INTRODUCTION
Rationale of the study
As part of the National Foreign Language Project 2020, English has been made a mandatory subject in Vietnamese high schools, leading to significant changes in English language teaching Notably, a new textbook was introduced in 2006 to enhance the learning experience.
The "Tieng Anh 10" textbook was introduced to enhance communicative skills among high school students; however, the actual learning outcomes have not met teachers' expectations, revealing a gap between reality and desired results In response, the Ministry of Education and Training launched a revised version in 2013, maintaining a focus on four key skills while adding sections on Culture and Projects to deepen students' understanding Despite these improvements, the new textbook presents challenges due to its novel approach and content Among the skills, speaking is deemed the most essential for language proficiency This has prompted a research project titled "An Investigation into the Difficulties of Teaching English Speaking Skill to Year 10 Students using the new textbook 'Tieng Anh 10' at some High Schools in Hue City," aiming to identify issues and propose solutions to enhance the teaching and learning of English speaking skills in local high schools.
The aims of the study
The study has been carried out with the following purposes
- To identify some difficulties in teaching and learning speaking skill using the new textbook for Year 10 at some high schools in Hue city
This study aims to explore learners' attitudes towards speaking skills and teachers' perspectives on utilizing the new textbook for teaching speaking Additionally, it will analyze the existing challenges in this area to identify effective solutions.
- To give some suggestions and solutions to reduce difficulties and improve the teaching and learning speaking using the new textbook at some high schools in Hue city.
The research questions
This study aims to identify the challenges faced in teaching and learning the speaking skill with the new Year 10 textbook, while also exploring effective solutions to address these issues The research is guided by key questions that focus on the core difficulties and potential strategies for improvement.
Question 1: What are the difficulties facing Year 10 students who are learning speaking skill using the new English textbook “Tieng Anh 10” at some high schools in Hue?
Question 2: What are the difficulties facing the teachers in teaching speaking skill using the new English textbook “Tieng Anh 10” applied in 2013 compared with the textbook “Tieng Anh 10” used previously?
Question 3: What should be done to overcome the difficulties and improve students‟ speaking performance?
Scope of the study
The subjects of the study are limited to the teachers and students at some high schools in Hue city The reasons for this are as follows:
- Some high schools in Hue city have been the pioneers for the use of this textbook for a large numbers of Year 10 classes
- Both students and teachers are very active in many activities which require high communicative abilities in some English contests
- The schools‟ facilities are new and updated to meet the learning requirements
The study concentrates on the difficulties and possible solutions in learning and teaching English speaking skill using the textbook “Tieng Anh 10”.
A brief outline of the study
Chapter I: Introduction - Presents the rationale, aims and contributions, research questions, scope, and brief outline of the study
Chapter II: Literature review - Gives the theoretical background of speaking skill which is relevant and is the framework for the study
Chapter III: Methodology - Describes the research methodology, which focuses on the context of the study (a brief introduction on the materials and current situations of teaching speaking at some high schools in Hue city), participants, the instruments, and data collection and data analysis procedures
Chapter IV: Findings - Describes the data from the questionnaires and interviews, and then gives some findings and discussion, followed by suggestions for some solutions to the current problems
Chapter V: Recommendations – Discusses the findings and conclusions of the research with recommendations to improve teaching/learning; some limitations of the present study; recommendations for future study.
LITERATURE REVIEW
Communicative Language Teaching (CLT) Approach
Communicative Language Teaching (CLT) emerged in the late 1960s as a significant shift in the British language teaching tradition, emphasizing learners' effective and appropriate use of language (Richards & Rodgers, 1986) As noted by Brindley (1986), the 1970s and 1980s are considered the era of CLT, highlighting its role as a major innovation in language education Today, CLT's principles are widely accepted and continue to influence language teaching practices.
Communicative Language Teaching (CLT) encompasses various definitions, often viewed as a blend of structural and functional teaching aimed at fostering communicative competence As noted by Littlewood (1981), a key feature of CLT is its systematic focus on both the functional and structural elements of language Additionally, CLT is characterized by the implementation of procedures that enhance the four language skills through collaborative problem-solving tasks in pairs or groups, as suggested by Brindley.
Language is a dynamic system shaped through interaction, and learning it involves negotiating meaning within specific socio-cultural contexts rather than just memorizing structural elements Therefore, language programs should prioritize meaning over form, focusing on the needs and interests of learners Materials should facilitate genuine communication, as effective communication is crucial, especially in the early stages of language acquisition Additionally, errors should be viewed as indicators of the learning process rather than setbacks.
Communicative Language Teaching, as noted by Nunan (1989), perceives language primarily as a means of conveying meaning This approach emphasizes oral communication and meaningful tasks that resonate with learners It prioritizes objectives that address learners' needs, incorporating both functional skills and linguistic goals In this framework, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, materials used in this method are authentic and task-based, promoting effective communicative language use.
The definition of language teaching methods encompasses common elements found in various interpretations, reflecting a specific perspective on language acquisition (Cook, 1989) It is important to recognize that these definitions are socially constructed, shaped by an interplay of social, cultural, economic, and political influences.
Communicative Language Teaching (CLT) encompasses six key features: learner-centered teaching, cooperative learning, interactive learning, whole-language education, content-centered education, and task-based learning According to Littlewood (1981), a defining characteristic of CLT is its systematic focus on both functional and structural aspects of language Additionally, theorists emphasize that CLT involves procedures where learners collaborate in pairs or groups, utilizing their language resources to engage in problem-solving tasks.
