04051001967 dự Án nghiên cứu hành Động về việc Ứng dụng các chiến lược tâm lý tích cực Để làm giảm sự lo lắng của sinh viên trong giờ học nói tiếng anh tại một cơ sở Đào tạo sỹ quan cảnh sát
INTRODUCTION
Rationale for the study
Foreign language training, particularly in English, involves mastering four essential skills: listening, speaking, reading, and writing This process is complex and often follows a specific teaching sequence, starting with listening, then speaking, followed by reading, and concluding with writing (Hedge, 2000) According to Hedge (2000), adults allocate their efforts as follows: 45% to listening, 30% to speaking, 16% to reading, and 9% to writing, highlighting the importance of speaking as the second most prioritized skill Nunan (1989) further emphasizes that speaking is generally easier to learn, regardless of whether it is a first or second language.
In Vietnam, English serves as the lingua franca, making English speaking proficiency a crucial focus for learners, as it is a mandatory subject in educational institutions The curriculum emphasizes the need for fluency and competence in English, particularly for tertiary students, who must develop strong communication skills to prepare for their future careers Despite the emphasis on English achievement, many students struggle with verbal communication, highlighting a significant challenge in enhancing speaking proficiency Factors such as learners' anxiety notably affect their ability to acquire English, with a pronounced impact on speaking skills among tertiary students in Vietnam.
The researcher, a former English lecturer at a police training institution, has observed that many students avoid speaking English, often remaining silent when prompted They tend to feel more comfortable in the corners of the classroom, experiencing anxiety when their names are called Although some students demonstrate potential in speaking, they struggle with word choice, pronunciation, and mixing word forms during both class activities and speaking tests This widespread anxiety surrounding speaking is acknowledged by the students, contributing to modest outcomes in English language training and overall speaking competence.
Despite some research on improving students' speaking proficiency, there is a lack of studies focusing on the use of positive psychology strategies in English speaking classes at police training institutions and their impact on student anxiety This gap in research has led the author to undertake a study titled “An action research project on applying positive psychology strategies to reduce students’ anxiety in English speaking lessons at a Police training institution.” The aim is to investigate whether these strategies can effectively reduce anxiety among students during English speaking lessons at this institution.
Aims and objectives of the study
This study aims to investigate the effectiveness of positive psychology strategies in alleviating cadets' anxiety during English speaking lessons at a police training institution The findings suggest several practical solutions to help reduce students' anxiety, thereby enhancing their interest, motivation, and engagement in English speaking activities.
The objectives of this study can be stated as follows:
- To find out factors causing students‟ anxiety in English speaking lessons
- To find out whether positive psychology strategies can facilitate to reduce cadets‟ anxiety in speaking English lessons and raise their speaking ability
- To explore how the students respond to the implementation of positive psychology strategies in reducing their anxiety in speaking English lessons
Research questions
Based on the rationale, the aims, and the objectives stated above, the research is conducted to address following questions:
1 What factors caused the cadets‟ anxiety in speaking English lessons?
2 To what extent did the positive psychology strategies reduce the cadets‟ anxiety in speaking English lessons at the Police training institution?
3 What are the students‟ attitudes towards the application of positive psychology strategies to reduce their anxiety in English speaking lessons?
Scope of the study
This study focuses on employing positive psychology strategies to alleviate anxiety among second-year English non-majored students during speaking lessons at a Police training institution for the academic year 2021-2022, acknowledging the limitations of the thesis in covering all speaking activities.
Methods of the study
To achieve the aim, both quantitative and qualitative methods are exploited in this action research The data is collected via class observation, questionnaire, and interview.
Significance of the study
This study aims to enhance understanding of the teaching and learning of English speaking skills at a police training institution, focusing on factors that influence students' interest, motivation, and engagement in lessons It also explores how positive psychology strategies can improve students' speaking proficiency The findings will serve as a model for English lecturers at the institution to enhance students' speaking performance and competence, and may provide valuable resources for further research and study in this field.
