QUANG THI BiCII NGOC A STUDY ON ACTIVITIES TO MOTIVATE FIRST-YEAR, NON-ENGLISH MAJOR STUDENTS LN ENGLISH SPEAKING LESSONS AT HAUT Nghiên cứu về các hoạt động được sử dụng để thúc đẩy
Findings and discussion
Findings from questommire survey
Many students struggle to express their ideas clearly after years of learning English due to incomplete mastery of grammar and pronunciation issues To address this challenge, teachers need to implement effective strategies for organizing communicative activities that motivate students during speaking lessons This approach can enhance fluency, build confidence, and improve overall language proficiency Incorporating engaging and interactive speaking exercises is essential for helping learners overcome language barriers and achieve better communicative competence.
Conclusion
This chapter reviews the data collected from surveys conducted with both teachers and students at NED to analyze their attitudes toward speaking and communicative activities The findings aim to identify key challenges faced by students and teachers when implementing communicative approaches in language learning Based on these insights, the study proposes targeted recommendations to improve students’ speaking skills and address the obstacles encountered during communicative activities.
Question and answer 42 4.1.4, Role play - 41.5 Class discussion 44 4.2 Some considerations and suggestions on using communicative activities 45 43 Limitations and suggestions for furlher rescarch 47 4.4 Conclusion wT REFERENCES
Students develop their own questions and answers based on class discussions, textbook illustrations, or texts and dialogues they have listened to or read This activity promotes active engagement, enhances comprehension, and encourages critical thinking about the topic Using personalized questions aligns with SEO principles by integrating relevant keywords such as "students," "questions and answers," "class discussions," and "learning activities."
Interviews can be conducted in two primary ways The first method involves students questioning a classmate who stands up, with the restriction that they cannot ask questions they would want to answer themselves; the interviewed student must respond appropriately, even if the answer is false Alternatively, a visitor to the class may also be interviewed, providing a different perspective The second approach involves students working in pairs to interview each other on a specific topic, promoting active engagement and deeper understanding These methods facilitate effective communication skills and prepare students for real-world interview scenarios.
Semi-controlled question and answer activities encourage student participation by allowing students to respond to questions either posed by the teacher or classmates These activities can be conducted in pairs, where students take turns asking and answering questions based on textbook prompts or teacher guidance, promoting active communication and language practice.
Controlled questions and answer activity: Students have script to follow and few decisions to make
In this engaging classroom activity, teachers display a list of Wh-questions on the blackboard and hand out cards with missing information to student pairs Students have 10 minutes to formulate and ask as many questions as possible using Wh-questions, enhancing their question formation skills and encouraging active participation This interactive exercise promotes critical thinking and improves students' ability to ask clear, relevant questions in a fun and dynamic way.
Student A: What's his first name?
Student LJ: Llis first name is Patrick Student A: Whal is Ins job?
Student B: He is an accountant
Role play is an engaging educational activity where learners assume the identities of different characters in a specific situation, enabling them to practice conversations that mirror the personalities, needs, and desires of those characters To effectively implement role play, teachers should clearly explain the scenario, review relevant vocabulary, and demonstrate the activity with a student if necessary The subsequent steps vary depending on the type of role play selected, making it a versatile tool for enhancing language and social skills.
Free role play encourages students to engage creatively without prescribed structures or numerous suggestions, fostering spontaneous expression Teachers provide students with characters and basic vocabulary, or students may develop their own scenarios, promoting autonomy and imagination After a brief warm-up, students deliver their presentations, enhancing their language skills and confidence in a dynamic, flexible learning environment.
Semi-controlled role play involves the teacher providing suggested structures or vocabulary, while the content is created collaboratively by the participants Students are given a list of potential utterances or key words related to the scenario, allowing them to prepare beforehand This method enables learners to practice speaking skills in a guided yet flexible environment, enhancing their fluency and confidence in real-life communication situations.
Controlled role play This involves the use of grammatical structures and vovabulary which are controtled by a script The seripl offers the participants to change the tense of the verb
Procedures: Teacher [ollows the steps:
Divide the class into two sides: A will be sellers, B will be customers
-Side A prepare everything to sell at the market
-Side B will go to buy things
In this scenario, Side A is encouraged to maximize sales and generate as much revenue as possible, focusing on increasing their item sales and overall profits Meanwhile, Side L is limited to a budget of approximately 200,000 VND or slightly more, and is advised to purchase as many items as possible while minimizing their expenses The objective is for Side A to sell extensively and earn significant income, while Side L aims to acquire the highest number of items within their constrained budget to optimize value.
This article explores students' shopping and business habits to identify the best buyers and sellers The best buyers are those who purchase the most items while spending the least, leaving them with more money after shopping Conversely, the top sellers are students who generate the highest profits, often ending their sales with minimal or no items remaining Analyzing these behaviors provides insights into effective purchasing and selling strategies among students, emphasizing the importance of managing inventory and maximizing revenue.
