8 English-speaking lessons were observed and the two sets of survey questionnaire were delivered to 8 teachers of English and 330 students at ‘thay Huong high school in Hai Phong to ide
Survey questionnaire for studenls con non no 17 2.3.3 Classroom observatioi .cenoiriniee 3.3 Resơarch procodures
The second questionnaire (Appendix B) was distributed to classes of 330 students, focusing on gathering comprehensive insights It consisted of multiple types of questions, including multiple-choice, yes/no, open-ended, and ranking questions, to capture diverse responses These questions were organized into two major categories, enabling a structured analysis of student opinions and experiences.
Category 1: included 7 questions related to the students” altitudes towards their English-speaking lessons and the related issues (students’ common activities in their
English-speaking lessons, students’ frequency of speaking performances in front of the class, students’ difficulties in learning speaking skill)
Category 2 focuses on ranked questions regarding students' perceptions of their teachers' classroom management activities These questions assess students' feedback on various aspects, from the activities teachers utilized during practice sessions to their overall classroom management effectiveness Student remarks provide valuable insights into how teachers facilitate learning and maintain an organized classroom environment Detailed results and analysis can be found in Appendix B, offering a comprehensive overview of students’ evaluations of their teachers' classroom management strategies.
& classroom observation sheets (dppendix C) were used to observe 8 Lnglish- speaking lessons of 8 teachers lo identify two main categories
Category I: included a checklist that assisted the researcher to find out the teachers” used classroom management activities in the observed English-speaking lessons
Category 2 includes field notes that allow researchers to assess the effectiveness of various classroom management activities and evaluate students’ levels of engagement in their English-speaking tasks These notes provide valuable insights into how classroom strategies influence student involvement and language development Effective management activities are essential for fostering an interactive learning environment and enhancing students’ participation in English-speaking activities By analyzing these field notes, educators can identify successful techniques that promote active learning and improve overall classroom dynamics.
The work of observation included the following steps: ằ Start the observation as soon as the teacher begins the lesson
- Puta ¥ next lo the activity that the teacher is using
- Wnite the letter E (ctfeetive) or I (ineffective) next to the used activity to show whether the activity is effective in evolving the students in the lesson or nol
During each speaking task, carefully note students' participation levels to assess engagement and comprehension Continuously observe student involvement throughout the lesson, ensuring active participation is maintained After the lesson concludes, provide an overall comment highlighting the effectiveness of the speaking activities, student enthusiasm, and areas for improvement This process helps enhance teaching strategies and promotes better language development in students.
Details can be seen in Appendix C
This study was inspired by discussions on current Jinglish teaching challenges among English teachers at a selected high school, with student participation in English-speaking lessons emerging as a key issue The researcher, an experienced English teacher, agrees with her colleagues that effective classroom management significantly impacts students’ engagement levels To explore this, a thorough literature review was conducted, followed by a detailed survey to gather comprehensive insights into the factors influencing student involvement in English language lessons.
6 weeks (irom the boginning of April to the middle of May, 2013) to explore the relationship between the teachers’ classroom-management activities and the students’ participation at the selected school
To begin with, a questionnaire (4ppendic A) was delivered to 8 teachers of English
Eight English-speaking lessons were observed using standardized observation sheets (Appendix C) After each lesson, students from each class completed a survey questionnaire (Appendix B) to provide feedback on their learning experience.
The data collected from two questionnaires and eight observation sheets were analyzed using both analytical and statistical methods The results were then organized and presented into key themes and categories, providing a comprehensive understanding of the findings.
The survey research was completed after addressing two key research questions and providing several recommendations to enhance the teaching of English speaking skills at the selected high school.
RESULTS AND DISCUSSION 3.1 Data collected from survey questionnaire
Survey questionnaire for sludenis
3.1.2.1 Students’ attitudes towards their English-speaking lessons and the related issues
The initial two questions of the student survey (Appendix B) focused on assessing students' attitudes toward their English-speaking lessons The results revealed that a significant majority of students (96.37%) consider English-speaking lessons to be important, highlighting the positive perception and perceived value of these lessons among students.
