Luận văn using stimulating activities to improve 10th form students' english speaking skill a case study at thuan an upper secondary school in thua thien hue

] am interested in applying these activities to improve the speaking skills of Thuan An students in Tinglish classes based on the syllabus of MOTT so that I will condnet the research ent

ENGLISH SPEAKING SKILLS: A CASE STUDY AT THUAN AN UPPER

SECONDARY SCHOOL IN THUA THIEN HUE

( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh

lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh Thừa Thiên Huế)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY Code: 60 1410

Cohort: MA 17

HANOI SEPTEMBER, 2010

ENGLISH SPEAKING SKILLS: A CASE STUDY AT THUAN AN UPPER

SECONDARY SCHOOL IN THUA THIEN HUE

( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh

lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh Thừa Thiên Huế)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY Code: 60 1410

Supervisor - Prof Dr Hoàng Văn Vân

HANOI- 2010

Rationale of the study

" Aims of the study

w Research questions

» | Scope of the study

Significance of the siuly

= Research methodology

iii

Chapter 1: Theoretical Backgrounds

1.1 General issucs

1.1.1, What is “speaking”?

1.1.2 What is “teaching speaking”?

1.1.3 Factors affecting English speaking abilities

1.1.4, What a successfully speaking learner should de

1.2 Stirmulating activities

1.2.1, Definition of stimulating activities

1.2.2 Types of stinnilating activities in teaching speaking skills

1.2.2.1, Role play

1.2.2.2 Simulation

1.2.2.3 Drarna

2.1.2 The English teaching and leaming situation at ‘Iman An USS

2.1.2.1, Deseription of the students at Thuan An USS

2.1.2.2 Deseription of the teachers at Thuan An USS

2.1.2.3 The syllabus of teaching and Icaming

2.1.2.4 The English textbook “Tis

2.2.1.2.3 Interview

3.3.2 Dafa collection procedures

2.2.2.1, Stimulating activities

2.2.2.2 Classroom observations through computer

2.2.2.3 Post-survey questionnaires for students

3.1.2 Analyzing result of post-survey questionnaire

3.1.2 Analyzing results of classroom observations

3.1.3, Result of post-observations inlerviews

21

29

3.2.1 The use of three slirmulating activities to inlensify students” participation

3.2.2 The effectiveness of three stimulating activities used in class

3.2.3 The students’ response on the use of three stimulating activities

3.3, Summary

PART C: CONCLUSION

L.Summary of the study

3 Recommendations on how to use three stimulating activitios in class

2.1 For the student

2.2, For the teacher

2.3, For the administrator

3, Limitations of the study

4, Suggestions for further rescarch

APPENDICES

Appendix 1: Post-survey questionnaire

Appendix 2: Post-ohservation interviews

Appendix 3: Lesson extract 1

Appendix 4: Lesson extract 2

Appendix 5: Transcribe video taped lexsons (Unil 12+ Unit 13)

Appendix 6: Lesson plans (Unit 12+ Unit 13)

Vv

VL

XI

XII XXVHI

TABLES

‘Table 1, 2, 3, 4: The students’ attitudes towards the proposed stimulating activities

Table 4, 5: The effectiveness of the stimulating activities used in 10.4 class

ABBREVIATIONS

MOET: Ministry of Education and ‘raining

CLT: Communicative Language Teaching

TFA

iglish Foreign Language

USS: Upper Secondary School

BR: Researcher

Ss: Students

St: Student

PART A: INTRODUCTION:

1 Rationale of the study

1.1, Background of the study

After the historic upheaval, Vienam’s economy, politics and culture have heen undergone extensive changes Thanks fo the open-door policy, Vietnam has diplomatic relationship with countries all over the world English becomes an indispensable means of

communication with the rest of the world

It can be said that English is the most important intemational language because it provides ready access to the world scholarship and world trade, Since then English has become » compulsory subject in Vicinamnese curicuhun, ils teaching ad learning have been paid much attention,

The sims of forcign language instruction, especially Engl

commonly defined in terms of four essential skills, zeading, writing, listening, and speaking,

of which speaking is becoming the most important aspect in developing one’s

ish tanguage instruction, is

communicative competence (Moore, 1992: 9)

However, in reality, the teaching and learning of English in Vietnamese high schools has encountered many difticultics in language proficicney, in speaking skills in particular

In 2006, a survey questionnaire was conducted in an upper secondary school in Io Chi Minh City by Kirn Lien with the tile “Why can’t students speak Rnglish after seven years learning at high school?” In this survey, 86.6% of two hundred 12" graders believed that they did not have the ability or the self-confidence to communicate in English ‘There

were many reasons for this buf the most important one was the students’ motivations and

attitudes, However, the survey pointed out that textbocks had contributed to the difticulties experienced when learning English At that time, they used the old series published in the

1980s The out-of-date information made teacl

s and students bercd with (caching and leaming, In addition, the new policy of examinations focusing only on reading skills through the multiple-choice format discouraged students from paying much attention to speaking skills 52.1% of students in the survey said that they had hardly any speaking or listening lessons and 44.4% of students said that they never had those lessons but practised grammar exercises and learning vocabulary instead However, that survey was cartied out in 2006, when the new vohune of Bnglish texthooks was not applied in high schools

mtroduced the new English textbook to high school students throughout the country, In general, these new textbooks achieved the goal of teaching English through a communicative approach Fach unit contains four skills: Tistoning, spoaking, readmg and waiting, with various interesting topics relevant to the age of the students The new textbooks have many advantages, however, they have been a challenge to the students, ina recent survey of three high schools in Son La Provincc, Bui (2008) discovered a surprising stalistic: less than 5%

of students eared good marks, even in the national graduation exams The main problem was that the new textbooks were too difficult for them, with a large amount of new voeabulary In addition, mmmy topics were remote from their daily lives and backgrounds, and were therefore difficult for lcaming English is limited since they have to spend morc time doing chores, such as planting maize, cassava, or gathering firewood

