INTRODUCTION
RATIONALE AND RESEARCH QUESTIONS
In the context of globalization and international integration, English has become a vital component of Vietnamese society, serving as a key driver for innovation and development following the government's economic open-door policy The demand for English proficiency is increasingly essential, particularly among young people, including university and high school students, who seek to enhance their academic prospects, prepare for job interviews, and pursue studies abroad Since 1993, English has been a compulsory subject in schools, contributing to students’ learning experience from lower secondary levels onward, resulting in at least four years of English education by high school graduation As the primary language of global communication, trade, and diplomacy, mastering English offers Vietnamese students significant opportunities in both local and international markets.
Despite the efforts in English Language Teaching (ELT), many classrooms still rely on traditional pedagogy that prioritizes grammar and vocabulary over communicative competence This approach often results in students who possess theoretical knowledge but struggle to express themselves in real-world situations High school students, despite memorizing extensive vocabulary and grammar rules, often lack proficiency in speaking English Research indicates that students, particularly in Vietnam and China, feel self-conscious when asked to share their views publicly, even when their language skills are adequate The focus on grammar and reading has left students underprepared for verbal communication Recognizing the importance of speaking skills, the Ministry of Education and Training has introduced new textbooks that emphasize communicative activities, integrating speaking as a vital component of the curriculum To foster communicative competence, Communicative Language Teaching (CLT) is advocated, as it encourages active participation in meaningful interactions This method aims to enhance students' engagement and effectiveness in communication, addressing the challenges they face in speaking Ultimately, strong communication skills are crucial for high school students as they navigate classroom activities and prepare for future interactions.
Effective communication skills are essential for students, enhancing their success not only in English lessons but across various subjects Many individuals aspire to master English to fulfill personal goals and wish to communicate as fluently as native speakers However, a significant number of learners struggle with understanding English and lack confidence in their speaking abilities due to limited communicative competence With Vietnam's entry into the WTO and the implementation of open policies, there are increased opportunities to enhance English communication skills and collaborate internationally Consequently, the importance of teaching communication skills to students has become more critical than ever, particularly in the context of organizational success.
This research is driven by both subjective and objective factors Subjectively, exploring methodology in teaching speaking is highly beneficial for English teachers Objectively, the significance of English communication is increasingly recognized, yet high schools in Vietnam encounter challenges in enhancing learners' communicative competence According to Communicative Language Teaching (CLT), the goal of language education is to foster communicative competence in the target language Littlewood highlights that CLT systematically addresses both functional and structural aspects of language.
The traditional teaching methods in Vietnamese secondary schools often neglect speaking and listening skills, focusing primarily on vocabulary, grammar, reading, and writing This imbalance creates significant challenges for learners, who may excel in written English but struggle with oral communication in real-life situations Additionally, the learning environment, characterized by large class sizes of 46 to 50 students, is not conducive to effective language teaching To address these issues, it is essential for teachers to implement more interactive classroom activities aimed at enhancing students' communicative skills from the outset Consequently, this research investigates the current practices and perceptions of teachers regarding the use of activities to improve the communicative abilities of eleventh-grade students in English speaking lessons at Nguyen Hue High School in Hue City.
With those purposes, the researcher concentrated on answering the following questions:
1 How important are communicative skills to foreign language learning according to EFL teachers at Nguyen Hue High school?
2 What activities are used by EFL teachers to develop students’ communicative skills in English speaking lessons at Nguyen Hue High School?
3 How often are these activities used in English speaking lessons to develop students’ communicative skills at Nguyen Hue High School?
4 What should be done to develop students’ communicative skills at Nguyen Hue High School?
This study aims to enhance the application of the communicative language teaching approach to improve students' communicative competence in English speaking lessons at Vietnamese high schools, particularly at Nguyen Hue High School in Hue The research will equip EFL teachers with effective speaking techniques suitable for various teaching contexts It is essential for students to develop their communicative skills, enabling them to speak and present English topics fluently and naturally in the classroom Additionally, the study analyzes the perceptions of both teachers and students regarding typical English communication activities to identify appropriate solutions and teaching implications.
RESEARCH PURPOSES
This study aims to explore the effectiveness of typical classroom activities in enhancing communicative skills for English speaking among eleventh-grade students at Nguyen Hue High School in Hue City It highlights the crucial role of communicative skills in practicing English speaking tasks.
The study aims to explore the attitudes of eleventh-grade students at Nguyen Hue High School regarding the use of typical classroom activities in speaking lessons Additionally, it will examine teachers' perceptions of these activities and identify the challenges faced in implementing them for effective speaking instruction.
Finally, it provides some suitable suggestions for English teachers and students to prepare for English lessons at Nguyen Hue High school.
RESEARCH SIGNIFICANCE
This study aims to enhance students' communication skills through English speaking lessons, fostering efficient interaction among peers through engaging classroom activities Additionally, it boosts students' confidence in public speaking and aids teachers in planning effective English lessons.
