DECLARATION BY AUTHOR I, the undersigned, attest that the master's project titled “ENHANCING ENGLISH SPEAKING SKILLS THROUGH THE COMMUNICATIVE APPROACH FOR ADULT LEARNERS AT THE CENTER O
LITERATURE
Definition of speaking
According to Gert and Hans (2008:207), speaking is defined as the act of producing speech with the intention of being understood, while the receiver interprets the words to grasp the speaker's intent (Buhari et al., 2023) Yule (2022) emphasizes that the complexity of the information being conveyed significantly influences the speaking process.
Effective communication through speech is a valuable skill, especially for adult learners who prioritize understanding and conveying ideas clearly The primary objective of speaking is to share thoughts efficiently, making this ability essential for successful interactions.
According to Haryudin and Jamilah (2018), mastering English speaking as a foreign language demands significant time and effort Speaking is a vital language skill that facilitates interaction, communication, and the sharing of ideas It enables individuals to articulate precise words and showcase their linguistic proficiency However, it is often regarded as the most challenging aspect of learning English due to the necessity of understanding grammar, vocabulary, pronunciation, and various linguistic concepts Ultimately, speaking serves as an essential tool for communication, allowing people to exchange ideas and knowledge effectively.
Speaking skills
Richards (2006) identifies three primary purposes of speech: conversation as performance, conversation as deal, and conversation as engagement In daily life, individuals engage in regular conversations, sharing stories and exchanging casual dialogue within social contexts Conversation as deal refers to the exchange of information between instructors and learners, facilitating effective communication in educational settings Conversely, conversation as engagement encompasses public speaking that imparts knowledge to an audience, including speeches, advertisements, and lectures Ultimately, speaking is a process through which individuals communicate their thoughts, feelings, and opinions through utterances.
Effective communication is crucial for exchanging information, making the ability to express oneself clearly an essential skill Proficient English speaking empowers adults to engage in various activities that enhance their quality of life, serving as a vital tool for social interaction, academic success, and career advancement.
According to Tarigan (1985:16), the primary goals of speaking include informing, entertaining, persuading, and facilitating communication Speaking serves to educate listeners by clarifying relationships and processes, ultimately aiming to instill knowledge Additionally, it seeks to engage and delight audiences, making the content enjoyable and captivating, as noted by Tarigan (2008:32) For educators, effective speaking techniques are essential in motivating and convincing students, allowing them to respond thoughtfully to questions Furthermore, speaking acts as a communication tool, enabling students to express their perspectives and make informed decisions through organized discussions The development of speaking skills involves various tasks such as debates, documentation, and logical reasoning (Rahayu, 2015).
Speaking is an interactive process that involves using words to communicate with others According to Bailey (2006), it is a collaborative procedure where presenters generate, receive, and analyze knowledge to create meaning Cameron (2001) emphasizes that speaking is a purposeful use of language aimed at conveying understandable meanings (as cited in Hongwilai & Kawboonsai, 2022) Additionally, Brown (2004) describes speaking as a participatory means of interpretation that involves the creation, reception, and transmission of information.
Effective verbal communication is crucial across various fields, serving as a fundamental aspect of language proficiency Mastering this skill is essential for academic success, professional advancement, and personal development.
Adult learners
1.3.1 The barriers of adult learners’ studying
Today, many adult English learners have diverse motivations for improving their language skills, including work, travel, business, and social interactions However, they often face significant challenges in their learning journey At the Tam Nhan Tri Center, many older students struggle with expressing themselves in English, encountering barriers such as a lack of confidence, difficulty remembering vocabulary, challenges with pronunciation, and anxiety about speaking in front of others.
According to Hardison et al (2012), various factors such as maturity, capacity, motivation, previous language knowledge, teaching methods, cultural background, gender, and independent thinking significantly influence the likelihood of language acquisition success Age is particularly crucial, as older and middle-aged individuals often struggle to adapt to English-speaking environments due to cognitive limitations that restrict their learning capabilities.
Savvy plays a crucial role for adult learners, as each individual possesses a unique reservoir of English knowledge shaped by their past experiences, whether acquired in educational settings or previous workplaces.
The ability to achieve English speaking skills varies significantly among students While some individuals effortlessly develop strong communication skills, middle-aged learners often face challenges due to their limited proficiency Despite their efforts to improve, they find it difficult to excel in English speaking.
Students exhibit diverse learning preferences, with some thriving in solitary study while others excel in collaborative environments Key factors influencing these preferences include sensory modalities such as hearing and vision, as well as cognitive styles Ultimately, an individual's personality plays a significant role in shaping their unique approach to learning.
The personality traits of language learners, whether introverted or extroverted, significantly influence their success in acquiring a new language Individual motivations and interests vary widely, leading some to enjoy language learning while others do not, with preferences for reading or communicative activities Adult learners often face numerous challenges during the speaking process, as noted by Ur (2012), including shyness, difficulty in articulating thoughts, limited engagement with the topic, and reliance on their native language.
