INTRODUCTIO N
Rationale
In today's world, proficiency in English is crucial for academic and professional success Speaking English fluently enhances job performance and communication skills, making it easier to gather information and persuade others Engaging in informal discussions is essential for students to exchange ideas; missing these opportunities can significantly hinder both professional and personal growth compared to peers.
Success largely hinges on one's ability to communicate effectively in English, a skill essential for both sighted and visually impaired individuals This raises important questions: why do both groups rely on English for success, and why are there numerous research studies focused on teaching English speaking skills to sighted individuals while fewer address the needs of the visually impaired? These inquiries often occupy my thoughts.
Recent statistics indicate that approximately 800,000 visually impaired individuals reside in Vietnam Despite their challenges, they demonstrate remarkable resilience and have successfully integrated into society, earning admiration for their efforts Globally, many visually impaired individuals have achieved success through their talents Today, there is a growing emphasis on providing supportive environments for visually impaired people, making the ability to learn and communicate fluently in English increasingly essential for engaging with the international community.
As an English teacher, I recognize the challenges sighted individuals face when learning the language, and I believe these difficulties are amplified for visually impaired learners I am fortunate to participate in a specialized class for visually impaired students at a sponsor center in Hue, where I am inspired by their strong passion for English speaking This experience motivates me to focus my research on their unique learning needs.
“Exploring some techniques to teach English speaking for the visually impaired at Hue Society for the Blind”.
Purposes of the study
• Investigating the current English speaking teaching and learning situations of the visually impaired students in grade 6, 7, 8 at Hue Society of the Blind
• Identifying the factors which make the students inhibited or unwilling to speak English in class
This article offers practical and effective teaching techniques aimed at assisting educators in overcoming socio-psychological barriers, ultimately enhancing their speaking skills and communication abilities in English.
Research questions
To fulfill the purposes and objectives mentioned above, the study attempts to seek information for the three following research questions:
1 What difficulties do the teachers encounter in teaching English speaking skill for the visually impaired people?
2 What difficulties do the visually impaired people encounter in learning English speaking skill?
3 What techniques can the EFL teachers use to teach English speaking skill for the visually impaired people effectively?
Significance of Study
This study aims to enhance the English teaching and learning process at the Hue Society of the Blind by discovering effective methodologies and designing engaging activities It is anticipated that the findings will significantly benefit visually impaired students in grades 6, 7, and 8 by improving their English speaking skills.
The structure of the thesis
Apart from the References and the Appendices, this thesis consists of five chapters:
• Chapter 1 the Introduction outlines the rationale of choosing this topic, stating the purpose of this study and posing the research questions
• Chapter 2 the Literature Review presents relevant background theories as well as the researcher‟ point of view on the examined issue
• Chapter 3 the Methodology presents the methods the researcher uses to conduct this thesis
• Chapter 4 the Findings and Discussions presents the result of the study
• Chapter 5 the Conclusion gives brief remarks of the study, implications and suggestions for further research.
LITERATURE REVIEW
Definitions of the visually impaired people
The study was carried out basing on the following definitions of term visually impaired people These definitions center on the vision loss of the people
Individuals with vision loss may qualify for additional support needs due to significant limitations in visual capability caused by disease, trauma, or congenital or degenerative conditions that cannot be corrected through conventional methods such as refractive correction, medication, or surgery This functional vision loss is typically characterized by a best corrected visual acuity of less than 20/60, significant defects in central or peripheral vision, including homonymous or heteronymous bilateral visual field defects, or reduced peak contrast sensitivity associated with these conditions.
In the United States, educational institutions use specific terms to categorize students with visual impairments, including "partially sighted," "low vision," "legally blind," and "totally blind." Each term has a distinct definition that helps in understanding the varying degrees of visual impairment.