There are five characteristic features of CLT stated by Nunan (1991:279):
- An emphasis on learning to communicate through interaction in the target language
- The introduction of authentic texts into the learning situation
- The provision of opportunities for learners to focus not only on language but also on the learning process itself
- An enhancement of the learners‟ own experience as important contributing elements to classroom learning
- An attempt to link classroom language with language activation outside the classroom
Communicative Language Teaching (CLT) emphasizes the importance of aligning instruction with learners' needs and the real-world use of language This approach enhances students' communicative competence in authentic contexts, making it a valuable method of instruction In CLT classrooms, cooperative group and pair work foster negotiation among learners, while fluency-based activities build confidence Role-plays provide opportunities to practice language functions, complemented by targeted grammar and pronunciation exercises.
II.1.3 Advantages of Communicative Language Teaching
The advantages of Communicative Language Teaching may be summarized as follows:
1 CLT is more likely to produce the four skills of competence; Learners of CLT are offered the opportunities to use the language for their own purpose, to take part in communication;
2 CLT is more motivating; thus, students are likely to focus more on learning (Stevick (1980), Blaire (1982), Hutchinson (1987), and others);
3 It is less wasteful of time and effort than approaches which attempt to teach the whole language since CLT intends to teach what is relevant and necessary only Allright ((1979), Breen and Candlin (1987) and others)
4 In the long term, it should equip the learners with appropriate skills for tackling the language in a real world, because CLT is based on a close approximation to such used (Maley (1986) Murphy (1991) and others)
Communicative language teaching emphasizes real-life situations that require effective communication, aiming to create a realistic context for language acquisition in the classroom Teachers design scenarios that students are likely to encounter, focusing on functional language use and encouraging learners to express their ideas, feelings, and needs By working in small groups on communication activities, students practice negotiating meaning, which fosters cooperation and builds confidence, even among weaker students This collaborative approach not only supports learners in achieving their language goals but also nurtures a supportive environment for developing target language competence.
II.1.4 Disadvantages of Communicative Language Teaching
Communicative Language Teaching, however, also has a number of potential disadvantages:
1 It makes greater demands upon the professional training and linguistic and professional competence of teachers (Andrews (1983), Richard and Nunan (1991), and others)
2 It may perplex students used to other approaches at least in the initial stages (Berns (1990))
3 It is more difficult to evaluate than the other approaches referred to (Williams (1983), and others)
4 Because it appears to go against traditional practice, it tends to meet with opposition especially from older teachers and learners (Tran (1991))
II.1.5 Communicative Competence –The desired goal of CLT
In language teaching, the primary objective is to enable students to communicate effectively Consequently, Communicative Language Teaching (CLT) prioritizes the development of communicative competence as its key goal.
The concept of communicative competence, introduced in 1964, has garnered significant attention from linguists globally, particularly through the lens of communicative language teaching, which aims to help students use language effectively in real-life situations Rivers (1981) and other U.S foreign language educators defined communicative competence primarily as the ability to engage in spontaneous interactions in the target language In contrast, professionals in ESL contexts adopt Hymes' broader definition, viewing communicative competence as encompassing both the knowledge and skills necessary for appropriate language use across various social contexts.
- Whether (and to what degree) something is formally possible
- Whether (and to what degree) something is feasible in virtue of the means of implementation available
- Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated)
- Whether (and to what degree) something is in fact done, actually performed and what it‟s doing entails
Canale and Swain (1980) conducted a significant analysis of communicative competence, identifying four key dimensions: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.
In summary, communicative competence refers to the ability to use language effectively and appropriately in various communication contexts This concept is central to language teaching, distinguishing Communicative Language Teaching (CLT) from other educational approaches.
Speaking Skill
According to Bygate (1987:5), there are two basic ways in which speaking can be seen as a skill
Motor-perceptive skills focus on the correct use of language sounds and structures, while interactional skills apply these abilities for effective communication In the classroom, motor-perceptive skills are cultivated through activities like model dialogues and oral drills Historically, it was believed that mastering these skills alone ensured successful communication; however, recent insights highlight the importance of direct practice in communicative interaction Bygate emphasized the need for learners to develop skills in managing interactions and negotiating meaning Managing interactions includes knowing how to take turns in conversation, introduce topics, invite responses, and appropriately end discussions Negotiation of meaning involves ensuring mutual understanding between speakers.
Speaking, therefore, can be considered to be one of the four macro skills necessary for effective communication in any language.
The Types of Speaking
Ur (2005:129) noted the types of spoken interaction, which tended to be neglected They were interaction talk, long turn, non-classroom talk (situations, emotion and relationships)
Effective communication involves mastering conventional expressions of courtesy, such as greetings, farewells, and expressions of gratitude and apology However, the way these interactions are conducted is deeply influenced by cultural norms, highlighting that the functional use of language is shaped as much by cultural conventions as by vocabulary knowledge.
The ability to speak fluently and at length is essential for adults and advanced academic students, making it a skill that should be actively developed, while its significance may vary in different types of classes.
Varied Situation, Emotion and Relationship
Learners must be equipped to operate in diverse contexts, making it essential to provide them with opportunities to practice the target language through simulations of various real-life scenarios.
Teaching speaking skill
According to the course book Methodology 1 (2008) a speaking lesson should have three stages: pre-speaking, while- speaking, and post- speaking Obviously, each stage has its own characteristics
Effective preparation is crucial in a speaking lesson, as it helps students feel ready to engage in conversation Activities such as pre-speaking questions, brainstorming, discussions, and vocabulary tasks enhance this preparation Course books typically present oral materials in various formats, including dialogues and prose Byrne (1991) outlines a ten-step procedure for effectively presenting dialogue in speaking lessons.