Restriction: in conversations, pupils typically exhibited resistance while attempting to utter specific phrases because they are only embarrassed while expressing themselves in English and are afraid of making blunders
Many learners struggle to express themselves in English due to a lack of inspiration and skills, which limits their ability to convey even simple ideas Additionally, students often lack confidence and have a restricted vocabulary, leading them to feel that their language abilities are insufficient for effective communication Furthermore, minimal interest in the speech topic can result in students only having a short amount of time to articulate their thoughts, influenced by their environment and individual circumstances While some individuals may have ample opportunity to showcase their language skills, others may find themselves in situations that hinder their ability to engage in speaking.
Utilizing learners' native language simplifies communication and reduces anxiety, making it an effective tool for speaking exercises In less motivated or disciplined classes, it can be challenging to engage students in the target language during pair or group conversations.
1.3.2 Adult learners’ attainment in speaking English
To help students overcome challenges, it is essential to encourage them to increase their efforts Educators can implement targeted programs or utilize effective linguistic techniques According to Nunan (1989), learners adopt specific strategies to develop or improve their language skills Many scholars have developed various educational approaches focused on language acquisition.
10 acquisition are optional methods for making the most of the information at availability to increase proficiency in a second language
Converse the foreign language constantly: educators convey their idea by speaking
Using English consistently is essential for adult learners, as it helps them understand their teachers and engage effectively with their peers This constant practice not only enhances comprehension but also fosters meaningful interactions among students, making it a crucial aspect of their learning experience.
Educators should implement straightforward strategies to help students adapt more easily, such as establishing structured classroom approaches, incorporating tangible examples into lessons, and identifying effective methods to engage with the lesson content.
A skilled teacher prioritizes listening to their students' needs and thoughts over strictly adhering to a lesson plan, emphasizing the importance of attentiveness in fostering effective learning.
Adaptability is essential for teachers; if you notice that your class is fatigued or frustrated, it's important to take a break and recognize that their efficiency may be low A confident educator will assess the situation with empathy and provide alternative approaches to enhance the effectiveness of their instruction.
A contingency strategy involves having a set of reliable activities ready to implement if the original plan fails This approach ensures that educators can effectively enhance and streamline their instruction, maintaining student engagement and learning outcomes.
1.3.3 The Importance of speaking skills in adult learning
Fluency and accuracy in English are essential for adult learners for several reasons Professionally, it opens doors to better job opportunities in multinational companies where English is the primary language Academically, it allows learners to access further education in institutions that use English as the medium of instruction Socially, it facilitates integration into English-speaking communities Therefore, enhancing speaking skills goes beyond language proficiency; it significantly improves overall quality of life.
The Communicative approach: functionality and teaching steps
The communicative approach emphasizes interaction and practical language use in real-life situations, as highlighted by Richards & Rodgers (2002) It is based on the principle that effective language learning occurs through meaningful communication By concentrating on practical applications of language within social contexts, this method equips learners to navigate everyday situations more effectively Its dynamic and adaptable nature makes it suitable for various educational environments.
Steps in Teaching Using the Communicative Approach
Teaching through the communicative approach involves several key steps, which can be adapted to suit various learning environments and student needs:
1 Needs Analysis: Begin by conducting a thorough needs analysis to understand the linguistic needs, motivations, and environments in which students will use English This helps in designing a syllabus that is relevant and practical for the learners (Nunan,
2 Setting Learning Objectives: Based on the needs analysis, set clear and practical learning objectives that emphasize communication skills, such as the ability to negotiate meaning, use language functions, and participate in discussions and transactions (Richards & Rodgers, 2002)
3 Designing Interactive Activities: Develop activities that require meaningful communication and interaction These activities should involve information sharing, problem-solving, and negotiation among students Common activities include role plays, simulations, and task-based interactions that mimic real-life situations (Larsen-Freeman, 2000)
4 Integration of Language Skills: Incorporate activities that integrate speaking, listening, reading, and writing skills, which are all employed in service of communication For example, a task may involve reading a text, discussing its content in groups, then writing a response based on the discussion (Richards, 2006)
5 Use of Authentic Materials: Use authentic materials that reflect real-life situations and texts These can include newspapers, videos, podcasts, and emails, which provide a rich source of language and cultural context (Harmer, 2007)
6 Feedback and Error Correction: Provide feedback that focuses on both the effectiveness of communication and the accuracy of language use Feedback should be constructive and aimed at enhancing communicative competence (Edge, 1989)
7 Assessment: Employ communicative methods in assessment as well Assess not just the correctness of language but also the ability to use language effectively in real-life situations This can be done through oral interviews, group projects, or portfolio assessments (Brown, 2004).
The Communicative approach: principles and practices
The Communicative Approach, or Communicative Language Teaching (CLT), is a language teaching method that prioritizes interaction and communication as essential components of the learning process This approach aims to equip learners with the ability to use the language effectively in various real-life situations, focusing on functional language use rather than just grammatical accuracy Through interactive and participatory activities, the communicative approach fosters fluency and practical communication skills, distinguishing it from traditional methods that emphasize grammatical competence.
The approach emphasizes communication-enhancing tasks, including role-plays, discussions, and problem-solving activities, which are particularly effective for adult learners who thrive on practical and applied learning experiences.
1.5.1 Principles of the communicative approach
The primary goal of CLT is to develop communicative competence, which includes both the ability to understand and produce language appropriately in different contexts
(Hymes, 1972) This competence goes beyond grammatical correctness to include sociolinguistic, discourse, and strategic competencies (Canale & Swain, 1980)
The approach emphasizes the importance of incorporating authentic materials and real-life communication scenarios in the classroom, utilizing texts, recordings, and interactive activities that mirror everyday language use (Littlewood, 1981).
