The impact of cefl b1 level on teaching and assessing speaking skill for non english major students at hue university s college of education huce

INTRODUCTION

Rationale

In today's globalized world, English has emerged as a crucial tool across various fields, including economy, policy, and education Kachru (1992) emphasizes that English belongs to all who use it, encompassing both native and non-native speakers In Vietnam, the motivation to learn English varies, with individuals pursuing it for reasons such as becoming teachers, communicating with foreigners, traveling, or obtaining job qualifications Consequently, English language education has become a significant and mandatory aspect of the curriculum However, challenges persist regarding effective teaching methods, suitable materials, and enabling learners to use English for personal goals Despite efforts by the Vietnamese Ministry of Education and Training (MOET) to enhance English teaching through various policies, many students struggle to communicate in English even after years of study The implementation of the Common European Framework of Reference for Languages (CEFR) aims to improve English training outcomes, providing a structured evaluation of learners' proficiency While English majors may navigate these challenges more easily due to immersive environments, non-English majors often face difficulties in applying English in their careers Additionally, the integration of English in subjects like Math, Chemistry, and Physics presents further obstacles for both teachers and students.

Many Vietnamese students struggle to use English effectively after graduation, as highlighted by their proficiency levels compared to CEFR standards Research from Ha Noi University of Culture (2012) indicates that the insufficient training time prevents students from meeting recruitment demands, with Vu (2006) noting that freshmen at A2 proficiency require around 300 hours of English instruction instead of the typical 150 Additionally, the variation in learners' proficiency levels creates challenges, as students with different backgrounds often study together, leading to difficulties in teaching and learning Furthermore, the focus on English for Specific Purposes (ESP) at the university level results in inadequate practice of essential skills, leaving students proficient in terminology related to their majors but struggling with overall communication, particularly in speaking.

As an English teacher, my goal is to enhance the quality of my teaching and improve my students' skills I have observed that many students struggle to speak English naturally and fluently, particularly among the new generation in Vietnam.

The Ministry of Training and Education's policy on learning outcomes establishes numerous requirements for educators and students alike Additionally, findings regarding the current practices in teaching, learning, material selection, and assessment reveal gaps in meeting the established speaking skills standards, prompting the need for suggestions and implications to serve as future reference.

From the above issues, I would like to conduct the study “ The impact of

CEFR – B1 level on teaching and assessing speaking skill for Non-English Major Students at Hue University’s College of Education (HUCE)”

Research scope

A research study was conducted at Hue University's College of Education, involving a sample of 107 non-English major students and 11 lecturers who teach English to students in non-English major departments.

Research aims

This research project explores the perceptions of teachers and learners regarding the Common European Framework of Reference (CEFR) in relation to managing basic output standards for students' skills, with a specific focus on the speaking abilities of non-major English students Additionally, it aims to assess how the current teaching practices for speaking skills align with these output standards The findings of this study may serve as a valuable reference for future research in this area.

The project particularly seeks to answer the following research questions:

1 What are teachers‟ perceptions of CEFR in managing basic output standards of non-major English students' speaking skill?

2 How has speaking skill been taught, learnt and assessed in preparation for the CEFR speaking test at HUCE?

3 What should teachers and students do to satisfy the CEFR - B1 level output standards of non-English major students' speaking skill?

Research significance

Through this study, I hope to examine the teaching speaking skills for Non-English major students at some departments at Hue University, College of Education

From this point of view, it is expected that English lecturers as well as students could have positive change in teaching and learning to meet the criteria of CEFR.

Research structure: This thesis consists of five chapters

In the introduction chapter, I address key questions regarding my investigative approach, the motivations behind my research, and the impact of my findings on my thought process Additionally, I outline the scope of my study and the objectives I aim to achieve This chapter will also present the research questions that guide my inquiry.

Chapter 2: Literature review and theoretical background

The main content of Chapter 2 is to review all the materials related to the topic as well as the previous research

In chapter 3, the research methodology, participants, data collection and data analysis would be presented

This chapter will analyze the data from the interviews and questionnaires

Chapter 5: Conclusion, implications and suggestions

In the final chapter, I will summarize the key findings of the study and point out some of my implications and then the suggestions for the further research.

LITERATURE REVIEW AND THEORETICAL BACKGROUNDS

Introduction

This chapter explores the influence of the Common European Framework of Reference for Languages (CEFR) on language teaching and assessment, with a specific focus on speaking skills It delves into the theoretical foundations of CEFR, including its history, objectives, key components, and advantages, particularly at the B1 level Additionally, the chapter examines the speaking proficiency of Vietnamese non-English major students and discusses the application of CEFR in teaching and assessing speaking skills at the B1 level for these students.

Literature review

In today's global landscape, English has become an essential tool across various fields due to its significant communicative advantages This rise in importance has led to educational challenges, prompting questions about effective methods for teaching English speaking skills and the existence of standardized assessments The Common European Framework of Reference for Languages (CEFR) represents a major advancement in the theory and practice of foreign language education, influencing teaching and learning not only in Europe but worldwide Researchers and experts in language education have engaged in numerous studies and projects to address these critical issues.

Following extensive research and experimentation, the publication of the CEFR by the Council of Europe in 2001 led to significant findings in various countries In their book "Linking to the CEFR Levels: Research Perspectives," authors Figueras and Noijons compiled fourteen articles from language experts, addressing the practical implications of the CEFR on language teaching across Europe One notable article, “Benchmarking of Videotaped Oral Performances in Terms of CEFR,” highlights the ongoing developments initiated by this framework.

2007, whose procedure focused on two judgments: (1) What level is the task at?

The performance levels of speakers were assessed by assigning them tasks based on the CEFR criteria If speakers underperformed or overperformed, they were given tasks at a lower or higher level, respectively, to accurately evaluate their performance This process aimed to determine each student's true level of proficiency, with results detailed in the following section of the article.

Researchers discovered that assessors lacked complete consensus on the levels of various tasks; however, when examining broader classifications, a satisfactory level of agreement was observed among them.

Second, when the speakers‟ performance was judged at the task level, there was no need to consider the lower or higher level of task

In evaluating a task at the B1 level, if a performance exceeds expectations, the judge should concur with three specific statements regarding the assessment criteria.

This cannot be the performance of an A1 candidate

This cannot be the performance of an A2 candidate

This cannot be the performance of a B1 candidate.”

In conclusion, the authors suggested subdividing levels, such as in B1-1, B1-

When developing oral tasks for learners at levels A2 and A2+, it is crucial to have a panel assess the difficulty of these tasks before they are administered in a testing environment This ensures that the tasks are appropriately challenging and aligned with the learners' capabilities.

Figueras identifies two key factors contributing to the success of the CEFR: the clear definitions of six proficiency levels and the positive, non-compulsory nature of its approach She concludes that the CEFR's adaptability and flexibility make it suitable for various contexts.

In a 2011 report on Foreign Language Teaching and Learning at universities, the author emphasized the CEFR action-oriented approach, highlighting key elements such as the context of use, communication themes, and communicative tasks She provided a clear classification of essential features for teaching and assessing speaking skills, including oral production, oral interaction, production strategies, and interaction strategies, which are crucial for effective language education.

The Common European Framework of Reference for Languages (CEFR) is utilized not only in Europe but also in various countries worldwide In 2010, the Canadian Council of Ministers of Education released a guide titled "Working with The Common European Framework of Reference for Languages (CEFR) in the Canadian context," which comprises three key sections: an overview of CEFR and its relevance in Canada, potential pathways for its application in the Canadian educational system, and considerations for implementing CEFR reference levels and European Language Portfolios The guide underscores the importance of integrating CEFR into the curriculum from kindergarten through grade 12 across Canada.

