Skkn cấp tỉnh some techniques to improve students’ speaking skill through adapting while speaking tasks in english 11 global success at high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE SOME TECHNIQUES TO IMPROVE STUDENTS’ SPEAKING SKILL THROUGH ADAPTING WHILE-SPEAKING TASKS IN ENGLISH 11- GLOBAL SUC

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

EXPERIENCE INITIATIVE

SOME TECHNIQUES TO IMPROVE STUDENTS’

SPEAKING SKILL THROUGH ADAPTING WHILE-SPEAKING

TASKS IN ENGLISH 11- GLOBAL SUCCESS

AT HIGH SCHOOL

SUBJECT: ENGLISH

School year: 2023-2024

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

HOANG MAI HIGH SCHOOL

EXPERIENCE INITIATIVE

SOME TECHNIQUES TO IMPROVE STUDENTS’

SPEAKING SKILL THROUGH ADAPTING WHILE-SPEAKING

TASKS IN ENGLISH 11- GLOBAL SUCCESS

AT HOANG MAI HIGH SCHOOL

SUBJECT: ENGLISH

Teacher: Lê Thị Hồng - 0986105322 Trần Thị Minh - 0904784672

School year: 2023-2024

Contents Page

1.7 Feasibility and applicability of the research 4

2.5 The survey about the necessity and feasibility of the research 22

2.5.2 Content and methods of the survey 23

2.6 The survey of the survey about the necessity and feasibility of

the research

24

2.6.2 The feasibility of the solutions 25

PART III : CONCLUSION AND RECOMMENDATION 26

3.2.1 Recommendations for English Teachers 27

PART I: INTRODUCTION 1.1 Reasons for choosing the research

Language is a powerful tool that connects people, cultures, and ideas In today's globalized world, English has emerged as the general language, making it essential for individuals to acquire effective speaking skills in this language This part explores the reasons for choosing the topic to study the techniques to improve students' speaking skills through adapting while-speaking tasks in English 11 - Global Success

First and foremost, effective communication is the key to success in both personal and professional life In a globalized society, English proficiency is often considered a key indicator of one's ability to communicate effectively Proficiency

in speaking English not only facilitates interactions in international settings but also opens up a world of opportunities in terms of employment, education, and cross-cultural experiences Hence, improving students' speaking skills is very important

Teaching and learning English as a second language is a common challenge faced by educators and students worldwide In many non-English speaking countries, English is taught as a compulsory subject, and proficiency in speaking

is often an area where students struggle Adapting while-speaking tasks can be a powerful pedagogical approach to address this challenge By focusing on this specific aspect, we can offer students a structured and practical way to enhance their speaking skills

Moreover, traditional teaching methods that rely heavily on textbooks and learn the models by heart can lead to disengaged students Adapting while-speaking tasks injects excitement and interactivity into the classroom These tasks encourage students to actively participate, think on their feet, and engage with the language in a meaningful way

On the other hand, one of the major advantages of adapting while-speaking tasks is their real-world relevance Unlike scripted dialogues or monologues, these tasks simulate authentic communication scenarios that students are likely to encounter in their lives This authenticity prepares students for real conversations, interviews, and interactions they may face in the globalized job market, fostering practical language skills

Adapting while-speaking tasks requires students to think critically and make decisions on the spot They must adapt to changing situations, respond to unexpected questions, and address challenging topics This promotes cognitive development and problem-solving skills, as students learn to analyze information, synthesize ideas, and communicate effectively under pressure

Adapting while-speaking tasks encourages students to use the language creatively, experiment with vocabulary and expressions, and become more

confident speakers These tasks allow students to explore the diversity of the language and develop a natural, authentic speaking style

In conclusion, choosing to study the techniques to improve students' speaking skills through adapting while-speaking tasks in English 11 - Global Success is a decision driven by the pressing need for effective communication in the modern world Effective speaking skills not only open doors to opportunities but also empower individuals to express themselves, connect with others, and navigate the complexities of our globalized society