Communicative Language Teaching (CLT) prioritizes learners by addressing their individual needs, interests, and learning styles It emphasizes the importance of creating activities that are relevant and meaningful, which enhances student motivation and engagement by connecting lessons to real-life experiences (Nunan, 1989).
In Communicative Language Teaching (CLT), tasks serve as the fundamental unit for planning and instruction These tasks are designed to engage learners in using language effectively to accomplish specific objectives, such as problem-solving, project completion, or information sharing (Willis, 1996).
Focus on Meaning Over Form:
The communicative approach emphasizes the importance of meaning-making over grammatical accuracy, encouraging learners to express themselves and communicate effectively, even when they make errors (Skehan, 1996).
Communicative Language Teaching (CLT) combines listening, speaking, reading, and writing skills instead of teaching them separately This comprehensive method mirrors real-life communication, where various language skills are utilized together (Richards & Rodgers, 2002).
1.5.2 Practices of the communicative approach
Role-playing activities enable students to enhance their language skills across different social contexts and roles, fostering their communicative competence By engaging in simulations, learners experience realistic scenarios that encourage authentic and spontaneous language use (Larsen-Freeman, 2000).
Collaborative activities, such as jigsaw reading and speaking tasks, require students to work in pairs or groups to share essential information needed to complete a task This approach fosters interaction and communication among students, as each participant holds unique information that others need to fill in gaps.
Problem-solving tasks promote collaboration among students as they work together to find solutions, fostering critical thinking and effective communication These activities require students to negotiate meanings and express their ideas clearly, enhancing their overall learning experience (Ellis, 2003).
Games and interactive activities like language games, quizzes, and group discussions effectively engage students in meaningful language use while providing a fun and motivating experience These activities contribute to lowering the affective filter, fostering a positive learning environment (Wright, Betteridge, & Buckby, 2005).
Teachers utilize authentic materials from real-life sources like newspapers, advertisements, videos, and social media to enhance language learning This exposure helps students grasp the language as it is used by native speakers, improving their comprehension and production of authentic language (Guariento & Morley, 2001).
In Communicative Language Teaching (CLT), feedback emphasizes communicative effectiveness over mere grammatical accuracy Teachers offer corrective feedback supportively, fostering an environment where students can self-correct and learn from their errors while ensuring smooth communication (Lightbown & Spada, 2013).
Attitude is a crucial factor in language learning, defined as a lasting organization of beliefs, feelings, and behaviors towards significant social elements (Hogg & Vaughan, 2005) Positive attitudes toward learning a language can greatly benefit second language learners, enhancing their motivation and proficiency (Brown, 1994) Conversely, negative attitudes can diminish student motivation and hinder language acquisition, leading to unsuccessful outcomes (Brown, 2004) Thus, fostering a positive attitude is essential for effective language learning.
A negative attitude can significantly diminish learners' motivation, leading to reduced input and interaction, ultimately hindering their proficiency Haddock and Maio (2004) developed a multi-component model of attitude that includes three interconnected components: cognitive, affective, and behavioral The cognitive component encompasses learners' thoughts, beliefs, and values regarding the language, such as their belief in the effectiveness of the CSR method in reading lessons The affective component reflects learners' feelings and emotions towards the language, illustrated by their emotional responses to how CSR influences their reading skills.
3) Behavioral attitude, which involves the real behaviors to the attitude object For instance, a participant suggests an interest in speaking skills during a learning activity in speaking classroom
Previous studies
In their 2015 study, Derakhshan, Tahery, and Mirarab explored ways to enhance communication confidence in adult and young learners during speaking classes, emphasizing the importance of tailored teaching approaches for EFL/ESL students They highlighted that understanding the distinct needs of adult and adolescent learners can significantly boost motivation and foster positive student-teacher relationships, leading to improved performance in presentations The selection of appropriate tools and strategies by educators is crucial in promoting effective oral participation The research also identified key factors affecting learners, such as motivation, self-esteem, empathy, anxiety, and attitudes towards language acquisition, as outlined by Richard and Renandya (2002), alongside the essential cognitive outcomes that influence learning success.
To effectively develop proficient English speakers, it is essential to analyze the elements underlying speaking proficiency, the specific skills used in interactions, and the factors influencing adult learners' verbal communication This essay aims to guide instructors in helping mature students acquire language skills more effectively The study discusses various technical and conceptual aspects of oral presentation in foreign language learning, which are relevant to both English as a Foreign Language (EFL) courses and specialized programs.
Ali Derakhshan, Atefeh Nadi Khalili and Fatima Beheshti (2016) delved into a study
The article "Developing EFL Learner’s Speaking Ability, Accuracy, and Fluency" aims to provide engaging content and motivating exercises such as reaction, replication, focused achievement, contractual discussion, and personal discourse to enhance communication skills It highlights that EFL students can significantly improve their speaking abilities by utilizing diverse tools, including simulations, films, visual aids, and statistics.
