The study impliesthe significance of incorporating outside classroom activities into language teachingpractices and offers implications for future teaching and research in similar contex
INTRODUCTION 22H 101111 tre 1 INB;r 04360 1n
Identify the problem 0077
This action research addresses the issue of low speaking skills among grade-10 students at a high school in central Hanoi, where despite having access to English resources and years of study since primary school, students struggle with speaking proficiency They primarily communicate using simple phrases and sentences, face challenges in constructing complex sentences, and frequently make grammatical, lexical, and pronunciation errors that affect their fluency and comprehensibility Additionally, anxiety and a lack of confidence hinder their ability to speak in front of peers and teachers, as they fear making mistakes and receiving negative feedback Furthermore, their motivation and interest in learning English are low, stemming from a perceived lack of relevance and usefulness of the language for their future.
Current teaching and assessment methods, primarily focused on multiple choice exercises, fail to develop students' speaking skills or motivate them to practice The teacher-researcher has noted that students have limited opportunities to speak English in class, with most time spent on grammar and vocabulary Speaking activities are infrequent and often dull, artificial, and disconnected from students’ interests Consequently, students resort to memorizing dialogues or reading from textbooks instead of expressing their own ideas Additionally, the evaluation of speaking skills is insufficient, as it only assesses students' ability to recall information rather than their communication and interaction capabilities.
The researcher, an English teacher with four years of experience, is concerned about students' poor speaking skills and low motivation Believing that an online program utilizing social media can enhance these skills and boost engagement, the researcher draws on a background in online education and social media to support this approach The proposed program aims to provide authentic and enjoyable speaking opportunities, fostering students' confidence, creativity, and collaboration Additionally, it seeks to expose students to various real-life contexts for using English, while increasing their awareness and appreciation of the culture and diversity within the English-speaking world.
The researcher aims to implement and assess an online social media program in her classes, hypothesizing that student participation will lead to improved attitudes towards speaking skills.
This research study aims to assess the impact of extracurricular activities on enhancing the speaking skills of grade-10 students at a high school in Hanoi The study focuses on specific objectives to evaluate the effectiveness of these outside classroom activities in improving student communication abilities.
- Toexplore the impact of the outside classroom activities on grade-10 students’ speaking skills.
- To explore students’ attitudes and perceptions toward the outside classroom activities 1.4 Research Questions
To address the research objectives, this study seeks to answer the following research questions:
- How does the use of the outside classroom activities influence the development of speaking skills in grade-10 students in a Hanoi high school?
- What are the students’ attitudes toward the outside classroom activities?
The implications of this research paper for language teaching are considerable and should not be overlooked.
This study addresses a significant gap in language instruction literature by investigating the impact of innovative, outside-the-classroom activities on language learning outcomes Unlike previous research that primarily focuses on classroom-based instruction, this study explores how a theatrical approach can enhance speaking abilities among high school students in Hanoi The findings aim to contribute to future research on effective pedagogical practices in language education, highlighting the potential benefits of incorporating non-traditional methods into language acquisition.
This study provides valuable insights for language teachers aiming to diversify their teaching methods and enhance student engagement It offers practical recommendations for incorporating theatrical techniques into language instruction and designing activities beyond the classroom By implementing these strategies, teachers can create immersive and interactive learning environments that promote language skill development and encourage student participation.
This study underscores the significance of alternative language learning approaches that address the diverse needs of students, emphasizing the value of extracurricular activities in enhancing speaking skills crucial for effective communication and intercultural competence in today's globalized society By raising awareness among stakeholders, the findings can inform school administrators and policymakers in Vietnam, guiding them to improve the quality and relevance of language education.
This study aims to explore how extracurricular activities impact the development of oral communication skills in tenth-grade students at a public high school in Hanoi Conducted over an 8-week intervention period, the research will utilize questionnaires to gather data on students' attitudes and perceptions regarding these outside classroom activities.
It is essential to acknowledge the limitations of this study, which include a small sample size of only 20 participants from a single educational institution, affecting the generalizability of the findings Additionally, the short duration of treatments may restrict the evaluation of language skill progress, while the reliance on self-report measures introduces the possibility of response biases among participants.
This research study is organized into five chapters.
Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, research questions, significance, scope, and limitations.
Chapter 2 reviews relevant literature to establish the theoretical framework and connection with existing research.
Chapter 3 presents the methodology, including the research design, participants, data collection instruments, procedures, and analysis.
Chapter 4 presents the findings and results of the study.
Chapter 5 offers a discussion of the findings, along with implications, recommendations, and suggestions for future research.
This research study seeks to fill existing gaps in the literature by examining how outside classroom activities influence the development of speaking skills The goal is to enhance effective language teaching practices and improve language learning outcomes for grade-10 students in a high school in Hanoi.
Research Questions cccccecsescssesseseseeseeseeeseescseeseceseeseseeseeseeeesesseseeseesesesaeeaeeeaeeseeeaeens 4
To address the research objectives, this study seeks to answer the following research questions:
- How does the use of the outside classroom activities influence the development of speaking skills in grade-10 students in a Hanoi high school?
- What are the students’ attitudes toward the outside classroom activities?
Significance of the Study 112027
The implications of this research paper for language teaching are considerable and should not be overlooked.
