INTRODUCTION
Research rationale
English is considered one of the most crucial languages globally, offering numerous career opportunities for those who master it This significance underscores the vital role of English teaching and learning within national education systems worldwide, including in Vietnam.
The growing importance of English in Vietnam, driven by internationalization and globalization, has raised concerns about enhancing English teaching and learning methods (Van, 2018) Vietnamese EFL classrooms often exhibit a teacher-centered approach, where teachers primarily deliver content while students remain passive recipients (Hoa, 2009; Oanh, 2003) This dynamic results in limited student participation, as traditional education in Vietnam focuses heavily on knowledge transmission Hiep (1999) highlighted that language learning in Vietnam is predominantly viewed as an accumulation of knowledge rather than an interactive process.
The traditional approach to English teaching in Vietnam has primarily emphasized grammar and sentence structure, leading to students' inability to effectively communicate in English despite years of study To enhance foreign language education, the Vietnamese Ministry of Education and Training (MOET) has introduced a new curriculum focused on developing students' communicative competence This initiative includes three English language curricula tailored for primary, lower secondary, and upper secondary schools, aiming to improve overall language proficiency among Vietnamese students (Nguyen 2003, cited in Hoa 2009, p 79; Van, 2018).
To enhance speaking skills and foster a learning spirit among foreign language learners, creating practice environments such as English clubs is essential, particularly in Vietnam where English is a foreign language (EFL) Krashen's (1987) theory highlights the distinction between intuitive language acquisition and formal learning, suggesting that language structures are naturally acquired through an internal program Vygotsky (1978) emphasizes the importance of social interaction for developing reasoning, memory, attention, and language skills, arguing that learning is a vital aspect of psychological development Unlike Piaget's (1936) view that development precedes learning, Vygotsky posits that children learn through interactions with their environment Therefore, providing ample learning opportunities, such as English clubs, is crucial for high school students to practice and improve their communicative English skills.
Gia Lai province, like other regions in Vietnam, is focused on enhancing students' English language skills and communicative competence However, situated in the central highlands with a significant population of ethnic minorities, Gia Lai faces unique challenges in foreign language education compared to urban areas This highlights the importance of extracurricular activities, such as English clubs, in schools Therefore, investigating the practices of an English club at a high school in Gia Lai is essential.
Research background
Teaching and learning English in Vietnamese high schools largely focus on vocabulary, grammar, reading, and writing to prepare students for exams As a result, many Vietnamese students struggle with effective communication in English (Van, 2010).
Besides, English learning and teaching in lower and upper secondary schools is entirely examination-based Examinations are basically grammar-focused
Teachers often focus on material that will appear on English tests, neglecting the specific needs of individual students and societal demands Consequently, conversational English is overlooked in the curriculum As a result, Vietnamese students, despite years of English study in school, struggle to communicate effectively in the language.
The new English curricula from the Vietnamese Ministry of Education emphasize communicative language teaching to improve students' communicative competence and foster positive attitudes toward learning foreign languages According to Van (2018), these curricula for primary, lower secondary, and upper secondary students prioritize meaning, function, and use of language over form, aligning with the "communicative movement." They aim to define the essential needs of foreign language learners for effective communication in everyday situations on general topics The focus is on practical language use, determining necessary language forms secondarily Ultimately, the goal is to enable students to understand and communicate in English across various real-life contexts (Van, 2018, p 9).
With the aim to develop students‟ communicative competence, beside the situated application of communicative language teaching in class, the organization of different English extracurricular activities are believed to be of great help This is also one of the focuses that MOET encourages schools to implement for their students in all subjects, including English (MOET, 2016) Within MOET project 2020, I, as a school teacher, have attended a training module on how to organize extracurricular activities to for school students In reality, a lot of schools across Vietnam have implemented different out-of-class activities for students to create more activities to practice English (e.g https://baokhanhhoa.vn/xa-hoi/giao-duc/201710/day-va-hoc-tieng-anh-da-dang - cac-hoat-dong-ngoai-khoa-8055542/) However, to the best of my knowledge, there has been not much research on the practices of English clubs, and the teachers and students‟ perceived benefits of English clubs in developing school students‟ English speaking, especially in the context of Vietnam Thereby, the present study INVESTIGATING THE USE OF ENGLISH CLUBS IN
ORAL SKILL DEVELOPMENT IN HUNG VUONG GIFTED HIGH SCHOOL IN GIA LAI PROVINCE is needed to fill the gap in the literature.
Research aims
The research sets out to accomplish the following four objectives:
(1) To explore the practice of English club at a high school in Vietnam named Hung Vuong Gifted High School in Gia Lai Province
(2) To explore students and teachers' perceptions of the benefits of English clubs
(3) To discover the challenges in setting up English clubs faced by the students and teachers at the research context from the perspectives of these two groups of participants
(4) To explore the teachers and students‟ views about efficient ways to carry out the English clubs at the research context.
Research questions
To achieve the aforementioned aims, the research seeks to answer the following four questions:
(1) How has the English Club been conducted?
(2) What are students and teachers' perceptions of the benefits of English clubs?
(3) What are some challenges for setting up English clubs?
(4) What are some efficient ways to run the English clubs?