This article explores essential elements and strategies for improving speech proficiency, focusing on empirical research that highlights effective methods for enhancing correct and fluent communication While communication skills have garnered significant attention, challenges remain in interpersonal abilities and verbal task objectives The primary aim is to provide readers with engaging content, exercises, and techniques to become proficient presenters, as the topics discussed greatly influence speaking accuracy, comprehension, and overall ability Despite numerous studies in this field, further research is needed to offer actionable recommendations for educators to implement more effective teaching practices Successful instructional strategies, such as role-playing, visuals, flash cards, graphs, chants, and interviews, can significantly enhance students' pronunciation, grammar, and everyday speech, ultimately helping individuals of all ages achieve their goals of speaking English accurately and fluently.
Zyoud (2016) speculated research about Theoretical Perspective on How to Develop
Speaking Skill Among University Students The following article offered some conceptual
Improving students’ higher education communication skills can be achieved through various effective strategies Key methods include utilizing dialogues, audio-visual tools, conversation groups, and language clubs tailored for foreign students Instructors should create an enriching environment that encourages knowledge sharing and collaboration, providing ample opportunities for students to practice speaking Engaging all students during communication sessions is crucial, and teachers should minimize their speaking time to allow more student interaction Acknowledging students' efforts and posing thought-provoking questions can stimulate deeper contributions While it's important to address pronunciation errors, corrections should be made sparingly to avoid distracting students Additionally, incorporating speaking exercises both in and out of the classroom, and encouraging connections with support systems can enhance learning Teachers should circulate during group work to ensure students stay on track and offer necessary assistance Providing students with essential vocabulary ahead of practice sessions and offering extra opportunities for those struggling with expression can further support their development.
Leong and Ahmadi (2017) explored the factors affecting learners' English-speaking skills, emphasizing the importance of understanding these variables to enhance proficiency Their literature review identified key elements such as speaking factors, communication challenges, and the qualities necessary for effective speech The findings suggest that learners require a greater focus on suitable language education to improve their speaking abilities, highlighting the role of researchers and educators in this process.
This study highlights the verbal demands faced by native learners in English instruction, focusing on the importance of communication skills in speaking proficiency It identifies challenges students encounter in speaking and the factors that influence their communication Key findings reveal that students often feel less confident during presentations, with those experiencing low self-esteem, high anxiety, and low motivation struggling significantly despite having adequate language skills The literature suggests that educators should provide ample speaking practice, create a supportive environment to alleviate shyness, encourage students not to fear mistakes, and offer clear guidance Additionally, teachers should facilitate opportunities for verbal interaction through assignments that promote speaking and be adept at addressing errors to help students overcome their fear of making mistakes.
In her 2018 study, "Encouraging Speaking Skills by Teaching Adults English as a Foreign Language," Rebeka Očko explores the importance of structured activities in enhancing the verbal skills of adult learners and their bilingual competence The dissertation outlines key instructional factors and methods that influence language acquisition in adults, emphasizing techniques that motivate participation and speaking It also covers effective pronunciation teaching and strategies for addressing mistakes made by older students The research findings include a detailed analysis of nine specific actions, alongside a questionnaire where students reflect on the effectiveness of these exercises in improving their speaking abilities, aiding memorization, and the impact of time constraints on their engagement.
The findings of the study are categorized into two groups: sophisticated students and novice pupils, enabling a comparison of the effectiveness of various tasks for each group Despite concerns that the methods may not provide adequate input, instructors reviewed all tasks and identified significant mistakes After the assignment, students were shown their errors and encouraged to correct them by understanding the underlying issues rather than focusing on blame These activities offer teachers valuable feedback on areas where students require further instruction and clarification.
Kallinikou and Nicolaidou (2019) examined the impact of digital storytelling on enhancing adults' speaking skills in foreign language learning Their research indicates that integrating written content, images, sounds, and videos in digital storytelling fosters learners' inspiration, independence, and immersion, significantly improving their verbal and communication skills The study explored the relationship between adults' motivation to learn a foreign language and their speaking proficiency when engaging in multimedia-supported digital storytelling The findings provide a foundation for future research focusing on productive language creation or the evolving support structures that facilitate digital storytelling among adults who are not beginners in language learning.
Pakula (2019) explores the teaching of speaking in foreign language (FL) education by examining the definition of speaking competence and the language acquisition process The article addresses how educational principles can be applied to enhance communication instruction in schools and investigates the relationship between teaching speaking in formal FL contexts and contemporary understandings of language proficiency, particularly within the frameworks of communicative competence and the Common European Framework (Council of Europe, 2001; 2018) Additionally, it provides educational implications and research recommendations based on theoretical and scientific evaluations, offering various ideas for future research and instructional strategies.
Expertly designed activities that emphasize language education, including rehearsal and repetition practices, are effective in teaching language skills Proficient speech often follows predictable patterns, making it a valuable instructional tool By focusing on these elements, educators can enhance the teaching of spoken language.
Effective language instruction encompasses social language skills, operational competence, and three primary speech genres: interactional, transactional, and verbal negotiation Tampubolon (2020) explored the impact of the debate technique on improving students' speaking skills, focusing on whether this method enhances their speech capabilities Utilizing a quantitative research approach, the study involved a sample of forty students who underwent speech assessments Results showed an increase in average post-test scores from 70 to 78.75, indicating that the debate technique significantly improved students' discourse abilities The study concludes that the debate approach is a valuable strategy for enhancing students' speaking skills in educational settings.