The CEFR framework has been utilized for years in the teaching and assessment of English skills Educators implement educational policies that align with this framework, tailored to the specific teaching and learning contexts of their respective countries.

In Canada, the teaching approach is primarily grounded in the "communicative competence" model, which was developed by researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto This model is complemented by the use of the Common European Framework (CEF) as a reference tool for assessment.

A report by Negishi (2011) on the development of the Common European Framework of Reference (CEFR) in Japan highlighted the need for a unified framework for English language teaching, learning, and assessment The study involved administering CEFR can-do questionnaires to 360 university students and 72 senior high school and university students, analyzing their listening, reading, and writing abilities The findings indicated that learners performed better on tasks they had encountered in real life, and emphasized the necessity for examples to clarify unfamiliar questionnaire items The authors concluded that while the CEFR can be effectively utilized for English teaching in Japan, adaptations are required to include specific tasks and texts Furthermore, they noted that the CEFR's impact has yet to materialize, although the Japanese Ministry of Education has proposed measures to enhance foreign language proficiency among its citizens.

In Vietnam, where English is regarded as a foreign language, CEFR has become a new “gust of air” in teaching, learning and assessing English particularly and other foreign languages generally

In 2006, Vu Thi Phuong Anh highlighted the significance of the Common European Framework of Reference for Languages (CEFR) in her article, "Common European Framework (CEF) and the Improvement of English Language Training Programs in Vietnam National University Ho Chi Minh City." The article is divided into two main sections: an introduction to CEFR and recommendations for enhancing curriculum design and assessment methods in English language programs The author pointed out key deficiencies in Vietnam's language teaching, particularly in setting educational goals and standards for assessment She stressed the importance of learners achieving at least a B1 level before advancing to specialized or Academic English studies, aiming to elevate the overall quality and effectiveness of English language training at VNU-HCM.

In her 2011 report on the "CEFR Framework and Its Role in Enhancing Foreign Language Teaching, Learning, and Assessment at HCM University of Economics," Phan Xuan Thao highlighted the alignment of the CEFR with Vietnam's foreign language education for three key reasons: it provides a versatile framework applicable to multiple languages, including English, French, Chinese, and Russian; it can be compared with internationally recognized proficiency tests such as TOEFL, IELTS, and TOEIC; and its straightforward qualification levels effectively demonstrate specific competencies Thao also emphasized the advantages of implementing the CEFR in language education, recommending its application for A1 and A2 levels while suggesting integration with other frameworks like the Interagency Language Roundtable Scale (ILR) and the American Council for the Teaching of Foreign Languages Proficiency Guidelines (ACTFL) for higher levels (B1, B2, C1, C2), alongside necessary adaptations for better suitability.

Since 2006, the implementation of the Common European Framework (CEF) in Vietnam has been underway, alongside the use of EICAS 1, developed through a collaboration between Vietnam National University Ho Chi Minh City, the British Council, and Cambridge ESOL, to evaluate students' proficiency levels.

Theoretical Backgrounds

2.3.1 The history and the aims of CEFR

The Common European Framework of Reference for Languages (CEFR) serves as a comprehensive guideline to evaluate the language learning achievements of students across Europe and beyond, facilitating effective teaching and assessment methods.

The Common European Framework of Reference for Languages (CEFR), an initiative by the Council of Europe, provides a structured framework for assessing language proficiency, guiding learners from beginner to advanced levels.

The Council of Europe focuses on cultural and educational research, particularly in foreign language teaching through its Language Policy Division Since the 1970s, the organization has conducted numerous studies to determine the minimum proficiency level, known as the Threshold, that learners must achieve to effectively use a foreign language in daily life These studies provide a framework for teachers, educators, and learners to assess their teaching and learning methods Achieving the Threshold enables learners to independently communicate in familiar contexts, such as at work or in everyday situations (Vu Thi Phuong Anh, 2006).

Language Policy Division (2009, p15) stated the aims of CEFR:

The CEFR aims to enhance reflection, communication, and networking in language education, while local strategies should focus on addressing specific contextual needs Flexibility is essential to integrate these elements into a cohesive system Serving as a versatile reference tool, the CEFR offers categories, levels, and descriptors that educational professionals can adapt to their local contexts, ensuring alignment with the broader framework Users are encouraged to implement language activities and proficiency milestones that resonate with their unique situations, facilitating clearer communication with colleagues, learners, parents, and employers across different educational institutions.

2.3.2 The main parts of CEFR

Phuong Anh (2006) emphasizes that the journey from being a beginner to becoming an educated native speaker is a long-term process, necessitating the classification of language competence into distinct levels In Vietnam, these levels are categorized as A (Basic), B (Intermediate), and C (Advanced) However, the specific abilities associated with each level remain unclear, leading to inconsistencies in the validity of the B certificate across different educational institutions To address these challenges, the Common European Framework (CEF) offers a comprehensive six-level system for assessing foreign language proficiency.

- Level A (Basic User): A1 (formulaic) & A2 (simple communication)

- Level B (Independent User): B1 (learners can independently communicate in some limited situations) & B2 (learners can independently communicate in familiar situations)

- Level C (Proficient User): C1 (learners can communicate fluently in many contexts) & C2 (learners can communicate perfectly and fluently in almost contexts)

In addition, it also defines three „plus‟ levels (A2+, B1+, B2+)

Here is the table of Common Reference Levels: global scale

Table 2.1 The Common European Framework of Reference for Languages:

Council of Europe (2001), Language Policy Division

The levels correspond to fundamental concepts of basic, intermediate, and advanced proficiency, commonly known as the Global Scale Each level is further detailed in the comprehensive CEF document, which provides an in-depth description for better understanding.

• Competencies necessary for effective communication

• Skills and knowledge related to language learning and competencies

• Situations (people, place, time, organization, etc.) and contexts (study, work, social, tourism, etc.) in which communication takes place

(Cited in Teacher‟s guide to the Common European Framework, 2007)

2.3.3 The benefits when using CEFR

According to Pearson Longman, there are some benefits for teachers when using CEF as a reference tool

1 Teachers have access to a meaningful and useful point of reference that is understood globally and that informs their decisions on measuring language knowledge and skills

2 Teachers receive a detailed description of learning, teaching, and assessing languages, how learners compare to a set of competencies, and how they carry out communicative tasks

3 Teachers and learners move toward specific levels and specific goals of those levels

4 Teachers may want to select teaching materials (course books and resources) that are referenced to the CEF

5 CEF levels provide an indication of performance and ability to function in communicative contexts in a foreign language

6 There are no requirements in the CEF; it is a framework of reference It is up to the teacher and learner to plot a course for language development The CEF does not tell them what to do or how to do it

7 The CEF invites practitioners (all those involved in teaching and learning a language) to reflect on their approach to teaching, learning, and assessment

(Teacher‟s guide to the Common European Framework, 2007, p 7)

Understanding the advantages of the CEF framework enables teachers to effectively orient their language instruction By tailoring methodologies and selecting appropriate materials based on individual learning needs, educators can better support students in achieving their desired language proficiency levels.

2.3.4.1 Overall spoken interaction and spoken production

An analysis of the necessary functions, notions, grammar, and vocabulary for executing the communicative tasks outlined in the scales can contribute to the development of new language specifications.