Research scope
This research investigates the role of the English club in enhancing oral skills at Hung Vuong Gifted High School in Gia Lai, involving both EFL teachers and students While various techniques exist for improving English communication, the study acknowledges constraints in time, resources, and knowledge It aims to explore the realities of learning English speaking within the club, with findings limited to the participating students These results may influence broader generalizations and serve as a reference for others seeking to improve their English speaking skills.
Research significance
This study aims to provide new insights into how students at Hung Vuong Gifted High School in Gia Lai perceive and engage in extra activities offered by English clubs The findings highlight both the benefits and challenges associated with these activities, ultimately raising teachers' awareness of their potential to enhance students' language competence and the issues that may arise during implementation.
Furthermore, the findings of this research can act as a useful source of reference for educational administrators, researchers, or students who are interested in the fields.
Research structure
Chapter 1 – INTRODUCTION sets up the context that gives rise to the need for this research, stating the aims and questions of the research, and outlining its' significance
Chapter 2 - LITERATURE REVIEW summarizes and analyzes previous work on the field of English clubs and its interface with oral skills, addressing in detail what has been done and what will be done with this research
Chapter 3 – METHODOLOGY describes the design, participants, instruments, as well as the procedure used in this study
Chapter 4 - FINDINGS AND DISCUSSION presents the analyses and discussion of the data collected
IMPLICATIONS gives closure to the study by providing concluding answers to the research questions, suggesting practical applications and outlining ideas for future studies.
LITERATURE REVIEW
EFL learning environment
2.1.1 The characteristics of an EFL setting
In English language teaching (ELT), the concepts of English as a second language (ESL) and English as a foreign language (EFL) are crucial for educators to understand ESL is taught in environments where English is commonly spoken, providing students with opportunities to engage with the language outside the classroom Conversely, EFL is characterized by a lack of English usage beyond the classroom, meaning students primarily encounter the language in a controlled setting and may miss out on authentic language experiences.
The fundamental difference in the language environment characterizes the EFL setting as follows:
EFL students often share a common native language, which leads to linguistic homogeneity and limits their opportunities for communicative practice with peers.
EFL students often come from similar cultural backgrounds, making them culturally homogeneous Consequently, they may find the English-language culture to be distant and unfamiliar, leading to a lack of awareness regarding cultural differences This can result in EFL learners remaining entrenched in their native cultural behaviors and thought patterns.
In EFL contexts, students often overlook the distinct varieties of English and their associated cultures due to the global prevalence of the language This lack of a clear linguistic and cultural target necessitates that EFL teachers cultivate an artificial English environment within their classrooms As a result, students may unintentionally blend different English varieties in their usage.
Modest levels of expectations and motivation
EFL students often require English for specific, limited purposes, leading to modest expectations regarding their language proficiency development While these objectives may evolve over time, learners typically exhibit lower motivation levels compared to ESL learners.
EFL students often face challenges in improving their speaking and writing skills due to limited interaction with native English speakers Consequently, many teaching materials focus primarily on enhancing reading and listening abilities rather than fostering productive language skills.
"False beginners" are frequently encountered among English as a Foreign Language (EFL) learners Even after years of studying English in their native countries, many EFL users struggle to communicate effectively in English-speaking environments, revealing significant gaps in their language proficiency.
EFL classes in various countries can have class sizes ranging from 30 to 50 students, each with differing levels of English proficiency This diversity poses significant challenges for teachers in classroom management, as certain activities may be effective for some students but not for others.
EFL classes, often held just once or twice a week due to school schedules, can lead to students forgetting much of what they've learned between sessions As a result, EFL teachers are required to design lessons that incorporate longer and more comprehensive review sections to ensure continuity in students' learning.
Established social bonds among students
EFL students typically progress through school in consistent cohort groups, attending all classes, including English, with the same peers each year This continuity fosters strong social connections among students, making it difficult for them to step outside their established relationships and communicate in English Furthermore, many EFL learners are reluctant to participate in activities such as speaking in front of the class due to the fear of embarrassment and the potential for "losing face."
Local EFL teachers sharing the same cultural background with learners
Many EFL teachers are local residents who have learned English as a foreign language themselves They are fluent in the students' native language, often using it for class management and technical explanations As a result, English is more frequently discussed than utilized as a primary means of communication.
English teaching materials are locally available
In certain EFL contexts, the use of locally produced textbooks is often driven by cost considerations However, these materials may lack authenticity, potentially resulting in students misusing language when communicating in real-life English situations.
The analysis of the EFL setting highlights the challenges in teaching and learning English within the Vietnamese context, where it has been noted that Vietnamese students struggle to develop effective English speaking skills (Anh, 2015; Ly et al., 2014).
2.1.2 The need for developing a learning environment for EFL learners
EFL teachers must create a learning environment that maximizes the use of the target language, considering the unique characteristics of the EFL setting.
2.1.2.1 An ideal learning environment for EFL learners
An ideal learning environment, as defined by Byrne, Hattie, and Fraser (1986), fosters maximum learning and achievement Zedan (2010) elaborates on this concept, characterizing a desirable learning environment as "supportive, egalitarian, [and] democratic" (p 76).