Organization of the thesis
The thesis includes major parts as follows:
Chapter 1: Introduction provides information about the rationale for the study, aims, objectives, research questions, scope, significance, method as well as structure of the study
Chapter 2: Literature review reviews two major issues: Psychology and positive psychology strategies in teaching and learning English and speaking skills with an expectation of setting theoretical background for the following chapters Plus, related studies are also presented
Chapter 3: Methodology provides a brief introduction about the setting of the study where the research is conducted, the rationale for using action research, instruments applied to gather data and research procedure of the study
Chapter 4: Findings and discussion demonstrates the findings of the study and discussions of the findings
Chapter 5: Conclusion to summarize what have been addressed in the study and also points out the limitations and suggestions for further study
LITERATURE REVIEW
Speaking skills
Speaking is a crucial language skill that plays a significant role in helping students meet their English learning objectives Despite its challenges, effective speaking enhances communication and contributes to overall language proficiency Therefore, identifying suitable teaching methods is essential for supporting students in achieving their speaking goals.
In this section, the researcher discusses definition of speaking, functions of speaking, components of speaking skill, factors influencing speaking performance and problems in teaching and learning speaking skill
There are a lot of definitions of the word “speaking” that have been suggested by the researchers in language learning
Speaking is defined as the oral expression of words and communication, as noted in the Webster New World Dictionary According to Brown and Yule (1983), it is the skill upon which students are most often evaluated in real-life situations, making it crucial for everyday interactions A person's ability to speak fluently and comprehensively often shapes first impressions Similarly, Chaney and Burk (1998) describe speaking as the process of constructing and sharing meaning through verbal and non-verbal symbols across various contexts.
Bygate (1987) defines speaking as the creation of auditory signals that elicit various verbal responses from listeners, emphasizing the systematic combination of sounds to form meaningful sentences.
According to Nunan (2003), speaking is a productive oral skill that involves creating systematic verbal expressions to convey meaning Additionally, Hornby (1990) defines speaking as the act of producing words in a normal voice, which includes the ability to articulate and utilize a language effectively.
Speaking is a skill that involves expressing, communicating, and delivering ideas through structured verbal utterances It is more complex than it appears, encompassing more than merely pronouncing words In this study, "speaking" refers specifically to a skill associated with language teaching and learning.
According to Richard (2008), mastering English speaking skills is a top priority for many learners of second and foreign languages Language experts have made efforts to classify the various functions of speaking in human interaction.
According to Brown and Yule (1983) there are three function of speaking,
Brown and Yule's three-part framework categorizes talk into interaction, transaction, and performance, each with unique characteristics and teaching requirements The first aspect, talk as interaction, emphasizes the social nature of communication, focusing on the way conversations facilitate relationships and social engagement Understanding these distinctions is crucial for effective teaching strategies tailored to each type of talk.
Conversational dialogue is an interactive form of communication that occurs spontaneously between at least two individuals It emphasizes the delivery of messages through oral skills, highlighting the importance of social relationships In this context, the focus is primarily on the speakers and their self-presentation rather than the content of the message itself Additionally, talk can also serve as a transaction, where the exchange of information plays a crucial role.
This function focuses more on message to be delivered in order to make people to get understanding about what to be conveyed in a clear and accurate way
In this kind of spoken language, people often pay attention to meaning or talking in what way they understand rather than interaction
Speaking activities primarily emphasize monologues over dialogues The role of speaking as a performance is evident in various contexts, including speeches, public talks, announcements, storytelling, and retelling stories.
As classified by Heaton (1988), speaking skill includes three components which are clarified as the follow:
1) Fluency: mainly deals with the smoothness of continuity in speech and covers how words are ordered to make sentence Pronunciation, vocabulary, and grammar are sub-elements of fluency
2) Accuracy (intelligibility): refers to the phonetic character of conversational English and focus more on the segmental (vowel and consonant) system
3) Comprehensibility (appropriateness) It refers to the rightness of language to the situation It is also about the way in which informality is express by choice of vocabulary, idiom, and syntax
There exist various elements having remarkable effects on language learning which can be grouped into internal and external factors
Internal factors mean factors root from learners themselves which include psychological issues and learner‟s language competence
Burns and Joyce as cited in Nunan (1999); Schwartz (2005); and Thornbury
Psychological factors such as anxiety, shyness, lack of confidence, motivation, and fear of making mistakes significantly hinder students' speaking performance (2005) According to Brown (2002), effective cognitive and emotional engagement is closely linked to self-esteem, self-confidence, knowledge, and belief in one's abilities High self-esteem, which reflects an individual's self-respect, is often observed in students who exhibit greater participation and performance in the classroom.
Students with high self-esteem exhibit greater confidence and positive energy, actively engaging in class activities that enhance their language learning In contrast, those with low self-esteem tend to show less enthusiasm and confidence when participating in oral English learning activities.