Level B1 reflects the Threshold Level specification for a visitor to a foreign country and is perhaps most categorised by two features

The first key feature is the ability to effectively interact and communicate across various contexts This includes following the main points of extended discussions, as long as the speech is clearly articulated in standard dialect Individuals can express personal views and opinions in informal conversations with friends and convey their main ideas understandably They can also utilize a wide range of simple language flexibly, although they may occasionally struggle to articulate their thoughts precisely Despite this, they can maintain a conversation and continue speaking comprehensibly, even if there are noticeable pauses for grammatical and lexical planning, particularly during longer exchanges.

The second key feature is the ability to adapt flexibly to everyday challenges, such as managing unpredictable situations on public transport and handling various scenarios that may arise during travel arrangements or while traveling This includes engaging in spontaneous conversations on familiar topics, effectively voicing complaints, and initiating discussions in interviews or consultations, although success often relies on the interviewer’s responsiveness Additionally, it involves the capability to request clarification or further explanation of what has been said.

The framework provides the illustrative scales for speaking skill including the spoken interaction and spoken production

 Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field

 Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem

 Can express thoughts on more abstract, cultural topics such as films, books, music etc

 Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling

Individuals can engage in spontaneous conversations on familiar subjects, sharing personal viewpoints and exchanging information on topics of interest or relevance to daily life, such as family, hobbies, work, travel, and current events.

 Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of points

Table 2.2 Overall spoken interaction and spoken production level B1

(Council of Europe Framework as Reference, 2001, pp 58-74)

2.3.4.2 The aspects of spoken language use

The importance of both accuracy and fluency for all language skills, in general, and for speaking skill, in particular, has been recognized (Hinkel, 2005, p

KOUICEM Khadidja (2010) emphasized that interaction is a crucial component of communicative competence, suggesting that both learner-learner and teacher-learner interactions enhance students' linguistic and communicative skills This foundation allows learners to effectively master language skills and apply them in everyday conversations Additionally, Heuboeck (2009) argued that textual coherence encompasses not only the relationships between parts but also the unity of the entire text The integration of these elements is essential for successful communication, as outlined in the framework established by the Council of Europe, which classifies all aspects of spoken language comprehensively.

RANGE possesses a functional vocabulary that enables effective communication on various topics, including family, hobbies, work, travel, and current events, albeit with some hesitation and circumlocution.

ACCURACY Uses reasonably accurately a repertoire of frequently used „routines‟ and patterns associated with more predictable situations

FLUENCY Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production

Effective interaction involves the ability to start, sustain, and conclude straightforward face-to-face conversations on familiar or personally interesting topics Additionally, it includes the skill of paraphrasing parts of what others have said to ensure mutual understanding.

COHERENCE Can link a series of shorter, discrete simple elements into a connected, linear sequence of points

Table 2.3 Common Reference Levels: qualitative aspects of spoken language use –

B1 level (Council of Europe Framework as Reference, 2001, p.29)

To satisfy all these aspects of spoken language use, it is necessary for users to definitely master all lexical competence, grammar competence and phonological competence

Vietnamese non –English major students‟ level of speaking skill

2.4.1 English proficiency level of Vietnamese students

Success in language learning, as noted by Nunan (1991), is often defined by the ability to engage in conversations in the target language For non-major English students, conversing in English presents a significant challenge Lawtie (2004) highlights that, in our daily lives, we engage in far more spoken communication than written, yet many English teachers prioritize reading and writing over speaking and listening skills in their classes.

In Vietnam, speaking classes often see students grouped for collaborative tasks, but they frequently revert to their native language instead of engaging in English, leading to difficulties in interviews and future employment Many students struggle to meet recruitment standards due to inadequate English proficiency This issue stems from the fact that by graduation, students possess a solid understanding of grammar and basic vocabulary but lack the ability to speak fluently or comprehend the language effectively.

The English proficiency level among Vietnamese students is a significant concern Due to the constraints of time and the scope of this thesis, the researcher provides a general overview of the English proficiency levels of Vietnamese students, with a particular focus on non-English major students.

2.4.2 Difficulties faced by non-English major students when speaking English

It is not easy for learners to make utterances or speeches, and for non- English major students, they face lots of difficulties

A significant challenge for students in speaking English is their limited vocabulary, grammar, and cultural understanding, as highlighted by Vu Thi Thanh Nha (2009) Since English is not their primary field of study, students tend to allocate less time to learning the language compared to other subjects.

Fear of making mistakes significantly hinders Vietnamese learners from speaking English effectively, as noted by Guy Klages (2007) To achieve successful communication, it is essential for learners to practice speaking, regardless of potential errors This fear of judgment leads to hesitation and ultimately discourages students from engaging in conversation, reinforcing their reluctance to speak.

Non-English major students often face a lack of resources and an inadequate learning environment for language acquisition Typically, they attend only one or two speaking classes every two weeks, which are predominantly focused on grammar and reading rather than practical communication Author Vu Thi Thanh Nha (2009) emphasizes that these students in Vietnam have limited opportunities to engage in meaningful and communicative use of English.

In short, it is necessary to have satisfied and long-term solutions to meet learning English‟s needs.

Using CEFR in teaching and assessing speaking skill – B1 level for non-

2.5.1 Applying CEFR to teach language skill

From the difficulties faced by non-major students and CEFR scale of assessment, it is very essential to take careful considerations of teaching language

First, teachers, educators and administrators should design a syllabus for schools using Common European Framework In Finland, the Council of Europe noted that the authoring syllabus should include:

This article introduces a comprehensive syllabus, detailing its origins and the educational backgrounds of its authors It highlights the specific characteristics of the target student demographic, ensuring the syllabus is tailored to their needs Additionally, it outlines the minimum school equipment requirements essential for effectively implementing the syllabus, ensuring a conducive learning environment.

 recommendations for educational procedures, methods and techniques

 a list of testing techniques to be used in formative and summative evaluation

I strongly believe that designing asuitable syllabus as well as materialS would help teachers a lot in teaching English for non-major students

Second, the methodology applied in teaching plays an equally important role

A comprehensive framework for language learning, teaching, and assessment must incorporate methodology, allowing users to reflect on and communicate their methodological choices effectively (Council of Europe, 2001) Key methodologies include organizing learning experiences, combining teaching methods with tailored learning strategies to meet the diverse needs of learners, such as engaging with authentic audio and visual materials, utilizing computer programs, participating in specially designed tasks, and facilitating self-study Additionally, effective planning—both individual and group—along with implementation and evaluation by educators, plays a crucial role in fostering meaningful interactions that cater to individual learner requirements (CEF 2001, cited in Hanesova, 2005).

In addition, the framework lists the aspects which teachers should consider carefully when teaching language:

- Consideration should be given to the relative roles of teachers, learners and media

- What part should be played by texts in language learning and teaching?

- How far should learners be expected or required to learn from tasks and activities?

- Should the development of the learner‟s ability to use communicative strategies

- General competences may be developed in various ways

- The development of the learner‟s linguistic competences is a central, indispensable aspect of language learning How may it is best be facilitated in relation to vocabulary, grammar, pronunciation and orthography?

- Should the development of the learner‟s sociolinguistic competence be assumed to be transferable from the learner‟s experience of social life or facilitated?

- The development of the learner‟s pragmatic competences be assumed to be transferable from education and general experience in the mothertongue (L1) or facilitated?