1.2 Reasons for the study

Asa teacher of English at Thuan An Upper Secondary School itr Tha Thien Hus, Ï also have the same difficulties I find the new textbooks more effective than the old ones that were used years ago However, my teaching seems to encounter a significant problem: the students do nol pay much allention ta their speaking skills, they usually keep quiel in speaking lessons There may be two reasons for this, One is that the semester and final examinations only focus on reading skills and the other is that their lack of background

knowledge

‘The first reason, which is a basic one for every high school student, is the motivation for siudying II is undoniuble that passing cxaminations is one of the most important molivations in sludying However, according to the policy from MOET, the semester and final examinations only focus on reading skills through the multiple-choice format The graduating student often has five other subjects in the examination, thersfore they only pay attontion to practising rcading skills and grammatical points as well as vocabularies and structures ‘Teachers of English themselves take advantage of the little time they have to provide reading practice and help with solving problems in grammar exercises in order lo achieve the shoit-term goal of passing the final examination,

poorest coastal comnmnes of Phu Vang Distuict, Thua Thicn Huc provinee, so the lcarning conditions are very poor and they are deprived of chances to speak English, While most urban students start learning English in primary schools, my students do not start until sccundary schools and then they learn in difficull cunditions, Tn addition, outside class time, the communicative environment in English is limited An annual survey in my school of English speaking skills for the 10th graders has given a low result’ more than 60% of students have difficulties when answering sitmple questions sboul their names, addresses, age

or their hobbies As a result, they feel scared of speaking English, of making mistakes, and of

not conveying their sentimenis to listeners It indicates that my students have limited

voeabulary They oflen use mother fongue, Hence, most of the studeris are nol confident bo usc English in spcaking class For instanec, when I asks thom to come forward to have

a conversation with their friends, they refuse it hey are shy to perform English conversation

in Grant of their friends, Thus, most speaking classes are monotonous and unsuccessful Sometimes, in speaking classes, I have to guide the ideas in Vietnamese, and then help the students translate the ideas into English In reality, these classes are the most ineffective ones

With the above problems, teachers and learners often pay less attention to speaking skills than to the others, As a result, the aim of the communicative approach, which the authors have designed in the laxthooks, is ineffective, Short-term studying is anather consequence of these attitudes, in which leamers will only study for the reading and writing examinations A more serious consequence is the unequal knowledge between the trban and rural students Ilaving poor English-speaking skills will inhibit the students’ ability to communicate, conscquenlly, they will be unable lo oblain cnough inforrnation and knowledge for global integration

Against the problems above, some stimulating activitics should be used to overcome them ] am interested in applying these activities to improve the speaking skills of Thuan An students in Tinglish classes based on the syllabus of MOTT so that I will condnet the research entitled “Using stinnlating activities to improve 10th form students’ English speaking skills” My objective is to find the most efffective ways of helping them to overcome the harrier of low self confidence when studying speaking skills T want to help them become familiar with English and lo onjoy teaming il more and more Furthermore, training cadres for coastal areas is the aim of Thuan An Upper Secondary School in Thua

‘Thien Lue Province, so being good at Linglish will be a gateway leading to opportunities to

work with inlernaticnat projeols for daveloping cvonontics or culuures

The aims of the study are:

- To study the use of three stimulating activities: games, video and role play to intensify students’ participation in speaking activities at Thuan An Upper Secondary School

- To suggest some recommendations on how to use three stimulating activities: games, video, role play to enhance their leamers in speaking skills and develop communicative

skills.

3 Research questinns

The study intends to find out the answers to the following questions:

3.1, What are stimulating activities?

3.2, To what extents are ihey effective?

4 Scope of the study

- ‘The study only focuses on using three stimulating activities: games, video, role play to improve English speaking skills for 10th form sludenls al Thuan An Upper Secondary

School in Thua Thien Hue

- The reasons for choosing only three activities for 10" form students at

+ The students are not experiencing final examination pressures;

+ The topics in Tieng Anh 10 are still basic and simple,

| The students have time (o master speaking skills slap by slep and consider speaking

as an essential skill in an English leaming

5, Significance of the study

5.1 Theoretical significance of the study

® Related to this research, it is hoped that this research can be used as a reference for other rescarchers wha want to conduel 2 rescurch on students’ spoaking skill using three stimulating activities: games, video, role play at upper secondary schools level

« The result of the research can be useful for English teacher in the use of three stimulating activities: games, video, role play to improve the speaking skill

5.2, Practical significance of the study

“There are some benefits for the teacher and the student

® It will provide variations for other teachers in designing teacking linglish especially speaking skills for High Schoot Students

© It will help the students to solve their problems in speaking skills

© The wailor hopes thal this rescarch will bongfil both the Lcaching and learning of English

A combination of qualitative and quantitative methods will be used for this research The reason for this combination of the two methods is that because I will identify the problams based on data collected in questionnaires However, I will also have class observations and

interviews with 10A students of ‘huan An Upper Secondary School in ‘hua ‘men Hue Province,