Only 68.64% of students expressed interest in their current English-speaking lessons, indicating a moderate level of engagement Meanwhile, 26.73% held neutral attitudes, neither liking nor disliking the lessons, suggesting a lack of strong opinion Conversely, 4.63% of students disliked their English-speaking lessons altogether, highlighting a segment with negative perceptions.
Figure 3.3: Students’ attitudes towards their English-speaking lessons
1 How are the English-speaking lessons important to you?
2 Do you like your current English-speaking lessons?
The next 3 questions (question 3, 4, and 5) asked for the students’ common activities in their linglish-speaking lessons
Initially, about 67% of students reported practicing immediately to complete their tasks and then either sitting quietly or participating in extra activities before the deadline Nearly 23% of students mentioned that they took time to chat with peers immediately after finishing their tasks The percentage of students who only practiced when reminded, sat quietly to listen to their partners, or spent time chatting with friends instead of practicing decreased to around 3% each.
Most students, over 85%, typically listened to their classmates’ presentations to compare themselves, demonstrating active engagement during peer performances In contrast, only around 10% of students paid attention only when their teachers directed focus towards them, highlighting differing levels of involvement A small proportion of students showed little interest in their peers’ talks, indicating varying attitudes toward peer observation in classroom settings.
Theac above figures actually showed the comrasl with the teachers’ remark that most of their sbudents did not take part in the given tasks enthusiastically (ef
Most students reported practicing speaking in front of the class once or twice per lesson, with around 15% delivering presentations of two to three lines and approximately 10% called upon more than three times each lesson Notably, about 20% of students had no opportunities to present in class, highlighting the challenge teachers face in providing individual attention in large classes.
Question 6 and 7 in the survey questionaire asked the students whether they had any difficulties in leaning English-speaking skill The answer was the agreement of almost student (nearly 96%) ‘he results are shown in the following table tạ 3
Figure 3.4: Students’ difficulties in learning speaking skill
A Do not have enough knowledge and vocalulary 5545 related to the given topic
B Do not want to interact with others 33
C Do not want i practice in class, imly like 3.96 practicing at home
D Do not have interest in the given topic 5.61
E Be afraid of making grammar and pronunciation 646 errors
F Be afraid of making worse presentation than that 35.31 of others
G Be unmotivated hy others (others do not practwe 528 either)
Hi Be lack of chance for making presentation due to 244 the large-sized class and the limited time
L Do not receive enough care from the teacher 5.61
J Be unmotivated by the teacher's way of task 528 organization
& Do not understand the teacher's instructions 2.31
The most common challenge faced by students in their English-speaking lessons was the fear of losing face, with 61.69% worried about making grammar or pronunciation errors and 35.31% concerned about delivering a poorer presentation than their peers Additionally, a significant issue was the lack of knowledge and vocabulary related to the given topic, affecting 55.45% of students, which aligns with teachers' observations that limited vocabulary and subject knowledge significantly impact student engagement and participation.
The primary challenge faced by students was the lack of opportunities to deliver presentations in large-sized classes, accounting for 24.42% of respondents Additional difficulties, such as limited preparation time and other factors, contributed to a much smaller proportion of students’ challenges, each representing only 0 to 6%.
3.1.2.2 Students’ remark on their teachers’ classroom-management activities Question & in the survey questionnaire for students asked for the students’ feedback on their teachers’ classroom management activities in their English-speaking lessons The resulls are reported in the Collowing table
Figure 3.5: Students’ remark on their teachers’ classroom-management activities
Never | Rarely Sometimes | Usually | Always apply | apply apply apply | apply a Walk around | 4.95% | 4.29% 7.92% A9.B3% | 33.01% the class to observe your activities
4, Use your 495% |8.91% 12.54% 35.3 name to call on and pay attention on your answer/presenta tion a i} 38.29% co Use 726% | 6.27% 31.02% 32.01% | 23.44% interesting activities such as games, warm-up questions, funny
Stories, or audio-visual ands to attract your altention a Use body gesturesfacial expressions/eye contact such as nodding, smiling when giving explanations/ins tructionsifeedba ck to attract your attention
6 Instruct pair’group work and walk around to deliver help
Ff Give clear, simple and eusy to understand instruction/expla nationifeedback
39.61% g Establish a good discipline dy encouraging good students and giving appropriate punishments to the students whose behaviors have bad effects on the lesson
A Create a comfortable environment where the teacher has good care and 6.91% 62% 20.79% 32.01% relalionsinin with almost students in the elass
The results reveal notable differences compared to teachers’ self-reports, particularly regarding the use of engaging activities during student practice time While 100% of teachers claimed they usually or always incorporate activities such as games, warm-up questions, funny stories, and audio-visual aids, only a portion of students confirmed that their teachers frequently employed these methods, with support levels ranging from 30% to 80% The largest discrepancies were observed in the use of interesting activities and non-verbal communication techniques, such as body gestures, facial expressions, and eye contact, which are crucial for capturing students' attention during explanations, instructions, and feedback.