This study addresses a significant gap in language instruction literature by investigating the impact of innovative activities conducted outside the classroom, contrasting with previous research that primarily focused on classroom-based methods By examining a theatrical approach to language teaching, the research aims to enhance students' speaking abilities in a high school in Hanoi The findings will contribute valuable insights for future studies on effective pedagogical practices in language education.
This study highlights the practical implications for language teachers aiming to diversify their teaching methods and enhance student engagement It provides valuable recommendations for integrating theatrical techniques into language instruction and designing activities outside the classroom By following these suggestions, educators can create immersive and interactive learning environments that not only foster language skill development but also motivate student participation.
This study emphasizes the social implications for stakeholders in language education, highlighting the need for alternative approaches that address diverse student needs It underscores the significance of extracurricular activities in improving students' speaking skills, which are crucial for effective communication and intercultural competence in today's globalized society Additionally, the findings aim to guide school administrators and policymakers in enhancing the quality and relevance of language education in Vietnam.
This study aims to explore how extracurricular activities impact the oral communication skills of tenth-grade students at a public high school in Hanoi Conducted over an 8-week intervention period, the research will utilize questionnaires to gather data on students' attitudes and perceptions regarding these outside classroom activities.
It is important to acknowledge the limitations of this study, which include a small sample size of only 20 participants from a single educational institution, potentially affecting the generalizability of the findings Additionally, the short duration of treatments may restrict the evaluation of language skill progress, while the reliance on self-report measures introduces the possibility of response biases among participants.
This research study is organized into five chapters.
Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, research questions, significance, scope, and limitations.
Chapter 2 reviews relevant literature to establish the theoretical framework and connection with existing research.
Chapter 3 presents the methodology, including the research design, participants, data collection instruments, procedures, and analysis.
Chapter 4 presents the findings and results of the study.
Chapter 5 offers a discussion of the findings, along with implications, recommendations, and suggestions for future research.
This research study aims to enhance effective language teaching practices and improve language learning outcomes for grade-10 students in a Hanoi high school by addressing gaps in existing literature and examining the impact of outside classroom activities on the development of speaking skills.
Organization Of the “Tẽh€S1S - 654113 9121 3 919113 91111 111v ng gu 6
This research study is organized into five chapters.
Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, research questions, significance, scope, and limitations.
Chapter 2 reviews relevant literature to establish the theoretical framework and connection with existing research.
Chapter 3 presents the methodology, including the research design, participants, data collection instruments, procedures, and analysis.
Chapter 4 presents the findings and results of the study.
Chapter 5 offers a discussion of the findings, along with implications, recommendations, and suggestions for future research.
This research study seeks to enhance language teaching practices and improve learning outcomes for grade-10 students in a Hanoi high school by exploring the impact of outside classroom activities on the development of speaking skills and addressing existing gaps in the literature.
LITERATURE REVIEW SH 2211211 7
Speaking: Definition and Importance of Developing Speaking SKIlls
Speaking is a vital skill in learning and teaching a second language, as it facilitates effective communication in diverse contexts However, it is a complex and dynamic process that encompasses cognitive, linguistic, and social factors Consequently, defining speaking within the realm of second language education is challenging, as different authors offer varied perspectives and methodologies on the subject.
Speaking can be defined by its essential components, which include linguistic knowledge, discourse skills, pragmatic abilities, and strategic competence, all necessary for effective spoken language production and processing (Burns & Richards, 2012) These components serve as the foundational "building blocks of speaking" (p 3), enabling speakers to perform various functions such as describing, narrating, explaining, convincing, and arguing.
Speaking can be defined through the processes involved, such as planning, monitoring, and assessing, which occur before, during, and after communication (Harmer, 2007) These processes are shaped by various factors, including the speaker's goals, the listener's expectations, the topic at hand, the context of the conversation, and the feedback received Harmer (2007) emphasizes the importance for educators to recognize these processes and support students in enhancing their metacognitive awareness and speaking skills.
Burns and Richards (2012) and Harmer (2007) highlight a third approach to defining speaking by examining the types of speaking activities used in second language instruction, including controlled practice, fluency development, and various interactional and transactional tasks These activities can be categorized based on criteria such as control level, accuracy or fluency focus, and interaction or transaction emphasis Harmer (2007) further proposes a framework for developing speaking tasks that encompasses four key elements: input, procedure, interaction, and outcome, emphasizing that speaking tasks should be structured around these components for effective learning.
In summary, teaching speaking skills in a second language involves diverse perspectives and methods that focus on different aspects of speaking processes and activities These approaches are not mutually exclusive; instead, they complement each other, providing a comprehensive and holistic view of speaking instruction for second language learners.
How to teach Speaking 00
Teaching speaking in English as a second or foreign language presents significant challenges for educators due to its multifaceted nature, which includes setting goals, determining content, employing effective techniques, and evaluating communication skills Various authors have offered definitions and frameworks aimed at enhancing the effectiveness of speaking instruction.
Harmer (2007) offers a complete overview of both the philosophy and practice of teaching speaking in his book How to Teach English Speaking is defined by Harmer
In 2007, it was defined as "the ability to communicate orally in a variety of situations and contexts" (p 46) Harmer emphasizes that teachers must consider three key factors when designing speaking activities: the activity's aim, the interaction pattern, and the assignment type Additionally, he highlights common concerns such as feedback, pronunciation, fluency, and accuracy, which are crucial for effectively addressing speaking challenges in the classroom.