7, Design of the study

Tha study is organized around three parts with thr

fhaplers:

Part A- Intreduction- consists of background of tha stndy, reasons for the study, aims of the study, roscarch questions, scope of the sludy, significance of the sludy, rescarch methodology and design of the study,

Part B- Development is divided into three chaplers

Chapter 1 provides a review of related literature, in which the definition of speaking and teaching speaking, factors affecting English speaking abilitics and what a sucvcssfal speaking learner should do are examined It also deals with stimulating activities which consists of definition, types of stimulating activities, and some items used as stimulating activities in speaking class as well as previous sludies in teaching speaking skills

Chapter 2 presents the use of stimulating activities to improve 10” form students’ speaking

skills at Thuan An Upper Secondary School, It provides the current situation of teaching and learning English speaking skills at Thuan An Upper Secondary School and a research on the use of stimulating activities It gives research methodology which consists of research questions and participants of the study TL also gives research instruments, dala collection

procedures, technique for analyzing data,

Chapier 3 provides dis

an analysis of all data collected by means of classroom observations, posi-stvey

sos the findings of the study, data analysis and findings through

Part C- Conclusion-summarizes the main points which have boon explored in the study, and made some recommendations on how stimulating activities should be used fo improve

10" form students It also discusses the limitations of the study and makes some suggestions for farther rescarch

There are many definitions of speaking According to Chaney, (1988;13) speaking is

“the process of building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of contexts” According to other researchers such as Brown (1994),

Burn and Joyce (1997), speaking is “an inleractive process of constructing meaning that involves producing and receiving and processing, information” In a related study, Bypate (1987) had a detailed definition which states that “speaking is the skill by which learners are most fiequently judged and trough which (hey make and lose fiends Tlis the velicle par excellence of social solidarity, social ranking, of professional advancement and of business, Itis also the medium through which much language is leat”

1.4.2 What is “teaching speaking"?

Nunan (2003) considered “

produce the English speech sounds and sound patterns It can help learners use word and

aching spcaking” as a way to teach ESL Icamurs to

sentence stress, intonation patterns and the rhythm of the secand language, select appropriate

words and sentence:

cording to the proper social selling, audience, situation and subject matter, Teaching speaking aims to teach the leamers how to orpanize their thoughts in a meaningful and logical sequence, how to use the language quickly and confidently with few unnatural pausos, which is called luaney

1.1.3, Factors affecting English speaking abilities

There are many factors that influence the success or failure in learning English speaking

Llowever, the three most important factors are motivation, attitude and learning strategies

Motivation is the first important factor affecting a language leamer, According to Gardner (2001), motivation refers to the driving force in any situation In the socio- educational model, motivation to learn the second language is viewed as requiting three

clements, First, tho motivated individual expends cffort lo loarn the language That is, thors

is a persistent and consistant attempt to leamn the material by doing homework, by secking out opportunities to leam more, by doing extra work and so on Second, the motivated individual wants lo achiove the goal Such an individual will oxpress the desire ta succeed, and will strive to achieve success Third, the motivated individual will enjoy the task of leaming the language Such an individual will say that it is fim, challenging, and enjoyable,

s than al other Lites

cn though al limes enthusiasm may be |

Attitude is the second factor which has an influence on the language learning Gardner and Lambert (1972) defined attitude as the persistence that a learner has to follow

an object Language fcaming attitude has a rclationship to motivation, Language learners who have extrinsic ot intrinsic motivation will have the mote positive attitude than those withont motivation or who consider language leaning a compudsory subject

Within second or foreign language education, a mumber of definitions of language

help them comprehend, learn, or retain new information”

1.1.4, What a successful speaking learner should do

A speaker’s skills and speech habits have an impact on the suecess of any exchange (Van Tuer, 1997) Speakers must be able to anticipate and then prodnca the expected patterns of specific discourse situations They must also manage discrete elements such as tum-taking, rephrasing, providing feedback, or redirecting (Hurns8& Joyce, 1997) For example, a leamer involved in an exchange with a salesperson must know the usual palern that such an interaction follows and access that knowledge as the exchange progresses, The leamer must also choose the correct vocabulary to describe the item sought, rephrase or emphasize words

expressions to indicate satisfaction ot dissatisfaction with the service According to Brown

(1994), other skills and knowledge that instruction might address include the following:

© Producing the sounds, stress patterns,

rhythmic structures, and inlonations of the Tanguage:

* Using grammar structures accuratcly,

ng charactoristies of the target audicnce, including sharsd knowledge or

® Using gestures or body language; and

© Paying attention to the success of the interaction and adjusting components of speech

such as vocabulary, rate of speech, and complexity of grammar structures to maximize listener comprshension and involvernent

Teachers should monitor leamers’ speech production to determine what skills and knowledge they already have and what areas need development

1.2, Stimulating activities

As an attompt is made to answer the first rescarch question: What are stimudating activities? We will address the issues related to stimulating speaking activities Then in answer, we will examine the concepts of stimulating, stimulating activities Finally, we will suggest some requirements for using stimulating activitics in language teaching classes Otherwise, this chapter will find out the answer for the first research question

1.2.1, Definition: According to Oxford Advanced Leamer’s Dictionary, “stimulating” is to

“make people feel enthusiastic; full of interesting or exciting ideas” (2005:1057) Up to now, there is no definition of the researchers about “stimulating activity” According to Jeremy Harmer (2001), students need frequent changes of activities: they need uctivilics thal are exciting and stimulating their curiosity: they need to be involved in something active The span of concentration of our students is less ‘Ins, we have to assign some interesting

activities to draw their allention.