In summary, teachers should take much serious consideration of different orientations to the framework, which will help learners with reaching the criteria when being assessed language skills

2.5.2 The role of the Common European Framework in the assessment of language skill

The Common European Framework of Reference for Languages (CEFR) significantly impacts both English teaching and assessment practices It emphasizes the integration of continuous assessment throughout the learning process, particularly through examinations According to the CEF (2002), modern assessments now encompass not just traditional paper-and-pencil tests but also include oral components that evaluate interactive and mediating skills, alongside written tasks that focus on real-life listening, reading comprehension, and writing abilities.

The assessment of students' English proficiency is significantly influenced by the Common European Framework of Reference for Languages (CEFR), which introduces essential changes in evaluation methods The CEFR scale is user-oriented, focusing on learners' abilities across four fundamental skills while incorporating descriptors for performance quality (CEF, 2002) This framework allows for a more accurate assessment of language competence Furthermore, assessment procedures must be practical and feasible (Council of Europe, 2001, p 178), prompting assessors to utilize CEFR as a valuable resource, tailored to various teaching and assessment contexts.

Chapter summary

This chapter provides an overview of the theoretical aspects of the Common European Framework of Reference for Languages (CEFR) and its application in teaching and assessing English language skills The researcher expresses optimism that CEFR's positive attributes will enhance the teaching and assessment of speaking skills among non-English major students By reviewing previous studies conducted in Vietnam and abroad, the researcher identifies a gap that this study aims to address, focusing specifically on non-English major students at Hue University’s College of Education (HUCE) and their speaking skills The study seeks to explore the impact of the CEFR B1 level on the teaching and assessment of speaking skills for these students.

METHODOLOGY

Introduction

This study explores the influence of the CEFR B1 level on the teaching and assessment of speaking skills among non-English major students at HUCE This chapter outlines the research approach, data collection methods, research site, participant details, and the analysis of the data.

Research approach

The study will utilize both quantitative and qualitative methods to gather relevant data, ensuring a balance of quantity and quality By integrating these approaches, the researcher aims to achieve a comprehensive understanding of the subject matter.

Research methods

Qualitative and quantitative methods of analysis were implemented to describe the data collected from questionnaires and interviews, two major instruments in this study

According to McMillan & Schumacher (1993), questionnaires serve as the primary method for gathering information from participants, making them an effective tool for extensive data collection This approach incorporates both open-ended and closed-ended questions to ensure the reliability of data concerning the teaching and assessment of speaking skills among non-English major students.

To investigate the influence of the Common European Framework of Reference for Languages (CEFR) on teaching and assessing speaking skills among non-English major students, a total of 11 questionnaires with 25 questions were distributed to 11 English teachers Additionally, 150 questionnaires containing 23 questions were crafted and sent to 150 non-English major students, anticipating that the number of distributed questionnaires would exceed actual participants to account for potential invalid responses The questionnaires targeted four key clusters of inquiry.

1 Teachers‟ and students‟ perceptions on CEFR for teaching and assessing speaking skill

2 The reality of teaching speaking skill to non-

3 The reality of assessing speaking skill of non-

4 The suggestions for teaching and assessing speaking skill

Table 3.1: Summary of the questionnaire components

Closed-ended questions were predominantly used in the study due to their simplicity and convenience However, McMillan & Schumacher (1993) emphasize the value of open-ended questions for capturing participants' perspectives, allowing researchers to understand how individuals interpret their experiences and significant life events Consequently, the questionnaire included open-ended questions to gather additional insights from participants To ensure clarity and reliability in responses, all questions were initially written in English and then translated into Vietnamese for the surveyed students.

The reliability of the questionnaires was assessed by piloting them with four teachers and ten students, aiming for a Cronbach's alpha coefficient above 7, as recommended by Pallant (2010) The results demonstrated strong reliability, with a coefficient of α = 868 for the teachers' questionnaire and α = 793 for the students', confirming that both questionnaires are suitable for the study.

Following the pilot phase, 11 questionnaires for EFL teachers and 150 for first-year students were distributed A total of 11 questionnaires from teachers and 107 from students were successfully returned and deemed usable However, some questionnaires were excluded from the analysis due to incomplete responses and invalid factors.

Interviews can be categorized into several types, including semi-structured and unstructured formats The preference for face-to-face, semi-structured interviews stems from the belief that participants are more likely to express their viewpoints compared to non-face-to-face questionnaires (Flick, 1998) In this study, both teacher and student interviews were conducted to gather richer data through direct interaction between the interviewer and respondents Additionally, interviews provide an opportunity for both parties to share ideas collaboratively and openly.

In order to carry out the process effectively, the researcher contacted 10 student interviewees and 3 teacher interviewees in advance to arrange a suitable time for the interview

All interviews were conducted in Vietnamese, which was expected to express full meaning recorded in the form of written notes.

Participants

The study involved two primary participant groups: eleven English teachers at Hue University’s College of Education, three of whom were directly interviewed regarding their methods for teaching and assessing speaking skills, and 150 non-major English students from various departments at the same institution, who completed a questionnaire and participated in interviews.

Data analysis

The researcher utilized the Statistical Package for the Social Sciences (SPSS) to efficiently analyze data for the study After collecting and coding responses from completed questionnaires, the data was organized into specific groups Additionally, insights gathered from interviews with students and teachers were analyzed to enhance the validity of findings regarding the impact of the Common European Framework of Reference (CEFR) on teaching and assessing speaking skills for non-English major students.

To gather trustworthy data, a total of 150 student questionnaires, 11 lecturer questionnaires, 10 student interviews, and 3 teacher interviews were conducted, adhering to specific criteria for data collection and analysis Questionnaires were distributed and collected the following day to guarantee the authenticity of student responses Participation names were kept optional, fostering an environment of confidence and encouraging honest feedback Additionally, all interviews were meticulously transcribed for accurate citation.

The data was organized into four main clusters, which were further divided into sub-clusters for easier analysis Utilizing SPSS software, we efficiently collected and analyzed key metrics such as mean scores, participant totals, and percentages, ensuring accurate and timely results.

The collected data were meticulously totaled, compared, and analyzed, resulting in clear illustrations through tables and charts that depict percentages, mean scores, and overall sums The findings and discussions will be detailed in Chapter 4.

Chapter summary

The researcher utilized a combination of quantitative and qualitative methods, collecting data through 150 student questionnaires, 11 teacher questionnaires, and participant interviews By employing the SPSS analysis tool, the study aimed to ensure the validity of its results.

FINDINGS AND DISCUSSION

Introduction

This chapter presents the results collected from questionnaires and interviews Four main parts which are given in this chapter are (1) the perceptions,

(2) the reality of teaching, (3) the reality of assessing and (4) the suggestions.

Results from the questionnaires and interviews

A pilot study involving four EFL teachers and ten first-year students at HUCE was conducted to assess the reliability of a questionnaire using SPSS for data analysis According to Nunnally (1978) and Devellis (2003), a Cronbach alpha coefficient of at least 7 is essential for a reliable questionnaire The study found that the reliability coefficient was sufficiently high, likely due to the extensive number of items included—108 for teachers and 98 for students—since the number of items significantly influences the Cronbach alpha value, particularly when fewer than ten items are present.