- Establish the setting: Pictures are made use of and drawn if simple Use English as much as possible at this stage
- Arouse students interests and experience related to the situation
- Set a listening task by asking key questions of the dialogue
- Ask the students to listen without looking at their books
- Ask the students to look at their books while they are listening
- Ask the students to listen and repeat
- Deal with any difficulties in the dialogue
- Ask the students to practice the dialogue
- Ask the students to dramatize the dialogue
What‟s more, the presentation of prose massage suggested by Byrne (1991:
- Introduce the topic by asking the students to have a quick look at the picture or by asking them about a related book, film, or TV programme they have seen
- Introduce the text including new words or new structures However, there is no need to explain all things in the text
- Provide relevant language practice, for example, train the students with pronunciation drill so that they can speak English easily, fluently and also help them remember the new words
- Set the reading task by making questions
- Ask the students to read the silently
- Explain any difficulties faced by the students
- Get the students to talk about what they have learned
The two mentioned products are ideal for presenting dialogue and prose, but certain steps may be omitted based on students' proficiency and time constraints Additionally, teachers should carefully consider the objectives of each lesson, the teaching and learning context, and the specific needs of their students before implementing activities for this stage.
In the while-speaking stage, students take the lead in conversation, allowing for increased fluency as the teacher minimizes their own speaking and intervention The primary goal is to enhance students' speaking skills, with the teacher providing support only when necessary This stage emphasizes peer interaction, as students engage in tasks independently or in groups, while the teacher focuses on monitoring and assisting those who may struggle.
The final phase of a speaking lesson is crucial for student production, showcasing their speaking skills, interests, and perspectives True English speaking proficiency is demonstrated when students effectively use the language for personal expression Additionally, self-reflection on their performance allows students to identify their strengths and areas needing improvement.
The post-speaking stage serves as a crucial follow-up after students have practiced their speaking skills During this phase, students engage in extension speaking activities that allow them to utilize information gathered from other groups, making their learning experience more meaningful It is highly effective for students to report their work and invite class comments, fostering a collaborative learning environment In this stage, the teacher assumes the role of a manager or guide, providing essential feedback, correcting significant errors, assigning grades, and helping students set personal goals to enhance their speaking abilities.
Byrne (1988) emphasizes the importance of following three stages—pre-speaking, while-speaking, and post-speaking—to effectively develop oral skills However, due to factors like time constraints, lesson objectives, student types, and available materials, this sequence may not always be implemented rigidly Teachers should focus on students' contributions during the while-speaking and post-speaking phases to assess improvements, identify mistakes, and understand challenges faced This insight allows for the development of targeted strategies to address students' errors and difficulties, as detailed in the study.
Common problems facing students in speaking English
Spoken language, as noted by Brown (1994:256), presents both advantages and challenges for oral performance Students frequently encounter phonetic issues when speaking English, including clustering, redundancy, reduced forms, colloquial expressions, as well as the complexities of stress, rhythm, and intonation.
Foley (2005) acknowledged that the teaching of English speaking in Thailand faces numerous challenges, contributing to the limited success of English Language Teaching (ELT) in the country Key factors include inadequate curricula, unengaging teaching methods that emphasize grammar excessively, issues with student engagement, unsuitable learning materials, and ineffective testing and evaluation practices.
Liu and Jackson (2008) identify a limited vocabulary as a significant barrier to effective spoken communication In contrast, Krashen (1988) suggests that learners often focus on grammatical accuracy, which can hinder their fluency in speech Additionally, Luu (2000) highlights common challenges faced by students in speaking, including inhibition, a lack of ideas, uneven participation, and the use of their mother tongue.
This chapter outlines a theoretical framework for the study, focusing on the communicative approach to speaking, the various types of speaking skills, and the stages involved in teaching these skills It also highlights the common challenges students face when learning to speak The research aims to explore the difficulties encountered by both teachers and students in high schools regarding speaking skills, with the goal of identifying solutions to these issues and enhancing students' speaking performance.
An Introduction of the New English Textbook for Year 10 “Tieng Anh 10”
The new English textbook for year 10 – Tieng Anh 10 is written based on themes which are familiar with students, including our lives and our society (Book
Book 2 of our series, titled "Our Environment and Our Future," mirrors the structure of Book 1 but features a restructured lesson order While Book 1 encompasses four primary components—Skills (Reading, Speaking, Listening, and Writing), Language Focus, Culture, and Project—Book 2 initiates lessons with the Language Part, which includes essential elements such as Vocabulary, Pronunciation, and more.
Grammar), then Skills Part (Reading, Speaking, Listening, and Writing) is taught, and finally is Culture, and Project section The contents of each section are closely related to one another
Starting each unit is Snapshot part introducing the main content and then is
Getting Started part presenting a short conversation and some small exercises related to the topic This part also introduces most of vocabulary in the whole unit, including in Language part
“The Language” section has three smaller parts: “Vocabulary” section which supplies some key words and phrases as well as tasks related to each unit‟s topic;
The "Pronunciation" section offers students the opportunity to identify and practice English vowels, diphthongs, and consonants, along with addressing common mispronunciations and stress patterns Meanwhile, the "Grammar" section provides valuable grammar exercises for students to enhance their language skills.
The "Reading" section is designed to enhance skimming and scanning skills, requiring students to engage with a text of 190 to 230 words that introduces new vocabulary and knowledge related to the topic Unlike the previous "Tieng Anh 10" version from 2006, which separated the reading process into three distinct steps—Before, While, and After reading—this section integrates exercises aimed at familiarizing students with the topic and vocabulary It focuses on developing reading skills through 1 or 2 tasks that not only improve comprehension but also expand vocabulary Additionally, it reinforces reading abilities through activities such as summarizing the text and discussing the topic.
In the "Speaking" section, students enhance their communication skills through group, pair, and individual activities This section typically includes three or four tasks, with the first two providing essential language input and specific communicative structures, such as expressing preferences and discussing computer usage The subsequent tasks require students to engage in conversations or deliver speeches based on their completed work, allowing them to practice speaking in front of the entire class for a few minutes.
The "Listening" section aims to enhance various listening skills, including intensive and extensive listening, as well as listening for specific information and general understanding Similar to the "Reading" section, it features tasks designed to achieve these goals, structured around three key phases: Before you listen, While you listen, and After you listen.