Speaking skill and its development in EFL contexts
Speaking is a crucial skill in the context of English as a Foreign Language (EFL), particularly as English has become a global language essential for effective communication In Vietnam, the emphasis on oral skills highlights the importance of accessible communication with foreigners Proficiency in speaking not only facilitates understanding during conversations but also serves as a prerequisite for learning English Despite being introduced as a foreign language in Vietnamese education, English's significance for individual futures is undeniable.
Concerning language teaching, Applegate (1975) stated that
Effective communication in speaking classes requires students to be aware of the social and cultural nuances that distinguish their first language from their second To foster genuine conversations, it is essential to implement the right approach, engaging activities, suitable facilities, and high motivation levels among students.
According to Goh (2007, p.1) speaking can “facilitate language acquisition and development”, and it can be beneficial to learners‟ academic achievement as well as the professional success (Saunders & O‟Brien, 2006)
English speaking is a crucial component of language skills that should be nurtured independently (Goh, 2005, p 105) It is vital for English learners, particularly those majoring in English at reputable universities, as effective speaking competence is essential for a successful career in English teaching, which often becomes a lifelong pursuit.
Despite over a decade of English study in traditional schools, EFL students often struggle to engage in daily conversations and speak fluently While they may achieve high scores in grammar, their speaking abilities remain limited Many EFL teachers express concerns about the lack of active participation from students during speaking exercises.
The Common European Framework of Reference (CEFR) identifies five key qualitative aspects of spoken language interaction: range, accuracy, fluency, interaction, and coherence Effective speaking necessitates not only the ability to produce specific language elements like grammar, pronunciation, and vocabulary (linguistic competence) but also the understanding of the appropriate contexts and reasons for using language (sociolinguistic competence) A proficient speaker integrates these skills and knowledge to effectively engage in various speech acts.
Speaking and writing exhibit notable differences, as highlighted by Cornbleet and Carter (2001) and Biber et al (2002) Unlike writing, which is structured in sentences, speech comprises idea units, emphasizing its spontaneous nature (Luoma, 2004) Additionally, speech is characterized by its transient and rapid delivery, often requiring speakers to think on their feet.
Many idea units consist of clauses that include a verb phrase, a noun phrase, and a prepositional phrase However, some idea units may lack a verb, and there are instances where one speaker initiates an idea unit while another speaker completes it (Luoma, 2004).
According to Louma (2004), many speaking rating scales emphasize vocabulary use, highlighting the importance of precise expression and a rich lexicon at advanced levels Effective lexical teaching is grounded in a comprehensive understanding of language, encouraging speakers to develop a diverse vocabulary across various topics while maintaining control over their word choice.
Pronunciation is a fundamental aspect of language learning, essential for effective communication While foreign language learners may not achieve native-like pronunciation, inadequate pronunciation can hinder understanding and prevent EFL students from conveying their intended meaning The sound of speech encompasses various features, including individual sounds, pitch, volume, speed, pausing, stress, and intonation (Louma, 2004) It is important to note that pronunciation activities are often not emphasized in the same manner as grammar or other language learning activities.
Fluency serves as a vital link between native and non-native listeners, emphasizing the ability to produce understandable speech in a given language To achieve fluency, speakers must be familiar with various words, phrases, and strategies that allow for smoother communication These elements, often referred to as fillers or hesitation markers, include expressions like "ah," "you see," and "you know," as well as full phrases such as "That's a good question" and "Now, let me see" (Luoma).
Fluency in language encompasses not only time-bound speed and pausing but also the effective use of "small words" like "really," "I mean," and "oh" (Hasselgren, 1998) Language teachers focusing on fluency enable their students to express themselves more naturally and confidently in English.
Understanding English grammar rules enhances learners' ability to create engaging and comprehensible messages Using proper grammar not only captures the audience's interest but also conveys intelligence and logic Viewing grammar as a dynamic process influenced by context and time, and approaching grammar learning as a skill for choosing suitable structures for different communication scenarios, can foster meaningful interactions in language education.
Effective communication requires learners to develop coherent speech, particularly in speaking, as it is crucial for socialization According to Luoma (2004), both planned and unplanned speech are influenced by the level of formality in the speaking situation Planned speech is typically more formal, demanding a written-like language with complex grammar, while unplanned speech varies from traditional to informal, utilizing oral-like language with shorter phrases and interactions Consequently, formal and informal environments play distinct roles in second language competence, with informal settings enhancing acquired competence and formal settings focusing on learned competence.
2.2.3 Challenges to English speaking performance
EFL speaking performance is shaped by various internal and external factors, as noted by Quyen et al (2018) Internal factors stem from the learners themselves and include issues such as lack of motivation (Littlewood, 1984), fear of making mistakes, uneven participation, concerns about learner domination (Ur, 1996), and limitations in linguistic abilities like vocabulary, grammar, or sentence construction (Le, 2011).
External factors impacting learners are beyond their control, including various teaching methods (Rabab'ah, 2005), the structure of English curricula and syllabi (Gan, 2012), and the absence of an English-speaking environment in EFL contexts (Ur, 1996).
English Clubs and the development of speaking skill
According to Wetherby (2011), English clubs serve as a media platform that connects individuals, aiming not only to enhance speaking skills but also to boost students' motivation and build their confidence in communication.