Richards (2012) explores the concept of communicative competence and its relationship to speaking performance He argues that educators should focus on developing students' linguistic and pragmatic skills, alongside strategic competence, to effectively address communication breakdowns.
He provides a comprehensive framework for evaluating and designing speaking tasks, which is based on four key dimensions: input, method, outcome, and instructor role.
Various authors have contributed to the field of teaching speaking by exploring different themes McKay (2012) examines the implications of teaching English as an international language, emphasizing the importance of raising learners' awareness of the language's diversity and helping them communicate effectively across cultures Meanwhile, Benson (2012) promotes a learner-centered approach to speaking instruction, encouraging greater student autonomy and choice in their learning objectives, resources, activities, and assessments.
In 2012, actionable guidance was presented on effectively managing classroom speaking activities, emphasizing the importance of providing clear directions, actively monitoring group work, and addressing punishment-related issues.
Teaching speaking is a complex process that demands a deep understanding of its nature and purpose, along with the ability to implement effective strategies tailored to various learners and contexts Consequently, educators face challenges in teaching speaking effectively To improve their teaching practices, instructors can gain valuable insights from the recommended books and articles on this topic.
In my action research focused on teaching speaking, I will emphasize four key characteristics: pronunciation, fluency, accuracy, and lexical appropriacy.
Challenges in Teaching Speaking 0.0.0 eesseseseseeseseseeeesesceeeeeseeeeeseseeeeseseeeeseeeeeeaees 10
Teaching speaking skills presents significant challenges for educators, particularly due to learners' emotional factors like anxiety and fear of making mistakes Horwitz et al (1986) highlight that these emotional barriers can hinder students' willingness to communicate, ultimately slowing their progress in fluency and accuracy Moreover, limited opportunities for meaningful communication in the classroom can restrict students' speaking practice and their ability to apply learned concepts (Richards & Renandya, 2002) Brewster, Ellis, and Girard (2002) note that language learners often face difficulties such as lack of confidence, limited vocabulary, and insufficient grammatical mastery during speaking activities Recognizing these obstacles is crucial for developing effective strategies to enhance students' speaking abilities.
Teachers can create a supportive environment that enhances speaking skills by employing various strategies According to Horwitz et al (1986), a safe and non-judgmental classroom atmosphere allows students to express themselves freely and reduces anxiety associated with public speaking Integrating task-based activities, role-playing, and discussions that reflect real-life communication scenarios can significantly improve students' speaking abilities, providing them with valuable opportunities to practice and apply their language skills effectively.
Outside Classroom Activities: Definition and BenefIfS - sex 11
Richards (2015) investigates the topic of activities that take place outside of the classroom and the significance of these activities in the field of language education.
Outside classroom activities encompass various learning experiences beyond traditional settings, such as field trips, community service, language exchanges, cultural immersion programs, and online language platforms According to Richards (2015), these activities allow students to apply their language skills in real-life contexts, enhancing their understanding of language use and cultural fluency Engaging with native speakers exposes learners to idiomatic expressions, communication styles, and cultural nuances that are challenging to replicate in a classroom environment.
Engaging activities outside the traditional classroom significantly enhance language learners' motivation and participation By breaking away from conventional routines, these experiences inject excitement and novelty into the learning process, fostering a deeper commitment to language acquisition Educators can further boost students' intrinsic motivation by aligning these activities with their personal interests and hobbies, creating a sense of ownership and relevance that encourages active involvement in their language journey.
Activities outside the classroom encompass interdisciplinary learning, highlighting the importance of integrating language studies with other academic fields, as emphasized by Richards (2015).
Engaging learners in projects and activities that apply language skills in real-world contexts enhances their educational experience This approach fosters a deeper understanding of the language and its connections to various aspects of life and other fields of study By utilizing their language abilities in practical situations, learners gain a more comprehensive awareness of the subject matter.
The rise of digital technologies has expanded the accessibility of learning activities beyond the classroom, enabling learners to connect with peers globally through online language platforms, virtual exchanges, and social media This innovation removes geographical barriers, enhancing opportunities for language practice and cultural exchange outside traditional educational environments.
In conclusion, "outside classroom activities" encompass educational experiences beyond traditional classroom settings, offering authentic language exposure, cultural immersion, and interdisciplinary learning opportunities By integrating these activities into language instruction, teachers can enhance students' performance, cultural competency, motivation, and global awareness.
Based on the benefits that have been highlighted, the following activity that takes place outside of the classroom is utilized in this study:
Out of class learning — An online programme : Definition and Implementation
In his essay "The Changing Face of Language Learning: Learning Beyond the Classroom," Richards (2015) highlights the role of online programs in enhancing peer-supported learning He emphasizes that "using an online program" involves leveraging digital technology, particularly web-based platforms and software, to facilitate language acquisition activities and promote interaction among learners.
The term "using an online program" encompasses various digital tools and platforms designed for language learners, offering opportunities for personalized study, collaborative activities, and access to authentic resources Examples of these online programs include language learning apps, interactive websites, virtual classrooms, and social learning platforms.
Self-paced learning is a significant advantage of online programs, allowing learners to access course materials and exercises at their convenience This flexibility enables students to progress through the curriculum at a pace that suits their individual learning styles and needs Additionally, online programs often provide a variety of interactive multimedia resources, such as videos, audio recordings, quizzes, and games, enhancing student engagement and creating a more dynamic and immersive educational experience.