The "Writing" section typically starts with tasks like matching headings, classifying ideas, and rearranging paragraphs These activities help students grasp the structures and vocabulary used in writing Following this, students practice writing by utilizing provided vocabulary and answering related questions.
The new English textbook "Tieng Anh 10" introduces two sections, "Culture" and "Project," which enhance students' learning experience The "Culture" section highlights cultural differences between Vietnam and various countries, providing students with valuable facts that encourage discussion and the exchange of opinions.
The "Project" serves as a key opportunity for students to review and consolidate their knowledge by conducting surveys or creating group presentations that showcase their understanding of the entire unit.
Workbooks are essential supplementary materials for students, allowing them to practice at home, while accompanying CDs provide recordings for pronunciation, reading, and listening exercises.
II.6.2.The general features of the English textbook 10
The new English textbook for Year 10 is designed with a view to:
- Developing students‟ communicative skills at basic level: listening, speaking, reading and writing
- Providing students with appropriate, systematic and basic knowledge of English
The new Year 10 English textbook aims to enhance students' understanding of life, society, and the environment in English-speaking countries, fostering positive attitudes and comprehensive knowledge of the language It emphasizes a learner-centered approach, where students actively participate in the learning process, while teachers serve as organizers, advisors, and facilitators to support effective communication and learning activities Additionally, the textbook highlights the importance of considering both student psychology and cultural aspects from Vietnam and other English-speaking nations.
II.6.3 Description of the Speaking Section
The "Speaking" section follows the "Language" section in the new textbook and consists of 3 to 4 tasks The table below provides a detailed description of this speaking component.
Unit Topic Speaking tasks Main Points
1 Family Life 3 tasks Expressing opinions about housework
2 Your boy and You 4 tasks Talking about how to get a rid of bad habits
3 Music 2 tasks Talking about TV shows
Community 4 tasks Talking about local community development
5 Inventions 5 tasks Talking about inventions, their uses and their benefits
6 Gender Equality 3 tasks Talking about equal job opportunity
7 Cultural Diversity 3 tasks Comparing traditions and customs in two countries and discuss those of Vietnam
Learn 4 tasks Talking about how electronic devices can helps us learn
Environment 3 tasks Talking about the environmental impacts of human activities
10 Ecotourism 3 tasks Taking about what tourists can do on an eco-tour
In summary, this chapter explores the newly approved teaching approach known as Communicative Language Teaching (CLT), highlighting its key characteristics, advantages, and disadvantages, as well as its primary objective It also addresses the speaking skill, including its various types, methods for teaching speaking, common challenges students encounter when speaking English, and an overview of the new English textbook for Year 10, "Tieng Anh 10." These concepts will provide the theoretical foundation for the analysis and discussions presented in the subsequent chapter.
METHODOLOGY
Research approach
This research employs both qualitative and quantitative methods to leverage their strengths and mitigate their weaknesses in data collection Qualitative methods yield rich, detailed insights and allow for in-depth exploration of specific issues without the limitations of predefined categories, although they can be subjective and vary in analysis Conversely, quantitative research offers an objective, context-free approach that enables precise testing of hypotheses and the ability to validate qualitative concepts.
One of the useful tools of the quantitative method is using questionnaires; it has advantages compared with some other types of surveys Richard and Lockhart
Questionnaires are a cost-effective and efficient method for collecting data on beliefs, attitudes, motivation, and preferences in teaching and learning (1994) They require less effort from researchers compared to verbal or telephone surveys and often feature standardized answers, simplifying data compilation Additionally, questionnaires allow for anonymity, encouraging honest responses from participants who may prefer not to be identified This anonymity helps reduce bias, as respondents are less influenced by the researcher's opinions due to uniform question presentation Furthermore, the ease of data analysis through various software packages makes questionnaires a practical choice for researchers Lastly, their familiarity to most individuals ensures that respondents are comfortable, minimizing apprehension during the completion process.
Interviews serve as a powerful qualitative research tool, offering precise information and high response rates due to their face-to-face format Unlike questionnaires, personal interviews encourage participants to engage more openly with live questions, allowing for deeper exploration of their responses The comfort of the interview setting enables respondents to provide more detailed answers to open-ended questions Additionally, researchers gain valuable insights into the attitudes and behaviors of participants, enhancing the overall quality of the data collected.
An overview of the research site and the participants
The research was conducted at the three high schools in Hue city accordingly Nguyen Hue High School, Hai Ba Trung High School and Quoc Hoc High School
The study involved a random selection of one 10th Grade class from each of three high schools in Hue city, with class sizes ranging from 35 to 45 students Additionally, 26 English teachers were randomly chosen to provide objective data, representing a mix of experience levels, from those with over 10 years of teaching to those with only a few years In total, the research included 120 10th Grade students and 26 teachers across the selected schools.
Participants in the survey included both students and teachers, who responded to two distinct questionnaires Additionally, several teachers were invited for informal interviews to provide a comprehensive understanding of the research topics.
Data collection
The data for this study were collected through both questionnaire and interview
McMillan and Schumacher (1993) emphasized that researchers can efficiently gather a significant amount of data in a short time frame using questionnaires, making it a rapid tool for collecting extensive information from large groups Consequently, two types of questionnaires were developed based on the aforementioned research questions.
The student questionnaire comprised eight questions, categorized into multiple-choice options (A, B, C, D) and frequency scales (Never – Rarely – Sometimes – Often - Always) It included both closed questions, requiring a single response, and open-ended questions for broader input, with versions provided in both English and Vietnamese The Vietnamese version was distributed during the survey, focusing on two main areas: the first five questions assessed students' opinions on speaking skills and related activities in the new textbook, while the last three questions explored students' difficulties and potential solutions The questionnaire underwent multiple revisions for clarity and format before being administered to 120 10th-grade students across three high schools in Hue City.