1.2 Objectives of the study

The objectives of the study, "Some techniques to improve students' speaking skills through adapting while- Speaking tasks in English 11 - Global Success," can be outlined as follows

 Assess current speaking proficiency: The primary objective is to evaluate the current speaking proficiency of students in the English 11 - Global Success program This assessment serves as a baseline to measure improvements resulting from the implementation of adapting while-speaking tasks

 Design adapting while-speaking tasks: Develop a set of while-speaking tasks that are tailored to the English 11 - Global Success curriculum These tasks should address the specific deficiencies identified earlier and align with the learning objectives of the program

 Implement the adapting while-speaking tasks: Integrate the designed while-speaking tasks into the English 11 - Global Success curriculum This objective involves the actual execution of these tasks in a classroom setting

 Assess the impact on speaking skills: Evaluate and measure the impact

of implementing the adapting while-speaking tasks on students' speaking skills This assessment includes quantifiable improvements in fluency, pronunciation, vocabulary usage, and overall communication competence

 Analyze students’ engagement and motivation: Study the level of engagement and motivation among students when participating in these tasks Assess whether these tasks enhance students' enthusiasm for learning and actively participating in speaking activities

 Evaluate the feasibility and practicality: Assess the feasibility and practicality of incorporating adapting while-speaking tasks into the regular English 11 - Global Success curriculum, taking into account factors such as resources, time, and teacher training

In conclusion, the study aims to design, implement, and evaluate adapting while- speaking tasks to enhance students' speaking skills It also aims to provide practical recommendations for educators and contribute to the ongoing development of language teaching strategies

1.3 The subject of the research:

We focus on the students in class 11 A1 and 11 A4 at our school to know more about the ways of approaching lesson “Some techniques to improve students' speaking skills through adapting while- speaking tasks in English 11 - Global Success” to stimulate and enhance speaking skill, since then students find

it confident to speak in English in public We also focus on the teachers in our school to know whether the tasks adapted are suitable for students or not

1.4 Scientific hypothesis

The scientific basis of the Experience Initiative, focusing on teaching " using language as a tool for communication, aligning seamlessly with the practical nature of adapting while-speaking tasks This approach acknowledges the diverse nature of language learners and aims to provide a more personalized and effective learning journey

These theoretical underpinnings provide a solid framework for understanding the rationale behind adapting while-speaking tasks and employing

a flexible curriculum in the context of improving students' speaking skills in English 11 - Global Success They emphasize the importance of meaningful engagement, individualization, motivation, and dynamic language development

in effective language education

1.5 Scope of the study

We apply in the speaking lesson from unit 1 to unit 5 in English 11- Global Success The students of classes 11A1 and 11A4 at Hoang Mai

Upper Secondary School were asked to participate in my study The method has been implemented for 18 weeks of the first semester of the 2023-2024

school year at Hoang Mai High School

1.6 Research Methodology

The research methodology for the study on "Some techniques to improve students' speaking skills through adapting while-Speaking tasks in English 11 - Global success" involves a systematic approach to gather data, analyze findings, and draw conclusions The following research methodology outlines the key steps and methods for conducting this study:

+ Research Design:

Experimental design: Employ an experimental research design where adapting while-speaking tasks are introduced into selected English 11 - Global Success classrooms as the treatment group, while other classrooms follow the traditional curriculum as the control group

+ Data collection:

Pre-assessment: Administer a pre-assessment to all students participating

in the study to evaluate their baseline speaking skills This assessment can include speaking tasks, interviews, or standardized tests

Task Implementation: Implement adapting while-speaking tasks in the treatment group classrooms over a specific period Document the design and execution of these tasks

Post-assessment: After the task implementation period, conduct a assessment to measure any improvements in the speaking skills of the treatment group Compare the post-assessment results with the pre-assessment data

post-Surveys and Interviews: Collect qualitative data through surveys and interviews with both students and teachers to gather insights into their experiences, perceptions, and opinions regarding the adapting while-speaking tasks