Adopting an online program offers significant advantages, particularly in fostering peer support among students These programs often include collaborative spaces and forums that facilitate connections between classmates, enabling them to engage in discussions and collaborate on projects Such interactions on language learning platforms allow learners to provide feedback, enhance their language skills, and gain insights from diverse experiences and perspectives This peer-supported learning approach not only nurtures a sense of community but also encourages authentic communication, even in the absence of in-person interactions.
Utilizing an internet program allows learners to access authentic resources from diverse sources, enhancing their language skills and cultural awareness By exploring real-world materials such as news articles, podcasts, and films, students can improve their language abilities and broaden their understanding of different cultures.
13 classroom, learners benefit from this exposure to actual language use since it prepares them for communication scenarios that they will encounter in real life.
While online programs offer numerous benefits, successful implementation relies heavily on effective guidance from teachers Educators play a vital role in fostering meaningful connections among students, curating content, and instructing on the use of various online tools Their support ensures that students maximize the advantages of the online program and receive the necessary assistance to achieve their language learning goals.
In conclusion, "using an online program" involves leveraging digital technologies to improve language learning and foster student interaction These programs allow for self-paced study, promote peer-supported learning, and offer access to authentic resources When effectively implemented and guided by educators, online programs can create a dynamic and engaging learning environment that enhances language acquisition beyond the limitations of traditional classrooms.
Richards (2015) explores the potential of online programs to enhance peer-supported learning, focusing on research that examines the effectiveness of these platforms Notably, the study highlights the use of Facebook as a tool to improve high school students' speaking skills, showcasing the positive impact of online collaboration on language development.
Wongsa (2019) conducted a study aimed at improving the English speaking skills, attitudes, and motivation of Thai secondary school students by using drama-based activities alongside Facebook The research utilized an online program that leveraged Facebook for communication and performance-related activities The findings indicated significant enhancements in the students' English speaking abilities and overall engagement.
Incorporating drama-based activities alongside Facebook significantly enhances students' speaking skills The collaborative online program fosters authentic language use and peer feedback, resulting in notable improvements in speaking fluency, accuracy, and confidence.
Dweikat (2018) conducted research at Al-Quds Open University to evaluate the impact of an English Language Course utilizing Facebook as a communication platform The study employed online software that facilitated collaboration and language practice, leading to significant improvements in students' speaking proficiency, including fluency, pronunciation, and vocabulary use, as evidenced by test results The integration of the online program with Facebook enabled students to engage in authentic language interactions, receive prompt feedback, and explore diverse language resources, all of which enhanced their speaking skills.
Mykytiuk (2017) explored Facebook's role as a dynamic learning platform aimed at enhancing speaking skills The study utilized an online tool that integrated Facebook for practicing public speaking, collaborative activities, and peer feedback Results indicated that students who engaged in this online program showed significant improvements in speaking fluency, accuracy, and overall communicative competence Facebook's flexibility and accessibility allowed students to participate in authentic conversations, practice real-life speaking scenarios, and receive constructive feedback, positively influencing their communication abilities.
Research indicates that online programs, especially those that utilize Facebook, effectively enhance high school students' speaking skills, leading to significant improvements in their speaking fluency.
Incorporating drama activities, collaborative tasks, and authentic communication opportunities via Facebook enhances students' accuracy, confidence, and motivation The findings suggest that online programs utilizing platforms like Facebook foster a valuable and inclusive learning environment, promoting the development of oral skills and preparing students for real-life communication scenarios.
Research indicates that technology-enhanced language learning significantly benefits high school students by improving their speaking skills Online programs, especially those integrated with social media platforms like Facebook, create a flexible and engaging learning environment This setting fosters authentic conversations, peer collaboration, and valuable feedback By leveraging the advantages of these online tools, teachers can provide students with dynamic and interactive opportunities to enhance their speaking abilities.
METHODOLOG Y n2 17
Reasons for choosing action research s6 5+5 SE EsEekekEkekekrrekrkrerkrke 17
This study employs action research to effectively enhance the speaking skills of grade-10 students in a Hanoi high school through extracurricular activities This approach aligns with the project's objectives by actively engaging students in their learning process and enabling the researcher to reflect on the effectiveness and challenges of these activities, allowing for necessary adjustments to improve outcomes.
17 e Address the specific needs and interests of the students in their context. e Enhance the students’ motivation, confidence, and autonomy in speaking
Action research is also suitable for educational settings as it bridges the gap between theory and practice, and enhances the professional development of teachers (Burns, 2010).
Context of the Study 1n
This research is being carried out within the framework of a recently implemented English program in Vietnam's high schools This program is modeled after the
General Education Program that is administered by the Ministry of Education and
Training The English Discovery 10 textbook, which is published by Cánh Buồm
This study explores how online extracurricular activities influence students' communication skills Utilizing Facebook groups, the research creates a virtual learning community where students can share recordings and feedback related to textbook themes Additionally, synchronous Zoom sessions allow instructors to offer personalized support and guidance to enhance the learning experience.
This eight-week action research study aims to improve students' communication skills in four key areas: pronunciation, fluency, accuracy, and lexical appropriacy Each student will make weekly recordings, which will be evaluated alongside instructor observations to determine course grades Additionally, the study seeks to foster skills such as providing feedback, selecting relevant information, and brainstorming ideas, enhancing overall student engagement and learning outcomes.