The questionnaire for teachers consisted of 19 questions, presented in English, including both closed and open-ended formats It was organized into three main clusters: the first six questions gathered personal information about the teachers, the next three assessed their evaluations of students' speaking skills and the new textbook "Tieng Anh 10," and the final ten questions addressed the challenges teachers face along with potential solutions Prior to distribution, the questionnaire underwent a thorough review, and 26 copies were randomly delivered to teachers.
After finishing, all the questionnaires were collected and were ready to be analyzed This questionnaire helped the researcher gathering both students and teachers‟ opinions in a convenient way
Besides questionnaire, interview was applied in this study As Selinger et al
The interview serves as a powerful data collection tool, offering in-depth insights and flexibility that other methods lack It enhances the authenticity of data gathered from questionnaires by providing specific comments, suggestions, and explanations from high school teachers Designed with three clusters of five questions, the interviews aimed to explore teachers' perspectives on student motivation and the unique features of the new textbook "Tieng Anh 10." Additionally, the interviews investigated challenges teachers face when using the textbook for speaking skills and sought strategies to improve their teaching methods Conducted in a friendly manner during teachers' break time, the interviews were held in Vietnamese to ensure comfort and clarity, allowing the researcher to address any confusion and encourage open responses.
Data Analysis
Data collected from questionnaires were analyzed using SPSS software, with results displayed in tables and charts The statistical analysis provided insights to address the research questions effectively.
To ensure privacy, interviewees were coded during the processing of interviews Their opinions were categorized based on issues encountered while teaching English speaking skills using the new textbook "Tieng Anh 10." An analysis of the differences between the two textbooks focused on identifying emerging challenges and potential solutions to meet reasonable expectations.
This chapter outlines the research methodology, detailing the research approaches, sites, participants, data collection methods, and data analysis techniques employed The subsequent chapter will present the research findings and discussions, comparing them with previous studies.
FINDINGS
Students‟ difficulties
IV.1.1 Year 10 students’ general difficulties of learning speaking skill
IV.1.1.1 Students’ difficulties in overall view
Foley (2005) highlighted significant challenges associated with L2 speaking, prompting the inclusion of Item 6 in the questionnaire to explore students' overall difficulties in learning English.
Table 4.1.1.1 Students’ difficulties in general
1 Your pronunciation is not good 108 90.0
2 You have nothing to say 84 70.0
3 You feel shy when speaking in front of your classmates 66 55.0
4 Your grammar and vocabulary are insufficient 100 83.3
5 The speaking tasks are too difficult for you 32 26.7
6 The speaking topics are unfamiliar 30 25.0
7 You have little time to practice speaking in class 73 60.8
8 The teacher doesn‟t explain clearly enough 17 14.2
9 Teacher‟s teaching methodology is inappropriate 15 12.5
10 Teaching and learning conditions are poor 13 10.8
11 Teachers speak too much Vietnamese 7 5.8
12 There are too many students in the class 42 35.0
Table 4.1.1.1 reveals that a significant number of participants faced challenges in their language skills, with 90% citing poor pronunciation as their biggest issue The lack of systematic instruction in phonetics and phonology for secondary students contributes to their fear of speaking due to difficulties in pronouncing words correctly Additionally, 83.3% of respondents noted insufficient grammar and vocabulary as hurdles in communication Liu and Jackson (2008) identify a limited vocabulary as a primary barrier to spoken interaction, while Krashen (1988) suggests that preoccupation with grammatical accuracy can hinder fluency in speech.
A significant challenge for students learning to speak English is the prevalence of poor ideas, which accounts for 70% of their difficulties, alongside a lack of vocabulary and structures Additionally, time constraints hinder progress, with 60.8% of students acknowledging they have limited opportunities for speaking practice in class This issue is echoed by many teachers who face similar challenges in facilitating effective speaking exercises.
A 45-minute class period is insufficient for effectively conducting speaking activities and covering all textbook material, leading to limited practice time for students.
In an interview conducted on March 18, 2016, it was revealed that while the majority of students did not express concerns about their teachers' explanations, 14.2% still found it challenging Additionally, teachers' methodologies (12.5%) and school facilities (10.8%) were identified as relatively minor factors influencing students' speaking practice.
An encouraging finding from our data indicates that only 5.8% of teachers excessively use Vietnamese in the classroom One teacher noted their commitment to maximizing English usage during lessons, highlighting a positive trend towards promoting English language instruction.
Luu (2000) highlights the speaking challenges faced by students, prompting teachers to minimize low or uneven participation in the classroom To foster an immersive English-speaking environment, educators strive to provide students with ample opportunities to practice their speaking skills.
English free of stress and pressure This is really an effective way to improve their students‟ speaking skill right in class
IV.1.1.2 Factors affecting students’ motivations and interests in speaking lessons
Motivation plays a crucial role in the teaching and learning process, significantly influencing students' success, as highlighted by Aji (2008) The level of motivation directly impacts learners' ability to achieve their learning goals, making it essential to identify the factors that affect students' motivation and interest, particularly in speaking lessons Understanding these factors is vital for fostering an effective learning environment.
Teachers’ teaching methods: interesting, attractive, and easy to understand Speaking topic and level of difficulties of speaking tasks
Students’ awareness and interests Basic background knowledge of English Self - studying at home
The design of the speaking lessons, tasks and the clarity of tasks instructions
Activities for entertainment Requirements of examinations
Chart 4.1.1.2 Factors affecting students’ motivations and interests in speaking lessons
Chart 4.1.1.2 highlights various factors influencing students' motivation and interest Speaking is often perceived as a challenging skill for students, necessitating a multifaceted approach in the teaching and learning process to foster improvement.