Hence, “stimulating activitics” arc: “Through a varicty of fun, interesting and useful

activities which are given by teachers may attract students’ motivation, participation in the

learning process so as to stimulate students in the classroom communication includes:

d Thai is the ne ciling of a modern language classroom where students arc the ecnler

of attention in class

1.2.2 Types af stimulating activities in teaching speaking skis

Rudolph Kampmeier cited by Mc Connell (1987:1) argues that “Teaching is a stimulating activity on the parl of those who are service, since it provides the open mind wilh techniques

and advances to meet the challenges of the student”

Thus, 4 number of classroom Lschmiques such as role play, discussion, conmmunication games and problem-solving, and using stories are recommended as appropriate to stinulate natural communication by theorists such as Harmer (2001), Livingstone (1983), Littlewood (1981),

communication skill

1.2.2.2, Simulations

For others, simulations stimulate student Joan Andorfer, 2008) Burns & Gentry (1998) state that the teacher must take on some additional responsibilities in role playing! simulation In particular, the teacher must keep leamers motivated by stimulating their curiosity and

keeping the material relevant, creating a "tension to learn".

According to Bang (2008:30) drama-oriented activities are capable of stimulating the leamers' interest in the English classroom by inducing thom to invent a scenario, practice its discourses, and express them both individually and collevtively, Stated simply, the activities encourage both teacher and student for creativity and spontaneity ‘Through the dramatig selivitics learners not only gai an understanding of grammatical stuchure in a context but also experience the dynamic, and productive wse of the language to infnence,

control, entertain, and inform, that is, as if in real communicative circumstances

1.2.2.4 Games

According lo Carricr (19806) “Games stimulale students’ participation and give them confidence.” This is when students tree themselves in order to participate to get the bast score or even to be the best in the class, ‘hey usually feel much more confident with their performance and this makes them learn and practice new structures, Ieam ñơm fhoir mistakes, and fulfill the goals of the class, indeed

historical stories Biblical stories can be uscd with Christiar pupils

1.2.2.6 Discussion

After a content-based lesson, a discussion can be held for various reasons The students may aim to arrive at a conclusion shars ideas about an event, or find sotutions in their discussion groups, Beftore the discussion, it is esscntial thal the purpose of the discussion activity is set

by the teacher In this way, the discussion points are relevant to this purpose, so that students

do not spend their time chatting with each other about irelevant things Hence, Ismail GARIR (2006) claims that “Discussion stimulates communication among students, and it

helps to achieve communicative practiec, With this activity students have an opportunity to develop sharing and co-operative skills”

1.2.2.7, Video

Iris universally recognized that videos as visual aids have a lot to contribute to the process of language learning and leaching, combining education and entertainment Supporters agree that videos stimulate student interest to acquire the target culture, as well as language (¢.g., Stempleski, 1992; ‘fomalin, 1992) Video is supposed to communicate meaning better than any other media (Tomalin, 1992) Here il will be uscful to look al the advanlagos of video in language classes fiom different perspectives

There is a varisly of stimulating activitios fo usc in the teaching and learning process Fach stimulating activity has its own advantages and using the right activities in the right way to teach, speaking in class can be a lot of fun, raising general leaner motivation and making the

Faglish language classroom a fin and dynamic place In this shady, in realily of my teaching and talking with my students the resewcher suggests using some kinds of stimulating activities to intensify students’ participation in speaking activities

1.2.3.1 Games

1.2.3.1.1 Definidian

‘There are many definitions of the word game

A form of play or sport, especially a competitive one with rules (Pocket Oxford, £992: 359)

An activity or sport involving skill, knowledge, or chance, in which you [ollowcd Tules and try to win against an opponent or to solve a puzzle (Collins Cobuild, 1987: 396)

Morcover, some writers lave

ined a game as

hidden processes udemeath (Turtledove, 1996: 3)

Anactivity with nics, a goal and an clement of fan (Hadfickd, 1990: 5)

An agreeable way of getting a class to use its initiative in English and as it is gently

compelitive, il imcreases motivation [Lis also a contrast lo periods of inlensive study

(Hayerait, 1978: 94),

Thus, the definitions above —lictionarics and anthors—have general sitnilarilics amongst

them, they coincide principally in three aspects: competition, miles and enjoyment:

Rased on the concepls above, definition of game is considered a valuable technique, which meludes three principal elements; competition, nile(s), and enjoyment, which should

be well established by a teaching-learning objective Any teacher would be able to use games

in order to inervase the shufent’s motivation Iowards the Engtish language, al the sane time that students can better develop or improve his/her own abilities of leaming

© “Games give a variety of tools to facilitate the teaching-leaming process”,

© “Games are flexible”,

© “Games make the lesson less monotonous”,

© “Games raise the students’ motivation” ;

* “Games make students produce language subconsciously” ;

© “Games stinmulate students’ participation and give them confidence

« “Gaines transform the teacher’s role from that of formal instructor to that of an organizer

orfand moderator of the class” ;