The English club is an extracurricular activity that focuses on learning the English language in an engaging and enjoyable manner, distinct from traditional classroom methods Conducted outside regular school hours, this club offers a unique approach to language acquisition, fostering a fun learning environment.
Also, Malu and Smedley (2016) stated that an English club is a series of regularly scheduled meetings where members practice English and help the community solve problems
Mastering English has become essential, and employing diverse learning strategies is crucial According to Suparman and Widari (2017), one of the most effective methods for enhancing English proficiency is through participation in an English club, which significantly boosts students' speaking skills (p.22).
In Vietnam's EFL contexts, opportunities for oral communication beyond the classroom are often scarce Consequently, the establishment of English Clubs in schools serves as a powerful motivator for students to express themselves in English.
Extracurricular activities encompass both mandatory and optional actions based on institutional requirements, playing a vital role in personal development Joining an English club, for instance, is an effective way to enhance oral communication skills.
As expected, English club provides the environment - where students can confidently communicate English with people who have the same passion
Joining English clubs fosters motivation among students, encouraging them to practice and enhance their language skills These clubs provide a platform for students to make new friends and engage in discussions on diverse topics led by experienced English instructors While attending mainstream classes is essential, participation in English clubs is equally valuable for language development.
Mastering spoken English is often the most difficult aspect for learners To enhance oral skills, it is essential for students to practice with peers or fluent speakers A 2012 study by Taiwanese researchers highlighted that a rich educational experience significantly contributes to student success (Hu, Ching, Chao, 2012) Active engagement in their learning environment is crucial for students' development Therefore, the success of educational policies and programs hinges on their ability to foster increased student involvement.
English clubs play a crucial role in language learning by providing opportunities for learners to practice speaking English Through cooperative activities, participants aim to achieve positive outcomes not only for themselves but also for their fellow group members.
English clubs are perceived as more relaxed compared to traditional classroom environments, making learning more enjoyable for many students Participants often report having more fun in these clubs than in standard English classes, as they provide opportunities to practice the language in real-life contexts This engaging atmosphere can significantly boost learners' motivation to practice and enhance their language skills independently.
2.3.3 Principles for effective English clubs
There are different guidelines for effective operation of English Clubs whose ultimate aim is to provide opportunities for English language learners to practice using English in a casual setting
An excellent English club, as noted by Ewens (2013), should prioritize participant-centeredness, fulfill a vital social function, promote freedom, be deeply connected to the community, and ensure enjoyment To achieve this participant-centered approach, Ewens (2013) recommends various strategies.
Encourage participants to bring in their content Topics of students‟ own interests and concerns will motivate them more to speak
Engaging participants by asking questions about their lives enhances personalization, a strategy that significantly boosts student involvement in activities This approach allows students to draw from their personal backgrounds, providing them with a wealth of ideas to discuss and share.
Divide participants into small groups to discuss questions or to do activities Members in a group or pair offer necessary help and assistance to their members
Encourage participants to creatively express themselves in English through various mediums such as drama, poetry, or storytelling Additionally, provide opportunities for exploring visual communication, including art or dance, followed by a discussion in English to reflect on their experiences.
An excellent English club serves a vital social function by providing opportunities for participants and moderators to meet new people and forge friendships, which is particularly beneficial for students studying English abroad Therefore, it is recommended that English club organizers structure the schedule to include time for attendees to engage in conversations afterward.
An excellent English club also gives people freedom Students often appreciate the freedom from syllabi, exams, and learning objectives Teachers usually appreciate this too
An exceptional English club is deeply connected to its community According to Ewens (2013), fostering engagement can be achieved by organizing visits to local attractions or inviting community members to share their experiences with English club participants.
An exceptional English club fosters a fun and enjoyable atmosphere, which often arises unexpectedly Predicting whether planned activities will resonate with participants can be challenging Therefore, like an effective teacher, an English club moderator must remain flexible and intuitive, ready to discard unsuccessful activities and embrace spontaneous, unplanned experiences.
In a specific EFL context like Saudi Arabia, Elnadeef & Abdala (2018) summarise the principles of a successful English Club They include:
Regular attendance must be regulated from Sunday to Wednesday
Topics must be chosen regarding ethical values and Saudi Arabia's principles
Functional language must be activated in the English club
To create a relaxed environment for the students to practice English
Both teachers must speak- English language and students while conducting English clubs
English club should be student-centered and English is based in terms of communication
English club must be based on casual speech lacking immediate corrective feedback
An excellent English club should be participant-centered
An excellent English club plays an essential social role
Chapter summary
Previous research on the relationship between teaching, English clubs, and oral skills has primarily focused on the impact of English clubs on speaking outcomes and their use in teaching materials However, there is a lack of investigation into the perceptions of EFL speaking teachers in Vietnam regarding oral skills activities and their implementation in classrooms This study aims to explore how EFL students at Hung Vuong Gifted High School perceive and engage in oral activities to enhance their speaking competence in English.
METHODOLOGY
Research approach
Creswell (2014) emphasizes that research approaches serve as comprehensive plans and procedures guiding the entire research process, from broad assumptions to specific methods of data collection, analysis, and interpretation The three primary research approaches are qualitative, quantitative, and mixed methods, with this study utilizing the quantitative approach Quantitative research employs statistical analysis to yield objective results, often conducted on large population sizes, which may not allow for biological differentiation Various forms of quantitative research, including online surveys, questionnaires, and sampling methods, can be implemented to gather data effectively.