According to Chomsky (1965), competence refers to the ideal language system that allows speakers to generate and comprehend an infinite array of sentences in their language, as well as to differentiate between grammatical and ungrammatical constructions.
This study examines how language elements influence speaking performance, highlighting the speaker's ability to enhance various language aspects during oral communication Key factors include fluency, intonation, vocabulary, pronunciation, and grammar.
Topical knowledge, as defined by Bachman & Palmer (1996, cited in Tuan & Mai, 2015), refers to the knowledge structures stored in long-term memory that encompass relevant information for speakers They assert that this type of knowledge significantly impacts learners' speaking performance, indicating that individuals with pertinent topical knowledge find test tasks easier, while those lacking it face greater challenges A study by Huang (2015) further demonstrated that topical knowledge has a strong influence on integrated speaking test performance, highlighting its importance in language learning contexts.
Positive psychology
Positive psychology (PP), rooted in the humanistic approach, emphasizes happiness and represents a revival of humanistic psychology According to Simonton & Baumeister (2005), PP aims to motivate individuals to reach optimal performance by leveraging their strengths and addressing weaknesses This balanced approach is viewed as more effective than traditional psychology Consequently, integrating PP into English speaking lessons is crucial for alleviating student anxiety and improving speaking performance As an English lecturer at a police training institution, the researcher recognizes the importance of teaching speaking skills and is committed to implementing effective teaching strategies to enhance her students' speaking competence.
This section outlines the key concepts of positive psychology, its application in second language teaching and learning, and the implementation of effective teaching strategies It also discusses practical considerations for applying positive psychology, interventions in English as a foreign language, and compares the PERMA model with the EMPATHICS version.
Positive psychology has been defined in various ways by researchers and psychologists, leading to differing interpretations of its meaning This diversity in definitions raises the question of whether there is a clear consensus on what positive psychology truly encompasses.
Positive psychology (PP) is defined by Sheldon & King (2001) as the scientific study of ordinary human strengths and virtues, focusing on the average person to explore what works and what enhances well-being Gable & Haidt (2005) further describe PP as the examination of the conditions and processes that lead to the flourishing and optimal functioning of individuals, groups, and institutions According to The Journal of Positive Psychology (2005), PP emphasizes the importance of understanding and promoting positive aspects of human experience.
12 scientifically informed perspectives on what makes life worth living It focuses on aspects of the human condition that lead to happiness, fulfilment, and flourishing
Other researchers namely Seligman and Csikszentmihalyi (2000); Peterson, (2006); Csikszentmihalyi and Nakamura (2011) PP is the empirical study of how
“normal” people live with the goal of helping them to thrive and flourish PP researchers do not deny the existence of problems, but complement them with
“positive” topics such as flow, hope, courage, well-being, optimism, creativity, happiness, flourishing, grit, resilience, positive emotions, life longings, emotional creativity, strengths, wisdom, health, laughter (Lopez and Snyder, 2009)
Under the light of the abovementioned researchers, the author defines PP as a scientific study of elements that contributes to making life most worth living
2.2.2 Positive psychology in second language teaching and learning
Having explicated the prominence of PP in the aspect L2 education, Yongliang Wang, Ali Derakhshan and Lawrence Jun Zhang give out seven instances of as the following:
Figure 1: Potential PP factors contributing to the SLL/ FLL experience
MacIntyre and Gregersen (2012) suggest that enjoyment, as a form of positive achievement emotion, can enhance language learning by helping learners develop valuable resources, expand their perspectives, and increase their engagement in the learning process.
Enjoyment plays a vital role in the language learning process, as it fosters sustained engagement and personal development (Jin and Zhang, 2019) By cultivating positive emotions, language teachers can effectively reduce learners' foreign language anxiety while enhancing their enjoyment Key teacher variables, including emotional support, humor, friendliness, respect, tone of voice, and overall positive mood, significantly impact students' enjoyment in learning a foreign language (Dewaele et al., 2019c) Therefore, educators are essential in creating an enjoyable environment within foreign language education.
Well-being is a crucial aspect of positive psychology, as highlighted by Oxford (2016), which states that "positive psychology is all about human well-being." It serves as a positive health-related outcome that fosters individual growth and flourishing (Seligman and Csikszentmihalyi, 2000) Seligman's (2011) PERMA model defines well-being as the result of positive interactions in relationships, accomplishments, meaning, positive emotions, and engagement, ultimately aimed at finding life's meaning In the context of L2 education, well-being contributes to positive emotional and academic experiences for both teachers and learners, leading to increased foreign language enjoyment for students (Proietti Ergün and Dewaele, 2021) and enhanced work engagement and emotion regulation for teachers (Greenier et al., 2021).