+ _ “Games can also serve as a testing mechanism”,

In conclusion, games can be used to give students enjoyment and useful practice in classes More importantly, games provide an opportunity for real communication Games can

increase stndent-student communication, but reduce the teacher’s domination of the

classroom Playing games also helps students build solidarity between all participants and applaud each other's efforts to win This can be useful in reducing teacher-student distance Hence, game ot competition is stimulating activities to students because the more students

enjoy, the mors they learn

1.2.3.2, Videos /DVDs in language teaching and learning

1,2.3.2.1 Videos/ DVDs asa language-visual aids

“Rnglish teachers all over tho world ory oul for-matztials which ean make Engtish coms alive for their students TV, video, and the newer video-related technologies provide just such a resource " (Stempleski (1995:48) qtd in Lebedko)

It is universally recognized that videos as visual aids have a lot to contribute to the process

of language leaming and teaching, combining education and entertainment Supporters agree

that videos slisnulale student iterest to acquire the target culture, as well as language (c.g,

Stempleski, 1992; Tomalin, 1992) Video is supposed to communicate meaning better than any other media (Tomalin, 1992) Lere it will be useful to look at the advantages of video in language classes from different perspectives

1.2.3.2.2, The advantages of videos /DVDs in language teaching

Jeremy Harmer (2001:282) claims that video has many advantages:

In conclusion, leamers are extremely excited about the programs which combine foreign language Icarning with oniertaimment, By listening Io English songs, walching lms ar

the foreign language environment naturally, At the same time, they have a lot of fun, they start finding out that learning English is far from baring but very easy and interesting with video programs which ars spccially designed for language Isarning purposes, The learner should want to see more to ask questions, to follow up ideas and suggestions By generating interest and motivation, video clips can create a climate for suocess learning Hence, video is

dn this case Gillian Porter Ladousse (1995:5) dlustated that when students assume a ‘Role’,

they play a part (cither Lheir own or somebody clsc’s) in specific siluation, “Play” incans that

is taken on in a safe environment in which students are as au inventive and playful as

possible

What is meant by imaginary people is that students can become anyone they like for a short time ‘The President, the Queen, a millionaire, a pop star , the choice is endless Students can also take on the apinions of someone else "For and agains!’ debates can be used and the class can be split into those who are expressing views in favour and those who are against the

theme

Functional language for a multitude of scenarios can be activated and practiced through role play in imaginary situations ‘At the restaurant’, ‘Checking in at the airport’, ‘Looking for lost property’ arc all possible rale-plays,

From those explanation above, the writer views that role play is a teclmique which involves fantasy or imagination to be sorncone lsc or lo be ourselves in a specific situation for a while, improvising dialogue and creating a real world in scenario It aims at the students to encourage thinking and creativity, lets students develop and practice new language and behavionral skills in a relatively non-threatening setting, and can create the motivation and

involvement necessary for learning to occur.

1.2.3.3.2 Sim

cance af role play in teaching speaking

It has been mentioned before that role play is one of the activities to promote speaking Through relc play activities the students learn how to cxpress ideas, opinions, or fecling to others by using words or sounds of articulation,

Larsen Freeman (1986) explained thal role plays are important in the communicative approach because they give leamers an opportunity to practice comnmnicating in different

social contexts and different social roles

A tole play is a highly flexible leaming activity which has a wide scope for variation and imagination According to Ladousse (1995), role play uses different commnuicative fechniques and develops fluency in the language, promotes inleraetion in the classroom and

enjoyment leads to better lcamning

Scvoral reasons for using role play in teaching spcaking quotcd from Ladousse (1995) as follows:

a A very wide variely of experience can be bronght info the classroom and we can train our students in speaking skill in any situations through role play

b Rols play puls students in situation in which they are required to use and develop those phatic forms of language which are so necessary in oiling the works of social relationships, but which are so often neglected by or language teaching syllabuses

¢ Some people are leaming English to prepare for specific roles in their lives It is helpful for thase students to have tried out and experimented with the language they will require in tho frisndly and safe environment of a classroom

4 Role play helps many shy students by providing them with a mask

e, Perhaps the most important reason for using role play is that it is fiz,

Tn conchnsion, role play is a lechwique which can dovclops students” fh

ey in Large

motivation and makes the teaching - learning process more enjoyable Therefore, role play is

a stimmating activity

1.2.4 Prior studies related to teaching speaking

Tn 1996, logether with her colleagues, Tsui A carried out a sindy to find oul the challenges facing the teaching and leaming of speaking skill The result of their research shows that learners’ tow motivation is the big problem In the study, they also suggest some actions that teachers should tike to imprave their learners’ motivation Some vary effective solutions may be cited as follows; making instructional goals explicit to leamers; breaking learning down into different achievable steps: linking learning to the needs and interests of leamers; allowing learners (o bring thzir own knowledge and perspcotives into the tearing process, etc

Recently, in thcir minar study, Julis Mathews-Aydinti and Regina Van Home (2006) have pointed out that multilevel classes can prevent challenges to teachers, as it is very difficult to design or organize speaking activities for many leamers with different levels and interests The suggested solutions are also presented in their study As for them, there are some things that teachers should follow in order to promote success of multilevel classes not only in speaking lessons but also in other ones ‘The suggested solutions are

(1) Assessing learners’ needs to find out what earners need and want to lea,

(2) Planning parallel lessons for learners at different levels, then divide learners into pairs or

groups to carry out different activities;

(3) Grouping strategies and purpose (determine when whole-group activities, small-group activities, pair work, and individual work are appropriate);

(4) Using native language to clarify instructions so that all students remain engaged or allowing leamers to use native language to negotiate meaning when possible,