The quantitative approach employed in this study effectively addresses the research questions by utilizing questionnaires to gather data from both teachers and students This method focuses on four key areas: (i) the practices of the English club at their school, (ii) perceptions of the benefits of the English club on students' speaking skills, (iii) perceptions of the challenges faced by the English club, and (iv) suggestions for improving its operations By collecting data from a large participant pool, the findings of this research can be generalized to other contexts, enhancing the understanding of the English club's impact.
The researcher, being an outsider in the research context, ensured that the collected data remained unbiased and objective Given the challenges posed by the Covid-19 pandemic on education, this approach was deemed the most effective for data collection Therefore, a quantitative approach emerged as the most suitable method for conducting this research.
Data collection tools
In this research, a questionnaire was employed to gather quantitative data on high school students' and teachers' perceptions of English clubs According to McMillan and Schumacher (2001), questionnaires are cost-effective, highly representative, and encourage honest responses This method enabled the researcher to reach a broader audience that might have been inaccessible otherwise Goode and Hatt (2006) emphasized that questionnaires are particularly useful for covering widely scattered respondents while minimizing costs Therefore, questionnaires serve as a straightforward and efficient tool for data collection in research.
The questionnaire was meticulously crafted with a specific order of questions, reviewed and refined by researchers, and initially developed in English before being translated into Vietnamese To ensure clarity and readability, the Vietnamese version was piloted with five high school students, who were not later involved in the official questionnaire process Feedback from this pilot led to revisions in the wording of several items.
Using a Vietnamese questionnaire is essential as it ensures that participants fully comprehend the items presented Additionally, reading the questionnaire in their native language makes participants feel more at ease, increasing their willingness to engage in the research This approach significantly enhances the study's validity and feasibility.
This questionnaire aims to explore students' fundamental challenges in learning English and their experiences in English clubs It seeks to enhance English learning abilities while gathering participants' suggestions for improving teaching methods Additionally, the questionnaire will assess the current state of English education in Vietnam, drawing insights from experienced teachers to evaluate both the strengths and weaknesses of English clubs Ultimately, this project aims to learn from these findings to foster better English learning experiences.
The questionnaire consists of five sections: Part I gathers demographic information from participants; Part II explores the practices of the English club at the research site; Part III examines participants' perceived benefits of the English club on students' speaking skills; Part IV identifies the challenges faced by the English club; and Part V offers participants' suggestions for improving the club's practices.
Part II addresses the first research question, while Part III focuses on the second question The challenges faced by the English club are discussed in Part IV, and potential solutions for building the English club are presented in Section V The questionnaires utilized both closed and open-ended questions, with a comprehensive overview of Parts II to V outlined in Table 3.1 below.
Table 3.1: Description of the questionnaire
Frequency, Number member each club event, Activity mode, Initiators of the activities
Participants‟ general evaluation of the necessity of different aspects to speaking skill; and of the importance of English clubs to different aspects of speaking skill
Participants expressed positive perceptions regarding the role of the English club at the research site, highlighting its significant impact on students' improvement They noted that attending the English club has led to enhanced speaking skills among students, underscoring the club's effectiveness in fostering language development.
Participants‟ general opinions about the importance of different features to the success of English Clubs
Participant‟s perception about the affecting degree of some features to the success of the English Club at the research site
Participants‟ suggestions on ways to effectively using English Clubs in high school
Research site
This study was conducted at Gia Lai gifted high school in Pleiku city, the only specialized school in the region Despite being established just 17 years ago, it has quickly become a leading institution for quality education in Gia Lai province The school has a strong track record of producing students who excel in national awards and Olympic contests Notably, it is the only high school in the province to offer a club focused on enhancing English communication skills, which is a key reason for conducting this study exclusively at this institution.
Participants
In this study, 14 teachers and 50 students volunteered through purposive network sampling, focusing on those teaching English and participating in English Clubs at a high school in Gia Lai This selection ensured that participants had relevant experience and insights into the status of students, which is crucial for obtaining meaningful data While probability sampling could have improved the research's validity with a larger participant pool, the use of non-probability sampling was deemed more feasible for this study.
Table 3.2 presents the demographic backgrounds of the teachers who completed the questionnaire Notably, 7.1% of the participants have taught English for 11 to 15 years, while a significant 92.9% have over 15 years of experience This diversity in teaching experience among the participants enriches the research by providing varied perspectives, thereby enhancing the representativeness of the findings.
Table 3.2: Demographic information of the participant teachers
Background information Number of teachers
Table 3.3 below illustrates the demographic backgrounds of students who directly take part in English Clubs As regards the participants‟ learning
A significant portion of students have varying levels of English experience, with 12% having studied for 2 to 5 years, 56% for 6 to 10 years, 16% for 11 to 15 years, and 3% for more than 15 years The research primarily involves three grades: 36% of participants are in Grade 10, 42% in Grade 11, and 22% in Grade 12 Consequently, the majority of English club members are students in Grades 10 and 11.