The most significant factor influencing student motivation was identified as the teaching methods employed by teachers, accounting for 92.3% of responses Successful speaking lessons were characterized by full student participation, where learners actively engaged in discussions, posed and answered questions with support from both teachers and peers To enhance this engagement, teachers should adopt a facilitator role rather than an authoritarian approach, consistently prompting students to explore answers and participate in tasks Additionally, effective teaching methodologies that are interesting, engaging, and easy to understand are crucial for creating a positive learning environment.
Students' awareness and interests ranked second at 88.5%, highlighting their significance in the learning process Understanding these factors allows teachers to save time in selecting appropriate topics and activities, ultimately enhancing student engagement in speaking classes.
The design of speaking lessons and the clarity of task instructions are crucial for student motivation, with 84.6% of respondents agreeing on their importance If teachers limit tasks to a single method, it can lead to student boredom Therefore, educators should choose learning activities that promote meaningful and authentic language use rather than just mechanical practice Effective activities may include pair work, group work, individual tasks, role-play, and communicative games.
In addition to conducting various classroom activities, I encourage students to demonstrate their preparation by selecting a favorite topic, creating a detailed plan, assigning specific tasks to each group member, and presenting their findings through engaging methods such as interviews, storytelling, and role-playing.
In an interview conducted on March 18, 2016, Teacher N revealed that 80.8% of students believe that engaging textbook topics and their foundational knowledge of English significantly influence their motivation Topics that relate to students' daily lives and experiences are more easily understood, allowing them to express their opinions more freely Additionally, students tend to depend heavily on their teachers' performance in the classroom, and their basic English knowledge plays a crucial role in shaping their confidence and participation during speaking lessons.
A significant 73.1% of respondents emphasized the importance of examinations and classroom conditions, noting that students thrive in well-equipped learning environments This sentiment was echoed by 76.9% of teachers, who agreed on the necessity of proper classroom facilities Additionally, the requirement for examinations and grading, particularly for high school students, plays a crucial role in motivating participation in speaking classes, as good marks serve as recognition of students' efforts and abilities.
IV.1.1.3 Students’ motivation in teachers’ viewpoints
Teachers difficulties
Although teachers at high school all take a positive view of the new textbook
Despite the communicative approach to language teaching in "Tieng Anh 10" fostering high student motivation, many educators struggle to effectively teach speaking skills This challenge primarily stems from a lack of experience and the complexities of implementing communicative methodologies in pedagogical practice.
English teaching staff possess strong language knowledge and skills but lack experience in teaching speaking and communicative skills, with most having only one to two years of experience since the introduction of the new textbook Additionally, few teachers have undergone full training to implement new communicative methods, resulting in a widespread lack of both theoretical and practical experience Despite efforts to facilitate methodological exchanges through questionnaires and discussions, teachers remain unclear about the objectives and concepts of new communicative language teaching This inadequacy hampers the effective utilization of the new textbook's strengths, leading to less active and dynamic teaching Furthermore, the demands of new teaching methods necessitate additional preparatory work, adding to the existing pressures on teachers beyond their regular syllabus responsibilities.
The data indicates that the methodology for teaching language skills, particularly speaking, poses significant challenges for teachers at three selected high schools This issue is examined through four key aspects: teaching speaking approaches, time management, textbook adaptation, and language use in the classroom.
When designing educational activities, the primary focus should be on generating student interest and involvement, as even well-planned activities can fail if the materials are not engaging or relevant Additionally, it's crucial to establish a method for assessing the activity, not necessarily through tests or scores, but by ensuring there is a tangible outcome that can be observed This allows both teachers and students to evaluate the effectiveness of the activity, enhancing the overall learning experience.
Effectively utilizing textbooks and workbooks is a significant challenge in teaching speaking methods While these resources can provide structured questions and tasks that enhance student focus and understanding, it is essential for teachers to carefully select materials that align with their students' knowledge and interests Overloading students with excessive tasks or difficult questions can lead to confusion and frustration Therefore, teachers must ensure that speaking activities are tailored to match students' proficiency levels and needs, adapting tasks flexibly based on their background knowledge and the learning environment.
Time management is a crucial aspect of language teaching that poses challenges for many communicative language instructors It involves a structured teaching approach and the ability to effectively balance presentation time with student activities While teachers in the study recognize the importance of allocating time for each phase of speaking lessons, they often face obstacles such as inadequate classroom resources, varying student proficiency levels, and their own inexperience with effective teaching methods Ultimately, the choice of teaching methodology emerges as the most significant factor influencing their success.
Adapting textbooks can effectively address students' low and uneven speaking abilities, as well as the irrelevant content often found in high school materials Since no single textbook is perfectly suited for every class, teachers play a crucial role in customizing resources to better align with students' backgrounds, levels, and interests This can involve rearranging task sequences, removing less relevant exercises, or incorporating new activities Such flexibility fosters creativity and helps prevent students from becoming overly dependent on reference books, especially when teachers emphasize practical application and introduce fresh tasks For instance, encouraging adaptations of speaking tasks when topics are familiar and comprehensible can enhance student engagement and learning outcomes.
Effective language use in the classroom is crucial for teachers' methodologies, particularly under the communicative language teaching approach, which emphasizes minimizing first language use and maximizing English exposure This strategy aims to enhance students' listening and speaking skills In three selected high schools, English teachers strive to create an immersive English environment for natural speaking practice; however, maintaining this atmosphere consistently proves challenging Additionally, many teachers struggle with pronunciation, including issues with sounds, stress, and intonation, which negatively impacts students' speaking proficiency Furthermore, a lack of experience in teaching speaking and insufficient motivation to engage with new textbooks exacerbate these challenges.