RESEARCH SCOPE
The researcher faced limitations in covering all aspects of communication skills in language and could not investigate students across all high schools in Hue The study focused on typical classroom activities aimed at enhancing effectiveness and engagement in English communication, specifically targeting the speaking skill The research concentrated on the real situation of eleventh-grade students at Nguyen Hue High School for several reasons.
Nguyen Hue High School in Hue has a longstanding reputation for excellence in teaching and learning, earning recognition as one of Vietnam's national high schools due to its numerous achievements The focus on high-quality education creates a conducive environment for research, allowing the researcher to obtain valuable insights Additionally, the researcher's personal experience as a former student at the school facilitates data collection, making the process more efficient.
Nguyen Hue High School prioritizes the development of English language skills, particularly speaking, which is often overlooked in other institutions This research will focus on eleventh-grade students who are accustomed to high school learning and are not burdened by university entrance exam pressures Additionally, the school emphasizes the careful testing and enhancement of speaking skills.
METHODOLODY OF THE STUDY
The study utilizes a quantitative approach to achieve its objectives, employing survey questionnaires for eleventh-grade students and English teachers at Nguyen Hue High School to gather data for evaluation and conclusions.
STRUCTURES OF THE THESIS
This study examines how traditional classroom activities can enhance the communicative skills of eleventh-grade students learning English speaking at Nguyen Hue High School in Hue City The research is structured into five chapters: Introduction, Literature Review, Methodology, Findings and Discussions, and Conclusion, along with implications for future research.
This chapter outlines the rationale for selecting the thesis topic, focusing on the current state of English teaching and learning in Vietnam It emphasizes the critical need to enhance communicative skills among eleventh-grade students in English speaking education Key elements include the rationale, research questions, student background, objectives, significance, research scope, and methodology.
This chapter defines communication skills and explores their various types while identifying factors that hinder student communication and highlighting communicative classroom activities as a foundation for the thesis It also provides the theoretical background of the study, referencing previous research to identify gaps in the literature Ultimately, the thesis emphasizes the importance of integrating communication skills with other abilities, such as reading, writing, and listening.
This chapter outlines the research design, participant selection, data collection instruments, and the methodology employed in the study It emphasizes the rationale for choosing a quantitative approach Additionally, the chapter presents data analysis derived from a survey questionnaire administered to 15 English teachers and 100 students at Nguyen Hue High School, serving as a foundation for the activities discussed in Chapter 4.
This chapter analyzes the key findings and data gathered from the survey questionnaires, highlighting typical activities and practical tips for teachers to enhance students' communication skills during English speaking lessons The results serve as a foundation for the recommendations presented in the following chapter.
This chapter provides a concise overview of the study, outlines its limitations, and suggests practical applications for English language teaching and learning Additionally, it offers recommendations for future research and includes sample activities adapted from the English 11 textbook for secondary teachers to consider.
LITERATURE REVIEW
DEFINITIONS OF COMMUNICATION SKILLS
Communication skills, often referred to as interpersonal skills, are essential for effective interaction with individuals or groups According to Rungapadiachy (1999), these skills encompass the abilities needed to communicate effectively While definitions may vary in the literature (Chant et al., 2002), there is a consensus among authors such as Rungapadiachy (1999), Hargie and Dickson (2004), and Hayes (2002) on several core competencies crucial for successful interpersonal communication.
To understand the basic of communication skills, people need to understand that it includes a large number of experiences, actions and events; also a variety of happening and meanings
However, the term “communication” is generally defined in various dictionaries and theorists as follows:
According to Wikipedia – The Free Encyclopedia, communication is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior
Berelson and Steiner define communication as “the transmission of information, ideas, emotions, skills through the use of symbols, words, pictures, figures, and graph.”
Rogers says, “Communication is the process of transmitting ideas, information, and attitudes from the source to a receiver for the purpose of influencing with intent”
Kar defines communication as “all those planned or unplanned processes through which one person influences behavior of others.”
Communication can be defined as the process of transmitting ideas, information, and attitudes through symbols, words, and images from a sender to a receiver, with the intent to influence This process involves interaction between senders and receivers within a specific social context For eleventh-grade high school students, communication is often simplified and focused on specific topics In an English lesson for grade 11, students typically engage in small presentations to develop basic communication skills, following a structured approach that includes three main tasks.
Task 1: Students practice sample dialogues to have a general understanding about the topic
Task 2: Students participate in group discussion activities, in which students express their ideas and get to know the others‟ ideas on the given topic
Task 3: From the ideas collected from discussion task, students integrate the ideas to present about the given topic This speaking performance will be presented by a student on behalf of his/her group.
TYPES OF COMMUNICATION SKILLS
In her book "English Language Communication Skills," Urmila Rai highlights that communication skills are categorized into two main types: verbal and non-verbal communication Verbal communication involves the use of words, while non-verbal communication encompasses the use of other symbols to convey messages.