Resilience is a dynamic and adaptable developmental process that enables individuals to adjust to various circumstances and improve their effectiveness in challenging situations (Bobek, 2002) Its importance for both teachers and students is evident, as the processes of instruction and learning can be stressful and emotionally taxing (Gu and Day, 2013) By fostering resilience, educators and learners can effectively tackle the challenges and stressors encountered in educational settings, empowering them not just to survive but to thrive in schools, universities, and other institutions (Gloria et al., 2013).
The teaching profession is fundamentally centered on relationships, where teacher resilience is cultivated through interactions with students This dynamic allows educators to discover purpose and meaning in their work, leading to more meaningful engagement in their actions (Hiver, 2018).
Emotion regulation encompasses both extrinsic and intrinsic processes that individuals use to assess, modify, or control their emotions in pursuit of specific goals According to Gross (1998), it is an interpersonal endeavor that involves managing when and how to express and experience emotions Additionally, Gross and John (2003) describe emotion regulation as a variety of behavioral, physiological, and cognitive strategies employed to manage emotional experiences and expressions.
Effective regulation of both positive and negative emotions in the language classroom significantly enhances teacher-student relationships, boosts student learning outcomes, and contributes to successful teaching practices This emotional regulation equips teachers to adeptly navigate conflicts and develop practical solutions.
Academic engagement in language learning is a key student experience, encompassing emotional, cognitive, and behavioral dimensions (Reschly and Christenson, 2012) Behavioral engagement reflects students' willingness to participate in tasks and lessons (Mercer, 2019), while emotional engagement involves their feelings of commitment and attachment to the work Cognitive engagement occurs when students are mentally challenged and fully immersed in their tasks (Reschly and Christenson, 2012).
Duckworth et al (2007) defined grit as the combination of persistence, passion, and effort directed towards long-term goals They identified grit as a higher-order factor that includes both consistency of interest and perseverance of effort Additionally, grit is positively associated with a growth mindset, which can serve as a strong predictor of academic success.
Grit is a malleable trait that can be developed through targeted interventions and instruction (Steinmayr et al., 2018; Clark and Malecki, 2019) In language education, L2 teachers can leverage this malleability to equip students with the resilience needed to face the challenges of learning a new language.
Love, as highlighted by positive psychology, is a powerful emotion that fosters human flourishing and fulfillment (Fredrickson, 2004; Seligman, 2011) In educational settings, love is seen as a vital component of positive learning experiences According to Loreman (2011), love significantly influences learners' emotional and social development Loving pedagogy emphasizes meeting students' needs and transcends the simple transfer of knowledge This approach encourages collaboration between students and instructors, motivating students to overcome their limitations in the pursuit of knowledge (Yin et al., 2019).
2.2.3 Implementation of positive psychology teaching strategies
Anxiety and foreign language anxiety
Horwitz et al (1986) defined speaking anxiety as the fear experienced by students when preparing or delivering a speech in public The researcher observed that nervousness during English speaking lessons significantly negatively impacts students' speaking performance and proficiency.
In this section, therefore, the author clarified a number of issues relating to anxiety
This section outlines the definitions and symptoms of anxiety, specifically focusing on foreign language anxiety It explores the causes and effects of this type of anxiety, particularly in relation to speaking skills Additionally, it provides effective strategies to mitigate foreign language anxiety.
Anxiety is a universal human emotion that can prepare individuals to face challenges, although it may also lead to negative behaviors (Simpson et al., 2010) Ferreira and Murray (1983) define anxiety as the subjective experience of nervousness, tension, apprehension, and activation of the autonomic nervous system This emotion is commonly experienced by individuals when speaking a foreign language.
Anxiety is defined as a state of nervousness regarding current events or potential future occurrences, influencing human behavior.
Foreign language anxiety encompasses various definitions, with Horwitz et al (1986) describing it as the challenges related to understanding, opinions, feelings, and behaviors in the context of classroom learning influenced by specific language learning styles This definition highlights the importance of evaluating student performance in academic settings In contrast, McIntyre (1999) defines foreign language anxiety as the concerns and negative feedback that arise from learning a non-native second language Additionally, Scovel (1978) contributes to the understanding of this phenomenon.