Variation: If teacher provides vocabulary and structures relating, to selling and buying, this activity becomes semi-controlled
Effective teachers facilitate successful class discussions by first introducing the topic and providing an outline, along with guiding questions in the previous class to encourage student preparation and engagement They then nominate the initial student to present the problem or issue, promoting active participation Finally, they guide and support the group in maintaining a focused and meaningful discussion, ensuring all students stay involved and the conversation remains productive This approach enhances student understanding and fosters a dynamic learning environment.
(4) Ensure that all students participate by observing their work
Free discussion: A free discussion is an open exchange of ideas on a topic suggested by the students or based on a reading passage
Semi-controlled discussions involve the teacher providing a topic and key discussion points, while students generate their own language or questions that require analysis, evaluation, or judgment This approach often incorporates values clarification—a process of examining personal beliefs, feelings, goals, and values—through activities like personal opinion surveys Such activities prompt students to reflect on their personal values related to a specific issue, preparing them to engage thoughtfully in discussions and compare their perspectives with others.
Controlled discussion: The teacher provides the topic, some of the language, and an outline or list of points to be discussed ôâ Problem-solving activity
Problem-solving activities can be effectively conducted through group work or individual effort In this approach, teachers present a specific situation, and students are tasked with identifying essential items to bring and the necessary actions to take Students then engage in discussions to reach mutual understanding and make final decisions For example, a typical problem-solving activity involves students collaboratively listing important items and steps, fostering critical thinking and decision-making skills This method enhances teamwork, communication, and analytical abilities essential for practical problem-solving.
Procedure ‘leacher asks their students to work in groups introduce the topic
Planning a three-day holiday in Da Nang requires careful packing and a well-organized itinerary With only 2kg of luggage per person, prioritize lightweight essentials such as comfortable clothing, travel-sized toiletries, and essential electronics During your stay, explore popular attractions like the Marble Mountains, My Khe Beach, and the Dragon Bridge to experience Da Nang's vibrant culture and scenic beauty Don't forget to try local specialties such as Mi Quang and fresh seafood at local markets Efficient planning ensures you make the most of your limited luggage space while enjoying unforgettable moments in this beautiful Vietnamese city.
Variation: If the teacher provides a list of to do and ta buy, and so on this activity becomes semui-contrelled
4.2, Some considerations and suggestions on using communicative activities
From the researcher's own experience and the precious advice of the experienced tcachors of English al NED, some considerations anc suggostions are offered on the using of communicative activities
The standard language teaching approach involves guiding students to learn the necessary language skills for effective communication, gradually progressing from controlled exercises to semi-controlled and then free communicative activities Alternatively, some methods emphasize immediate communication without prior preparation, encouraging students to speak spontaneously from the outset.
Language learners often need to use words they haven't yet been taught, which requires employing essential communication strategies These include searching their memory for previously learned or partially remembered items, attempting circumlocutions when the correct term is unavailable, recognizing when the listener has not understood, and rephrasing to clarify meaning In essence, they must find alternative ways to convey their message effectively, regardless of their level of English proficiency.
This survey questionnaire is part of a study aimed at exploring activities that motivate first-year, non-English major students in English speaking lessons at Tah Your honest responses are crucial for the success of this research, as they will contribute valuable insights without identifying individual participants Please answer sincerely to ensure the validity and significance of the study, knowing that your privacy will be protected throughout the data analysis process.
Survey conductor: Quang ‘hi Bich Ngoc K23C- Post Graduate Department
University of Languages and Tutemnational studies
Please tick (¥’) where appropriate or write in brief where necessary (You can choose more (han one answer lo some questions)
‘The role of English speaking skills
1 What do you think of the importance of speaking skills? a very important b important © umtimportantl bo What do you think about your students’ speaking ability? a very good bd good
3 Do you teach speaking skills in the combination with other skills?
4 Inyour experience, what makes students afraid of speaking? (more than one option is possible) a poor background knowledge
> poor vocabulary and grammatical knowledge c low accuracy and fluency d, others:
‘The applicability of communicative activities
5, What do you think about the importance of the conumunicative activities in the textbook for first year students’ practicing? (more than one option is possible)
Communicative activities are typically used at specific times during English lessons to enhance student engagement and language development These activities are most effective when incorporated at the beginning of the lesson to activate prior knowledge, during the lesson to reinforce learning, or at the end of the lesson to review key concepts Common types of communicative activities include discussions and information gap exercises, which encourage students to practice real-life communication skills and improve their fluency in English Incorporating these activities into your teaching process can make lessons more interactive and effective.