Effective communication, encompassing both verbal and non-verbal skills, is essential in daily life and personal development Good listening and speaking abilities are crucial for successfully transferring and exchanging information Strong communication skills form the foundation of effective dialogue, where verbal expression is complemented by non-verbal cues such as body language, vocal tone, and facial expressions These non-verbal elements not only reinforce spoken words but also serve as indicators of genuine emotions, enhancing understanding between individuals By observing these cues, one can gain deeper insights into others' feelings and perspectives.
Verbal communication includes all forms of communication that involve words, whether spoken, written, or signed Everyday examples include conversations with coworkers, reading the morning news, or sending a text message to a partner Our unique ability to use an organized system of words for communication distinguishes us from lower species Additionally, advancements in technology allow us to connect with others regardless of physical distance.
Verbal communication serves as a vital tool for conveying our needs and sharing knowledge A crucial aspect of this form of communication is clarification, as we may sometimes fail to express ourselves clearly, leading to misunderstandings By enhancing verbal communication, we can effectively resolve misinterpretations and supply any necessary information.
Verbal communication holds the power to rectify mistakes, with the phrase "I'm sorry" often proving more impactful than actions It serves as a persuasive tool, fostering debate, stimulating thought and creativity, and enhancing relationships by deepening connections and forming new ones.
M Krauss in the article, “The Psychology of Verbal Communication,” published in the International Encyclopedia of the Social and Behavioral Sciences in 2002, explains, “A species' survival depends critically upon its ability to communicate effectively, and the quality of its social life is determined in large measure by how and what it can communicate”
Effective oral communication involves clearly articulating and presenting ideas to various audiences It requires adapting your delivery style to suit the audience while recognizing the significance of non-verbal cues Essential skills for successful oral communication include presentation abilities, audience awareness, critical listening, and understanding body language.
Effective written communication involves the ability to write proficiently across various contexts and for diverse audiences, utilizing a strong command of the English language It requires tailoring writing styles to specific audiences and encompasses essential skills such as academic writing, revision, editing, critical reading, and data presentation Similarly, effective verbal communication hinges on language proficiency, which includes a rich vocabulary, varied sentence structures, clear thinking, and audience awareness Key skills in verbal communication consist of writing, speaking, reading, and listening.
Non-verbal communication enhances the expression of ideas without relying on words, utilizing body language, gestures, facial expressions, tone of voice, and visual elements like pictures and symbols It requires skills such as audience awareness and personal presentation This form of communication encompasses all means, aside from verbal language, that convey meaning, including graphics like charts and diagrams in written documents, as well as body language and vocal qualities in speech.
Non-verbal communication often operates independently of verbal communication, yet it always accompanies it For instance, colors like red can symbolize danger, while gestures such as nodding signify agreement Both forms can be combined, as seen when someone shakes their head while saying "no." Additionally, actions like slapping a hand on the table can reinforce verbal statements, emphasizing urgency However, body language, tone of voice, or even careless typing can inadvertently convey messages that contradict our intended communication Non-verbal cues are typically involuntary and subconscious, making them challenging to control; they can sometimes expose truths that a speaker or writer may wish to conceal.
Non-verbal communication often conveys more meaning than spoken words Additionally, these non-verbal techniques can be intentionally developed and integrated into both written and oral communication By understanding non-verbal cues and aspects of communication, individuals can enhance their oral and written presentations while gaining better control over their body language.
Finally, here is an example to explore the related skills to communication skills that follow
THE IMPORTANCE AND NECESSITY OF COMMUNICATIVE SKILLS
Effective communication is crucial for students to express their knowledge and understanding, and classroom discussions or small group work are key strategies for teachers to foster this skill (Rika, 1996) Communicative skills encompass various elements, including the effective use of the target language, body language, facial expressions, vocal tone, and interpersonal skills These skills are essential in all aspects of life, as they enable individuals to interact with diverse people globally Mastering communicative skills not only enhances understanding and clarity in messages but also boosts confidence in individuals In a language classroom, effective communication allows students to gauge their comprehension and seek help when needed, while also promoting positive interactions among peers, reducing the likelihood of conflict Therefore, it is vital for learners to remember the key components of good communication.
Effective communication involves active listening and clear expression To communicate well, it's essential to not only articulate your thoughts but also to fully comprehend the messages being conveyed by others.
Communication often includes non-verbal clues such as tone of voice, facial expression, gestures, and body posture Good communication includes being observant and focusing on the other person
Effective communication requires compromise and respect for differing opinions Today, learning English and other languages focuses on developing four essential skills: reading, writing, listening, and speaking, with each skill serving as a building block for language proficiency In the past, geographical barriers made foreign language study challenging, leading to a greater emphasis on writing However, advancements in science and technology have connected nations, making English a vital tool for communication Consequently, the goal of learning English has evolved to include not only language comprehension but also its application in various life fields and cross-cultural interactions Since Vietnam adopted its "open door" policy and joined the WTO, the demand for English speaking skills has surged, facilitating verbal communication and access to technology.