IV.2.1 Teachers’ difficulties in teaching speaking skill using the new English textbook
This section analyzes the challenges teachers face in teaching speaking skills using the new English textbook "Tieng Anh 10," supported by 19 tables and figures with specific percentages The findings aim to address research question 2, revealing teachers' difficulties through responses to statements in section 2 of the questionnaire, which includes items 1 to 19.
A research study involved 26 English teachers from three high schools in Hue city, with ages varying from 23 to 56 years Notably, a majority of the participants, accounting for 73.1%, were under the age of thirty.
Chart 4.2.1.1.1Teacher’s age Chart 4.2.1.1.2Education level
The teaching experience of the respondents ranged from 6 to over 15 years, with approximately 30.8% holding a Master’s degree Since the introduction of the new Grade 10 textbook in the 2013-2014 school year, all participating teachers have utilized this resource for at least one year, with 61.5% having 1 to 5 years of experience and 38.5% having more than 5 years Younger teachers often encounter more challenges compared to their more experienced counterparts who are familiar with various textbooks Therefore, it is essential for teachers to engage in state or provincial training programs and professional workshops to enhance their language skills and teaching methodologies.
One teacher who has participated training programs or professional workshops shares the opinion:
Since the start of the 2013-2014 school year, the new textbook has been implemented Initially, only a select group of teachers participated in state or provincial training programs and professional workshops focused on language skills and teaching methodologies, while the majority relied on informal sharing sessions and training conducted by their more experienced colleagues.
In an interview with teacher T on March 18, 2016, it was revealed that only 3.8% of teachers had the opportunity to participate in professional development courses, while a significant 76.2% relied on class observations for knowledge exchange and methodological improvement This highlights a substantial gap between the theoretical approaches found in textbooks and the practical experiences and teaching abilities of educators regarding language skills and instructional methods.
3.80 never rarely sometimes often always
Chart 4.2.1.1The frequency of training programs and workshops
IV.2.1.2 Teachers’ evaluation about the importance of speaking skill and new textbook “Tieng Anh 10”
This part aims at discovering teachers‟ opinion toward the importance of speaking in comparison with the other skills Unit: %
23.1 don't know less important important more important
Chart4.2.1.2 Teachers’ opinion about the importance of speaking
Chart 4.2.1.2 revealed that the majority of respondents supported the importance of speaking and other communicative language skills (69.2%) The figures were in the correspondence with what the teacher and the student interviewees expressed in the interviews:
The Language Project 2020 has launched a new textbook that updates the evaluation standards and examination methods for speaking skills This initiative has transformed my perspective and approach, making the teaching of speaking more engaging and motivating.
(Interview with teacher T on 18 th March, 2016)
Solutions to difficulties
IV.3.1 Teachers’ solutions to difficulties
Brown (1994) highlights that the features of spoken language can both facilitate and complicate oral performance In Vietnam, teachers face challenges when teaching speaking skills using the new textbook.
Chart 4.3.1.1 Distinctive features in new textbook “Tieng Anh 10” compared with the previously used textbooks
Chart 4.3.1.1 indicates that 7.7% of respondents identified "Teachers' qualities/abilities in teaching speaking" as a key factor influencing the successful implementation of the new textbook Itotoh (1997) emphasizes that the quality of teachers is vital for effective educational interactions.
Teachers must adopt diverse teaching methodologies to effectively address the varied learning needs of modern classrooms, with a significant number of educators acknowledging this necessity.
“To implement new features in new textbook requires us to diversify teaching methodologies as well as techniques in carrying out activities.”
(Interview with teachers on 18 th March, 2016) Ranged among those challenges was lack of experiences in teaching the new text books (7) Teacher A stated:
“Being a young teacher, I do not have chance to attend the training sessions That affects a lot on my teaching I meet a lot challenges to deal with this new textbook.”
(Interview with teacher A on 18 th March, 2016)
Teachers are facing significant challenges in effectively utilizing new textbooks to meet contemporary educational demands, particularly due to inadequate classroom conditions A notable concern is the "Lack of necessary facilities," which received a high ranking (6.4) from teachers, highlighting the crucial role of modern technology in the learning environment Despite their best efforts to conduct speaking lessons with minimal technological support, teachers remain dissatisfied with the available teaching and learning resources This issue is exacerbated by the new textbook's emphasis on integrating technology into teaching and learning practices.
The new textbook encompasses a vast array of knowledge and skills, leaving teachers with insufficient time to implement speaking tasks and activities This situation places significant pressure on educators to effectively cover all lesson content while also allowing time for students to engage in pair or group work.
The other attention was paid to “Students‟ not participating in class” (5.5) and
Recent data highlights a significant shift in student motivation and participation in English speaking classes, as they increasingly recognize the importance of English for personal and academic growth Many students express a desire to communicate effectively with foreigners, pursue studies abroad, or obtain scholarships, driven largely by the necessity of English in national examinations (Interview with teacher M on March 18, 2016) However, teachers are facing challenges with mixed-level classes, as the introduction of the new textbook "Tieng Anh 10" has resulted in students of varying proficiency levels being grouped together This disparity creates stress for less proficient learners and frustration for advanced students, making it difficult for teachers to implement uniform activities and techniques that cater to all students simultaneously.
In Vietnam, the issue of large class sizes is prevalent, with teachers accustomed to managing classes of 40 to 45 students This challenge is not perceived as a significant problem by most educators, as only 3.4% of respondents identified it as such However, research by Luu (2000) highlights that large class sizes lead to low and uneven participation, as only one student can speak at a time Consequently, this limits each student's opportunity to engage, especially when more proficient learners dominate discussions, leaving some students with little to no chance to practice their speaking skills.