Discussion methods in education encourage students to express their viewpoints and utilize their intellectual abilities The effectiveness of these methods is significantly affected by the time available for instruction.
In a study by Munawaroh (2022) titled "The Use of Role Play Method to Improve Speaking Skills in Communicative Class of Asyee" at the As-Syafi'iyyah English Excellent Course in Darussalam Boarding School during the 2021/2022 academic year, the role play approach was utilized to enhance students' communication skills This Classroom Action Research (CAR) involved a single stage with two sessions per phase, employing an educational activity research methodology that included initial research, organization, implementation, monitoring, and evaluation A total of 23 students participated in this inquiry, with seven students specifically focused on during the study.
Research gaps
Despite the popularity of the communicative approach in classrooms, there is a notable research gap regarding its effectiveness and implementation for adult learners in Vietnam Most existing studies have focused on Western contexts, leaving a lack of understanding about how cultural factors influence the application of this approach in Vietnamese educational settings Consequently, there is a pressing need for research that investigates the effectiveness of the communicative approach in Vietnamese language centers Additionally, while prior research has examined its impact on high school and university students, there has been limited exploration of adult learners' attitudes toward this approach This project aims to enhance English speaking skills for adult learners at the Center of Tam Nhan Tri through the communicative approach.
Conceptual framework
This project is based on the communicative approach, focusing on real-life communication and the practical use of language to enhance learners' ability to communicate effectively in English By promoting interactions through activities centered on authentic scenarios, the project aims to facilitate meaningful language use, drawing on Savignon's model as the foundational framework.
Figure 1 The conceptual framework adapted from Savignon (1983)
Successful language learning hinges on meaningful communication, allowing adult learners to utilize their natural language acquisition strategies This approach fosters the development of speaking skills rather than merely acquiring knowledge about the language The project will explore how adult learners enhance their English speaking abilities through both quantitative and qualitative methods, focusing on their improvement and attitudes towards learning English through a communicative approach.
The literature review highlights the definition of speaking skills, addresses the challenges faced by adult learners, and examines the application of the communicative approach alongside adult learners' attitudes Notably, this study identifies a significant research gap due to the absence of empirical investigations in this area.
The effectiveness of the communicative approach in Vietnamese language centers, especially for improving speaking skills, has been under-researched Furthermore, there is a lack of exploration into students' attitudes towards this approach Addressing this gap will enrich the existing literature on the communicative approach and offer valuable insights for English teachers in Vietnam By focusing on effective strategies to enhance English speaking skills for adult learners, this research aims to support educators in implementing the communicative approach more effectively.
RESEARCH METHODOLOGY
Research Design
In this study, a mixed methods approach was utilized, integrating both quantitative and qualitative research designs to effectively address two key research questions.
1) To what extent does the learning of English speaking through the communicative approach improve adult learners’ English speaking skills?
2) What are adult learners’ attitudes towards learning English speaking skills through the communicative approach?
This study utilized mixed methods research, combining quantitative surveys and qualitative semi-structured interviews, to analyze data effectively This approach allows for a comprehensive examination of the relationship between the independent variable—the use of the communicative approach in teaching speaking skills in EFL classrooms—and student attitudes towards learning these skills The qualitative aspect provides in-depth insights into participants' perspectives, enriching the structured quantitative analysis Consequently, the research employed both a questionnaire survey and semi-structured interviews to assess how adult learners can enhance their speaking skills and to capture their attitudes towards the communicative approach in learning English.
Survey research is a valuable method for collecting data from individuals to gain insights into their opinions, attitudes, and behaviors on specific topics This approach is widely utilized across various fields, making it suitable for understanding students' attitudes towards learning speaking skills through the communicative approach Additionally, survey research allows for the collection of quantitative data, which can be statistically analyzed to identify trends and address research questions effectively.
Surveys conducted among representative samples of EFL adult classes in Dong Nai Province can yield findings that are applicable to a wider population of adult learners in the region Additionally, the use of surveys enables researchers to gather data efficiently from a large number of participants within a short timeframe, making it an effective method for studying diverse groups of students across multiple classrooms.
The research survey utilized scaled questions to gauge levels of agreement, a method recognized for collecting opinions rather than factual data (McDonough, 1997) Multiple choice questions were chosen for their efficiency and ease of response compared to open-ended formats Data analysis involved presenting responses in tables that illustrated frequency distribution, defined by Brown (1988) as the number of individuals performing an action similarly Each score in the table reflected this frequency distribution, enabling the display of participant response percentages Additionally, a qualitative approach was employed to analyze interview data from students, exploring their attitudes towards learning speaking skills through the communicative approach.
Research site and Participants
The study took place at the Tam Nhan Tri English Center in Bien Hoa City, Dong Nai Province, where the researcher works as an English teacher Established in 2023, the center serves more than 400 students and over 120 adults during the 2023-2024 academic year, offering a total of 20 classes that include Cambridge programs, IELTS training, and Business communication courses.
At Tam Nhan Tri Center, adult learners receive English instruction using IELTS materials, with a robust schedule of 7 to 10 classes per week based on grade level The center has made significant investments in facilities to enhance the learning experience and has established both a Cambridge testing center and an English center to motivate students in their English studies The teaching staff comprises 15 Vietnamese teachers and 3 foreign instructors, ensuring a diverse educational environment.