Fluently speaking a language poses significant challenges for high school students, as mere knowledge of grammar and semantics is insufficient for effective expression According to Kang (1997: 8), foreign language learners face particular difficulties in oral communication due to the need for appropriate language use in social contexts Teaching speaking skills in a non-English environment can be especially challenging, necessitating that educators employ creativity and flexibility to foster an engaging atmosphere that encourages students to practice speaking extensively.
ACTIVITIES
Activities specify what learners will actually do with the input, which forms the point of the departure for the communicative tasks
In the Bangalore project (Prabhu, 1987), three principal activities are used:
Information gap activities involve the transfer of information between individuals or forms, requiring the decoding or encoding of that information into language A common example includes pair work, where each participant possesses a portion of the total information, such as an incomplete picture, and must verbally communicate it to their partner Another instance is filling out a table with details extracted from a specific text These activities often necessitate the selection of relevant information, challenging learners to ensure both completeness and correctness in their communication.
Reasoning gap activities involve deriving new information from existing data through processes such as inference, deduction, and pattern recognition For instance, creating a teacher's timetable based on class schedules exemplifies this concept Additionally, determining the most efficient course of action, whether it be the cheapest or quickest option, within specific constraints is another example These activities require not only understanding and communicating information but also connecting it through reasoning, as the information conveyed differs from the initial comprehension.
Opinion gap activities encourage individuals to express their personal preferences, feelings, or attitudes in response to various situations Examples include story completion and engaging in discussions about social issues These activities often require the use of factual information and the formulation of arguments to support one's opinion However, there is no definitive method to determine right or wrong outcomes, and different individuals may arrive at diverse conclusions in varying contexts.
However, according to Pattison (1987) (cited by Nunan, 1989:68) also proposed seven activity types:
Question and answer activities create an information gap by allowing learners to make personal and secret selections from a list of language items that fit a specific context, such as the location of a person or object The objective is for students to uncover their classmates' hidden choices This engaging activity can be utilized to practice a wide range of structures, functions, or concepts in language learning.
Incorporating dialogue and role-plays in learning can significantly enhance engagement and comprehension When learners are allowed to choose their responses and work towards a specific goal in their role-plays, they tend to participate more willingly and gain a deeper understanding, compared to merely repeating scripted dialogues in pairs.
• Matching activities: The task for learners is to recognize matching items, or to complete pairs or sets
• Communication strategies: These are activities designed to encourage learners to practice communication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback, simplifying
• Pictures and picture stories: Many communication activities can be stimulated through the use of picture (e.g spot the difference, memory test, and sequencing pictures to tell a story)
Puzzles and problems come in various forms, challenging learners to utilize their imagination, general knowledge, and personal experiences They encourage individuals to make educated guesses and test their logical reasoning skills.
• Discussions and decisions : these require the learners to collect and share information to reach a decision (e.g to decide which items from a list are essential to have on a desert island).
COMMUNICATIVE CLASSROOM ACTIVITIES
Naturally, communicative activities should help students towards achieving autonomy Thornbury (2005) discusses how in socio - cultural terms, autonomy is
Effective self-regulation in language learning occurs as learners gain control over skills that were previously over-regulated, leading to increased automation of knowledge through practice Optimal practice conditions allow students to focus less on grammar rules and more on communication Appropriation activities play a crucial role in helping learners integrate new language knowledge into their existing frameworks, facilitating long-term retention of new phrases To support shy students in expressing themselves, journaling can be an effective strategy Research indicates that dialogue journals offer a meaningful way for students to share their thoughts and feelings, making it essential for teachers to collect and respond to these journals.
Communicative activities are essential in language learning as they engage learners in meaningful interactions that foster a desire to communicate and utilize the target language effectively These activities promote language autonomy, allowing learners to express themselves as individuals According to Littlewood (1981), it is crucial to recognize the various purposes that communicative activities serve in the language classroom.
• They provide „whole-task practice‟
In foreign language education, we facilitate comprehensive task practice for students by implementing diverse communicative activities tailored to their proficiency levels.
The primary goal of learners is to engage in effective communication with others Their motivation to learn remains strong when they recognize the connection between classroom learning and their ability to achieve this goal successfully.
Language acquisition occurs within learners, often frustrating teachers due to factors beyond their control Many elements of language development likely arise through natural processes that activate when individuals engage in communication.
If this is so, communicative activity (inside or outside the classroom) is an important part of the total learning process
They can create a context which supports learning
Communicative activities foster positive relationships among learners and between students and teachers, contributing to a more humanized classroom environment These relationships support individual learning efforts, while oral communicative activities specifically enhance these interactions through effective verbal communication.