1 Partially sighted indicates some type of visual problem, with a need of person to receive special education in some cases
2 Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, Braille;
Myopic - unable to see distant objects clearly, commonly called near-sighted or short-sighted
Hyperopic - unable to see close objects clearly, commonly called far-sighted or long-sighted
3 Legally blind indicates that a person has less than 20/200 vision in the better eye after best correction (contact lenses or glasses), or a field of vision of less than 20 degrees in the better eye; and 4 Totally blind students learn via Braille or other non-visual media
Visual impairment results from a functional loss of vision rather than being solely an eye disorder Various eye conditions, such as retinal degeneration, albinism, cataracts, glaucoma, and corneal disorders, can lead to these impairments Additionally, diabetic retinopathy, congenital disorders, and infections may contribute to visual disturbances Brain and nerve disorders can also cause visual impairment, commonly referred to as cortical visual impairment (CVI).
The American Medical Association's Guides to the Evaluation of Permanent Impairment offers a standardized and objective framework for assessing medical impairments, particularly in the Visual System chapter This chapter outlines criteria for evaluating permanent visual impairments that affect daily living activities Notably, the Guide estimates that the loss of one eye results in a 25% impairment of the visual system and a 24% impairment of the whole person, while total loss of vision in both eyes is deemed a 100% visual impairment, equating to 85% impairment of the entire individual Furthermore, visual impairments significantly impact the economy, even in developed nations, and a substantial portion of global visual impairment is preventable.
The Educational Needs of the Visually Impaired
Students with visual impairments have unique educational needs which are most effectively met using a team approach of professionals, parents and students
Students require tailored services, resources, and instructional materials in accessible formats, such as Braille, along with specialized equipment and technology This ensures they have equal access to core and specialized curricula, allowing them to effectively compete with their peers both in school and in society.
A comprehensive array of program options and support services is essential for the Individualized Education Program (IEP) team to determine the most suitable placement in the least restrictive environment for each student with a visual impairment.
Effective personnel preparation programs are essential for training staff to deliver specialized services that meet the distinct academic and non-academic needs of students with visual impairments Additionally, ongoing professional development opportunities should be provided for all staff working with these students, along with specialized education for parents.
Barriers faced by the Visually Impaired
Visual impairment exists on a spectrum, ranging from individuals with very limited vision to those who can only perceive light and others who have no light perception at all For clarity, this population can be categorized into two main groups: individuals with low vision and those who are classified as legally blind According to the National Society for the Prevention of Blindness, there is a significant number of people affected by these conditions.
11 million people in the U.S who have visual impairments This includes both people with low vision and those who are blind
Low vision is characterized by visual acuity ranging from 20/40 to 20/200, even after correction This means that an object viewed at 20 feet appears as clear as it would at 200 feet for an individual with normal 20/20 vision.
Around 10 million individuals experience low vision, with some able to read large print held closely or through magnification, while others can only perceive large shapes, colors, or contrasts Additionally, there are about 1.2 million people with severe visual impairments who do not qualify as legally blind.
A person is termed legally blind when their visual acuity (sharpness of vision) is 20/200 or worse after correction, or when their field of vision is less than
20 degrees There are approximately half a million people in the U.S who are legally blind
Blindness can be congenital, acquired from illness or accidents, or linked to aging conditions such as glaucoma, cataracts, and macular degeneration The American Foundation for the Blind reports that nearly 1 in 1,000 individuals under 45 years old experiences some form of visual impairment, while the rate rises to 1 in 13 for those over 65, with many cases not correctable by glasses As the population ages, the incidence of visual impairments is expected to rise significantly.
Individuals with visual impairments experience various functional limitations, such as heightened sensitivity to glare, a yellowed perception of the world, and a lack of central or peripheral vision They may also suffer from diminished visual acuity, poor night vision, and reduced ability to distinguish colors, resulting in a general haziness in their vision While those classified as legally blind might still perceive some shapes, contrasts, or light sources, others may be completely blind, lacking any awareness of environmental light.