The study takes place in a high school in Hanoi, where the researcher serves as an English teacher It involves 20 grade 10 students, aged 15 to 16, with varying English proficiency levels from A2 to B1 according to European frameworks The researcher has noted that many students face challenges in their English learning.
Many 18-year-olds struggle with speaking English because of limited vocabulary, grammar mistakes, pronunciation challenges, and anxiety The researcher suggests that engaging in out-of-class activities can offer students valuable opportunities and motivation to practice and enhance their speaking skills effectively.
Before participants consent to join the research, they receive detailed information about the study's purpose, methods, benefits, drawbacks, and ethical considerations It is emphasized that participation is voluntary, allowing individuals to withdraw at any time without penalty Participants are assured that their data will remain secure and anonymous, with no real names used in reports or publications Furthermore, they are encouraged to express any concerns or questions about the research at any point.
Design of the online prograMMe eee sees eseseseseeeseseseseseseseseseeeseseeseeseseaeaeaes 19
The action research project aims to create and implement an internet-based program on Facebook for 20 tenth-grade students at a high school, featuring eight weekly discussions focused on relevant topics from their textbook This program follows the four stages of action research: planning, action, observing, and reflecting, with the researcher guiding students through the lesson plan.
- Enhance their speaking skills by improving fluency, accuracy, and confidence.
- Facilitating the exchange of comments among students.
Materials: Facebook account, video and research or news links related to the topic, peer evaluation form, Google form.
On Sundays, the researcher designates a specific topic for students to practice their speaking skills outside the classroom Students are required to choose between two questions that pertain to the assigned topic.
Students are encouraged to regularly access relevant videos and research materials, allowing three days for preparation of their oral responses On Tuesdays, they must record and upload a minimum two-minute video discussing the assigned topic to the Facebook group Wednesdays are designated for students to listen to their peers' recordings, provide feedback, and assess them using a peer evaluation form in the comments The researcher monitors these activities, offering additional support for any identified weaknesses, such as grammar or content issues If a student's response is overly flawed or off-topic, they are required to resubmit After week 4, students complete a Google form to evaluate their confidence and attitudes toward English speaking, with the researcher comparing their speaking abilities before and after the intervention At the end of week 8, another Google form is administered to assess any changes in confidence and attitudes, while the researcher analyzes recordings, comments, ratings, and peer assessments from Facebook to identify common trends.
In summary, this is how the programme is structured:
Each week, teachers guide students through a structured learning process On Sundays and Mondays, students prepare their answers to assigned topics, while on Tuesdays and Wednesdays, they submit their work for review Teachers then provide feedback and comments, allowing students to refine their understanding and improve their responses By Thursday and Friday, students are encouraged to record their answers and engage in peer review, ensuring a collaborative learning environment Finally, on Saturdays, teachers upload new materials and adjust the lesson plans based on student performance and feedback.
The researcher must exhibit flexibility in adjusting the research plan as needed, taking into account factors such as varying difficulty levels for subjects, the need for additional time or assistance for some students, and any technical challenges faced during the response process Modifications to the schedule or session lengths will be made to accommodate these considerations.
The instructor will assess each student's oral response based on four key criteria: grammar, vocabulary, pronunciation, and fluency After evaluating these aspects, the teacher will calculate the average score for each student, reflecting their performance across the established criteria.
Table I Examples of questions by Theme Week UNIT - Topic Questions
Unit 1: Family - Should family chores be based on personal
(Family chores — | preferences or abilities?
Reading lesson) - Should family chores be rewarded or punished?
Unit 1: Family - What are the advantages and disadvantages of (Women and men roles — | having a single — income family?
2 Listening lesson) - How do traditional gender roles affect the happiness of women and men in family life?
Unit 2: Science and | - How do technological devices affect your mental
Inventions health? ° (Technological devices— | - How do technological devices affect your
Unit 2: Science and | - How can AI be used to enhance the quality of
Inventions education for students from diverse background?
‘ (Artificial Intelligence — | - How can AI foster creativity among students?
Speaking lesson) Unit 3: The Arts - What are the advantages and disadvantages of
(Game shows — | TV game shows as a source of information? ° Vocabulary lesson) - How do TV game shows in Vietnam influence the public opinion of current events?
Unit 3: The Arts - Do you think the movies that are based on true (Films — Reading lesson) | stories or historical events are accurate or biased?
6 - When choosing a movie to watch, Do you rely on reviews, ratings, recommendations, trailers, or something else?
Unit 4: Home sweet | - How do you feel about living in a smart home? home How do they improve or affect your comfort, or
’ Reading lesson) - What are some of the benefits and challenges of living a co-living space?
Unit 4: Home sweet|- Would you challenge yourself for the home experiences in tourist attractions that are unusual,
(Tourist attractions — | exotic, or adventurous? Why (not)? ì writing lesson) - Do you think tourist attractions that are crowded, or expensive are worth visiting or not?
Data is collected concurrently with instructional activities to assess student attitudes and performance The researcher utilizes two questionnaires, along with student work, pair reflections, and course materials, between weeks 4 and 8 These methods are applied throughout the four stages of action research: planning, taking action, observing, and reflecting (Burns).
Between weeks 4 and 8, a questionnaire was distributed to 20 respondents, coded as SA1 to SA20 and ESA1 to ESA20, to assess their attitudes and perceptions of outside classroom activities Utilizing a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree), the questionnaire included statements such as “I enjoyed the outside classroom activities,” “I found the outside classroom activities useful for my speaking development,” and “I learned new vocabulary from the outside classroom activities.” Additionally, the questionnaire featured open-ended questions to gather more qualitative insights.