In order to get involved in activities in an English speaking class, teachers of English should pay attention to the following requirements (Ur, 1996: 120):
Maximizing learner talk during the allotted activity time is crucial, as it enhances engagement and learning However, it is common for teacher talk and pauses to dominate this time, which can hinder effective communication and participation.
Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are evenly distributed
Learners are motivated to speak when they find the topic engaging and have fresh insights to share, or when they aim to contribute towards accomplishing a specific task.
Language is of an acceptable level
Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
II.5.3.Types of communicative classroom activities
Communicative intent is central to every activity in a Communicative Language Teaching (CLT) environment In such classes, students engage extensively in the language through various communicative activities These activities can be classified into different types, each designed to enhance language use in a communicative context.
Communicative Language Teaching (CLT) can be applied to teaching various skills at any level, making it challenging to describe specific classroom procedures Despite this, CLT practitioners generally incorporate a range of communicative activities in their materials and language classes, as outlined by Littlewood (1981).
Pre-communicative activities Structural activities
Communicative activities Functional communication activities
These activities are ones to prepare for the communicative activities which learners are required to do
In pre-communicative activities, teachers focus on isolating key knowledge and skills that form communicative ability, allowing learners to practice these components individually These activities are categorized into structural activities and quasi-communicative activities.
Structural activities focus on the grammatical system, describing ways in which language elements can be combined These activities consist of pronunciation, vocabulary and structure practice
Quasi-communicative activities involve typical conversational exchanges that can range from drills to dialogues Their purpose is to assist learners in connecting forms and structures with communicative functions, specific meanings, and social contexts.
In short, the aim of pre-communicative activities is to practice using acceptable language fluently, without being concerned to communicate meanings effectively
Learners must integrate their pre-communicative meanings through various activities Littlewood categorizes these communicative activities into two main types: functional communication activities and social interaction activities.
Functional communication activities focus on the practical use of language to convey intended meanings effectively in specific situations The primary goal is for learners to utilize their existing language skills to communicate successfully Success is assessed based on their ability to meet the communicative demands of the context Examples of such activities include question and answer sessions, open-ended responses, text-based interviews, information-gap tasks, and role-plays.
Social interaction activities focus on both the social and functional aspects of communication, requiring learners to effectively convey meanings while considering the social context of their interactions Success is now assessed not only by the functional effectiveness of language but also by the acceptability of its forms Initially, acceptability may involve a reasonable level of accuracy in pronunciation and grammar, but it will later expand to include the production of language appropriate for specific social situations Examples of such activities include pair and group work, simulations, role-plays, and discussions.
Celce-Murcia (1991) also examined the classroom activities that help learners to develop their communication skills and grouped them under four basic headings for the ease of discussion:
SOME FACTORS THAT PREVENT STUDENTS FROM
II.6.1 Factors of Foreign Language Anxiety
Anxiety has been found to interfere with many types of learning but when it is associated with learning a second or foreign language, it is termed as
Second language anxiety is a complex, multidimensional phenomenon characterized by feelings of tension, apprehension, nervousness, and worry, which activate the automatic nervous system Research indicates that this anxiety primarily revolves around two fundamental tasks in foreign language learning: listening and speaking, as these skills are inherently interconnected.
Horwitz et al (1986) identified three interconnected types of performance anxiety: communication apprehension (CA), test anxiety, and fear of negative evaluation Notably, communication apprehension, which focuses on interaction, plays a significant role in understanding foreign language anxiety, as highlighted by McCroskey (1977).
The speaking skill is fundamental to language learning, often equated with knowing a language According to MacIntyre and Garder (1991), speaking generates the most anxiety among learners, primarily due to a lack of confidence in their linguistic knowledge However, this anxiety is unique to speaking because it involves the public display of language abilities, leading to embarrassment over any imperfections in front of others.
Communication apprehension (CA) is a widely researched phenomenon in speech communication, where individuals may experience fear or anxiety about engaging in oral communication According to Horwitz et al (1986), CA is described as a form of shyness that hinders effective interaction with others.
Understanding test anxiety is crucial in addressing foreign language anxiety According to Horwitz et al (1986), test anxiety arises from a fear of failure and is prevalent in language classrooms across all levels.
Highly anxious students often find that second or foreign languages demand constant evaluation from the teacher, who is typically the only fluent speaker in the classroom Additionally, it's crucial to recognize that oral testing can trigger both test anxiety and anxiety related to oral communication.
Fear of negative evaluation extends beyond test anxiety in second or foreign language contexts, manifesting in various social situations, including job interviews and language classes This anxiety encompasses concerns not only about teachers' assessments but also about how peers perceive them Additionally, students may experience anxiety during presentations if they feel unprepared or lack sufficient knowledge on the topic being discussed.
II.6.2 Factors associated with Learner‟s own sense of “self” and
Language study significantly impacts self-concept, as noted by Horwitz et al (1986), who argue that performing in a second language (L2) can challenge an individual's perception as a competent communicator, potentially leading to embarrassment Laine (1987) defines self-concept as the entirety of an individual's thoughts, perceptions, beliefs, attitudes, and values regarding themselves This self-concept is crucial for differentiating language anxiety from other academic anxieties.