Individuals with visual impairments face significant challenges when interacting with screen information, particularly due to the reliance on mouse or pointing devices that require eye-hand coordination While there are specialized programs that can magnify screen images or read content aloud, compatibility issues with certain applications can hinder their effectiveness Additionally, those with low vision may overlook pop-up messages, as their focus is typically concentrated on a limited area of the screen.
Access to documentation, including operating instructions, can be limited if not available in electronic or alternative formats such as audio or Braille Even when provided in these forms, individuals may struggle with graphic or pictorial information Many people with visual impairments retain some visual ability and can read with the help of magnifiers, bright lighting, and glare reducers Utilizing larger lettering, sans-serif typefaces, and high-contrast colors significantly enhances readability for these individuals.
Key coping strategies for individuals who are blind or have severe visual impairments include the use of Braille, large raised lettering, raised line drawings, and audio tape While only about 10% of those who are blind prefer Braille—typically those who lost their sight early in life—those who do use it often have a strong preference for it, particularly for shorter documents Raised lettering, which needs to be large, is more effective for simple labels on raised line drawings rather than for extensive text.
Communicative Language Teaching
The evolution of language teaching methods highlights the shifting proficiency requirements for learners Historically, second language instruction focused on helping students read and appreciate literature, with effective teachers defined by their success in achieving this goal (Le Van Canh, 2004).
In recent times, English learners increasingly seek to communicate effectively in the language This shift in learning objectives has prompted significant changes in teaching methods Language teaching experts have long been in pursuit of the most effective ways to teach English, leading to the development of various teaching methods and approaches.
Mackey (1965) notes that many language teaching methods remain in use today, each with its own set of advantages and disadvantages For instance, the grammar-translation method is favored for its ease of implementation and low cost, making it a popular choice in various classroom settings.
In this thesis, the author emphasizes Communicative Language Teaching (CLT), recognized as one of the most effective methods for teaching language communication skills Consequently, CLT has gained prominence in language education.
“umbrella” term which covers a wide range of classroom practices.
Definition of CLT
Many definitions of Communicative Language Teaching (CLT) have primarily catered to sighted individuals, highlighting the need for tailored approaches for those with visual impairments Language is fundamentally an interactive and interpersonal activity deeply connected to society, necessitating that language studies consider both linguistic and social contexts While sighted individuals can engage with the real world directly, visually impaired learners experience their environment through touch and other senses Therefore, it is essential for educators to adopt flexible teaching methods when implementing CLT for visually impaired students.
Communicative Competence
Sagvinon defines grammatical competence as the mastery of the linguistic code, which includes the ability to recognize and manipulate the lexical, morphological, syntactic, and phonological features of a language to form words and sentences This perspective is commonly employed by teachers in their instruction for students.
If the visual impairments have many words and sentences when speaking English, it make them more confident and interesting in communication
Discourse competence involves the ability to generate and understand coherent and cohesive text This competence relies on the shared knowledge between the speaker or writer and the listener or reader, encompassing an understanding of the real world, linguistic codes, discourse structures, and social contexts.
Sociocultural competence involves grasping the social context in which language is utilized It encompasses the sociocultural rules of use, which vary based on factors such as formality, setting, topic, communication channel, and the purpose of the interaction.
Probability rules of occurrence
Effective communication skills are best developed through real-world language use rather than solely through classroom instruction Additionally, a learner's communicative competence is incomplete without an understanding of the likelihood of grammatical forms and their associated communicative functions.
Communicative strategies
The learners are excited to master not only the transactional skills but also interactional skills, which are an important component of communicative competence So, communicative strategies include:
Speaker‟s repertoire of verbal and visual gestures which signal interest in what the partner is saying
A speaker's repertoire of topics and formulaic expressions plays a crucial role in facilitating smooth and enjoyable small talk during brief encounters with acquaintances This skill set helps ensure that interactions remain comfortable and positive, enhancing the overall social experience.
Awareness when to talk and what to talk in an appropriate use of turn- taking conversations
Effective communicative strategies involve the ability to adjust when a message is not understood This adaptability is maintained through techniques such as paraphrasing, circumlocution, repetition, and employing various styles and registers.