As a result, the Cronbach alpha coefficient was 868 and 793., the questionnaire could be used for collecting data for the study with the evidence of strong validity

N of cases Cronbach's Alpha N of items

Table 4.1 The Reliability of the questionnaire in a Pilot study- Questionnaire for EFL teachers

N of cases Cronbach's Alpha N of items

Table 4.2 The Reliability of the questionnaire in a Pilot study- Questionnaire for non-English major students

The questionnaire was distributed to 150 students and 11 teachers, ultimately yielding 107 valid student responses and 11 teacher responses due to some invalid submissions The SPSS reliability analysis revealed alpha values of 816 for students and 759 for teachers, slightly lower than previous assessments, yet still meeting the reliability requirements for the research.

N of cases Cronbach's Alpha N of items

Table 4.3 The Reliability of the questionnaire for EFL teachers

N of cases Cronbach's Alpha N of items

Table 4.4 The Reliability of the questionnaire for non-English major students

4.2.1 Teachers’ and students’ perceptions on CEFR for teaching and assessing speaking skill(Cluster 1)

Cluster 1 was divided into 5 sub-clusters so that analyzing data would be easier and clearer

4.2.1.1 The requirements of CEFR – B1 level (sub-cluster 1.1)

The investigation into the perceptions of teachers and students regarding the CEFR for teaching and assessing speaking skills began with a focus on the general requirements of the B1 level The University of Cambridge ESOL Examinations (2011) notes that policy-makers frequently utilize the CEFR to establish minimum language requirements for various purposes Furthermore, the effectiveness of the CEFR is enhanced when users actively participate in learning, teaching, or assessing languages The findings of teachers' and students' opinions are presented in Table 4.1.

Chart 4.1.The requirements of CEFR – B1 level

The data indicates a strong consensus among both teachers and students regarding four key requirements, with the majority favoring the first criterion: the ability to engage in unprepared conversations on familiar topics of personal interest, such as families, hobbies, work, travel, and current events Conversely, the final requirement garnered the least support This suggests a significant recognition of the importance of discussing familiar topics that relate closely to personal interests and everyday life.

The data reveals a significant disparity between teachers' and students' perceptions regarding language requirements Notably, 100% of teachers identified the ability to connect phrases simply to describe experiences, events, dreams, hopes, and ambitions as essential, while only 43.9% of students concurred Additionally, over 50% of teachers believed that effective communication in familiar contexts is necessary to reach the CEFR-B1 level, yet less than 30% of students acknowledged this requirement.

In addition to this, some additional ideas were contributed in the questionnaires One teacher indicated some more requirements such as “can

Communicate reasonably accurately in familiar contexts

Connect phrases in a simple way in order to describe experiences and events

Narrate a story or relate the plot of a book

Teachers encourage students to describe and express their opinions about pictures, utilizing a limited range of phrases for effective communication One participant noted that the success in meeting these requirements varies based on each student's individual abilities.

Although there were still some differences in the answers of teachers and students, both of these two participant groups had the awareness of the requirements of CEFR – B1 level

4.2.1.2 How to apply CEFR on teaching and assessing English speaking skill appropriately? (sub-cluster 1.2)

The relevance of the Common European Framework of Reference (CEFR) to teaching and assessment is crucial, as highlighted in North's article, "The relevance of the CEFR to teacher training." He emphasizes the need for practical guidance for curriculum developers and the integration of CEFR-based curricula and teaching materials North advocates for the inclusion of purposeful tasks and texts aligned with CEFR in teaching practices Additionally, effective assessment is linked to the CEFR's selection of "Can Do" statements for communicative tasks Questionnaires conducted with teachers and students explored how CEFR should be applied in teaching and assessing speaking skills.

The results from the questionnaire indicate that a significant majority of educators and students support the integration of the Common European Framework of Reference for Languages (CEFR) in teaching and assessing English speaking skills, with 8 out of 11 teachers and 72 out of 107 students in agreement While some participants acknowledged the relevance of CEFR solely for teaching or assessment, only one teacher and a few students opposed its application in both areas.

N Sum Refer to the requirements of CEFR to teach English speaking skill 11 1 Refer to the requirements of CEFR to assess English speaking skill 11 1

Refer to the requirements of CEFR to teach and assess English speaking skill 11 8

Do not refer to the requirements of CEFR to teach or assess English speaking skill 11 1

Table 4.5 Teachers’ opinion on applying CEFR on teaching and assessing

Refer to the requirements of CEFR to teach English speaking skill 107 16 Refer to the requirements of CEFR to assess English speaking skill 107 10

Refer to the requirements ofCEFR to teach and assess English speaking skill 107 72

Do not refer to the requirements of CEFR to teach or assess English speaking skill 107 9

Table 4.6 Students’ opinion on applying CEFR on teaching and assessing

A teacher emphasized the importance of utilizing materials that align with the CEFR requirements for teaching and assessing speaking skills This topic will be further explored in the suggestions section, based on interview results Additionally, a student noted that teachers should tailor their methods to the individual levels of each student for effective instruction.

Both teachers and students generally agree on the importance of using the CEFR requirements for teaching and assessing speaking skills, which will be further explored in the context of practical teaching and assessment methods.

4.2.1.3 What contents should be taught to improve speaking skill for students? (sub-cluster 1.3)

In order to investigate the surveyed participants‟ opinions on the teaching content, some key features were taken from CEFR Table 4.7 presents the Min, Max and Mean of sub-cluster 3

N Min Max Mean N Min Max Mean

Sufficient vocabulary used in most topics 11 0 1 91 107 0 1 85

A variety of simple structures and quite complex ones 11 0 1 73 107 0 1 31

Table 4.7 Mean score of sub-cluster 1.3

The data presented in Table 4.7 indicates a generally high mean score across most items, with the item related to sufficient vocabulary usage receiving the highest level of agreement from both teachers and students In contrast, aspects such as accurate pronunciation and social phrases achieved average mean scores Notably, the items concerning a variety of simple and complex structures, as well as discourse markers and connectors, exhibited a disparity in perception between teachers and students.

A teacher emphasized the importance of teaching grammar points relevant to speaking tasks, such as the present simple for discussing hobbies and the past simple for narrating events, to enhance students' speaking skills.

To conclude, both the teacher and students had quite good perception on the teaching contents

4.2.1.4 Other language skills should be integrated (sub-cluster 1.4)

Luoma (2003) highlights the interconnectedness of speaking and listening in communication, noting that participants in a conversation alternate roles as speakers and listeners while sharing ideas This interaction is essential for developing a comprehensive understanding of language, as it requires the integration of all four language skills: speaking, listening, reading, and writing For effective communication, learners must be able to both articulate their thoughts and comprehend others, making it important for teachers to incorporate pronunciation and listening exercises in speaking lessons (Hinkel, 2006) Additionally, understanding written instructions is crucial for successful speaking and writing.

Participants expressed varying opinions on the use of integrated language skills in teaching and assessing speaking skills, with specific feedback for each skill The results of this survey are summarized in Table 4.8 below.

Table 4.8 Teachers’ and students’ opinion on other integrated language skills

A significant majority of surveyed participants emphasized the importance of integrating listening skills with the teaching and assessment of speaking While other items also garnered support, they did so with less consensus Overall, listening was notably regarded as more closely linked to speaking than other skills.

Chapter summary

The analysis of questionnaires and interviews reveals notable conflicts and differences between two groups of participants Despite these discrepancies, the findings underscore the significance of the CEFR's influence on teaching and assessing speaking skills in non-English major students While participants exhibited a generally positive perception of this impact, the actual teaching and assessment practices fell short of expectations due to various objective and subjective factors Additionally, participants provided valuable suggestions for improving teaching and assessment methods.