Many of these teachers possess both competence and enthusiasm, along with significant experience in teaching English They participate in annual academic workshops to stay updated and improve their teaching skills, allowing them to embrace innovative teaching methods in their classrooms.
The center boasts modern facilities such as interactive boards, sound systems, cameras, air-conditioning, and Internet access in every classroom It also features a boarding campus, a library, swimming pools, football fields, and playgrounds With small class sizes of 25 to 30 students, learners receive more individual attention and higher engagement, facilitating the development of speaking skills through a communicative approach.
The curriculum consists of eight study weeks each academic year, featuring eight English classes per week This includes three periods dedicated to the Ministry of Education's prescribed program, two for revision, two for skills practice, and one period taught by foreign teachers focusing on communication skills This structure allowed the researcher to closely observe students' behavior during individual, pair, and group work, enhancing the accuracy of the data collected on their interactions.
In the academic year 2023-2024, Tam Nhan Tri Center targeted approximately 100 adult learners, with the researcher teaching 50 of them at a pre-intermediate English level Due to the lack of authority to select classes, convenience sampling was employed for participant selection, focusing on individuals who were geographically close, available at specific times, easily accessible, or willing to volunteer (Dürnyei, 2007) This method ensured that the school's organizational structure remained unaffected and minimized disruption to both students' learning and the teacher's instruction.
The study involved 50 students (23 males and 27 females) from two classes of Business Communication 1 and Business Communication 2, selected as a representative sample from the larger target population All participants exhibited similar levels of maturation and cognitive ability, ensuring consistency in the study's findings.
To enroll at the English center, a minimum benchmark score of 28 is required, suggesting that students may have similar academic capabilities Additionally, all participants are native Vietnamese speakers, with English being their second language.
Research instruments
The questionnaire aimed to gather quantitative data on adult learners' attitudes and the effects of the communicative approach on their speaking skills, utilizing closed-ended questions on a Likert scale from Strongly Disagree to Strongly Agree This format was selected for its efficiency in data collection, ease of categorization, and straightforward response recording The questionnaire's development involved a systematic process, including content analysis, a pilot study for reliability testing, adjustments based on pilot feedback, and a final review prior to the main study's deployment, ensuring the reliability and validity of the collected data.
Semi-structured interviews were utilized to collect qualitative insights, facilitating an in-depth exploration of participants' experiences and perceptions of the communicative approach This flexible interview format allowed for probing into unexpected responses, enhancing the understanding of participants' views The transcribed interviews were analyzed to uncover recurring themes and patterns, complementing the quantitative data gathered from the questionnaire.
The integration of questionnaires and semi-structured interviews created a robust methodological framework for the research The questionnaire delivered a wide-ranging quantitative analysis of learners' attitudes and the effects of the communicative approach, while the interviews enriched these insights with depth and context This mixed-methods strategy facilitated a nuanced and thorough understanding of the research questions, enabling data triangulation and validation of findings.
Brown (2001) characterized questionnaires as a particular type of survey research tool
Questionnaires are defined as written tools that present individuals with a series of questions or statements, allowing them to respond by writing answers or selecting from given options They are commonly used to gather information on attitudes and opinions from large groups and are particularly prevalent in second-language research (Mackey & Grass, 2015) In this study, the researcher utilized a questionnaire featuring closed-ended questions for their efficiency and ease of categorization (Bakharia, Heathcote, & Dawson, 2009) The questionnaire employed a Likert scale format, ranging from Strongly Disagree to Strongly Agree.
The questionnaire development process consisted of four key phases: first, items were generated for each target theme through content analysis; second, a pilot study was conducted to assess the questionnaire's reliability; third, adjustments were made based on the pilot study findings; and finally, the revised questionnaire was reviewed and implemented in the main study.
The questionnaire in this research consisted of three main parts (See Appendix A) Part
The study collected demographic information from participants, including gender, age, and prior experience with learning speaking skills through the communicative approach, which is crucial for understanding their backgrounds (Hatch, 2023) Part II featured five questions assessing the impact of the communicative approach on students' speaking abilities Additionally, Part III was organized into three clusters containing nine items to evaluate students' cognitive, affective, and behavioral attitudes towards the communicative approach in classroom management.
- Part I: Participants’ general information (3 items)
- Part II: The effects of learning speaking skills via the communicative approach on students’ speaking skills in a classroom context (5 items)
- Part III: Participants’ attitudes towards the use of learning speaking skills via the communicative approach: Cognitive Attitude (3 items); Affective Attitude (3 items); Behavioral Attitude (3 items)
Participation in the survey required all respondents to complete every section of the questionnaire Prior to distribution, the survey underwent a thorough review process Originally developed in English, the questionnaire was translated into Vietnamese, and only the Vietnamese version was made available to participants to facilitate ease of understanding and completion.
Semi-structured interviews were utilized to enhance the understanding of quantitative data from questionnaires, offering a blend of structured consistency and unstructured flexibility This qualitative research method effectively captures in-depth opinions, perspectives, and experiences related to specific issues By following a set of predetermined questions while allowing for deeper exploration based on interviewee responses, this approach creates a conversational atmosphere that encourages participants to share their insights in detail, ultimately yielding rich and nuanced data.