The study utilized 23 questionnaires to gather students' perspectives on outside classroom activities, focusing on their advantages, challenges, and suggestions This approach allowed the researcher to evaluate changes in students' self-assessed speaking skills over time while collecting both quantitative and qualitative data on the perceived effectiveness and impact of these activities.
The questionnaires in this study utilize English to enhance speaking skills and ensure academic consistency, while also allowing students to express their opinions in either English or Vietnamese This approach provides a structured opportunity for students to practice their English, while the option to respond in their native language ensures they can convey their thoughts effectively By balancing the encouragement of English usage with the flexibility of using Vietnamese, the research supports the development of English proficiency and authentic expression of student perspectives, contributing to the global accessibility of the findings.
Students share their recordings, comments, and critiques in a dedicated Facebook group, allowing the researcher to evaluate their speaking skills This assessment focuses on key aspects such as pronunciation, fluency, accuracy, and lexical appropriateness Additionally, the researcher analyzes the students' work to pinpoint their strengths, weaknesses, and areas for improvement.
Students' paired reflections, collected after each session via the Facebook group comment section, form another key category of data These reflections are guided by a checklist that evaluates grammar, vocabulary, and pronunciation Furthermore, students employ a rating scale to assess their confidence, fluency, accuracy, and relevance in their responses.
In order to enhance the project's execution and outcomes, participants were prompted to offer suggestions for improvement through an open-ended question The analysis also included additional data such as course materials—comprising textbook units, activity instructions, and assessment rubrics—alongside the researcher’s personal observations, assessments, and feedback gathered weekly.
According to Creswell and Clark (2011), the data analysis method in action research employs an iterative approach, where data collection and analysis inform subsequent activities aimed at enhancement Tables and charts are utilized to illustrate responses from Likert scale questions, while continual comparative analysis is applied to open-ended questions and student reflection notes to identify relevant themes (Creswell, 2007) Participants are anonymized and assigned numerical identifiers in alphabetical order to maintain confidentiality.
To successfully execute the data analysis technique, the subsequent step will be undertaken.
The research follows a structured approach based on the four essential steps of action research: planning, action, observing, and reflecting Every four weeks, data is collected and analyzed, leading to modifications in the activities to enhance outcomes.
Impact of Outside Classroom Activities on Students' Speaking Skills
Instructors noted significant improvements in students' oral proficiency, including enhancements in pronunciation, idea structuring, and the ability to offer constructive criticism The following sections detail the progress made by the children in each of these areas.
In the first two weeks, only six students produced polished recordings, while others struggled with rapid speech and hesitations due to script reliance They faced challenges with complex terminology and displayed erratic pauses, resulting in a lack of fluency that made comprehension difficult without a written script However, after receiving guidance on chunking their verbal communication, students significantly improved their speech proficiency and fluidity, transitioning from continuous speech to incorporating appropriate pauses within their phrases.
In the first two weeks, most students continued to avoid checking pronunciation beforehand, opting instead to guess, especially when faced with unfamiliar terminology related to the subject.
Many students often overlook the final sounds of plural nouns and regular verbs in both past and present tenses In a focused Zoom session, a teacher addressed the pronunciation issues of two students, offering detailed feedback on their speeches As a result of this constructive criticism from the instructor and their peers, most students became more aware of the importance of pronouncing word endings and successfully corrected their mistakes in the following weeks Notably, the two students with initially limited speaking skills showed significant improvement, as their pronunciation errors gradually decreased.
Students faced challenges in expressing their viewpoints for discussion prompts, with 90% providing incomplete responses during the first three weeks For example, in week one, when discussing whether family decisions should be based on personal preferences or talents, many students selected both options but failed to provide analytical illustrations, focusing instead on justifications for their opinions While they often listed the impacts of preferences, they overlooked the importance of abilities By the end of the week, the instructor introduced outlining techniques to help students organize their thoughts and examples more effectively In the second week, counterarguments were provided to further assist in structuring their outlines As a result, students showed a positive attitude towards speech planning exercises and demonstrated gradual improvement in their oral communication skills in the following weeks.
In addition to enhancing their speaking skills, the students also demonstrated an improved capacity to provide comments Despite students' lack of preference for this
Teachers consistently tracked student progress each week, as illustrated in Figure 1 and Table 6 In the first week, even with feedback guidelines available on a checklist, most feedback was limited to generic phrases like "very good," "very confident," or "you did a great job."
The teacher offered focused feedback based on a checklist, highlighting specific errors in each speech as examples for students This approach enabled students to learn how to provide constructive feedback on their peers' responses This process is known as peer-supported learning, as noted by Richards (2015).
Examples of students’ comments in week 4 and week 7:
“Some grammatical structures: combined with, focus on, deal with, broke out, thrive in the face of adversity, go back to the time,
Error: cure sb from sth -> fix: cure sb of sth
Some phrase: countless fight scenes, computer-generated images, prominent thing, heroic character, supernatural abilities, country’s economic development, crucial ingredients, pros and cons, strong personality
Some words: computer-generated, countless, resilience, civilized, durable, adversity, overcome, obstacle, crucial, humanitarian
You have applied some vocabularies that had learned in class( such as: computer- generated, pros and cons) very excellent and create some good phrases
You mispronounce some words such as: combined /kam'bain/, cure /kjva(r)/, consequently /‘konsikwantli/, finances /‘famneens/, ingredient /m‘gri.diant/, crucial/‘kru:/l/
In conclusion, your script is good and reasonable, you have a clear voice and great fluency but you still have a few mispronunciation that need to fix”
- You use intermediate grammatical structures with a certain amount of compound and complex sentences.