Students frequently experience anxiety when speaking in the classroom due to various reasons, such as concerns about challenging topics or a lack of self-confidence Implementing effective strategies is crucial for visually impaired students to enhance their spoken language skills.
Nature of language skills and oral communication
Language communication encompasses four essential skills: listening, speaking, reading, and writing Listening and reading are classified as receptive skills, while speaking and writing are deemed productive skills These skills are further categorized based on their formation methods Literacy skills, which include reading and writing, involve manual script, whereas oral skills, comprising listening and speaking, are related to articulatory organs Among these skills, speaking is particularly crucial as it serves as a key indicator of an individual's proficiency in a language.
Speaking and listening skills are complementary in communication, closely intertwined within the language classroom This interaction is particularly evident in conversation, the most common discourse type When a speaker initiates a message, the listener decodes and responds, highlighting that oral communication is fundamentally a two-way process between the speaker and listener.
Nature of speaking skills and development of teaching speaking skills
Speaking is often an undervalued skill, as many people take it for granted due to its commonality It is frequently viewed as a less prestigious form of expression compared to literary skills, leading to a perception that it is superficial or glib This negative view may stem from the shortcomings of behaviorist teaching methods that primarily focused on oral language, causing a misconception about the importance of speaking as a valuable skill.
Effective speaking skills in a foreign language hinge on a solid understanding of grammar and vocabulary, which is a primary focus of language courses However, true proficiency goes beyond theoretical knowledge; it requires practical application To assess students' speaking abilities, they must actively engage in conversation, demonstrating their command of vocabulary and grammar Providing speaking practice and oral exams highlights the essential difference between mere knowledge of a language and the skills needed to use it effectively This distinction is vital for effective language teaching.
Bygate emphasizes that effective speaking goes beyond the mere knowledge of sentence structure; it involves the ability to produce and adapt sentences in real-time to fit the context This process requires quick decision-making, seamless implementation, and the flexibility to adjust conversations as unforeseen challenges arise.
2.10.1.1 Definition of speaking (spoken language)
Speaking is a crucial skill that warrants as much focus as literacy It enables learners to communicate confidently, facilitating essential daily transactions Additionally, speaking encompasses two primary forms of conversation: dialogue and monologue.
Effective communication requires speakers to recognize the importance of listening and allowing others the opportunity to contribute Taking turns in conversation not only enhances dialogue but also enables listeners to learn from speakers, providing valuable models for their own speaking skills Furthermore, experiencing the role of a listener helps learners understand the challenges involved in public speaking Thus, engaging in listening roles offers more substantial benefits than merely practicing speaking tasks, especially when speakers struggle to grasp the requirements of a specific task.
Students can gain confidence in speaking English by mastering essential skills such as grammar, pronunciation, and vocabulary However, oral skills often rely on conventional expressions that vary in different language environments Classroom practice may not reflect real-life communication, as topics are typically predetermined by the teacher, limiting students' ability to express themselves freely In contrast, outside the classroom, speakers communicate for various personal reasons, making the content unpredictable To help learners speak English more naturally and sound more native, teachers should acknowledge these differences between classroom and real-life communication.
2.10.2 Development approach of speaking skills
In teaching English, educators encounter various challenges that can hinder effective instruction, including class size, learner diversity, available learning hours, and material types To overcome these obstacles, teachers must possess a solid understanding of diverse techniques and methods that enhance learners' abilities.
Teachers play a central role in education by serving as information providers who leverage their English proficiency to select and present teaching materials effectively Their goal is to make new language concepts understandable and memorable for students, even when learners are passive In course books, oral materials are primarily presented in two formats: dialogue and prose, which must be delivered in distinct ways to enhance comprehension and engagement.
In this phase, learners take the lead in discussions, with the teacher facilitating extensive practice opportunities The focus is on activities and exercises designed to enhance speaking fluency, often utilizing pair or group work to encourage collaboration and interaction among students.