In this project, ten randomly selected students from two classes were interviewed to assess their behavior management through the communicative approach The interview questions were crafted to align closely with the questionnaire items, enhancing the understanding of the results The focus was on six key questions regarding students' attitudes towards learning speaking skills via the communicative approach Specifically, three questions examined the affective attitude in business communication EFL adult classes, one question explored the cognitive attitude, and two questions addressed the behavioral dimension.
All interviews were conducted in Vietnamese to allow students to express their views comfortably and openly A pilot interview was carried out prior to the official interviews to ensure clarity and gather crucial information Furthermore, participants' responses were recorded for subsequent analysis.
Research procedure
The research, conducted over ten weeks during the 2023-2024 academic year, focused on enhancing speaking skills through a communicative approach From November 2023 to March 2024, selected learners participated in this program under the guidance of the researcher.
The communicative approach was implemented to enhance students' speaking skills, with the teacher establishing a class account to manage the class roster Additionally, classroom rules and specific expectations were collaboratively developed to guide student behavior and learning outcomes.
In a recent lesson, the teacher introduced 31 researchers and facilitated an engaging learning environment by allowing students to listen to authentic recordings The teacher clearly outlined the criteria for awarding and deducting points based on student responses, ensuring that context was consistently provided throughout the class.
Data collection occurred during individual, pair, and group work, with students' earned points recorded in their profiles for easy access to progress on the class display page or via their home accounts Daily point tracking allowed students to monitor their progress, while weekly reflections provided insights into their performance and total points The teacher utilized a reporting feature to highlight achievements and areas for improvement, fostering discussions about behavior and encouraging self-reflection through small gifts and public recognition At the month's end, the teacher showcased the data, praising students for their accomplishments, and rewarded those who consistently met their point goals.
In the final week of the study, a pilot test was conducted on the research instruments, including a questionnaire and semi-structured interviews, to gather feedback for improving their reliability and validity Subsequently, 50 students from two classes completed the questionnaire focused on their attitudes towards learning speaking skills through the communicative approach Following this, 10 selected students participated in semi-structured interviews to gain deeper insights into the cognitive, affective, and behavioral aspects of their attitudes towards this approach The research then proceeded to analyze the collected data, utilizing the Statistical Package for the Social Sciences (SPSS) version 27 for quantitative data from the questionnaires, while qualitative data from the interviews underwent qualitative content analysis.
Data collection and analysis procedure
At the outset of the study, the researcher obtained consent from the head of the Tam Nhan Tri Center, Faculty of English, to investigate the effects of learning speaking skills through the communicative approach.
Formulating clear and concise questions is essential for helping participants provide accurate and reliable responses To achieve this, a pilot study was conducted using both questionnaires and interviews to develop effective questions As noted by Creswell (2013), a pilot test allows researchers to adjust their instruments based on feedback from a small group, enhancing effectiveness This pilot study not only refined the questions but also served as a valuable tool for anticipating outcomes and potential challenges in the main research, proving beneficial for the overall study.
The Vietnamese version of the questionnaire was utilized to guarantee that students comprehended all questions thoroughly Five students participated in a pilot test, separate from the main research, allowing the researcher to collect completed questionnaires and valuable feedback on the structure, procedures, and clarity of the questions This methodology aimed to enhance the research process by addressing any issues and integrating feedback for future revisions.
For the pilot semi-structured interview, two students were chosen, although they did not participate in the actual interviews The researcher employed a structured method for asking questions, supplementing with prompts for clarity when necessary Conducting the interviews in Vietnamese helped students feel more at ease and confident in their answers To foster open dialogue, the researcher established a relaxed environment, leading to adjustments in the questions based on student feedback.
Following a pilot study, the researcher refined the questionnaire before administering it to fifty students Participants were informed about the questionnaire's purpose, and their personal information was guaranteed to be used solely for the study Clear explanations of the Likert scale and detailed instructions were provided to ensure respondents understood how to accurately indicate their answers Subsequently, the data collected from the questionnaire was analyzed.
The data collected from the questionnaire was analyzed using SPSS version 27, focusing on mean scores, frequency, and standard deviation of the items Responses were measured on a five-point Likert scale, ranging from strongly disagree to strongly agree, and translated into mean scores (M) for interpretation.
Table 2.1 Description of Likert-Scale
Description of Likert – Scale Interval
In the semi-structured interview process, the researcher obtained consent from participants and piloted questions in Vietnamese with 10 students during the study's final week The interview began with the researcher explaining its purpose, followed by face-to-face discussions lasting 10 to 15 minutes in a school library meeting room Conducting the interviews in Vietnamese facilitated open communication, ensuring that participants fully understood the questions and could provide accurate, meaningful responses.
The researcher utilized a mobile phone to record participants' answers, ensuring that the data was both comprehensive and easily accessible for later analysis To protect participants' privacy, the researcher committed to maintaining the confidentiality of their information, with all data securely deleted after the research project concluded Following the interviews, the researcher gathered the responses and began the analysis process.
The analysis of semi-structured interviews involved several key steps: the researcher first listened to the recordings multiple times and transcribed the content, followed by a detailed review of participants' responses to achieve a comprehensive understanding Subsequently, the responses were categorized, and a framework was developed to organize the opinions effectively After categorization, the Vietnamese responses were translated into English, and finally, content analysis techniques were applied to interpret the data from the transcripts.
