar development, ultimately enhancing writing abilities Through speaking, students can effectively express their feelings, opinions, and ideas, share stories, inform or explain concepts, make requests, and engage in discussions This highlights the diverse functions of language and underscores the significance of speaking in the overall language acquisition process.
Teachers at QTHS recognize the significance of speaking as a crucial skill and actively strive to enhance their students' English speaking abilities This commitment is evident in their enthusiasm for planning speaking activities, as illustrated in Table 4.2.
Table 4.2: The interests of teachers in planning speaking activities
The interests of teachers in planning speaking activities
Table 4.2 reveals that only 9.17% of participants felt their teachers neglected the teaching of speaking skills, while a substantial 90.83% acknowledged that teachers prioritized speaking by planning relevant activities This data suggests a positive overall perception among teachers regarding the importance of speaking in language instruction.
In conclusion, both teachers and students at QTHS recognized the importance of developing English speaking skills, demonstrating a positive attitude towards the features of authentic speaking tasks, which will be further explored in the following sections.
4.2.2 The teachers’ and students’ perceptions towards the characteristics of authentic speaking tasks
The research examines the perceptions of both teachers and students regarding the characteristics of authentic speaking tasks in English language teaching and learning Initially, it focuses on understanding the perspectives of teachers on this matter.
4.2.2.1 The teachers’ perceptions towards the characteristics of authentic speaking tasks
Teachers emphasized the importance of using conversations from English textbooks to enhance students' speaking skills However, they noted the need for modifications to make these conversations more relevant and effective for learners One teacher highlighted her insights on the characteristics of these textbook conversations, suggesting that adjustments are essential for better engagement and comprehension.
“Most of the conversations in the English textbooks were less authentic, which was hardly used in real life Moreover, these contrived model conversations require learners imitate or follow servilely”
The conversations in English textbooks often miss key elements of authentic dialogue, such as proper openings and closings, as well as responsive interactions This deficiency can hinder learners' ability to engage smoothly in role-playing scenarios Furthermore, these conversations typically focus on basic grammatical concepts that textbook designers aim to teach, as highlighted by a teacher's observation.
“The language used in the conversations was difficult for my students to practice speaking for it was the written language not the spoken language”
The model conversations in the textbooks featured lengthy, grammatically correct sentences that emphasized specific grammatical structures However, these conversations were more suited for written communication rather than spoken dialogue, which created challenges for learners in practicing their speaking skills Additionally, the speaking tasks included in the textbooks lacked authenticity, as noted by another interviewed teacher.
“The speaking tasks provided in the textbooks lacked characteristics of authenticity They couldn’t occur in real life Therefore students were easily fed up with these tasks”
In real-life scenarios, interviews are conducted to gather new information about individuals However, textbook speaking tasks often require learners to interview classmates with whom they are already familiar, making the process redundant As a result, since personal details like backgrounds and hobbies are already known, students find these tasks unnecessary and boring.
Table 4.5 highlights that teachers frequently utilized speaking tasks such as role-playing, interviewing, and information sharing in the classroom at QTHS These activities provided students with valuable opportunities to practice real-life situations The consistent use of diverse speaking tasks by teachers reflects their positive perceptions of authentic speaking task characteristics The following section will discuss students' perceptions regarding these authentic speaking tasks.
4.2.2.2 The students’ perceptions towards the characteristics of authentic speaking tasks