CHAPTER 5 CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH

Summary of the key findings

The research aimed to explore the influence of the CEFR B1 level on teaching and assessing speaking skills among Non-English Major Students at Hue University’s College of Education (HUCE) Utilizing questionnaires and interviews, the study gathered insights from both teachers and students regarding their perceptions, the current state of speaking skill instruction and assessment, and recommendations from the surveyed groups The analysis of the collected data revealed several significant findings.

The surveyed participants demonstrated a generally positive understanding of the CEFR B1 level requirements, including the necessary content and skills to be taught, as well as effective methods for assessing speaking skills, despite some minor differences in opinion.

In terms of reality of teaching and assessing, the answers from the questionnaires reflected quite completely the reality of teaching and assessing

Teaching speaking skills to non-English major students involves integrating other skills and utilizing supplementary materials alongside the compulsory textbook, which aligns well with their learning conditions The curriculum focuses on phonetic units, vocabulary, grammar structures, sub-skills, and discourse types based on the CEFR – B1 level, though the implementation has faced limitations Survey results reveal a disparity in agreement between teachers and students regarding teaching practices; for instance, 63.6% of teachers affirmed they taught familiar topics, while only 43% of students concurred, indicating a gap in meeting CEFR-B1 standards Additionally, various techniques and tools have been employed to enhance teaching effectiveness, yet challenges such as limited vocabulary and learning attitudes remain prevalent among both teachers and students in the speaking skills development process.

Teachers have encountered unexpected challenges when assessing speaking skills, particularly at the B1 level, often evaluating only one or two components of the speaking test This inconsistency in assessment reflects the broader teaching reality, as evidenced by the varied responses from surveyed participants Key difficulties include limited vocabulary, varying proficiency levels, and differing attitudes toward learning, highlighting the need for a more thoughtful approach to assessment practices.

The influence of the Common European Framework of Reference for Languages (CEFR) on the teaching and assessment of speaking skills among non-English major students has been observed, albeit to a limited extent However, the successful implementation of CEFR in European countries offers hope for significant improvements in teaching and evaluating speaking skills for both non-English major students and foreign language learners.

Implications

Research shows that students often struggle with speaking due to factors like hesitation, lack of confidence, and anxiety To address these common issues, teachers must implement effective strategies to encourage student participation in speaking activities both in and out of the classroom.

Many students face challenges in selecting appropriate vocabulary, using correct grammar, and expressing their ideas naturally To address these issues, it's essential for teachers to adopt tailored teaching methods that cater to the specific needs of each class and individual student By equipping learners with the necessary knowledge and skills, teachers can enhance their motivation and confidence in language acquisition Additionally, providing structured content and sub-skills in speaking at various proficiency levels offers students valuable advantages for their academic and professional futures Furthermore, encouraging self-study is a crucial component of developing effective speaking skills.

Implementing the B1 speaking test format for non-English students is beneficial for both teachers and learners By familiarizing students with this structure, it fosters a positive learning attitude and enables them to assess their mastery of the language throughout the learning process.

5.2.2 For educational administrators and educators

The Vietnamese Ministry of Education has launched a project focused on "Teaching and Learning Foreign Languages for 2008-2020," mandating the establishment of CEFR requirements across six scales for various language skills Notably, for non-English major students, it is essential for educators and administrators to modify or adapt materials to effectively address the speaking skill requirements at the B1 level.

Careful consideration and appropriate arrangement of learning periods for all four skills, especially speaking, are essential to ensure effective teaching and assessment.

Furthermore, the classroom facilities should be upgraded and changed to correspond to specific demands of teaching and assessing speaking skill

To effectively implement the new policy and unify changes from the head office to teachers, it is essential to provide educators with updated teaching methods and comprehensive training This includes equipping teachers with specific techniques for assessing speaking skills, ensuring they are well-prepared to enhance student learning outcomes.

To improve speaking skills, students must adopt a positive learning attitude and demonstrate a willingness to engage in speaking practice Given that teachers primarily serve as instructors and class time is often limited, self-study emerges as an effective solution for enhancing speaking abilities.

To meet the new requirements and maintain output standards, particularly for non-English major students at the CEFR B1 level, it is essential for students to master the provided knowledge and engage in daily practice Furthermore, it is important to focus on areas where students may struggle, such as vocabulary and grammar.

Equally important, students should get familiar to the speaking test format at B1 level in order to meet the assigned requirements of speaking B1 level

Students are both learners and language users, highlighting the importance of mastering knowledge and applying it in real-life situations This process requires regular practice and clearly defined expectations to ensure effective language use.

Limitations of the study

The research primarily examined the influence of the CEFR B1 level on the teaching and assessment of speaking skills among non-English major students However, it did not explore the specific sub-level requirements necessary for different stages of teaching speaking skills.

Recommendations for further studies

This study highlights the unaddressed challenges in teaching and assessing speaking skills, noting the lack of observation in these processes Future research should delve deeper into these issues, particularly for non-English major students, who should be categorized into sub-levels based on their knowledge at various learning stages This approach will allow for a clearer understanding of the impact on their learning outcomes Additionally, further investigations could explore other language skills or integrated skill assessments.

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This questionnaire is designed to investigate the influence of the CEFR B1 level on teaching and assessing the speaking skills of Non-English Major Students at Hue University’s College of Education (HUCE) The data gathered will solely be used for research purposes, ensuring confidentiality and anonymity for all participants, as their real names will not be disclosed in the thesis or any publications Your accurate and honest responses are greatly appreciated, and your support in completing this questionnaire is invaluable Thank you for your enthusiastic assistance.

The Common European Framework of Reference for Languages (CEFR) is a guideline developed by the Council of Europe to describe the language proficiency levels of foreign language learners across Europe and beyond CEFR provides a structured framework that outlines achievable language skills, ranging from beginner to advanced levels, facilitating effective learning, teaching, and assessment.

Please put (  ) into the box next to your answers Your additional ideas are appreciated since they contribute qualitatively to our study

The class(es) that you are teaching take(s)

 First year students  Second year students

How many students do you often have in a class?

 Less than 30 students  About 40 students  More than 50 students

A Teachers’ perceptions on CEFR for teaching and assessing speaking skill

1 What are the requirements of CEFR – B1 level? (You can choose more than one option)

 Can enter unprepared into conversations on topics that are familiar, of personal interest or relevant to everyday life (e.g families, hobbies, work, travel and current events)

 Can communicate reasonably accurately in familiar contexts

 Can connect phrases in a simple way in order to describe experiences and events, dreams, hopes and ambitions

 Can narrate a story or relate the plot of a book or film and describe reaction

2 To apply CEFR on teaching and assessing English speaking skill appropriately, what should teachers do? (You can choose more than one option)

 Refer to the requirements of CEFR to teach English speaking skill

 Refer to the requirements of CEFR to assess English speaking skill

 Refer to the requirements of CEFR to teach and assess English speaking skill

 Do not refer to the requirements of CEFR to teach or assess English speaking skill Other opinions (please specify)

3 To help students study speaking well, what contents should you teach students to improve speaking skill? (You can choose more than one option)

 Sufficient vocabulary used in most topics that are relevant to everyday life such as family, hobbies and interest, work, travel and current events

 A variety of simple structures and quite complex ones

 Discourse markers and connectors (uhm, ahh, and, but, first, then, next, etc.)

 Social phrases (greetings, giving compliments, asking about health/life, etc.)