Observations: Conduct classroom observations to assess student engagement, motivation, and behavior during the task-based activities

+ Data Analysis:

Quantitative Analysis: Analyze the pre-assessment and post-assessment data using statistical tools to measure the effect size and significance of improvements in speaking skills within the treatment group

Qualitative Analysis: Analyze qualitative data from surveys, interviews, and observations using thematic analysis to identify common themes, challenges, and successes related to the adapting while-speaking tasks

By following this research methodology, the study aims to provide empirical evidence and practical insights into the effectiveness of adapting while-speaking tasks in improving students' speaking skills in English 11 - Global Success while ensuring rigor and ethical considerations throughout the research process

1.7 Feasibility and applicability of the research

The feasibility of the study on implementing 'Some techniques to enhance students' speaking at Hoang Mai High School is strongly supported by several factors

 Thanks to excellent managements as well as support of the school leadership, the teaching and learning facilities has frequently upgraded to create

a favorable learning environment for students and help student to be fully developed, especially for teaching and learning English All of classrooms in our school are equipped with smart TVs

 Most of teachers in our group had a good degree in university Most of

us have B2 in Cambridge and C1 in level 6

 There are many parents of students who are interested in learning English

by students Good students who have a passion for learning English

Regarding the applicability of the study, the outcomes promise significant benefits that align closely with the educational goals of Hoang Mai School and broader curriculum standards Using different techniques in these tasks in textbook to enhance not only the English language proficiency of the students but also their cultural awareness The insights gained from this study are also expected

to inform future teacher training and curriculum development, further confirming the applicability and long-term sustainability of the research outcomes in the educational landscape Overall, the study at Hoang Mai School stands as a promising venture and contribute to the evolution of English language teaching methods

1.8 Some new factors of the study

Teacher can develop adapting while-speaking tasks that are tailored to the specific proficiency levels of the students within the English 11 - Global Success program These tasks should vary in complexity and linguistic demands to cater

to diverse learner needs

Incorporating these new factors into the research methodology will provide

a comprehensive understanding of how adapting while-speaking tasks within a flexible curriculum can cater to the varying proficiency levels of students in English 11 - Global Success It will also shed light on the advantages and challenges of such an approach in language education

PART II: CONTENTS 2.1 Theoretical basis

The theoretical basis of the thesis is based on the following principles and concepts:

Task-Based Language Teaching (TBLT): Task-based language teaching is

a well-established approach that emphasizes the importance of language learning through the engagement in authentic, communicative tasks (Willis & Willis, 2007) In TBLT, the focus is on using language as a tool for communication, aligning seamlessly with the practical nature of adapting while-speaking tasks This theoretical framework underpins the idea that language learning is most effective when students are actively engaged in meaningful language use

Adapting Tasks for Learner Proficiency: A fundamental principle of based language teaching is the adaptation of tasks to suit learners' proficiency levels This recognition underscores the importance of tailoring tasks to the specific needs and abilities of students By aligning tasks with students' proficiency levels, educators can create a supportive learning environment where

task-learners are neither overwhelmed by the complexity of tasks nor disengaged due

to tasks being too simple

Flexible Curriculum Design: The concept of a flexible curriculum is rooted

in the idea that education should be responsive to the individual needs of learners (Tomlinson, 2008) Flexibility in curriculum design allows educators to cater to the varying language abilities of students, ensuring that learning experiences are both challenging and attainable This approach acknowledges the diverse nature

of language learners and aims to provide a more personalized and effective learning journey

Motivation and Language Learning: Motivation plays a crucial role in language learning Adapting while-speaking tasks and a flexible curriculum can enhance students' motivation by providing tasks that are engaging, relevant, and suited to their proficiency levels