The term ‘unself-confident’ is incorrect and should be avoided Additionally, complex sentences can lead to confusion; for instance, when you dislike someone, their physical attractiveness may be overlooked, revealing that your judgment is based on their character rather than their appearance.
- Your vocabulary is intermediate in general.
- Noteworthy words and phrases: ‘aesthetic senses’, ‘evaluating’, ‘societal’,
- Inappropriate word(s): 'celebrate' (it is not very suitable for the sentence s context).
- Your pronunciation is not very clear in general.
- Stress, intonation and rhythm: a bit unnatural :"D
- Incorrect pronunciation: you pronounce the ‘s’ and ‘th’ quite unclearly; some words that you mispronounce are ‘evaluating’, ‘societal’, ‘surgery’ and ‘diversity’.
- You speak quite smoothly with some small hesitations at long or complex sentences.
In conclusion, while your preparation and understanding of the topic are commendable, the key to improvement lies in enhancing your speaking skills and accent through consistent practice However, teachers observed that students struggled with precision and appropriate vocabulary, which are common challenges for language learners during speaking exercises Despite receiving thorough feedback on vocabulary choice, verb tenses, and sentence structure over several weeks, students continued to repeat the same mistakes Many often used vague terminology and did not demonstrate a varied range of sentence constructions.
Students often rely on synonym dictionaries without checking if the words fit the context, leading to a lack of sentence variety and an overuse of simple language They commonly use simple past, present, and future tenses, but are often unaware of inappropriate tense usage This issue may partly arise from students inferring tenses based on their native Vietnamese language.
Recent research supports earlier findings that online programs significantly improve high school students' oral communication skills Studies by Wongsa (2019), Dweikat (2018), and Mykytiuk (2017) have highlighted the positive impact of online platforms like Facebook in enhancing fluency, pronunciation, vocabulary usage, and authentic language interactions among students.
This study highlights the advantages of using technology for language learning, demonstrating that high school students can significantly improve their oral communication skills Additionally, it supports the growing evidence that extracurricular activities, especially online programs, positively impact speaking abilities through interactive and collaborative learning experiences.
Students’ Attitudes toward the Outside Classroom ACfIVIfI€S 55555 5< 32
The data analysis reveals that many participants have positive attitudes towards extracurricular activities, recognizing their importance in enhancing speaking skills and overall language acquisition They emphasize that engaging in these activities provides valuable opportunities for improving and developing their speaking abilities.
An objective of conducting an anonymous survey is to determine the attitude of students towards outside classroom activities Table 3 (Week 4) and table 4 (Week 8)
The study employs a set of 32 closed-ended standard items to evaluate student attitudes and satisfaction after engaging in speaking activities, with Item 8 focusing specifically on feedback provision Additionally, open-ended and coded responses are analyzed to identify trends and classifications, revealing that most students tend to have a positive attitude towards extracurricular activities.
According to the findings in Table 2, students overwhelmingly agree that extracurricular activities enhance their speaking fluency, with pronunciation and fluency receiving the highest average scores of 3.1 and 3.2, respectively In contrast, peer feedback is viewed as less beneficial, reflected in its lowest mean score of 2.4.
Table 2 A Summary of Students' Responses to the Questionnaire in Week 4
Strongly | Disagree | Agree | Strongly | NA | Mean disagree (2) (3) Agree
I enjoyed the outside 0 I 17 2 0 | 3,05 classroom activities.
I found the outside 0 0 13 7 0 | 3,35 classroom activities useful for my speaking development.
I learned new vocabulary 0 3 15 2 0 | 2,95 from the outside classroom activities.
I improved my 0 2 14 4 0 3,1 pronunciation from the outside classroom activities.
I improved my grammar 0 3 14 3 0 3,0 from the outside classroom activities.
I improved my fluency from the outside classroom activities.
I felt more confident in speaking English after the outside classroom activities.
I liked giving feedback to other students on their recordings.
Table 3 reveals that all surveyed students believe extracurricular activities enhance their speaking skills, pronunciation, confidence, and fluency Notably, pronunciation (mean=3.35) and fluency (mean=3.4) received the highest ratings However, feedback from peers is less valued, reflected by the lowest average score of 2.4.
Table 3 A Summary of Students' Responses to the Questionnaire in Week 8 from the outside classroom activities.
Strongly | Disagree | Agree | Strongly | NA | Mean disagree (2) (3) Agree
I enjoyed the outside 0 3 14 3 0 3,0 classroom activities.
I found the _ outside 0 0 14 6 0 3,3 classroom activities useful for my speaking development.
I improved my 0 0 13 7 0 | 3,35 pronunciation from the outside classroom activities.
I improved my grammar 0 3 16 1 0 2,9 from the outside classroom activities.
I improved my fluency from 0 0 16 4 0 3,4 the outside classroom activities.
I felt more confident in 0 0 19 1 0 | 3,05 speaking English after the outside classroom activities.