Learners must have opportunities to speak English freely, allowing them to use the language naturally for themselves rather than just for their teacher Group work is essential for encouraging participation and practice in speaking, as it saves time and boosts learners' confidence Teachers should closely monitor student interactions during the Practice and Production phases to assess improvements in speaking abilities and identify common mistakes This approach enhances the effectiveness of students' speaking skills.
Oral language
Oral language tends to be less conceptually dense than prose, utilizing loosely organized syntax along with non-specific words, phrases, and fillers.
2.11.2 The importance of oral language in school curricula
In schools, developing oral language is about equipping children with the skills and opportunities for effective communication rather than merely teaching them to speak Effective communication encompasses thinking, knowledge, and skills, which are honed through practice and training.
While children naturally acquire oral language, effective communication skills require attention and consistent practice Teachers play a crucial role in facilitating this development, helping students enhance their oral skills for better communication.
Children develop their thinking and focus on ideas as they discuss their experiences, highlighting the importance of fostering oral language in the classroom Prior to mastering reading and writing, oral language serves as a crucial tool for learning and knowledge acquisition Throughout life, strong oral language skills are essential for effective communication and meaningful conversations Therefore, oral language is a vital component in the learning process and cognitive development of students, laying the groundwork for the enhancement of other language skills.
To enhance the learning of oral language skills, it is crucial to consider students' backgrounds and everyday experiences By assessing their prior knowledge and proficiency in oral language, educators can design effective classroom programs that foster necessary skills along the developmental continuum These techniques should not only be applied in the classroom but also integrated throughout the entire curriculum While the oral language program is implemented at the classroom level, a comprehensive policy for language skill development must be established and executed school-wide.
2.11.3 What oral language skills do students need to develop?
Schools serve as ideal settings for cultivating communication skills, enabling students to express their thoughts, ideas, and feelings clearly and respectfully Additionally, they learn to engage with the perspectives of others with intention and courtesy.
Gillian Bertram emphasizes that students require structured and meaningful tasks in the classroom to develop effective listening and speaking skills Critical thinking about what they hear is essential, along with the ability to use oral language for gathering, processing, and presenting information As communication skills improve, students will also gain confidence in various social contexts and audiences It is crucial for students to adapt their oral language techniques to different situations To foster these skills, the processes of listening and speaking must be understood, modeled, taught, and practiced in the classroom.
2.11.4 The role of the teacher as facilitator of oral language development
Gillian Bertram (2002) claims that to act as facilitators of student learning, teachers should:
Encourage students to bring their ideas and background knowledge into class learning activities
Be a responsive listener to students‟ talk
Nature an accepting environment where students will feel free to express themselves without fear of censure by adult or fellow students
Raise questions concerning the activities or conversations held with students
Promote robust discussion and exposition amongst class members
Creating a curriculum that fosters opportunities for speaking, discussion, and the expression of ideas, experiences, and opinions is essential This approach should encompass a variety of experiences, tailored to different audience sizes, situations, and purposes, ensuring a dynamic and engaging learning environment.
Present themselves as good models of oral language
Develop strategies to effectively manage all forms of communication, ensuring that every student has equal opportunities to enhance their interpersonal speaking and listening skills through both small and large group discussions.
The objective is to encourage students to communicate and express their thoughts while fostering their learning and development through speech As their language skills improve, classroom discussions can be focused on exploring ideas and facts from texts, which in turn enhances their understanding and deepens their knowledge.
Summary
This chapter reviews key theories from renowned linguists and methodologists regarding language teaching, focusing on Communicative Language Teaching, the nature of language skills, and oral communication It also explores concepts such as the nature of speaking skills and the development of teaching speaking skills, providing a solid theoretical foundation for investigating the challenges in language study.