Language Proficiency as a Dynamic Process: Language proficiency is not

a static entity but a dynamic process that evolves over time (Larsen-Freeman & Cameron, 2008) Adapting tasks to learners' proficiency levels acknowledges this dynamic nature and allows for continuous growth and development It recognizes that learners progress at different rates and that their needs change as they advance

in their language acquisition journey

These theoretical underpinnings provide a solid framework for understanding the rationale behind adapting while-speaking tasks and employing

a flexible curriculum in the context of improving students' speaking skills in English 11 - Global Success They emphasize the importance of meaningful engagement, individualization, motivation, and dynamic language development

in effective language education

2.2 Practical situation of problems

Hoang Mai high school is situated in the northeast of Nghe An province Its students come from more than 9 communes Our school has 105 teachers while there are 13 English teachers In terms of teachers, all of them are well- trained However, some teachers may not be familiar with the latest teaching methods, such as using technology in the classroom, or may not be able to adapt their teaching to different learning styles Moreover, teachers may have limited access

to teaching materials, making it difficult for them to provide a well-rounded education to their students Finally, some teachers may lack the motivation to inspire their students to learn English This can result in disengaged students who are not motivated to learn

In term of students, they are lack of motivation, English is a language that requires a lot of practice to become proficient Students who do not practice regularly may struggle to improve their skills Besides, many students are afraid

of making mistakes in English, which can lead to a lack of confidence and limited

progress In short, teaching English speaking skills for students in grade 11 offers several challenges However, if the teacher is always innovative and creative in their lesson in order to make their students pay more attention to the lesson and feel confident when speaking

To assess the current situation of learning speaking in grade 11, We gave a survey on students The purpose of this survey question, "How comfortable are you with your current English-speaking skills?" is to know students' self-perceived comfort levels with their English-speaking abilities The aim is to understand how students perceive their own speaking skills, which is crucial in assessing their confidence and potential areas for improvement This information can provide insights into the effectiveness of the study's techniques in enhancing students' comfort and confidence in speaking English

The statistics collected from the survey regarding the question, "How comfortable are you with your current English-speaking skills?" are as follows (appendix 1)

A significant portion of the surveyed students, comprising 50%, expressed that they feel "Uncomfortable" with their current English-speaking skills Additionally, 17% reported feeling "Very Uncomfortable." This combined 67% represents a substantial proportion of students who do not feel at ease when speaking English Approximately 28% of students indicated moderate comfort levels This includes 20% who reported feeling "Neutral" about their speaking skills and 8% who stated they are "Comfortable “A minority of students, 5%, stated that they are "Very Comfortable" with their English-speaking skills

2.3 Measures to solve the problems

Improving students' speaking skills through adapting while-speaking tasks

in the English 11 - Global Success curriculum requires thoughtful and effective techniques Here are some strategies and techniques to enhance students' speaking abilities:

 Picture description

 Use visuals, such as photographs or artwork, to stimulate discussion

 Ask students to describe what they see, express opinions, and speculate about the content, encouraging descriptive language and creativity

 Role Play and Simulations

 Engage students in role-playing scenarios that mirror real-life situations, such as job interviews, debates, or social interactions

 Provide students with character profiles and background information to immerse them in the role-play, encouraging natural conversation

 Information Gap Activities

 Present students with tasks that require them to share or gather information from their peers

 Examples include jigsaw activities where each student possesses a piece

of information necessary to complete a task or surveys where students interview classmates and report their findings

 Language Challenge game

 Incorporate language games like "20 Questions," "Two Truths and a Lie," or "Taboo" to make speaking practice enjoyable and interactive

 These games promote quick thinking and vocabulary usage

 News Reports and Presentations

 Assign students topics related to current events, and have them prepare news reports or presentations

 Encourage them to express their views and practice public speaking skills

Illustration:

2.3.1: Picture description and demonstration activity

a Unit 1: Speaking Unit 1: "A Long and Healthy Life"

Activity Title: "Healthy workout activity"

Objective: To improve students' speaking skills by engaging them by describing the pictures for an exercise routine and demonstrate