Using songs mo Story telling
Role play ® f, Communicative games ¢ Question and answer h Others:
What form of the activity do you usually organize?
5 a al the whole class work b group work © pair work ds individual work
What difficulties do you meet when applying the communicative activities? (more than one oplicn is possible)
Many students tend to remain quiet and only speak when directly asked, often due to shyness or lack of confidence They may feel uncomfortable speaking in front of the class, which hinders active participation Additionally, a lack of interest in the topic can further reduce their motivation to communicate verbally during lessons.
10 In terms of your own side a il’s difficult lo organize b il takes too muh time fo make a lesson plan
11 In terms of objective factors a lack of materials b size of class
6© time allocation d atmosphere in class c¢ Other difficulties thal you face
Thank you very much for your cooperation!
34;4 BL SAMPHI, ơ"
This survey is part of a study aimed at exploring activities to motivate first-year, non-English major students in English speaking lessons at Hath Your honest responses are crucial for the success and validity of this research, and there are no right or wrong answers—your sincerity ensures meaningful results Rest assured, your participation is anonymous, and you will not be personally identified in any data discussions.
Survey conductor: Quang ‘I'hi Bich Ngoc K23C- Post- Graduate Department
University of Languages and Inlernational studies, Vietnam National University, Tanoi
Please tick (v’) where appropriate or write in brief where necessary (You can choose more (han one answer Lo some questions)
‘The role of speaking skills
1 How do you feel towards speaking skill? a, Interested b, Not really interested ¢, Unintorested
1 What do you think about the importance of speaking in four skills: writing, listening, speaking and reading)? a More important b Equally important © Less important
2 How often do you speak English in class? a Very often b Sometimes © Rarely
3 When do you usually speak English a You talk with your friends b Your teacher asks you c You are inlerested in the Lopic and activities
4 What makes you afraid of speaking Linglish? (more than one option is possible) a Poor backpround knowledge b Poor vocabulary and grammatical knowledge c Low fluency and accuracy
‘The applicability of communicative activities §, What kinds of communicative activities do you Tike lo lake parl in your class? op ° d
(more than one option is possible) a b c đ e £
Tlow do you like the activities? a Very much b Not much c Notatall
What forms of the activily do you hike to take pari in?
What is the most effective way of practicing the activities for you?
You can speak more fluently
‘You have chanee to practice English
You are more imerested in learning English
Your Linglish is much improved
Whal are your difficulties in practicing the activities?
You lack vocabulary to express your opinion
You are afraid of making mistakes
Vv c You tear for being criticized or losing face d You feel shy while speaking in front of the class ¢ Youhave nothing to say £ Others:
Thank you very much for your cooperation!
Li Verybad 2 Bad 3: Fair (Average)
Ww Approprialcness of lesson willin (framework of general syllabus
4, Lesson plan (realistic/Iesson links/ teachers" sensilivily lo the lesson plan timing)
B Interaction and Class Atmosphere (Comments 12345
6 Tnteraclion between Ts and Ss
9 ‘I's provision of safe and supportive context for practice
C Teaching Strategies and skills {Comments 12345
10 Teacher's decision making the classroom
1 Achievement of the lesson aims/ objectives
14 Teacher’s roles m action (manager! (acilitator/ social worker’ monitor’ counselor’ facilitator/
19 Teacher's Confidence (non-verbal language)
24 Leamers' willingness to ask when uncertain
25 Learners' tolerance of other students
Summary of Strengths and Areas Needing lmprovemcnt:
APPENDIX TV RESULT FROM CLASSROOM OBSERVATION CHECKLIST
1: Verybad 2: Bad 3: Fair (Average) 4: Good 5: Very good
1 Organization of lesson m 0% DW 13% RIM
3 Appropnatoness of lesson wilhin framework of 0% 0% (7% 33% (0% general syllabus
4, Lesson plan (realistic/lesson links/ teachers’ O% {13% 47% MO% isilivily (o the lesson phar [iming)
5 Lesson's impacts on learning tú 0% MY = GB% |329%
6 TrteracHom belwcer Ts and Šs t4 09 3.3% 60% [26,7%
9 Ts provision of safe and supportive contexi for Ũ% 0% D% 9339467 practice
10 Teacher’s decision making the classroom 4 09 1 66.7%B3,3%
11 Achievement of the lesson aims/ objectives 9W 0% P4% 49,39⁄J6,7%
14 Teacher’s roles in action (manager? (aoilitator£ %4 09% B3.33⁄466,7% Q94 sooial worker/ monitor/ eaunselor/ faoilitator/
19 Toachers Conlidenece (non-vcrbal language) %4 09 % 86,7%|13,3%
24 Learners! willingness to ask when uncertain P0% 13,3%% 63.3% 6.7% 6,7%
25 Learners! tolerance of other students %4 OMT) 938% W9
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