I liked giving feedback to 2 9 & 1 0 2,4 other students on their recordings.
Among the respondents, eleven expressed dissatisfaction with their peer assessments at work Nevertheless, they recognized improvements in their self-confidence, fluency, and pronunciation, as highlighted by several responses below.
With each speech, I am able to improve my speaking skills, expand my vocabulary, boost confidence, and receive valuable feedback to develop my speaking proficiency. (ESA4)
My objective is to improve my speaking skills for the IELTS, and I believe these activities provide an excellent opportunity to reach that goal Additionally, they help me build confidence and enhance my spoken communication abilities.
Due to my awareness of the significance of intonation and rhythm in determining the score, I prioritize focusing on this aspect during recording and engage in pre-
35 recording speaking practice This enables me to circumvent the need for a too prolonged delay (ESA11)
Tables 3 and 4 reveal a slight decrease in students' enjoyment and grammar progress during outside classroom activities, potentially due to their growing familiarity with the activity format Nevertheless, after eight weeks, there was a significant enhancement in fluency, pronunciation, vocabulary, and overall confidence.
The questionnaire explores students' views on outside classroom activities during Week 8, highlighting key areas of benefit Students reported gaining the most advantages in confidence (12 selections), vocabulary (11 selections), pronunciation and fluency, grammar, and idea organization, with these criteria contributing 40%, 45%, 30%, and 20% to the total score, respectively However, comments were not deemed a benefit of these activities.
What were the main benefits of the outside classroom activities for speaking skills Tick all that apply
TỐ ruenoy |RQ@WW VU os Grammar |6 soằ›
Figure 1 Reported Benefits of Outside classroom activities to speaking skills
The participants were asked to select their favored aspects of outside classroom activities They generated a list of ten areas, which are displayed in Table 4 The
The most referenced factor in speaking improvement was noted seven times, highlighting its significance Following closely were fascinating queries with five mentions and a rise in confidence with three Key aspects such as vocabulary, grammar, fluency, and feedback were each acknowledged twice, while idea organization and pronunciation growth were mentioned once A crucial recommendation emphasizes the cost associated with extracurricular activities.
Table 4 Favorite Aspects of Outside classroom activities
Aspects frequency Examples from questionnaire respondents’ comments
Speaking skills in general improvement | 7 I have more chances to practice speaking skills (ESA10) Pronunciation improvement | | I can improve my pronunciation (ESA9)
Fluency improvement | 2 It helps me gain fluency in speaking (ESA2)
Some questions can be both intriguing and unusual, providing an opportunity to discover new insights after engaging in oral responses Additionally, I have learned effective techniques for organizing ideas in a speech, which has contributed to my overall improvement in communication skills.
Vocabulary Doing the speaking practices has significantly helped me improvement | 2 to improve my vocabulary (ESA6)
Grammar Outside classroom activities have improved my grammar improvement | 2 (ESAS)
Confidence I think after doing these activities I can handle any improvement | 3 speaking questions (ESA14)
Receiving I appreciate the teacher’s and others’ feedback on my Feedback 2 speech (ESA7)
The study found a positive link between students' participation in extracurricular activities and improvements in their speaking skills, including pronunciation, fluency, and confidence This aligns with earlier research by Richards (2014), Wongsa (2019), Dweikat (2018), and Mykytiuk.
In 2017, research findings revealed that students benefited significantly from outside classroom activities, which helped them overcome nervousness and reluctance in using the target language By actively participating in these regular activities, students experienced enhanced oral communication practice, fostering a nurturing atmosphere that encouraged free expression of thoughts and boosted their confidence in verbal communication.
Participants found certain aspects of outdoor classroom activities unappealing, highlighting five features of speaking actions they considered inappropriate The most significant concern was the deadline, which garnered seven comments, followed by tough queries with five Additionally, drawbacks included the lack of feedback and missed opportunities for face-to-face discussions.
Table 5 Unfavorable Aspects of Outside classroom activities
Aspects frequency | Examples from questionnaire respondents’ comments
The deadline to submit one recording each week is too short I think one topic every 2 weeks would be better. (ESA3)
Some questions are too difficult I cannot find the
Difficult references on the internet (ESA13) questions 5
I want to have chances to have conversation with other Speaking face people (ESA7) to face 2
What I don't like the most is giving comments to other Giving people's speeches because I feel that it's a bit difficult for feedback 1 me (ESA15)
The main challenge faced was the tight deadline for completing the work, largely due to students' commitments to tutoring sessions throughout the week, which limited their preparation time on submission day This was particularly noticeable in the responses from ESA3 and ESA13 The three-day preparation period proved insufficient for students with lower academic proficiency to conduct thorough research on the assigned topics Additionally, one student withdrew from the action research project after week 4, unable to balance outside activities with in-class studies As a result, the teacher allowed students to opt out and extended the deadline by three weeks, giving them a four-day unit from Sunday to Wednesday to prepare their responses effectively.
Participants faced challenges due to the complexity of the questions and felt overwhelmed by the extensive information available online Feedback from ESA13, ESA16, and ESA18 indicated a lack of expertise in selecting credible sources, and most had never created discussion questions before The questionnaire highlighted that while providing comments was viewed as difficult, receiving feedback was appreciated, reflecting the students' limited experience in giving constructive criticism.
Nevertheless, they recognized the benefit of receiving comprehensive feedback from both peers and teachers.