34 overview of the data analysis techniques applied throughout the study in relation to the research questions and instruments
Table 2.2 Methods of data analysis in relation to the research questions and instruments
Research questions Instruments Data Analysis
RQ1 To what extent does the learning speaking skills via the communicative approach enhance students’ English speaking skills?
RQ2 What are students’ attitudes towards learning English speaking skills via the communicative approach?
Validity and Reliability
As the two most important requirements for scientific research, validity and reliability are expected to be checked by researchers in every study (Clark, Foster, Bryman, & Sloan,
Reliability refers to the consistency of a study's results when replicated, while validity, as defined by Coombe et al (2021), indicates how accurately a test measures the intended construct This study will assess the validity and reliability of both the questionnaire and the interview methods employed.
The validity of the questionnaire is crucial for accurately measuring its intended outcomes In this study, the questionnaire aimed to evaluate the effects of the communicative approach on students' speaking skills, focusing on cognitive, affective, and behavioral components Its validity was reinforced through content analysis for item generation and adaptation from previously validated studies The use of a Likert scale and the organization of items into three clusters further enhanced its construct validity To ensure accurate responses, the questionnaire was translated into Vietnamese and provided with a clear explanation of its purpose, with the researcher present in the classroom to assist participants.
35 answer any questions, and the questionnaires were completed anonymously, allowing students to freely express their opinions
Reliability is defined as the consistency and stability of measurements over time and under varying conditions To evaluate the reliability of the questionnaire, a pilot test was conducted to identify issues related to item clarity and response patterns Adjustments were made based on the pilot study findings to enhance the instrument's reliability Data collected from the questionnaire and interviews were analyzed using SPSS software version 27, with Cronbach's Alpha utilized to assess the reliability and internal consistency of the questionnaires, ensuring the instrument's robustness (Bujang et al., 2018; Vaske et al., 2017).
To gauge the reliability of each construct, the researcher used Cronbach’s alpha to run
14 Likert-scale items Descriptive statistics were then calculated using SPSS version 27, and the results are presented in Table 2.3
Table 2.3 Reliability statistics of the questionnaire
Cronbach’s Alpha if Item Deleted Impact
Cronbach’s Alpha is utilized to assess the reliability of individual items within a set of questions, with a reliability threshold established at 700 or higher for each component (Fraenkel & Wallen, 2008) This measurement ensures that the items collectively maintain a consistent and dependable standard.
The correlation between each construct exceeds 0.3, indicating a strong relationship Statistical analysis reveals that the Cronbach's Alpha reliability coefficient for each component is above 0.700, confirming the scale's reliability Additionally, all observed variables demonstrate a corrected item-total correlation greater than 0.3, affirming their effectiveness in explaining the components The subsequent section will analyze and discuss the data in alignment with the questionnaire's questions.
Semi-structured interviews are vital in qualitative research as they effectively capture detailed insights into participants' perspectives and experiences In this study, the interviews were closely aligned with the questionnaire items, enhancing the understanding of the questionnaire results and establishing content validity by ensuring that the interview questions reflected the same constructs as the questionnaire.
Another important consideration is bias According to Cohen, Manion, and Morrison
Summarizing interviewees' responses post-interview can lead to bias, as interviewers may overlook details that do not match their expectations To mitigate this risk, all interviews were recorded with the participants' consent, ensuring that every piece of information was accurately captured and nothing was missed during the process.
In qualitative research, reliability focuses on the consistency of the interview process and the accuracy of the data collected, differing from the statistical reliability seen in quantitative studies Silverman (1994) suggests that conducting a careful pilot interview can significantly enhance reliability To this end, a pilot interview was carried out to clarify questions and gather essential information Furthermore, the interviews were conducted in Vietnamese, the students' native language, ensuring they fully understood the questions and felt comfortable expressing their thoughts.
Ethical considerations
At the outset of the study, students were briefed on its purpose, their participation, and the associated risks and benefits, along with their right to withdraw at any time without facing negative repercussions The researcher emphasized critical factors like privacy and confidentiality, ensuring that all collected data was anonymized to protect individual identities.
The study identified 37 participants, ensuring the removal of personally identifiable information or the use of pseudonyms in the final thesis The data collected was strictly for research purposes, requiring explicit consent from participants for any other use Additionally, the research considered the potential impacts of learning speaking skills through the communicative approach, including concerns about equity and the effects on students' self-esteem and motivation.
Chapter summary
This chapter presents a mixed-methods research design aimed at evaluating adult learners' speaking skills and their perceptions of the method Conducted at the Tam Nhan Tri English Center in Bien Hoa City, the study involved 50 adult learners selected through convenience sampling It integrated quantitative data from closed-ended Likert scale questionnaires and qualitative insights from semi-structured interviews Over ten weeks, participants engaged in communicative activities, with daily progress monitoring The research methodology included pilot studies for instrument refinement and utilized SPSS for quantitative analysis, while qualitative data underwent content analysis To ensure the validity and reliability of the instruments, the study employed content analysis, pilot testing, and Cronbach’s Alpha for internal consistency checks Ethical considerations were prioritized, with participants informed about the study's objectives, their rights, and confidentiality measures.