METHODLOGY
Method of Study
The study utilized a non-experimental action research approach to gather both qualitative and quantitative data regarding the challenges faced by teachers and visually impaired students in improving English speaking skills The quantitative aspect focused on measuring the frequency of teaching techniques, while the qualitative approach emphasized understanding learners' awareness, beliefs, attitudes, and difficulties Overall, the findings were presented through descriptive statistics and qualitative insights.
In my action research, various methods were employed to gather data, primarily through observations This approach aimed to understand how English teachers impart knowledge and skills to visually impaired individuals, practice effective techniques for teaching English speaking skills, and evaluate the effectiveness of these methods in enhancing English speaking abilities for the visually impaired.
Data Collection
This research involved 32 visually impaired students in grades 6, 7, and 8 from the Hue Society for the Blind, along with their English teachers The primary aim was to explore effective techniques for improving English speaking skills among visually impaired students The students formed the first main group of participants, while the teachers constituted the second group, as they possess unique insights into the expectations and challenges these students face in learning English.
Group 1: 32 visually impaired grades 6, 7, 8 at Hue Society for the Blind, making up 100 percents of the total students in these grades Their ages range from 11 to 16 and their levels range from 1 to 5 years of learning English
Group 2: 5 teachers who were invited to join the study are all full-time teachers at
The Hue Society for the Blind consists of female English teachers aged 30 to 35, each with a Bachelor’s degree in English Their teaching experience with visually impaired students spans from 3 to 6 years.
Apart from the two main groups of subjects above, the researcher also collected information from another group:
The study involves a group consisting of one staff member from the managing board of the Hue Society of the Blind, specifically the director The aim of examining this group is to provide the researcher with a comprehensive understanding of the research context outlined in Chapter.
Data for the study was obtained with two different instruments: questionnaire, interviews and classroom observation a The questionnaire
Two questionnaires were designed: one for students and the other for teachers
- The questionnaire for teachers in English was delivered to 5 teachers It consists of 12 questions
The questionnaire, consisting of 16 questions, was distributed to 32 students in grades 6, 7, and 8 in both English and Vietnamese Initially converted into Braille, it was found that students faced challenges in writing their answers Consequently, the researcher collected responses by directly asking each class, ensuring students understood that their participation would not impact their academic performance but would aid in developing better supplementary English learning activities Surprisingly, the students were enthusiastic and eager to participate, responding quickly by raising their fingers to indicate their answers—one finger for (A), two for (B), three for (C), and four for (D) Each question was read multiple times, but due to the students' excellent memory, most answered immediately after the questions were posed.
All questionnaires were successfully returned, ensuring objective data collection To facilitate the subjects' participation, two scientifically arranged sets of questionnaires were utilized, incorporating both closed and open-ended questions.
An in-depth interview was conducted with English teachers, consisting of seven questions, and members of the managing board, with five questions Each interview with an English teacher lasted approximately one hour, providing valuable insights into their experiences and perspectives.
15 to 20 minutes Interview with one staff of the managing board lasted from 10 to
15 minutes All of interviews were recorded to serve the process of data analysis c Classroom observation
The study highlights the methods used by English teachers to impart knowledge to visually impaired students at Hue Society for the Blind By observing teaching techniques and engaging in discussions, we identify the challenges faced by these students in learning English Additionally, we explore effective strategies for enhancing English speaking skills among visually impaired learners.
3.2.3 Procedures of Data Collection and Analysis
The data gathered from two sources was initially reviewed to grasp the overall context It was then analyzed using both descriptive and interpretative methods Questionnaire results were presented in tables and figures, while insights from interviews were documented as reflective notes and quotations.
During the planning stage, data collection will involve the use of questionnaires and interviews The questionnaires, written in Vietnamese, ensure that informants can easily understand and respond comprehensively These questionnaires primarily consist of closed and open-ended questions aimed at assessing students' awareness of various techniques commonly utilized by teachers and visually impaired individuals To validate the questionnaire responses and explore additional factors influencing students' use of these techniques in teaching English speaking, in-depth interviews will be conducted with a randomly selected group of six participants.