Materials Needed:

 A timer or stopwatch (optional)

 Three exercise routines (e.g star jump, squats, press-up, )

First picture: burning fat

Second picture: star jump

Third picture: press- up

the role of describer for the others to demonstrate

Step 3: Teacher will instruct each student to choose one exercise routine

from the provided list He/ she encourages them to select exercises they are comfortable with and can demonstrate effectively

Step 4: After all students have had a chance to lead the exercise routine,

teacher gathers the class for a brief discussion and ask students to share their experiences as a describer and participants Discuss the importance of clear communication in giving and following instructions Teacher emphasizes the benefits of regular exercise for a healthy lifestyle

Step 5: Teacher summarizes the key points of the activity and its relevance

to the unit on "A Long and Healthy Life She/ he encourages students to incorporate regular exercise into their daily routines for better health

Results we get after applying this technique

- Students are self-confident when going to the board and give the instruction for their exercise They know how to use simple sentences to give

instructions, linking words or phrases

+ Images of some class when we did not apply techniques in teaching

+ Images of students when we apply this technique

+ The videos of students when going to class to describe and demonstrate https://bit.ly/3UDQSUu

Expected instructions

First picture: burning fat

You can burn fat by doing this simple exercise routine First, do star jumps for 20 seconds Second, take a one-minute rest Next, stand on one leg for 10 second Then, repeat on the opposite side for 10 seconds After another one- minute rest, do squats for 30 seconds Next, rest for another minute Finally, run

on the spot for 20 seconds

Second picture: star jump

To do star jumps properly, you should follow 4 steps First, stand with your arms down at your sides and your feet slightly apart Then, jump with your feet apart and your arms spread out As you jump, open your legs wider than your

shoulders and move your arms out, creating a star shape while in the air Finally, jump back to your starting position and repeat

Third picture: press- up

To do press up properly, you should follow three steps First, lie on your stomach with your hands under your shoulders Next, push up with your arms to lift your upper body Finally, put your body down

b Unit 2: The generation gaps

Aim: To enhance students' speaking skills and motivate students’ creation

by engaging them describe a picture and retell story related to the theme of the generation gap

Materials Needed:

- Whiteboard or chalkboard, chalk or markers, pictures

Duration: Approximately 10 minutes

Story 3:

Step 2: Ask students to work in groups, choose the story they like best and

then describe pictures and retell a story through the available pictures

Step 3: Ask the presentative(s) of each group to go to the board to retell

their stories

Step 4: Ask the other members to actively listen and provide positive

feedback or ask clarifying questions after each story

Step 5: Give comments for the students’ presentation on the board Step 6: Summarize the key points of the activity and its relevance to unit

2: The generation Gap

Results we get after applying this technique

- Students are very happy and self-confident when going to the board and

talk about conflict of their family basing on available pictures

+ Images of students when I apply this technique

Unit 2: The Generation Gap

Activity Title: "Generational Storytelling"

Objective: To enhance students' speaking skills by engaging them in a

storytelling and narration activity related to the theme of the generation gap

Students will share stories about their family that illustrate generational differences and similarities

Step 1: Teacher asks students to prepare clothes, costumes, glasses and

instruct them to think about any stories related to the generation gap This could involve differences in lifestyle, technology, communication, values, or any other aspect

Step 2: Teacher divides the class into small groups (3-5 students per group)

to discuss their stories

Step 3: Teacher encourages students to reflect on how the story illustrates

the generation gap and to identify any lessons or insights they gained from the experience

Step 4: Teacher encourages students to include details that paint a clear

picture of the generational differences or similarities they encountered

Step 5: Call on each group to go to the board and tell their stories

Step 6: Teacher asks group members actively listen and provide positive

feedback or ask clarifying questions after each story

Step 7: Teacher gives feedbacks for each group

Results we get after applying this technique

- This activity enhances students' speaking skills, confidence as well as their creation

+ Images of students when I apply this technique