25 anxiety is “an individual level of fear associated with either real or anticipated oral communication with another person”
Foreign language anxiety is characterized by feelings of tension, apprehension, and nervousness specifically related to the context of learning or using a foreign language, as highlighted by various scholars and researchers.
Anxiety, as described by Rachman (1993), is a state of distress that persists over time, characterized by a series of reflexes and responses that affect both the mind and body, preparing individuals to evade perceived threats This heightened state of awareness enhances sensory perception, making individuals more attuned to their surroundings In an educational context, such anxiety can pose significant challenges for students during speaking performances, both in and out of the classroom Rachman (1993) identifies three distinct categories of anxiety.
Anxiety serves as a protective mechanism by preparing our bodies for action in response to imminent threats, enabling us to either fight or flee Additionally, it encourages us to enhance our readiness for potential dangers, contributing to effective survival strategies.
Second, it is symptoms associated with anxiety Anxiety can cause a large range of symptoms that affect our body, mind, and behavior
Finally, it is anxiety problems Having the feeling of anxious in certain situations is very normal which frequently happens to everyone
Moreover, as divided by Stocker (2013), symptoms of anxiety include tightness, rigidity, guardedness, tension, feeling vulnerable, feeling exposed, always expecting danger, shakiness, shivering or sweating, a sense of dread, feeling like a
Language anxiety, often characterized by a lack of concentration and feelings of dissatisfaction, is a psychological construct that stems from both internal factors, such as learners' self-perceptions, and external elements, including various social and cultural environments, as highlighted by Tanveer (2007).
On the sphere of linguistics especially in the classroom, it direct observation over presentation can be conducted (Horwitz, et al, 1986) Accordingly, Ochs
(1991) classified the symptoms of anxiety as the follows:
- Voice: Tremble; too slow; too fast; monotonous; unemphatic; hoarse
- Oral effect: Stammers halting/ awkward pauses; hunt of words; repeated same word
- Mouth and throat: Too slowly repeatedly; breathes heavily
- Facial expressions: No eye contact; roll eyes; grimaces too often; the face muscle is tense
- Arms and hands: Rigid or tense; fidget; waves and hard about; motionless; stiff; sweat
- Body movement: Body sways too often; paces and shuffles feet
Anxiety is a common and normal feeling that everyone experiences in specific situations, typically lasting for a limited time It can arise from both internal and external factors and manifests through various symptoms In classroom environments, anxiety can present unexpected challenges for students, significantly impacting their language learning activities, particularly in speaking performance.
2.3.3 Causes of foreign language anxiety
According to Horwitz et al., (1986) the causes of foreign language anxiety are categorized into three components namely: communicative apprehension, test anxiety, and fear of negative evaluation
Communication apprehension, as defined by Horwitz et al (1986), is a form of shyness characterized by fear or anxiety in social interactions This condition often manifests when individuals are required to engage in everyday conversations, leading to difficulties in speaking up in public settings Factors contributing to this hesitancy may include inherent personality traits such as quietness, shyness, and reticence (McCroskey).
In a foreign language learning classroom, students must not only absorb knowledge from their teacher but also engage in oral communication with one another This interaction can lead to increased anxiety as they attempt to use the foreign language.
Test anxiety is a significant contributor to students' foreign language anxiety, as highlighted by Brown (1994), who notes that fear of failure during exams can lead to nervousness and stress Tsai & Chang (2013) further emphasize that many students experience anxiety under pressure, worrying about their test results and the possibility of repeating mistakes Additionally, the type of test—whether written or spoken—can significantly impact the level of anxiety experienced by students.
Fear of negative evaluation extends beyond test anxiety, as highlighted by Horwitz et al (1986) This anxiety is closely related to communication apprehension, stemming from students' uncertainty about their learning abilities influenced by their environment When using a second language for interaction, students often feel embarrassed about their language use, leading to concerns about peer evaluations Additionally, performing in front of classmates heightens their anxiety levels, contributing to an overall increase in student anxiety.
This study utilizes the PSCAS (Public Speaking Class Anxiety Scale) model by Yaikhong & Usaha (2012) to assess students' speaking anxiety levels before and after implementing PP strategies in English speaking lessons The model comprises four key components: communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English.
Previous studies
Numerous studies have explored the role of positive psychology (PP) in English as a Foreign Language (EFL) and English as a Second Language (ESL) education, both in Vietnam and globally These investigations have significantly contributed to understanding the essential functions of PP and its strategies, particularly in alleviating anxiety during English language training.