During the "Reflection stage," self-evaluation forms were primarily utilized to assess the effectiveness of various techniques for teaching English speaking skills in the classroom This evaluation was complemented by ongoing assessments, including students' portfolios and journals Additionally, informal interviews were conducted to gain insights into students' attitudes towards the techniques used for teaching English speaking skills to visually impaired individuals.
Reliability and Validity
To validate my study, I conducted a pilot study involving questionnaires and interviews administered to colleagues and students These participants answered the same questions intended for the final data collection, ensuring that each question effectively elicited information regarding the challenges faced by teachers and students in teaching and learning speaking, particularly in relation to visually impaired students.
To ensure reliability, consistent procedures and techniques were employed to confirm that both teachers and students had a shared understanding of the questions posed This approach aimed to maintain consistency in the key concepts referenced, thereby minimizing discrepancies in the terminology used and addressing the study's intended measurements.
Summary
This section outlines the research questions, participants, instruments, and data collection and analysis procedures The researcher aims to establish a robust scientific methodology to ensure the reliability and validity of the study's data.
FINDINGS AND DISCUSSION
Results from Questionnaires
Questionnaire for teachers consisting of 12 questions is designed to find out the information concerning four aspects The questions and responses to them are presented in the sections below
4.1.1.1 Teachers’ opinion on teaching speaking for visually impaired students
The initial inquiries focus on assessing the training teachers have received in teaching spoken English, identifying their understanding of the key principles of teaching speaking skills, and determining whether they implement these principles in their teaching practices.
Table 4.1 Teachers‟ opinion on teaching speaking for visually impaired students Options
Question 1 How often are you trained in
English teaching-training courses and English teaching workshops when teaching English for the visual impaired students?
Question 2 What techniques have you been using in the speaking lessons?
Question 3 What do you think about CLT?
(Circle all the options if you find them all true.)
C Emphasizes on fluency than on accuracy
D Focuses on meaningful tasks rather than on language itself
All teacher informants in question 1 confirmed their participation in training for teaching English speaking, having completed various English teaching-training courses and workshops During interviews, the teachers expressed their satisfaction with these training opportunities, highlighting that they gained valuable experience that enhances their teaching abilities.
In question 2, 60% of teachers favor a speaking teaching approach to enhance students' communicative competence, preferring it over methods like Audio-lingual and Grammar-Translation However, only 20% of teachers identified two out of four key properties of English teaching These teachers highlighted that effective speaking instruction is learner-centered and prioritizes fluency over accuracy, while others noted the importance of engaging in meaningful tasks rather than focusing solely on language structure Ultimately, the primary characteristics of speaking English, as recognized by two out of five teachers, align with these insights.
Despite all teachers being trained in Communicative Language Teaching (CLT), a lack of complete understanding regarding the nuances of teaching English speaking hinders the full realization of the benefits associated with enhancing communicative competence.
4.1.1.2 Difficulties in teaching process at Hue Society for the Blind
Question 4 of the questionnaire asks about teachers‟ feelings towards English teaching
Table 4.2 Difficulties in teaching process at Hue Society for the Blind
Question 4 How do you think about teaching visually impaired students?
Question 5 Which difficulties have you got in your teaching speaking for the visual impaired students?
Most teachers find teaching visually impaired students to be "difficult but interesting." While they unanimously agree that teaching English to these students can be easy and monotonous, they also acknowledge the challenges faced in the process Despite these obstacles, all teachers express excitement in engaging with their students and facilitating their learning journey.
Question 4 highlights the challenges teachers face when instructing both legally sighted and legally blind students, while question 5 specifically addresses the difficulties encountered by teachers at the Hue Society for the Blind.
Teachers reported encountering similar challenges in their teaching, with 60% highlighting large class sizes and low English proficiency among students as significant issues Additionally, 40% expressed concerns about managing multi-level classes Furthermore, difficulties related to visual impairments and effective teaching techniques were also noted as obstacles in the teaching process.