(5) Using project-based leaming (leamers are presented with a problem to solve or a product

to develop) and thematic instruction (work in groups based on their interests rather than their English proticieney levels);

(6) Using self- access material (teacher can keep a collection of self-access materials in their classrooms so that students can select materials and work individually)

1.3, Summary

Tho Hicrature related ta the lopic of the thesis has han reviewed in this chaplor IL has discussed the concepts and ideas conconting the issuc of speaking in terms of spoaking in language learning Stimulating activities are chosen as a theme of this study as it is the most feasible factor that English teachers can intervene in their attempt to improve their students’ speaking skills The next chaptar will report the use of stimulating activities to improve the

10 for students speaking skills at Thnan An USS

CHAPTER 2

THE USE OF STIMULATING ACTIVITIES TO LMPROVE 10™ FORM

STUDENTS’ ENGLISTI SPEAKING SKILLS AT THUAN AN TSS:

In this chapter an attempt is made to carry out a small-scale research on the use of

siimnlating activities lo improve 10” form students’ speaking skill al Thuan An USS As a way of start, I will first provide the current situation of teaching and Jeaming English speaking skills at Thuan An USS ‘Chen 1 will present a small-scale research to find out the

answer 1o two resvareh questions:

(1) What are stanulating activities?

(2) To what exients are they effective?

2.1 The current situation of teaching and learning English speaking skills at Thuan An uss

2.1.1 An overview af Thuan An Upper Secondary School

‘rhuan An Upper Secondary School 1s located in the centre of ‘Thuan An seaport, Phu

Vang districl, Thoa Thien Huc and was established in 2000 It's not far from Hue eity, aboat

10 kan The school has 38 classes with over 1500 students ranged trom grade 10 to grade 12

‘The teaching staff composes of 105 teachers with 14 compulsory subjects, of whom one-

third is young, ercalive and well trained whercas the others arc cxpericneed and cnlhusiastic,

2.1.2 The English teaching and learning situation at ‘Thuan An USS

2.1.2.1, Description of the students at Thuan An USS

The majority of sIudents in the study at Thuan An USS are aged fiom 15 to 16, MosL

of the students come from communes in the district where there are very difficult situations for living and learning Most of their parents are fishers and farmers Their main work is doing fishing and farming, Some of them do not take good care of their children, Thay have been leaming since grade 6, a small nunber of students started in grade 1 #0 5 coming, from Hue City Therefore, their English proficiency is somehow better than student from rural

parls duc to the availabilily of opporiunitiss lo aitend parl-time Fngtish courses and chances

to contact with English speaking people Aniong them, there are a few of students who are really interested in learning Lingtish and want to develop their ability in using English By

contrast, the ofher part of students is lowly motivated They tend to regard English as less important than other subjects and they study English in order to pass the examinations

Most students arc, to some cxtent, good at grammar, but bad at listening, and spcaking the target language They can do wzitten exercises on English grammar accurately but they can hardly communicate in English, Using English to comemmicate is a big challenge for most of thom who think thal loaning @ foreign language me

learning grammatical vies

or a list of iegular verbs As a result, they either keep silence all the time or do not

participate in the speaking activities

2.1.2.2 Description of the teachers at Thuan An USS:

If students are the most important factors in learning process, teachers are the most

important factors in the process of teaching and learning a target language To carry out this process properly, the teachers need to have good experience of teaching and understanding

of the syllabus The staff of Pnglish tcachers, the schaol lras 10 English teachers consisling

of ] male and 9 females are aged fiom 23 to 40 Most of them graduated trom Hue College

of Pedagogy and they are active, hard-working, kind-hearted and enthusiastic in working, Of the 10 teachers, there is 1 Leacher who gol M.A ilegree al College of Foreign Languages, Hue University At present, there are 4 teachers studying M.A course, 1 from Faculty of

Post- Graduate Studies, Hanoi National University, and the other 3 from College of Foreign

Languages, Hus Universily Tho youngesl teacher Ginishod university last your, so shu has nearly one-year teaching experience The oldest has 18-year teaching experience, They have many chances to study when they attend the annual workshops for English teachers, which are held by Thua Thin Hue Department of Education and Training, or by the British

Council

2.4.2.3 The syllabus

At Thuan An Lipper Secondary School, English is one of the compulsory subjects in the curriculum and it is the subject which students have to pass at the national examination by the ond of grade 12th to be qualified for the secondary schoo! diploma The syllabus and the new textbooks for English including “English 10°,“ English 11”, “English 12” are the continuation of that of the textbooks al, secondary schools and are prescribed by the Ministry

of Education and Training in 2006 which regarded as updated but very difficult ones The syllabus is designed to bring students the following objectives:

After finishing high school, students are able:

» _'foacqure listening comprchensian skill at a simple level of the topics they have learnt;

© To exchange information of English at a simple level about the situations relating to the topies they have leamt;

© To understand the main ideas of reading toxts in the arca of personal indsrests, social issues, cultural issues, scientific and technical issues on the basic of the knowledge they have leamt (accompanying with meaning deducing and dictionary consulting);

® To write a series of sentences about personal details, things and topics they are familiar with, and

© ‘lo write paragraphs (of about 100-150 words) of the topics they have learnt

2.1.2.4, The English textbook “Tieng Anh 10”

‘The new Linglish textbook “Yieng Anh 10” (the set of standard textbooks) was written by a group of textbook compilers: Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh ct al and was published in 2006, The syllabus of the textbook “Tieng Anh 10” is the continuation

of those textbooks at secondary schools “Tieng Anh 10” textbook consists of sixteen units for two tems, Each unit focuscs not only on four different language skills: reading, speaking, listening and writing but also such language elements as pronunciation, grammar and vocabulary