4 To apply CEFR on teaching and assessing English speaking skill appropriately, what other language skills should be integrated? (You can choose more than one option)

5 How should teachers assess speaking skill? (You can choose more than one option)

 Assessing by integrating with listening skill

 Assessing by integrating with reading skill

 Assessing by integrating with many skills

B The reality of teaching and assessing speaking skill to non-English major students

6 How have you taught speaking skill in non-English major classes?

 In integrated periods with other skills

 During the teachers‟ explanation about pronunciation, grammatical points

7 Which current textbook(s) including speaking part have you used to teach speaking skill for non-English major students? (You can choose more than one option)

8 When teaching speaking skill, what language skill(s) have you involved?

(You can choose more than one option)

9 When teaching speaking skill, what phonetic unit(s) have you taught?

(You can choose more than one option)

10 When teaching speaking skill, what grammar and structure part(s) have you taught?

(You can choose more than one option)

 Simple clauses coordinated with some discourse connectors

11 When teaching speaking skill, what vocabulary fields have you taught?

(You can choose more than one option)

 Sufficient vocabulary used for everyday life topics such as family, hobbies and interest, work, travel and current events

 Vocabulary in social and travel contexts (hotel, restaurant, tour office, etc)

 A small number of vocabulary of routine situations such as in a bank and in the post office

12 What sub-skills and contents have you taught in speaking skill?

(You can choose more than one option)

 Introducing personal information at length, without hesitation and independently, with accurate pronunciation, grammar and vocabulary

Engaging with familiar topics such as family, hobbies, work, travel, and current events allows individuals to express themselves fluently and confidently By discussing these subjects in detail, one can demonstrate accurate pronunciation, grammar, and vocabulary, enhancing communication skills This practice not only reflects personal interests but also connects with everyday life, making conversations more relevant and meaningful.

 Describing experiences and events, dreams, hopes and ambitions at length, without hesitation and independently, with accurate pronunciation, grammar and vocabulary

Engaging in discussions about familiar topics such as family, hobbies, work, travel, and current events allows individuals to express themselves fluently and confidently By sharing personal interests and experiences, one can communicate effectively, demonstrating accurate pronunciation, grammar, and vocabulary This practice not only enhances conversational skills but also enriches everyday interactions, making discussions more meaningful and relatable.

13 When teaching speaking skill, what discourse types have you taught?

(You can choose more than one option)

 Simple discourse on familiar topics

 Descriptive discourse (experiences, events dream, hope, hopes, ambition, etc.)

 Argumentative discourse (briefly give reasons and explanations for opinions and plans Other opinions (please specify)

14 What technique(s) have you used to teach speaking skill?(You can choose more than one option)

15 What supporting tools have you used?(You can choose more than one option)

16 What difficulties have you encountered when teaching speaking?

(You can choose more than one option)

 No chance to help students practice speaking

 Students‟ inappropriate learning attitude (hesitation, lack confidence, etc.)

17 How often have you assessed speaking skill? (You can choose more than one option)

18 What speaking test format have you used to assess speaking skill ?

(You can choose more than one option)

 Long turn (Presenting/ describing topics)

 Two-way discussion (Discussing topics)

19 What aspects of language have you used to assess speaking skill?

(You can choose more than one option)

20 What sub-skills and contents have you assessed? (You can choose more than one option)

 Describing dream, experience, event, ambition and giving explanation briefly

 Discussing the familiar topics: dislike, like, experience, etc

21 After being assessed, what speaking skill results have your students got?

100% a Introducing themselves b.Presenting familiar topics c Describing dream, experience, events, ambition and giving explanation briefly d.Discussing the familiar topics: dislike, like, experience, etc

22 What difficulties have you encountered when preparing for assessing speaking?

(You can choose more than one option)

 Not good techniques for oral examination

 Students‟ learning attitude (hesitation, lack of confidence, etc.)

 Poorly equipped facilities (no recorder, no rooms used for testing, etc.)

C Suggestions for teaching and assessing speaking skill

23 What should teachers do to help non-English major students gain speaking skill at CEFR – B1 level? (You can choose more than one option)

 Using materials marked at B1 level

 Helping students self-study through given website

 Helping students practice speaking skill regularly

 Training students‟ self-confidence in participating in speaking activities

 Introducing test format to students in order to familiarize with the test before being assessed

24 What are your suggestions for better teaching speaking skill?

(You can choose more than one option)

 Increasing speaking periods in a unit

 Upgrading teachers‟ methods according to an international standard

 Guiding Sts to self-study on language competences

 Designing or adapting the material, using more reference books

 Upgrading the facilities such as well-equipped classrooms, computer rooms

25 What are your suggestions for better assessing speaking skill?

(You can choose more than one option)

 Describing required language competences of B1 level

 Designing appropriate marking-scheme evaluation sheets

 Preparing effective facilities for testing (recording, seat, room, pictures, etc.)

Please provide your personal information

Your degree/ certificates/ experiences for EFL methodology

 BA  MA Other (please specify)

Numbers of years teaching English:

Thank you for your cooperation! 

This questionnaire is designed to investigate the influence of the CEFR B1 level on teaching and assessing speaking skills for non-English major students at Hue University’s College of Education (HUCE) The data gathered will solely serve research purposes, ensuring confidentiality as participants' real names will not be disclosed in the thesis or publication Your honest and accurate responses are greatly appreciated, and your assistance in completing the questionnaire is invaluable Thank you for your enthusiastic support.

The Common European Framework of Reference for Languages (CEFR) is a guideline that describes the language achievements of learners across Europe and beyond Developed by the Council of Europe, CEFR provides a structured framework to assess language proficiency, ranging from beginner to advanced levels.

Please put (  ) into the box next to your answers Your additional ideas are appreciated since they contribute qualitatively to our study

Gender:  Male  Female Your major:

How long have you learned English?

How do you evaluate your English speaking skill?

 Excellent  Good  Faire  Poor  Very poor

A Students’ perceptions on CEFR for teaching and assessing speaking skill

1 What are the requirements of CEFR – B1 level? (You can choose more than one option)

 Can enter unprepared into conversations on familiar topics of personal interest or relevant to everyday life (e.g families, hobbies, work, travel and current events)

 Can communicate reasonably accurately in familiar contexts

 Can connect phrases in a simple way in order to describe experiences and events, dreams, hopes and ambitions

 Can narrate a story or relate the plot of a book or film and describe reaction

2 To apply CEFR on teaching and assessing English speaking skill appropriately, what should your teachers do?

 Refer to the requirements of CEFR to teach English speaking skill

 Refer to the requirements of CEFR to assess English speaking skill

 Refer to the requirements of CEFR to teach and assess English speaking skill

 Do not refer to the requirements of CEFR to teach or assess English speaking skill Other opinions (please specify)

3 What contents should you learn to improve your speaking skill?

(You can choose more than one option)

 Sufficient vocabulary used in most topics that are relevant to everyday life such as family, hobbies and interest, work, travel and current events

 A variety of simple structures and quite complex ones

 Discourse markers and connectors (uhm, ahh, and, but, first, then, next, etc.)

 Social phrases (greetings, giving compliments, asking about health/life, etc.)