Learners‟ belief about language learning
Language learning can challenge learners' self-concept, leading them to develop specific beliefs about the process and its application These beliefs can intensify feelings of tension and frustration in the classroom Commonly reported beliefs include perceptions that hinder effective language acquisition and participation.
“I just know I have some kind of disability: I can’t learn a foreign language no matter how hard I try.” (Horwitz et al 1986: 123)
“Russian is too hard I’ll never be able to learn Russian enough to go to Russia and talk to people” (Tittle, 1997: 15)
These unrealistic perceptions or beliefs on language learning and achievement can lead to frustration or anger towards students‟ own poor performance in a second or foreign language
Instructors‟ beliefs about language teaching
Instructor beliefs about language learning and teaching can contribute to student anxiety Onwuegbuzie (1999) noted that many instructors prioritize correction over facilitation, viewing their role as less of a counselor or friend, and often resisting overly friendly student-teacher relationships Students acknowledge the necessity of some error corrections; however, they frequently experience anxiety about responding incorrectly and fear appearing "dumb" or "inept." Young (1991) emphasized that the issue lies not just in error correction itself, but also in the timing, frequency, and manner of how errors are addressed.
Some instructors avoid promoting pair or group work due to concerns about classroom management, believing that their role should resemble that of a drill sergeant rather than a facilitator This mindset can contribute to language anxiety among learners (Young, 1991: 428) It is crucial for both teachers and students to recognize these beliefs to effectively reduce language anxiety in learners.
Short presentations in class often induce significant anxiety, creating a formal and stressful environment for learners Research by Koch and Terrell (1991) revealed that over half of the students in their Natural Approach classes, aimed at reducing anxiety, found activities like presentations, oral skits, and large group discussions to be particularly anxiety-provoking Students reported feeling more anxious when required to respond individually rather than having the option to speak voluntarily Additionally, they felt more at ease speaking the target language in smaller groups of three to six compared to larger groups of seven to fifteen Young (1991) noted that over sixty-eight percent of her subjects preferred not to speak in front of the class, echoing earlier findings by Horwitz et al (1986), where students expressed feelings of fear and mental block when called upon to speak.
To effectively address language anxiety, it is crucial to utilize learning environments that promote a sense of freedom from anxiety Researchers often advocate for Communicative Language Teaching (CLT) approaches, as they foster a supportive atmosphere where students can engage in conversation with each other rather than solely interacting with the teacher.
SOCIO – CULTURAL FACTORS
Previous sections have highlighted that challenges in learning a second or foreign language (L2/FL) can lead to language anxiety during the output phase in classroom environments Additionally, language anxiety may stem from social and communicative factors associated with language learning The upcoming sections will examine the literature on language anxiety through a socio-cultural lens, focusing on its implications for language learning and usage.
II.7.1 Social environment for L2/FL acquisition
In environments where the target language is not the community's first language, L2/FL learners face significant challenges due to limited and often incorrect input Their primary exposure comes from teachers and classmates who may not be proficient in the language As a result, learners are mostly confined to classroom interactions, leading to insufficient contact with the language This restricted exposure and lack of speaking practice contribute to feelings of embarrassment and stress when they need to communicate both inside and outside the classroom.
II.7.2 Errors in social setting
Language learning inherently involves errors, which can cause anxiety for some individuals due to the pressure of making a positive social impression In social settings, errors are often overlooked unless they hinder understanding, as it is generally considered impolite to interrupt someone who is trying to converse Typically, interlocutors respond to errors only when clarity is compromised, focusing on negotiating meaning rather than correcting mistakes In contrast, classroom environments frequently provide feedback on errors, which can lead to frustration and embarrassment for learners, heightening their awareness of perceived deficiencies.
INTEGRATING SKILLS AND COMMUNICATION
II.8.1 Importance of integrating skills:
The concept of "integrated skills" is often equated with reinforcement, where the integration of language skills means connecting them to enhance learning This approach allows knowledge and practice from one skill to be reinforced and expanded through additional activities that engage other skills.
Typically, spoken language in the form of dialogue precedes writing activities, establishing a classical model for organizing learning materials into lessons or units The implementation of this pattern varies based on factors such as course level, the significance of skills for learners, and the optimal ordering of these skills Overall, linking oral and written skills is considered pedagogically sound, supported by the importance of integrated skills activities (Donn Bryne, 1987).
1 They provide opportunities for using language naturally, not just practicing it
2 Many pair and group work activities call for a variety of skills, sometimes simultaneously in order to involve all the learners
3 Learners seem to learn better when they are engaged in activities which involve more than one skill
While single-skill activities like talking, reading, or writing can be effective and appropriate at times, it's essential to seek opportunities to integrate these skills, as this reflects real-life communication.