English curriculum for grade 10th students is divided into twe semesters with a total of 150

periods, 3 periods per week Rach period is 45 minutes long

‘The textbook which is curently used for teaching and learning English for grade 10th at

‘Thuan An Upper Secondary School is “English 10° which was designed under theme- based approach wilh 16 epics corresponding with 16 units, Each unil is about a theme, There ara 5 parts in each unit amangine as follows: reading, speaking, listening, writing and language focus in which a variety of exercises and tasks was compiled for practice Also, there exist a

“Test yourself” aller every 3 units The objective of these units is to cxamine how well the students have achieved in the previous units The “Test yourself” is constructed as follows: Listening, Reading, Pronunciation and Grammar According to the Ministry of Education and Training (2005: 19-25), by the ond of the 1th form students should be able;

» ‘fo listen for the main ideas or for specific information of a monelogue or a dialogue with the Istyth of 120- 150 words of the topies they have tcaml, Understand texts that are delivered at a slow speed,

© Toask and answer and exchanging information in English at a simple level about the situations relating to the topics they have leamt Perform some basic language functions such as giving instructions, expressing opinions, asking direction, asking and giving information, ele,

® ‘To comprehend passages of appropriately 190-230 words about the topics they have

Team, Understand the main ideas of the text or undersland the text in detail Develop vocabulary comprehension: gap-filling, matching, synonym/ antonym, eto; and

© To write texts (of about 100-120 words) relating to the topics based on models or prompts for personal or basic communicative purposes

of helping students improve their speaking skill To be more spe

of the students’ interest such as talking about an excursion (Unit 6) or talking about music (Unit 12), ete, However there are some speaking topics that are unfamiliar and far from the students’ background knowledge such as talking about the mass media (Unit 7), talking about advantages and disadvantages of zoos (Unit 10), Conscquently, the students will lose their interest during the lesson ‘Therefore, stimulating activities should be exploited to molivate students in these speaking lessons

cific, some of the topies are

2.1.2.5 Classroom facilities

At Thuan An Upper Secondary School, English teaching and leaming activities are mostly carried out inside the classrooms which are designed for lecture lessons It means that the seals are arranged orderly in front of the teacher im rows and classroom equipment is jusl

a chalkboard and a cassette recorder,

Tn terms of class sixc: Thera are 40 students in cach class, Tis nol casy lo carry onl 4 communicats task in a mixed-ability and large class, Firstly, applying a new method in big class size is very hard such as conducting communicative activities in classroom For a big class size, I can not organize pairs work and groups work successfully when the tables in Tows scom immovable Moreover, it is really difficult for me to control or camry out

classroom activities suitable for all class members as well as helps them involve to their

learning more effectively In reality, in big class size, leamers don't have much time to practice and give their ideas in front of class So, teachers will not make them develop their learning abilities ‘The focus on oreating a comamnicative environment also means that there

is lot of unavoidable noise in the classroom Though this noise is claimed ta be positive and necessary for a comnmunicative classroom, it affects the learning of next-door class,

Sccondly, whan cmplaying an innovation in (caching and tcarming, the lack of equipments and fheilities is a big, problem for colleagues in general and for me in particular,

In my school, equipments and facilities are inadequate such as lack of ‘!'V set, videotape, laboralory, headphonc/microphons and projector and internet The school has one languags lab with two overhead projectors, two LCD projectors and 4 cassette recorders for 10 teachers, but ths teachers hardly use them as teaching aids except cassette recorders because

of two reasons: First, these teaching aids are not enough if many classes want to use them al the same time, For example: no much projector to use power point for teaching English more effectively, no T'V set and videotape for them to practice English skills through film, daily communicative situations, ele Second, most of the ieachers are not used to using and exploiting modem teaching visual aids such as LCD projector or computer except some

special days such as: Teachers” Day, Women’s day, Observation, Demonstration Teaching

‘The materials for reference and sclf- study at Thuan An library are not many English books, English newspapers and magazines, which are good sources of current target language, are not available, ‘These are the reasens | think that they effect on our teaching a lot

2.2, A RESEARCH ON THE USE OF STIMULATING ACTIVITIES

2.2.1 Research Methodology

‘As discussed in the rationale for the present research, the aim of this study is to tackle some

issues thal are nol yet filly addressed in the use of three strmutating aclivities in EFT teaching in Thuan An Upper Secondary School For such purposy, a case study is designed

to answer two research questions

2.3.1.1 Participants of the study

‘My rescarch was conducted with Thuan An Upper Secondary School Grade 10" students in

the second semester 2009-2010, who ware aged between 15 and 16 For most students this was their fourth year of leaming Lnglish and there were 40 students in L0A class The school

was located in Thuan Ar town, Pha Vang disiricl, Thus Thien Hus Most of them were good

at grammar but bad at speaking because my students have Limited vocabulary and they often use mother tongue Hence, most of the students are not confident to use English in speaking class Moreover, there was no oral exam at the final examination Forty focal students from this class were participated in this sludy, cightoon boys and twonly two girls,

2.2.1.2 Research Instruments

In order to carry out this research, I used different types of research instruments such as classroom observations, questionnaires, classroom activities, and interview to the students Using various typos of rescarch instruments will bring mary advantages