Approximately 60% of students reported that their teachers frequently established good discipline and created a comfortable learning environment However, nearly 10% of students indicated that their teachers only "sometimes," "seldom," or "never" achieved these standards, highlighting significant concerns about discipline and classroom atmosphere in the high school This feedback is crucial for improving the quality of English teaching and learning in the school.
3.2 Data collected from classroom observation shects
3.2.1 Teachers’ classroom-management activities in the observed English- speaking lessons
Effective classroom management techniques are crucial for engaging students in English-speaking tasks, as reported by most observed teachers These educators utilized various strategies, such as breaking larger tasks into smaller segments, incorporating filler activities, and actively engaging students by using their names and encouraging volunteer participation Successful classroom management activities like these significantly boost students’ participation levels and enhance their overall learning experience.
The most notable activity was the use of projectors and laptops to enhance lessons with videos and pictures, significantly helping teachers capture students' attention Additionally, incorporating games, puzzles, handouts, engaging questions, and small talk related to students' experiences was a common practice across most lessons, fostering an interactive and stimulating learning environment.
Many teachers enhanced student participation by effectively using body gestures and facial expressions They maintained eye contact to show interest and engagement with each student group from a distance, while using enthusiastic body movements to create a dynamic learning environment Approximately half of the teachers utilized these non-verbal cues successfully to capture students' attention and boost their involvement in the lessons.
Developing good discipline is a crucial strategy for teachers to help students focus on speaking tasks effectively Teachers who clearly communicate instructions and actively engage with students by moving around the classroom can emphasize the importance of silence and attention Consistently reminding students of their duties and maintaining a disciplined environment significantly enhance students’ concentration and participation in speaking activities.
‘Thank to the classroom environment without chaos, each student was better aware of his role in comploting the given tasks
However, besides these discussed activities, there remained certain classroom management activities which to some extent made the students’ participation uneven
Students’ participation in observed English-speaking lessons
The researcher observed that students were highly motivated to practice their speaking skills when the classroom environment was comfortable, organized, and supportive Enthusiastic teachers played a crucial role by showing genuine interest in each student group, moving around the class to provide assistance, and using positive body language such as smiling, nodding, and maintaining eye contact Additionally, teachers engaging in small talk about students’ experiences or sharing their own helped foster a supportive atmosphere, which in turn encouraged active participation from almost all students Incorporating these strategies can significantly enhance students’ motivation and proficiency in speaking activities.
In classes where teachers struggled to maintain discipline and showed less enthusiasm for teaching, many students tended to avoid completing their assignments These students often engaged in free conversation in Vietnamese, disregarding their teachers' restrictions and ignoring the presentation standards set by their friends.
Unclear instructions and improper feedback from teachers can negatively impact students' engagement in speaking tasks Often, teachers merely read requirements from textbooks without providing additional explanations, leaving students confused and prompting them to seek clarification Additionally, interruptions to correct students during performances can discourage participation and reduce students' confidence in practicing their speaking skills.
3.3 Summary af the major findings
Which classroum management activities have the leachers al Thuy Huong high school used to involve their students in their English-speaking lessons?