At the international level, a study by Wang Y, Derakhshan A and Zhang LJ
Research on positive psychology (PP) in second and foreign language learning highlights its significant role in enhancing both teaching and learning experiences A study from 2021 identified seven components of PP that contribute to effective L2 learning Min Joo Dong's 2020 research found that students with high levels of PP demonstrated increased resilience and motivation, while also experiencing reduced anxiety and improved confidence in English communication This suggests that PP fosters well-being and positively influences learners' affective and cognitive domains Additionally, Graz's 2016 study on integrating PP into EFL classrooms confirmed these findings, showing that the application of PP techniques enhances students' skills and competencies beyond mere language knowledge.
In Vietnam, the introduction about the implementation of PP strategies has been conducted in many conferences or workshops on education and training
It is unfortunate that there is a lack of clarity regarding the number of teachers, educators, or researchers who have implemented this teaching approach to alleviate students' anxiety in language lessons, particularly in police schools While several educators have utilized Positive Psychology (PP) strategies in their classrooms, there is a notable absence of studies investigating the effectiveness of these strategies in reducing students' nervousness during English speaking lectures in police training institutions.
In conclusion, the literature review highlights the global recommendation of using PP strategies to alleviate learners' anxiety Research consistently demonstrates the significant benefits of this teaching approach in English lessons, enhancing students' well-being, motivation, engagement, resilience, critical thinking, and confidence in communication However, there has been limited investigation into its application for reducing anxiety specifically in English speaking lessons Therefore, this study aims to explore the effectiveness of PP strategies in lowering students' nervousness during English speaking activities in the author's training institution.
Chapter summary
This chapter addresses key issues in teaching and learning skills, including definitions, functions, components, factors, and challenges It also explores the concepts and practical considerations of the PERMA model compared to the EMPATHICS version of positive psychology in the context of teaching English communicative skills Additionally, it examines anxiety, particularly foreign language anxiety, and related issues Previous studies relevant to this thesis are discussed, providing a solid foundation for the researcher to design a study aimed at using positive psychology strategies to reduce students' anxiety levels in English speaking lessons at a police training institution.
METHODOLOGY
Context of the study
The research was conducted at a prominent police training institution where English is a mandatory subject for the first two years of the four-year curriculum Recognized as one of the largest police training schools, it boasts modern facilities and a high-standard educational environment The institution offers over ten majors related to police fields, with a significant emphasis and investment in English from the Directorate Board.
The school's primary objective for English training is to ensure that students achieve B1 level proficiency in their language skills by graduation To support this goal, lecturers must enhance their expertise in delivering the English training program, reinforcing the subject's significance within the overall curriculum.
The English training program at this school includes two modules focused on English for specific purposes, specifically tailored for police work, corresponding to A2 (Elementary) and B1 (Pre-Intermediate) levels Developed by the Foreign Languages Department, the course materials aim to enhance students' communicative skills and provide essential cognitive input relevant to the police field The diverse themes covered in the course books include Vietnam's public security, the criminal procedure code, drugs and crimes, terrorism, and prevention strategies These carefully selected topics are designed to equip students with both theoretical knowledge and practical skills for their future careers.
Research participants
The research involved 25 second-year non-English major students, identified as S1 to S25, from various disciplines at the Police Training Institute, with the author serving as the teacher-researcher These students participated in a questionnaire survey and class observations, and from this group, five were randomly chosen for semi-structured interviews.
Research design
The research was implemented to answer the three research questions:
1 What factors caused the cadets‟ anxiety in speaking English lessons?
2 To what extent did the positive psychology strategies reduce the cadets‟ anxiety in speaking English lessons at the Police training institution?
3 What are the students‟ attitudes towards the application of positive psychology strategies to reduce their anxiety in English speaking lessons?
3.3.1 Rationale for the use of action research
In recent years, Action Research has gained significant attention from researchers and educators as a method for classroom-centered investigation Defined by Wallace (2001) as a systematic process for data collection and analysis aimed at making improvements or solving problems, Action Research is characterized by its small-scale nature, as noted by LoCastro (1994) This approach allows teachers to investigate specific classroom issues for curriculum renewal and professional development Notably, it can be conducted by classroom teachers themselves, as supported by Kemmis and McTaggart (1988a), Cohen and Manion (1994), and Nunan (1992a) Prasongporn (2004) and Elyildirim and Ashton (2006) emphasize that teachers' Action Research can enhance the current teaching landscape by improving professional knowledge Additionally, it serves to bridge the gap between theory and practice, as highlighted by McNiff, Lomax & Whithead (1996) and Zuber-Skerritt (1992a).