The above section describes some main problems that teachers have faced when using the new textbook “Tieng Anh” in teaching speaking skill for Grade 10 students
IV.3.1.2 Teachers share experience or tips with students
Students always wish to learn much from useful lessons given by their teachers Thus, it is very imperative for teachers to share their experience or tips with students
Table 4.3.1.2 Teachers share experience or tips with students
(1.Never 2.Rarely 3.Sometimes 4.Often 5.Always) unit: %
1 Giving useful structures and related vocabulary to practice successfully different types of speaking tasks 0 3.8 15.4 76.9 3.8
2 Giving instructions or advice on brainstorming ideas and expressing opinions to improve speaking skills 0 3.8 7.7 69.2 19.2
3 Giving appropriate extra tasks to practice in the class or at home 0 7.7 19.2 65.4 7.7
4 Giving advice how to form speaking habit through using learning aids 0 7.7 38.5 34.6 19.2
5 Sharing and updating authentic resource to practice speaking 0 3.8 42.3 42.3 11.5
Speaking is often more challenging for students compared to other communication skills due to limited opportunities for practicing essential elements such as pronunciation, intonation, and colloquial language To enhance their speaking abilities, sharing effective experiences and tips is crucial Research indicates that teachers primarily assist by providing useful structures and vocabulary for various speaking tasks (76.9%), while also offering guidance on brainstorming and expressing opinions to further improve students' speaking skills (69.2%).
IV.3.1.3 Teachers’ employment of teaching aids
Table 4.3.1.3 Teachers share experiences or tips with students
(1.Never 2.Rarely 3.Sometimes 4.Often 5.Always) unit: %
1 Authentic speaking topics (TV shows/ voluntary activities 0 7.7 50.0 38.5 3.8
2 Tasks in textbook and supplementary books 0 0 26.9 61.5 11.5
The integration of technology in the classroom is increasingly vital for successful language learning, particularly in speaking lessons While certain equipment is necessary, many educators strive to simplify their activities, ensuring effective teaching even in resource-limited environments.
Teachers utilized various teaching aids in speaking lessons, but their usage frequency varied significantly A majority relied on tasks from textbooks and supplementary materials, with 61.5% of respondents frequently using these resources This reflects the current educational landscape, where limited support necessitates that teachers create their own teaching aids from inexpensive materials Additionally, aids like music (53.8%), authentic speaking topics (50%), speakers and computers (30.8%), CD players (38.5%), and handouts (26.9%) were employed to enhance lessons and engage students However, tools such as voice recorders and projectors were rarely used (7.7%), likely due to teachers' lack of knowledge or skills in technology.
IV.3.1.4 Teachers’ solutions to students’ low motivation
Table 4.3.1.4 Teachers’ employment of teaching activities
(1.Never 2.Rarely 3.Sometimes 4.Often 5.Always) unit: %
8 Play games related to speaking topic 0 3.8 19.2 46.2 30.8
9 Listen for entertainment (music/films/ news) related to speaking topic 0 3.8 34.6 57.7 3.8
10 Give courage and positive correction and feedback on students‟ mistakes 0 0 7.7 50.0 42.3
11 Encourage the students by giving the additional mark for their voluntary speaking 0 0.0 19.2 53.8 26.9
12 Use authentic materials (songs, films, games,….) 0 3.8 46.2 34.6 19.2
13 Do brainstorming exercises so that they have something to talk about 0 3.8 23.1 57.7 15.4
14 Get them to speak by giving some prompts 0 15.4 15.4 46.2 34.6
15 Explain the importance of speaking in the classroom to the students 3.8 3.8 34.6 42.3 7.7
16 Create interesting topics which are suitable for their level 0 0 26.9 34.6 30.8
A variety of speaking activities can enhance student engagement, yet the frequency of their implementation by teachers is crucial Table 4.3.1.4 indicates that a majority of teachers (42.3%) prioritize encouraging students to speak through positive reinforcement and constructive feedback on errors Additionally, 34.6% of teachers utilize prompts to facilitate student participation.
The next favorite activity which was often used was playing games related to speaking topic (30.8%) as well as creating interesting topics suitable for their level
It is reasonable because these kinds of speaking activities attract students‟ attention a lot and enhance their motivation in participating in speaking tasks
Brainstorming exercises received significant approval from teachers, with 57.7% favoring their use due to the availability of tasks in textbooks Instead of creating additional tasks, most educators opted to utilize these resources, as reflected in the responses: only 30.8% reported using them "often," while 43.3% did so "sometimes," and 7.7% hardly employed these exercises.
Encouraging students through additional marks for voluntary speaking was frequently implemented, with a rate of 53.8% Additionally, explaining the significance of speaking in the classroom was a common practice, occurring 42.3% of the time.
Teachers can boost students' motivation to speak outside the classroom by incorporating enjoyable activities Utilizing authentic materials such as songs, films, and games is a popular strategy, with 46.2% of educators employing these resources in their lessons Additionally, the high frequency of 57.7% of students engaging with music, news, and films for entertainment related to speaking topics further supports this approach.
Diversifying speaking activities in the classroom is an effective strategy for enhancing communicative skills According to interviews, entertainment activities are frequently utilized, with 65.4% of teacher participants endorsing them, followed by 61.5% for picture description, 53.8% for role play, and 46.2% for question-answer sessions.
IV.3.1.5 Adaptation of the new textbook
Table 4.3.1.5 Adaptation of the new textbook
(1 Don’t know 2 Strongly disagree 3.Disagree 4.Agree 5 Strongly agree) unit: %
1 Use only the textbook and its procedure without creating or designing others listening materials or activities (due to students‟ low ability and lack of time)
2 Make advantage of the procedure in the textbook and add more tasks/ activities 0 0 7.7 88.5 3.8
3 Replace some inappropriate parts with other speaking tasks/activities to motivate students‟ interests 0 0 3.8 73.1 23.1
4 Use teacher‟s alternative solution to lack of authentic material 0 0 7.7 76.9 15.4
5 Provide students with more speaking tasks based on the available topic to practice and change the speaking atmosphere (use handouts)