The teachers of Inglish at Thuy Iluong high school have used various classroom ianagemen| aclivitics la involve their students in their English-speaking lessons
Effective classroom activities encompass thorough preparation, including breaking down larger tasks into manageable segments, preparing clear instructions for each speaking activity, establishing discipline, and demonstrating model performances During on-task activities, teachers circulate to observe students, call on students by name, and monitor presentations to maintain engagement Using interesting activities, body gestures, facial expressions, and eye contact when giving instructions or feedback helps attract student attention Additional strategies include organizing pair or group work, providing assistance, assigning presentation groups, reinforcing discipline, and offering constructive feedback after student presentations.
Using projectors and laptops to incorporate videos and images significantly enhances students’ participation by making lessons more engaging Incorporating games with puzzles, handouts, and interesting questions encourages active involvement and stimulates critical thinking Engaging students through small talks related to their experiences fosters a supportive learning environment Additionally, utilizing body gestures and facial expressions helps to maintain students’ attention and enthusiasm Establishing good discipline is essential for creating a positive classroom atmosphere that promotes active student participation.
Certain teacher behaviors can hinder student engagement in speaking activities, including displaying a lack of enthusiasm, poor classroom discipline, providing unclear instructions, and offering inappropriate feedback.
What are the attitudes of the students towards their teachers’ classroom management activities in their English-speaking lessons?
Statistics indicate that approximately 60% of students appreciate their teachers' efforts in English-speaking lessons Students show the highest engagement in classrooms that are comfortable, organized, and where teachers are enthusiastic about instruction Effective classroom management and enthusiastic teaching significantly enhance student involvement in language acquisition.
On the contrary, nearly 40% of the students have remarked that their teachers only
Using words like "sometimes," "seldom," or "never" helps establish good discipline and creates a comfortable learning environment As previously mentioned, this approach has significant importance for improving Jinglish teaching and learning at the selected high school, contributing to more effective classroom management and student engagement.
This survey research aims to investigate the impact of teachers' classroom management on students' level of participation in English-speaking lessons at Thuy Huong High School The study focuses on identifying the specific classroom management strategies employed by English teachers and assessing students' attitudes toward these activities Understanding these dynamics can provide valuable insights into effective classroom management practices that enhance student engagement and improve language learning outcomes.
Through six weeks of data collection using survey questionnaires and classroom observations, the study successfully achieved its objectives The findings provided clear answers to the two research questions, offering valuable insights into the research topic and confirming the effectiveness of the methods used.
This survey research will then complete with some implications for the teaching Faghish-speaking skill al the selecled high school which are as follows:
The two main challenges students face in English-speaking lessons are fear of making grammar and pronunciation errors and a limited vocabulary related to the topic To address these issues, teachers should provide essential information and vocabulary while incorporating activities that reduce students' fear of embarrassment This can include encouraging students to view mistakes as a natural part of learning and using positive feedback to boost their confidence during presentations.
Students’ attitudes towards English-speaking lessons significantly influence their perceptions of classroom management, and vice versa To foster positive attitudes, teachers should emphasize the importance of English-speaking lessons for students’ language development while also building strong relationships with their students Demonstrating enthusiasm, a friendly personality, humor, and genuine care about students’ preferences can create a more engaging and comfortable classroom environment, ultimately enhancing both students’ attitude towards lessons and classroom management effectiveness.
Teachers' activities that hinder students from actively participating in speaking tasks include demonstrating unenthusiasm, maintaining poor discipline, providing unclear instructions, and offering improper feedback To encourage student engagement, teachers should demonstrate enthusiasm when instructing and effectively utilize suggested activities to manage chaos in large classes Additionally, timely feedback and corrections are crucial, but teachers should exercise caution to avoid interrupting students excessively, as this can create a stressful classroom environment and negatively impact students’ confidence and public image.
This study focuses on examining the classroom management activities used by English teachers at Thuy IIwong High School during their English-speaking lessons It also explores students' overall attitudes towards their teachers' classroom management approaches However, the research provides limited insight into students' specific likes and dislikes regarding individual classroom management strategies employed by the teachers.
Further research is needed to address the limitations of this survey study, with future studies focusing on gathering detailed student feedback on each teacher’s activities This approach will provide more comprehensive insights into the effectiveness of teaching methods and enhance the overall understanding of student perceptions Conducting such studies can improve educational strategies and foster more targeted improvements in teaching practices.
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