11 For 12th graders, the number of participants is quite modest Twelth graders may have different interests and above all, they have to prepare for the national high school exam, the most important exam in a school student‟s life in Vietnam
Table 3.3: Demographic information of the participant students Background information Number of teachers Percentage (%)
Data collection procedure
The researcher reached out to the leader of the English subject section at the research site to discuss the study's objectives and request assistance in distributing questionnaires to English teachers and students The questionnaires were created using Google Forms, and the researcher provided the link along with an introduction to the project To facilitate participation, the questionnaires were translated into Vietnamese and included in the Google Form The research garnered 64 responses from participants, achieving a return rate of over 85%.
With the convenience provided by the google forms, the data were exported quickly, regardless of the variety of metrics and question count.
Data analysis
A quantitative method was employed to analyze data collected through various instruments The questionnaire responses were examined using descriptive statistics, and the analysis was conducted with tools like Excel and Google Forms The findings were visually represented through charts and tables for clarity.
Chapter summary
This chapter meticulously outlines the methodology employed for data collection and analysis The subsequent chapter will build upon the insights derived from this process.
FINDINGS AND DISCUSSION
The practice of the English club at the research site
The participation frequency of students and teachers in the English Club at Hung Vuong High School in Gia Lai Province reveals significant trends According to the data, 30% of students participated less than twice a school year, 32% engaged two to four times, and 38% were active more than five times In contrast, 57% of teachers attended the club more than twice The varied student participation can be attributed to their grade levels, with 36% in grade 10, 42% in grade 11, and 22% in grade 12 Notably, the busy schedules of 12th graders preparing for university entrance exams likely contributed to their lower participation rates.
Figure 4.1.1 English Clubs’ Frequency – Students’ opinion
Figure 4.1.2 English Clubs’ Frequency – Teachers’ opinion
A survey revealed that 70% of student participants estimated around 30 members attending club events, with 42% believing there were 20 to 30 members and 28% indicating more than 30 In contrast, most teacher participants preferred to select over 30 students for club activities This indicates that the English Club has successfully attracted a significant number of students, with participation ranging from 11 to over 30 members.
Table 4.1.1 Number of members attending a club event
No of people Teacher participants
Both teachers and students expressed similar views on the preferred modes of activities in the English club, with group work and pair work being the most favored Group work involving more than five members was the most popular choice, selected by 100% of teachers and 92% of students Following this, group work with three to five members was chosen by 50% of teachers and 62% of students Pair work was occasionally organized, with 22% of students and 28% of teachers supporting this format Individual work was the least favored mode of activity The preference for group and pair work aligns well with the English club's goal of serving as a social platform.
A survey revealed that both teachers and students were responsible for initiating activities in the English clubs, with 84% of students and 100% of teachers agreeing on this point However, some students expressed uncertainty regarding who was primarily involved in designing and initiating the club activities, as 8% attributed this role to teachers and an equal percentage to students.
Figure 4.1.3 Activities’ initiation – Students’ opinion
Figure 4.1.4 Activities’ initiation – Teachers’ opinion
A recent survey conducted among teachers and students revealed insights into the English clubs at Hung Vuong Gifted High School The club organizes over five meetings annually, with participant numbers ranging from 11 to over 30 at each session Activities during these meetings are collaboratively initiated by both teachers and students.
Benefits of the English club at the research site
Participants expressed their views on the necessity of various speaking aspects and highlighted the significance of English clubs in enhancing speaking skills They emphasized that different elements of speaking are essential for effective communication, and engaging in English clubs plays a crucial role in developing these skills.
(vocabulary, pronunciation, grammar, fluency, intonation and ideas) to speaking competence, the participants found most aspects very necessary or necessary to develop English speaking competence (Table 4.2.1 & 4.2.2)
Both teacher and student participants identified vocabulary and pronunciation as the most critical aspects of language learning Specifically, 36 out of 50 students and 12 out of 14 teachers emphasized the importance of vocabulary, while pronunciation was prioritized by 28 students and 10 teachers Although teachers acknowledged the significance of all aspects, intonation emerged as particularly essential In contrast, the majority of students regarded pronunciation as the most necessary element.
Table 4.2.1 Necessity level of each aspect for developing oral skill
Vocabulary Pronunciation Grammar Fluency Intonation Ideas
Table 4.2.2 Necessity level of each level for developing oral skill
Vocabulary Pronunciation Grammar Fluency Intonation Ideas
A survey revealed that 58% of high school students believe English clubs are crucial for enhancing speaking skills, as they boost confidence, promote natural conversation, and improve vocabulary and pronunciation Additionally, 48% of participants highlighted the importance of developing reflection and creativity skills, while staying updated on current global topics ranked third in significance.
(44%) According to the survey, 42% of student participants chose to practice unrehearsed speaking tasks, 36% voted to practice critical thinking skills, and
32% believed motivating students with interesting activities is very necessary
However, some participants drew some suggestions are not really necessary such as practicing unrehearsed speaking tasks (2%) and motivating students with interesting activities (4%)
According to the survey results presented in Table 4.2.4, teachers believe that English clubs significantly motivate students through engaging activities, with 79% support Following this, 64% of teachers agree that discussing current global topics is beneficial Additionally, 58% of participants recognize the importance of enhancing vocabulary and pronunciation Half of the respondents consider practicing unrehearsed speaking tasks essential However, only 14% see practicing critical thinking skills as necessary, while 29% support the development of reflection and creativity skills Overall, most suggestions from the survey are categorized as very necessary or necessary, with the exception of motivating students through interesting activities, which is viewed as less critical.