II.8.2.Communication through reading activities
Integrating skills is essential for creating effective contexts to practice and utilize language skills The use of one skill often naturally transitions into another; for instance, reading can lead to speaking opportunities A simple example of this is reading a job advertisement in a newspaper, which may prompt a discussion with someone or a phone call to the advertising company for inquiries about the position.
In the classroom, reading activities serve as a significant source of dialogue, whether guided or free While learners require conversational models, they may find that engaging with a reading text on an interesting or relevant topic can stimulate more productive discussions This is often due to the direct presentation of ideas in the text Additionally, reading allows learners to significantly enhance their receptive language knowledge, particularly in vocabulary acquisition.
II.8.3 Communication through writing activities
Writing activities serve as a foundation for effective communication, particularly when conducted collaboratively in pairs or small groups These activities foster essential discussions as learners prepare notes of their ideas and arguments for upcoming discussions In problem-solving scenarios, students often prefer to jot down solutions to articulate their thoughts fluently and logically Furthermore, many speaking tasks are effectively supported by prior writing exercises For elementary language students, engaging in writing before speaking significantly enhances their ability to organize ideas and retain vocabulary and expressions, ultimately boosting their confidence and ease in conversation.
II.8.4 Communication through listening activities
Listening activities, much like reading and writing, stimulate interest in speaking tasks For instance, when students listen to a brief conversation with minimal context, they must infer details about the speakers, their location, and the topic of discussion, which naturally leads to further dialogue In another scenario, learners receive information about a town through a talk or conversation, which they use to plan a visit This planning process encourages discussion and decision-making as they choose between various places and events based on the provided background information.
Effective oral communication relies on strong listening comprehension skills, enabling learners to grasp information and ideas for subsequent speaking activities To build these skills, it is essential for learners to engage in simple listening tasks from the start of the course, progressively enhancing their ability to participate in oral communicative activities based on their listening comprehension.
Research indicates that classroom activities significantly enhance communication teaching and learning However, effective organization of these activities varies This study aims to explore teachers' perceptions and their implementation of activities to develop students' communicative skills, thereby validating this issue.
The next chapter will discuss the research methodology.
METHODOLOGY
AIM
The survey aims to investigate the current state of English teaching and learning, focusing specifically on English communication skills It seeks to understand the attitudes of students and teachers regarding typical classroom activities in speaking lessons and to explore how communication is taught Additionally, the survey will examine the perspectives of both teachers and students on key factors affecting students' communication abilities, as well as their preferences for instructional methods Ultimately, the survey aims to identify the challenges faced by both teachers and students in English speaking lessons.
PARTICIPANTS
A study involving 15 English teachers at Nguyen Hue High School revealed that their academic qualifications and training are in English, with teaching experience ranging from 10 to 25 years.
The informants were participated in the survey are 100 grade 11 th students of three English classes at Nguyen Hue high school Most of the students are at the age of
17 They come from Hue city Most of them have been learning English for four years at lower secondary school These participants were asked to complete the survey questionnaires.
HYPOTHESES: REMARKS ON SOME PROBLEMS OF LEARNING
Nguyen Hue High School is recognized as one of the national high schools, achieving significant accolades for its high-quality learning and teaching However, the English learning and teaching programs face several challenges, attributed to both subjective and objective factors identified by the researcher.
The researcher, a former high school student at the school, was well-acquainted with its teaching methods During her visit to distribute survey questionnaires, she engaged with English teachers who shared insights on students' proficiency levels and their motivation for learning English speaking.
The researcher, who also taught English at another high school in Hue, leveraged her teaching experiences to identify the challenges faced by both teachers and students.
This article highlights key factors influencing education at Nguyen Hue High School in Hue City, focusing on materials, teaching methods, and student motivation.
Nguyen Hue High School's language classes face limitations due to the reliance on textbooks compiled by Vietnamese teachers, resulting in a lack of authentic materials like English newspapers, magazines, and multimedia resources This scarcity makes English lessons less engaging and hinders students' access to genuine language experiences.
Many English teachers, including those at Nguyen Hue High School, prioritize teaching grammar, vocabulary, reading, and writing skills to help students achieve high exam scores However, they often rely on traditional teaching methods, such as repeating dialogues and asking questions, which can lead to a lack of student engagement As a result, students may become passive learners, hindering their success and limiting the development of their communicative competence in English.
Nguyen Hue High School students primarily focus on mastering English to succeed in written exams, which predominantly assess grammar, vocabulary, reading comprehension, and writing skills Consequently, this emphasis limits their opportunities to enhance their communication skills in English.
In Vietnam, inadequate investment in language teaching and learning often results in a lack of visual and audio aids, making textbooks the primary resource for both students and teachers.
A notable characteristic of the classroom environment is the prevalent lack of interest, primarily due to a focus on teaching and practicing language structures Consequently, students engage in repetitive tasks, memorization, and text-based question answering, leaving little opportunity for oral communication in English This limited practice often leads to challenges in speaking activities, including issues such as "inhibition," "nothing to say," and reliance on their mother tongue.