2.2.1.2.1 Classroom observation

The researcher observes and teaches in the classroom of 10A students at Thuan An Upper Secondary School ‘he researcher only observed students in a class to find out the students’ response, their bravery, participation and everything which is found during the teaching and leaming process using stimulating activities (games, video and role play)

2.2.1.2.2 Questionnaire (1) can be conductzd on a small seale with 40 participants in a certain period of time, (2) simplifies the collection of figures and information, (3) respects the rule of anonymity in order to help participants give their opinions freely, (4) gives the rescarcher time for analysing thc data and ideas to bring gut the judgments, and (5) is the

base step for the interviews afterwards

2.2.1.2.3 Interview is the slage following on Gom the questionnaire bul is based on a selection of typical research subjects In the interview, the questions can be open in order to give the researcher a chance to allow an interviewee to develop and elaborate on his ideas

As a resull, the rescerchcr can explore a new avsnus of rosgarch bul tospeut the theme of ths questionnaire and the research Moreover, an interview can create a chance for the interviewer and the interviewee to share ideas expansively and cooperatively, without any imposition as ina questionnire

2.2.2, Data collection procedures

Data have very important role in a research, because without data it is impossible to pet result of the research There are some methods of collecting data ‘hey are observation, interview, dooument and test To obtain tt dala, the research has (a use the following:

instruments:

2.2.2.1, Stimulating activities

I selected two topics from two units fom English 10 (basic) and used some stimulating activitics for cach They were designed carefully on Power Point softwarc The first stimulating activities were about Unit 12 which talks about music, The second stimulating activities were based on Unit 13, where the topic was about films and cinema Hach stimulating activity toquired the students to do a task of some kind For cxample, for stimulating activity 1, I used Shack attack game, the Ss choose a letter on the screen from letter A to letter ⁄ If $s choose a right letter, $s will have a present If Ss choose a wrong letter, the shark will allack them (See Appendix 6)

2.2.2.2, Classroom observations through computer: Video taped speaking lesson

The writer, who was also the teacher of the class, does the observation directly toward teaching speaking leaming-prooess in 10A class at Thuan An Lipper Secondary School in the

scuud scmesicr 2009-2010 from 10 March 2010 to 23 Mareh 2010 In this rescarch, the

writer acts as an active observer, The writer interacts with the students as well as the teacher

In this case, the writer of class video taped speaking lessons to find out the students’ response, their bravery, participation and everylhing which is found during the teaching and leaming process using stimulating activities (games, video and role play) The writer recorded the leamers as they worked on the speaking tasks for each stimulating activity

(gmmos, video and tole play) then transcribed videolaped speaking |

(See Appendix 5)

sons whal they said

2.2.2.3 Post-survey questionnaire for students

‘This kind of survey inchides 6 questions was written in Vietnamese to make sure that students understood all quastionnaire items, They wore dispensed lo 40 studenls fram 10A class, This class was chosen to do the piloting procedure All the forms were returned (See

Appendix 1)

‘The survey for students focus on investigating the following issues

® ‘The students” attitudes towards the proposed stimulating activities (games, video and tole play): the issue is aimed al examining whether the students can understand] the

activities and if the activities are suitable to their levels

© ‘he effisctiveness of the activities when being experimented in class: the issue

investigates the sludents’ coments on the effectiveness of the activities in helping

students to chock the students’ confidence and the willingness in using the targct language as well as developing their communicative skills,

1 Do youlike three stimulating activitios: games, vidoo and role play in the

Why? Or why not?

2 Do you think three stimulating activities: games, video and role play help you in your Tearing of English? tyes, in whal way? Ifnot, please tell me your reasons,

3 Do you have any problems in speaking lessons when your teacher uses three stimulating activities: games, video and role play?

4 Do you have any obstactes during the use of three stimulating activities: games, video and role play in speaking class?

I did not audio record the learners’ answer but wrote them down word for word and then translated them into Tingtish

2.2.3 Technique for analyzing data

The data was analyzed both quantitatively and qualitatively The results were presented in numbers and percentage and analyzed with the help of quantitative approach Thsre are all 6 tables which were displayed The six tables perform the statislic dala of the studenls? attitudes towards three stimulating activities; games, video and role play and the

effectiveness of the activities when being expenmented in 10A class ‘The qualitative data

from classroom obsorvations and interviews were analyred both descriptively and

data collection of the study; and the next part, which arc the most important in this study, present the findings of the study as well as the discussion of the results of these findings

CHAPTER 3 KINIHNGS ANH DISCUSSION

In this chapter, we will analyze the students’ attitudes toward the proposed stimulating

response on the use of three stimulating activities presented in chapter 2 Details of these

contents wilt be presented in the scetions thal followed:

Table 1: Question 1: Are the activities easy to understand?

designed activiliss with cơmplolcly 100% of the choice for “casy” degroo This may rsnlL

from the visual charactaristic of the stimulating activitics

Table 2: Question 2 Are the activities suitable in comparison with your level?

as a preat effort of the researcher in making the activities easy for students to participate in

Table 3: Question 3: Art the activities interesting and attractive?

interesting and altractive

Zable 4: Question 4: Are the activities new and creative?

(No/40)

As for most of the investigated students (92.5%), the piloted activities are really new and cacative, Ft mcans that students hadn’t had many chances to take part in the stimulating

activities like these ones

Table 5: Question 5: Are the activities useful for you to make you more confident and feel motivated when learning English?

Table 6: Question 6: Are you willing to participate in other activities like this one? If yes,