35 action research is context-specific (McDonough & McDonough, 1997) That is, action research is conducted in a specific classroom by a particular teacher to solve phenomenal problems
As having been a lecturer of English at the Police training institution for over
Over the past five years, the author has observed significant challenges faced by cadets during English speaking lectures To address these issues, the author proposes utilizing action research as the most suitable methodology for this thesis This approach aims to explore the effectiveness of positive psychology strategies in alleviating students' anxiety while enhancing their motivation and participation in English speaking lessons.
Action research is characterized by a spiraling and evolving process consisting of four key steps: planning, action, observation, and reflection, as proposed by Kemmis & Taggart (1988a).
Figure 2: The model of action research proposed by Kemmis &
Susman (1983) distinguishes five phases to be conducted within each research cycle: (1) Diagnosing: identifying or defining a problem, (2) Action
36 planning: considering alternative courses of action, (3) Taking action: selecting a course of action, (4) Evaluating: studying the consequences of an action, and (5) Specifying learning: identifying general findings
Figure 3: The model of action research proposed by Susman (1983)
Burn (1999) considers the action research process as a sequence of cycle which consists of eleven phases: exploring, identifying, planning, collecting data, analyzing/ reflecting, hypothesizing, intervening, observing, reporting, writing and presenting
Table 1: The model of action research proposed by Burn (1999)
Exploring Identifying generalized areas for investigation
Identifying Undertaking fact-finding to refine ideas
Planning Developing a viable plan of action
The process of data collection involves selecting and implementing initial techniques for gathering information This is followed by a phase of analysis and reflection, where emerging data is scrutinized Based on this data, researchers develop initial hypotheses and predictions Interventions are then made by deliberately altering practices in response to these predictions The outcomes of these interventions are observed and evaluated Finally, researchers articulate their processes through both formative and summative reports, summarizing and disseminating their findings in written and oral formats.
This study utilized Nunan's (1992) action research model for its simplicity and clarity, enabling the researcher to effectively conduct research within her classroom in a limited timeframe The model consists of seven distinct steps: initiation, preliminary investigation, hypothesis, intervention, evaluation, dissemination, and follow-up, each of which is detailed in the study.
Step 1 Initiation The teacher notices a problem in class
The teacher spends time observing the class and taking notes of cadets‟ behaviors
Step 3 Hypothesis After observation, the teacher forms a question or hypothesis
Step 4 Intervention The teacher tries several solutions to solve the problem
After some weeks, the teacher consciously observes or measures the class again to see if there has been any improvement
Step 6 Dissemination The teacher shares her findings with others
Step 7 Follow-up The teacher explores alternative solutions for the problem
The cycle conducted in this thesis can be demonstrated as followed:
Figure 4 The cycle conducted in the thesis 3.3.3 Research procedure
The action phase of this research was conducted over 12 weeks during the first year of the 2021-2022 academic year, following the English training curriculum for non-major students in course D46 Utilizing Nunan's (1992) model, the study was executed in seven steps across three main phases: Pre-action, Action, and Post-action, each of which was meticulously analyzed.
As a lecturer - researcher in the setting environment of the study, the author investigated and recognized the reasons why a large number of students still got
Many students struggle with low competency in English speaking, leading to poor performance in lessons A study revealed that several students often remain silent during speaking activities due to anxiety and a lack of motivation This anxiety results in a loss of words, making it difficult for them to engage effectively in English speaking classes.
The research aimed to investigate students' feelings of nervousness during English speaking lessons, the sources of their anxiety, its impact on their learning, and the strategies they employed to manage it A questionnaire based on the PSCAS model by Yaikhong & Usaha (2012) was utilized to assess students' anxiety levels in English oral lectures, providing the author with an initial understanding of their apprehension Following this, two speaking lessons, labeled unit L0 and L00, were conducted and recorded for further analysis Additionally, the researcher employed a model by Peacock (1997) to evaluate overall class motivation and the level of engagement generated during these lessons To enhance the integration of PPS in the English speaking curriculum, the author revised detailed lesson plans for the Action phase, as outlined in Appendix 7.
Ethical considerations were paramount during the action research, with the author obtaining approval from all participating students to ensure the protection of their privacy and personal information The research was confined to English oral lectures, specifically focusing on the English for Police course The content of these lessons emphasized language practice while strictly avoiding any offensive, discriminatory, or unacceptable material.