Table 4.2.3 Importance of English clubs for developing speaking skill – Students’ opinion
Statements Very important Important Not sure
Gaining confidence and naturalness in conversations
Motivating students with interesting activities
Practising reflection and creativity skills 48 40 12 0 0
Catching up with hot topics in the world 44 48 8 0 0
Table 4.2.4 Importance of English clubs for developing speaking skill–
Statements Very important Important Not sure
Gaining confidence and naturalness in conversations
Motivating students with interesting activities
Practicing reflection and creativity skills 29 64 7 0 0
Catching up with hot topics in the world 64 36 0 0 0
The participants expressed a positive perception of the English club at Hung Vuong High School, with over 78% of students and 72% of teachers agreeing on its benefits However, a minority of students (12%) disagreed on the club's focus on developing speaking fluency, and 6% felt that the English club was less enjoyable than regular English classes.
Half of the participating students strongly believed that English Clubs provided valuable opportunities for practicing spoken English Additionally, 48% felt that these clubs facilitated greater interaction among friends, while 40% appreciated the less formal atmosphere compared to traditional classroom settings, making the clubs more enjoyable Furthermore, 38% of students noted that the activities in English Clubs allowed them to develop their ideas on various topics.
The teacher participants expressed strong agreement on the benefits of English Clubs, with 71% acknowledging that students can develop their ideas on specific topics during activities The informal nature of English Clubs was highlighted, as 50% of teachers noted that learners find them more enjoyable than traditional classroom settings Additionally, nearly two-fifths of the participants strongly agreed with other positive aspects, with 36% and 43% supporting various features Notably, no teachers disagreed with the presented benefits.
There were notable differences in the undecided attitudes regarding the benefits of the English club between teachers and students Students expressed greater uncertainty about the benefits, particularly regarding the development of speaking fluency versus grammatical competence, with unsure percentages of 22% for students and 28% for teachers Additionally, teachers showed more hesitation about the club's opportunities for interaction with friends, with 21% of teachers uncertain compared to only 10% of students In contrast, teachers were fully convinced of the club's role in fostering idea development among its members.
No teacher chose the option “Not sure” for this benefit
Table 4.2.5 Benefits of the English club at Hung Vuong high school –
Agree Not sure Disagree Strongly disagree
English Clubs in schools help improve listening skills
English Clubs offer learners the opportunity to practice English by actually speaking it
English Clubs focus on developing speaking fluency rather than grammatical competence
English Clubs are less formal than a classroom setting, therefore many learners find them more fun than the usual English classes
English Clubs help students to interact more with their friends
During the activities in the English Clubs, students can develop their ideas about a certain topic
Table 4.2.6 Benefits of the English club at Hung Vuong high school –
Agree Not sure Disagree Strongly disagree
English Clubs in schools help improve listening skills
English Clubs offer learners the opportunity to practice English by actually speaking it
English Clubs focus on developing speaking fluency rather than grammatical competence
English Clubs are less formal than a classroom setting, therefore many learners find them more fun than the usual English classes
English Clubs help students to interact more with their friends
During the activities in the English Clubs, students can develop their ideas about a certain topic
Figures 4.2.1 and 4.2.2 highlight the positive perceptions of participants regarding students' improvement after joining the English club A significant majority, with 58% of students and 71% of teachers, noted considerable enhancements in members' speaking abilities Additionally, 38% of students reported a marked improvement in their oral skills, while only 4% expressed uncertainty Notably, all teachers affirmed the positive impact of the English club on their students' speaking skills.
Very much Much Not sure Little Not at all
Very much Much Not sure Little Not at all
The evaluation of the English Club's effectiveness in developing students' oral skills shows varied responses from students: 42% rated it as very effective, 42% as effective, 34% were unsure, and 14% found it not effective, with no students rating it as not effective at all In contrast, teachers expressed a more positive outlook, with 7% rating it as very effective, 72% as effective, and 21% unsure, indicating that no teachers deemed the club ineffective in enhancing members' oral skills.
Figure 4.2.3 Oral skills’ development – Students’ opinion
Figure 4.2.4 Oral skills’ development – Teachers’ opinion
The participants expressed positive opinions regarding the perceived benefits of oral skills, as detailed in Tables 4.2.7 and 4.2.8 Overall, the surveyed students demonstrated a favorable attitude towards the advantages associated with their oral skill development.
Very effective Effective Not sure Not effective Not effective at all
A significant majority of students believe that the English club effectively supports various aspects of language learning Specifically, 90% agree it aids in practicing unrehearsed speaking tasks, while 88% feel it enhances vocabulary and pronunciation Additionally, 82% recognize its role in fostering reflection, creativity, and staying updated on current topics However, there is some uncertainty among students regarding the benefits, particularly in motivation (24% unsure) and confidence (20% unsure) Notably, less than 10% of participants felt the club had minimal impact on these areas.
Over 90% of teachers believe that the English Club significantly enhances students' oral skills development, while only 7% of teachers expressed uncertainty regarding its impact on critical thinking, current issues, and motivation.