Based on my years of teaching experience at the Hue Society for the Blind, I have observed that the challenges faced by visually impaired students are not unique Additionally, the adequate resources and facilities available in schools significantly impact teachers' effectiveness Overcoming these challenges requires immense effort and creativity from educators to achieve successful teaching outcomes.
Question 6 demonstrates methods the teachers made use of to overcome the obstacles in the process of teaching English to the visually impaired students
Table 4.3 The teachers‟ methods use to overcome the obstacles in the process of teaching English to the visually impaired students
What can you do to overcome your difficulties in your teaching visually impaired students? (You can circle more than one answer)
A Co-operate with the subject teachers
B Co-operate with the visually impaired students’ parents
C Co-operate with the visually impaired students
D There is a good lecture before coming class
E Choose the contexts familiar to your students to practice the target language
Teachers should collaborate with subject teachers and communicate with parents to identify barriers students face in their learning Engaging directly with students and observing their performance can provide insights into their psychology, abilities, and limitations Preparing lectures in advance allows teachers to develop effective strategies for teaching vocabulary and grammar Additionally, using familiar contexts for practice is essential, as it helps students engage more effectively with the target language Understanding students' needs and selecting suitable activities for practicing spoken English is crucial for their learning success.
4.1.1.3 Teachers’ attitude towards the visual impaired students when making the same mistakes, and way to correct them
Table 4.4 Teachers‟ attitude towards the visual impaired students when making the same mistakes, and way to correct them Options
Question 7 How often do your students make the same mistakes?
Question 8 Do you correct your students’ mistakes?
In question 7, 80% of respondents indicated that teachers often encounter the same mistakes in their visually impaired students, while 20% noted that these mistakes sometimes align with those of students who select option B Notably, no respondents chose options C or D, highlighting the significant challenges teachers face in educating visually impaired students This underscores the necessity for teachers to demonstrate empathy and support in helping these students learn English effectively.
In question 8, 100% the teachers claimed that they usually corrected the students‟ mistake The students can improve their knowledge based on the help of the teachers
Table 4.5 The solutions to students‟ reluctance to speak Options
Question 9 What do you do when your students are reluctant to speak?
C Encourage them to speak by asking them easier questions
D Let them sit down and not ask them again
Teachers address students' reluctance to speak by encouraging them rather than expressing frustration They employ strategies such as asking simpler questions to foster participation and boost confidence.
Teachers consistently strive to foster a positive learning environment for their students, demonstrating patience and support rather than anger towards mistakes They maintain a calm demeanor, encouraging students to complete their tasks while offering smiles and motivation Although they seldom interrupt to correct errors, there are instances where their impatience may lead to premature corrections during student presentations.
The principles of communicative language teaching implemented by teachers at this school foster a calm approach to students' reluctance and mistakes, allowing them the freedom to speak or remain silent It is widely recognized that impatience and intolerance, particularly in educational settings, can have detrimental effects on the learning process.
4.1.1.4 Teachers’ current techniques to motivate reluctant speaking learners at Hue society for the Blind
The information about this aspect is the aim of the questions 10, 11 and 12 to help students be interested in a lesson
Table 4.6 Teachers‟ current techniques to motivate reluctant speaking learners at Hue society for the Blind Options
What do you usually do to make your students interested in their speaking lesson?
C Let them choose topics to discuss
What do you often do to create a close relation with your students in speaking classes?
A Sit on the teacher’s seat
B Stand in front of the students near the blackboard
D Walk around the class and give help
What should teachers do to prevent your students from using Vietnamese in group work and in pair work?
B Remind them to speak English
At Hue Society for the Blind, 40% of teachers motivate reluctant speaking learners by offering praise, while the remaining educators employ various encouragement techniques tailored to specific situations.
Engaging students in lessons through praise is effective, but I believe that teachers should employ various strategies tailored to different situations to spark student interest.