Focusing heavily on grammar, reading, and writing skills in the teaching and learning process can lead to learner fatigue and boredom Difficult grammatical exercises and repetitive writing practice may create tension among students, hindering their overall engagement and motivation.
DATA COLLECTION INSTRUMENTS
The study employed survey questionnaires for data collection due to their unparalleled efficiency in saving time, effort, and financial resources (Jo and Steve, 1997, cited by Nunan, 1998) A well-constructed questionnaire allows researchers to gather a substantial amount of information quickly, with data processing being fast and straightforward (Gillian, 2000) Additionally, questionnaires yield three types of data—behavioral, factual, and attitudinal—that are essential for addressing research questions regarding the enhancement of communicative skills among eleventh-grade students Therefore, the survey questionnaire was selected as an effective method for data collection in this study.
DATA COLLECTION PROCEDURE
The study took place in week 8 of the second term of the 2011- 2012 academic years and consisted of 2 main phases as follows
Phase 1: Preparations for questionnaire administration
After finalizing the survey questionnaires, the researcher prepared for their official administration According to Dornyei (2003), effective questionnaire design and thorough preparation are key to achieving positive research outcomes To enhance participant engagement, the researcher met with the informants one week prior to the survey distribution, informing them about the study's purpose, the questionnaire's nature, and the specific timing for its delivery.
The researcher conducted direct interactions with students by distributing survey questionnaires during break time, enhancing the likelihood of their return compared to mail or one-on-one methods Prior to the survey, the researcher provided a brief overview of the questionnaire's format and length, ensuring students understood the importance of confidentiality and the significance of their responses To prevent misunderstandings, both written and oral instructions in Vietnamese were provided The researcher was present while respondents completed the questionnaires, allowing for immediate clarification of any questions After approximately 10 minutes, all questionnaires were completed, and the researcher expressed gratitude to the participants, promising to share the study results via their provided email addresses.
During the meeting, the researcher interacted directly with the teachers and distributed fifteen questionnaires, all of which were completed and returned within fifteen minutes The researcher expressed gratitude to the respondents for their assistance and assured them that the study results would be sent to the email addresses or physical addresses provided in the survey.
The survey utilized questionnaires featuring diverse items, which, as Bell (1987: 76) noted, are an effective method for quickly and affordably gathering specific information This approach allowed participants ample time to reflect and provide thoughtful, reliable responses Furthermore, the questionnaires were adapted, modified, and translated into Vietnamese, ensuring that students could easily understand the questions without confusion.
DATA ANALYSIS METHOD AND PROCEDURE
This study exclusively utilizes a quantitative method, chosen for its alignment with the positivist paradigm, which views the world as composed of observable and measurable facts (Glense and Peshkin, 1999) Additionally, the questionnaires employed are directly connected to the research questions, offering several advantages in data collection and analysis.
Questionnaires are effective data collection tools that enable quick and economical gathering of large datasets from diverse samples (Krathwohl, 1998) They offer reliable outcomes by consistently producing similar results across different implementations (Leftwich, 2007) The primary advantages of questionnaires include their accuracy, generalizability, and convenience (Marshall & Rossman, 1999) However, they may struggle to capture complex social relationships and intricate interaction patterns (Marshall & Rossman, 1999) In this study, we will design and distribute questionnaires with open-ended questions to gather teachers' perceptions, aiming for reliable results The data collected will be analyzed quantitatively using tables and charts, focusing on statistical frequency and percentage This quantitative approach enhances the precision, subjectivity, and reliability of the research findings.
The collected data were carefully examined and classified to address three research questions The survey questionnaire provided answers, while student writing assignments offered additional insights Descriptive statistics were employed to process the survey data, involving mechanical counting to generate specific statistics These statistics were visually represented in charts for clarity and conciseness, enhancing the scientific rigor of the study The findings were displayed in pie charts, allowing for easy comparison of different variables within the same category, with the choices of students (A, B, etc.) counted, percentages calculated, and summarized accordingly.
The survey questionnaire for teachers consisting of ten questions was designed to elicit their views on the following aspects (Appendix 1):
The importance and necessity of developing communicative skills in teaching English (question 1,2,3,4)
The difficulties that teachers encountered when teaching cross-cultural knowledge in English communication (question 9)
The useful activities which teachers often carry out in the English speaking classes (question 5,6,7,8)
The classroom interaction mode in a speaking task (question 10)
The survey questionnaire for students consisting of ten questions was designed to elicit their views on the aspects as follows (Appendix 2):
The importance and necessity of communicative skills in learning English speaking tasks (question 1,2,3,4)
The motivating activities in the English speaking classes (question 5,6,7,8,9) The difficulties that students encountered when performing communicative activities in the speaking classes (question 10)
This issue will be discussed in the next chapter.