Table 4.2.7 Perceived benefits (%) – Students’ opinion
Benefits Very much Much Not sure Little Not at all
Gaining confidence and naturalness in conversations
Motivating students with interesting activities
Practicing reflection and creativity skills 44 38 10 8 0
Catching up with hot topics in the world 44 38 10 8 0
Table 4.2.8 Perceived benefits (%) – Teachers’ opinion
Much Not sure Little Not at all
Gaining confidence and naturalness in conversations
Motivating students with interesting activities 72 21 7 0 0
Practicing reflection and creativity skills 64 36 0 0 0
Catching up with hot topics in the world 50 43 7 0 0
To evaluate the club's effectiveness, participants responded to an open-ended question regarding two aspects they wish to preserve in the English club Many comments reflected similar sentiments, highlighting key themes shared among students.
"Enthusiasm and events are regularly held and expanded";
“Plenty of activities and comfort for students to participate”;
The club regularly hosts various activities designed to foster engaging learning and working environments, providing a vibrant space for members to enhance their speaking skills actively.
“The environment is perfect for you to be able to communicate in English comfortably Giving you many useful lessons, avoiding wasting time, money and effort of participants.”
“Helping you to improve your speaking and pronunciation skills better Helping students increase confidence and better problem solving.”
"Clear planning and strict management"
The challenges in setting up the English club
Participants identified several factors contributing to the success of English clubs, including the number of members, member interests, location, administration system, activities, logistics, and meeting frequency Notably, both teachers (85%) and students (60%) agreed that the frequency of meetings is the most crucial factor Additionally, students perceived club activities to be equally important as meeting frequency Furthermore, the number of members, members' interests, and the administration system were also highly valued, with each receiving 56% of the student participants' selection.
Teachers considered the number of members in an English club meeting as the second most crucial factor for its success, with 78% ranking it highly In contrast, students viewed the meeting place as the least important factor (20%), while teachers placed it third in significance (71%) Both groups equally valued members' interests and the administration system at 64% Although logistics received a similar percentage of around 35%, teachers deemed it the least important factor.
Figure 4.3.1 Success of English Clubs – Students’ opinion
Figure 4.3.2 Success of English Clubs – Teachers’ opinion
Participants identified several challenges that hindered the effectiveness of the English club, including activities, administration systems, frequency, and members' interests, with over 50% of students acknowledging these issues While many students expressed neutral opinions regarding the number of meeting members, location, and logistics, activities emerged as the most anticipated factor for club attendance, significantly impacting its development Additionally, the frequency of meetings was deemed influential, with most students agreeing that attendance variations substantially affected the club's effectiveness, although a minority felt that frequency had little impact.
As for teacher participants, nearly 100% of teachers picked the members‟ interests, location, logistics and activities being the most factors hinder the effectiveness of English Clubs
Figure 4.3.3 Hindered factors – Students’ opinions
Efficient ways to carry out the English club
Table 4.4.1 presents participants' suggestions for enhancing oral skill development through English Clubs in various Vietnamese EFL contexts Both teachers and students emphasized the importance of out-of-class opportunities, frequent exposure to diverse activities, and a curriculum that prioritizes oral skills However, a notable disparity emerged regarding the integration of various oral skill activities in textbooks, with only 44% of students in agreement compared to 78.6% of teachers Additionally, 56% of students and 78.6% of teachers advocated for increased activities within English Clubs Furthermore, an overwhelming 92.9% of participants suggested that teachers should provide more relevant topics for discussion.
% of the teacher participants and 74% of the student participants chose this option Despite of the difference, the participants tended to expect the involvement of teachers in the club‟s activities
Table 4.4.1 Suggestions for efficient ways to carry out the English club
More English Clubs/ out-of- class-activities should be provided for students
Teachers should provide students with frequent exposure to oral skill through diverse activities to evoke students‟ interest
Material creators should integrate different types of oral skill activities with higher frequency in textbooks
Curriculum developers should pay more attention to the role of oral skill in designing programs
Teachers are willing to supply more topics and environment in English Clubs
Participants in the English club expressed a desire for a variety of activities, including speaking contests, role-plays, and debates Among these, debates and speaking contests were the most favored, garnering the highest votes from both students and teachers However, preferences diverged, with only 32% of students supporting games, compared to 57% of teachers Furthermore, while just 7% of teachers viewed surveys and interviews as effective, 40% of students favored these activities Role plays also reflected differing opinions, with 64% of teachers supporting them versus only 30% of students.
Figure 4.4.1 English Club’s activities – Students’ opinion
Figure 4.4.2 English Club’s activities – teachers’ opinion
Participants were invited to suggest improvements for the English clubs at the research site Many expressed that cognitive challenges influenced their goals for the English club's activities.
"Invite more foreigners when possible Publicly post the most engaging part above Facebook to encourage students to participate, have certificates of merit for excellent students "
Create engaging playgrounds for students focusing on English topics and extracurricular activities, enhancing their speaking skills through club organization experiences There is a strong desire to improve and diversify the club's operations while promoting the significance of its activities.
In summary, this chapter presents the findings on the practices of the English club at the research site, highlighting participants' perspectives on the benefits and challenges of English clubs for language learning, particularly in enhancing speaking skills, along with their recommendations for improving these clubs.