4 To apply CEFR on learning English speaking skill appropriately, what other language skill(s) should be integrated? (You can choose more than one option)

5 How should teachers assess speaking skill?(You can choose more than one option)

 Assessing by integrating with listening skill

 Assessing by integrating with reading skill

 Assessing by integrating with many skills

B The reality of learning speaking skill to non-English major students

6 How have your teachers taught speaking skill?

 In integrated periods with other skills

 During the teachers‟ explanation about pronunciation, grammatical points

7.Which current textbook(s) including speaking part have your teachers used to teach speaking skill? (You can choose more than one option)

8 When teaching speaking skill, what language skill(s) were/ was involved in by your teachers? (You can choose more than one option)

9 When teaching speaking skill, what phonetic unit(s) have your teachers taught?

(You can choose more than one option)

10 When teaching speaking skill, what grammar and structure part(s) have your teachers taught? (You can choose more than one option)

 Simple clauses coordinated with some discourse connectors

11 When teaching speaking skill, what vocabulary fields have your teachers taught?

(You can choose more than one option)

 Sufficient vocabulary used for everyday life topics such as family, hobbies and interest, work, travel and current events

 Vocabulary in social and travel contexts (hotel, restaurant, tour office, etc)

A small number of vocabulary of routine situations such as in a bank and in the post office Other opinions (please specify)

12 What sub-skills and contents have your teachers focused on when teaching speaking skill? (You can choose more than one option)

 Introducing personal information at length, without hesitation and independently, with accurate pronunciation, grammar and vocabulary

This article emphasizes the importance of discussing familiar topics that resonate with personal interests and everyday life, such as family, hobbies, work, travel, and current events It encourages individuals to express these subjects in detail, showcasing their ability to communicate confidently and independently, while maintaining accurate pronunciation, grammar, and vocabulary.

 Describing experiences and events, dreams, hopes and ambitions at length, without hesitation and independently, with accurate pronunciation, grammar and vocabulary

Engaging in discussions about familiar topics such as family, hobbies, work, travel, and current events allows individuals to express their thoughts freely and confidently This practice enhances communication skills, promoting accurate pronunciation, grammar, and vocabulary usage By exploring these relatable subjects in depth, one can connect with others while also developing a richer understanding of everyday life.

13 When teaching speaking skill, what discourse types have your teachers taught?

(You can choose more than one option)

 Simple discourse on familiar topics

 Descriptive discourse (experiences, events dream, hope, hopes, ambition, etc.)

 Argumentative discourse (briefly give reasons and explanations for opinions and plans Other opinions (please specify)

14 What technique(s) have your teachers used to teach speaking skill?

(You can choose more than one option)

15 What supporting tools have your teachers used?(You can choose more than one option)

16 What difficulties do you encounter when learning speaking?

(You can choose more than one option)

 No chance to practice speaking

 Inappropriate learning attitude (hesitation, lack confidence, etc.)

17 How often have your teachers assessed speaking skill?

18 What speaking test format have your teachers used to assess speaking skill?

(You can choose more than one option)

 Long turn (Presenting/ describing topics)

 Two-way discussion (Discussing topics)

19 What aspects of language have your teachers used to assess speaking skill?

(You can choose more than one option)

20 What sub-skills and contents have your teachers assessed?

(You can choose more than one option)

 Describing dream, experience, event, ambition and giving explanation briefly

 Discussing the familiar topics: dislike, like, experience, etc

21 After being assessed, what speaking skill results have you got?

Statements 0% 25% 50% 75% 100% e Introducing myself f Presenting familiar topics g Describing dream, experience, events, ambition and giving explanation briefly h.Discussing the familiar topics: dislike, like, experience, etc

22 What difficulties have you encountered when preparing for being assessed speaking?

(You can choose more than one option)

 Lack of vocabulary related to the topics

 No good use of grammar structures

C Suggestions for learning speaking skill

23 What should you do to gain speaking skill at CEFR – B1 level?

(You can choose more than one option)

 Gaining self-confidence when participating in speaking activities

 Self-studying through given website

 Familiarizing myself with the test format before being assessed

Thank you for your cooperation! 

Bản câu hỏi này được thiết kế để tìm hiểu tác động của Khung quy chiếu về trình độ ngôn ngữ chung Châu Âu (CEFR) ở trình độ B1 đến việc dạy và đánh giá kỹ năng nói tiếng Anh cho sinh viên không chuyên tại Đại học Sư Phạm Huế.

Tất cả dữ liệu thu thập từ bản câu hỏi này chỉ phục vụ cho nghiên cứu của người điều tra và sẽ được giữ kín hoàn toàn Người nghiên cứu cam kết không sử dụng tên thật của bạn trong luận văn hay các ấn phẩm khác Sự chính xác và trung thực trong câu trả lời của bạn là rất quan trọng, và sự giúp đỡ của bạn trong việc hoàn thành các câu hỏi này được đánh giá cao Chân thành cảm ơn sự hỗ trợ nhiệt tình của bạn.

Khung quy chiếu về trình độ ngôn ngữ chung Châu Âu (CEFR) là một sáng kiến của Hội Đồng Châu Âu, được sử dụng để mô tả trình độ ngoại ngữ của người học trên toàn Châu Âu và ngày càng phổ biến ở nhiều quốc gia khác CEFR nhằm mục đích xác định các mức độ thành thạo ngôn ngữ từ người mới bắt đầu cho đến gần tương đương với người bản ngữ.

Xin vui lòng đánh dấu () vào hộp bên cạnh các câu trả lời của bạn Những ý kiến bổ sung sẽ được đánh giá cao vì chúng giúp nâng cao chất lượng nghiên cứu của chúng tôi.

Tên (không bắt buộc) Tuổi:

Giới tính:  Nam  Nữ Chuyên ngành bạn đang theo học:

Bạn đã học tiếng Anh trong bao lâu?

Bạn đánh giá khả năng nói tiếng Anh của bản thân như thế nào?

 Rất yếu  Yếu  Bình thường  Tốt  Rất tốt

A Nhận thức của sinh viên về CEFR đối với việc dạy và đánh giá kĩ năng nói

1 Những yêu cầu của chuẩn CEFR – trình độ B1 là gì ? (Bạn có thể chọn nhiều hơn 1 lựa chọn)

Bạn có thể tham gia vào các cuộc trò chuyện không chuẩn bị trước về những chủ đề quen thuộc như sở thích cá nhân, cuộc sống hàng ngày, gia đình, công việc, du lịch và các sự kiện hiện tại.

 Có thể giao tiếp khá chính xác trong các ngữ cảnh quen thuộc

 Có thể liên kết các cụm từ theo cách đơn giản để mô tả các trải nghiệm, sự kiện, ước mơ, hi vọng hay khát vọng

 Có thể tóm tắt một câu chuyện, một nội dung chính sách hay cốt truyện trong phim và mô tả phản ứng Ý kiến khác (Vui lòng ghi rõ)

2 Để áp dụng CEFR vào việc dạy học và đánh giá kĩ năng nói Tiếng Anh một cách hợp lý, theo bạn, giáo viên của bạn nên làm gì?

 Dựa vào các yêu cầu của CEFR để dạy kĩ năng nói tiếng Anh

 Dựa vào các yêu cầu của CEFR để đánh giá kĩ năng nói tiếng Anh

 Dựa vào các yêu cầu của CEFR để dạy và đánh giá kĩ năng nói tiếng Anh

 Không dựa vào các yêu cầu của CEFR để dạy hay giá kĩ năng nói tiếng Anh Ý kiến khác (Vui lòng ghi rõ)

3 Bạn nên học nội dung gì để cải thiện kĩ năng nói của bản thân?

(Bạn có thể chọn nhiều hơn 1 lựa chọn)