* Analysis of results collected from semi-structured interview
The study aimed to explore the reasons behind students' anxiety in English speaking lessons, identifying both internal and external factors contributing to their nervousness According to the findings in Appendix 4, all students experienced anxiety during these lessons, which significantly impacted their performance In response, the respondents proposed various strategies to alleviate their apprehension and enhance their speaking skills in English.
* Analysis of students’ motivation in English speaking lessons
The researcher analyzed video recordings of two lessons, labeled L0 and L00, which utilized standard textbook tasks Using observation scheme sheets from Peacock (1997), the study assessed students' motivation and participation in speaking tasks through an 8-item scale ranging from 1 to 5 The maximum possible score was 40, while the average score per item was 3, resulting in a standard score of 24.
Table 2: Students’ motivation in L0 and L00
1 Students‟ involvement in the speaking activities 2 2
2 Students‟ enjoyment of the activities 2 2
3 Students‟ persistent attention to the activities 1 2
4 Students‟ concentration on the speaking activities 2 2
6 Degree of challenge of the activities 2 2
7 Degree of appropriateness of the activities to students‟ level 3 3
8 Students‟ degree of interest in the materials for speaking the activities 2 2
Table 2 indicates that all item scores fell below the average score of 3 Additionally, a comparison of students' speaking motivation levels across two lessons (L0 and L00) is illustrated in the chart below.
Chart 1: Overall class motivation in L0 and L00
In the initial two lessons, the total scores were below the expected standard, with scores of 16 and 18, indicating a lack of motivation among students during speaking activities Overall, the students demonstrated low motivation levels in these lessons.
* Analysis of students’ anxiety level through PSCAS
Pre-treatment questionnaire was implemented to target at students‟ anxiety level prior the treatment
Chart 2: Students’ speaking anxiety level before the use of PPS
The preliminary questionnaire survey results, illustrated in Chart 2, revealed that a significant number of students experienced high to moderate levels of nervousness during English speaking lessons.
41 impacts on students‟ speaking competence and performance Generally, most of students were afraid of English speaking lessons
It was the hypothesized that using PP strategies can lower students‟ anxiety which helps raise their motivation and participation in speaking lessons
When the problem was identified, the preparation for plan execution was done and the intervention was taken in 6 consecutive lessons coded L1, L2, L3, L4, L5 and L6
The research revealed that many cadets experienced boredom and anxiety during speaking lessons, leading to low motivation and participation, as indicated by the findings from classroom observation sheets and PSCAS in the pre-action phase.
To overcome the problems, the researcher applied the PP strategies as a solution in English speaking lessons
Research instruments
Questionnaires are an effective and widely used tool for gathering data on the emotional aspects of teaching and learning from a large number of respondents in a short timeframe Nunan (1989) emphasizes that questionnaires allow for a comprehensive examination of all facets of the teaching and learning process Additionally, they provide teachers with valuable insights into their instructional techniques by reviewing the responses Wallace (1998) notes that questionnaires are time-efficient; the larger the number of respondents, the more economical the data collection process becomes.
- Structure of the questionnaire: In this research, PSCAS (Public Speaking
Class Anxiety Scale) model developed by Yaikhong & Usaha (2012) were adopted to measure the students‟ speaking anxiety levels before and after the application of PP
The study by Yaikhong & Usaha (2012) identified 45 strategies for English speaking lessons, focusing on the PSCAS, which assesses communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English The PSCAS consists of 17 items rated on a five-point Likert scale, with total scores ranging from 17 to 85 Scores between 69-85 indicate high anxiety, 51-68 moderate anxiety, and 17-50 low anxiety The data collected from the questionnaire aimed to address the research questions effectively.
After reviewing the research questions and relevant literature, the researcher designed question items based on the PSCAS model by Yaikhong & Usaha (2012) The questions were meticulously crafted to ensure logical coherence and scientific rigor, aiming for the most relevant, valid, and reliable outcomes The survey questionnaires were composed in English (refer to Appendix 1).
To ensure clarity and avoid ambiguity in the questionnaire, the author sought feedback from the supervisor and several lecturers at a Police training institute This consultation helped refine the draft survey, leading to the development of a final version that incorporated their valuable comments and suggestions.
After finalizing the questionnaire, the researcher sought permission from school leaders, administrators, and teachers to proceed with data collection A brief meeting was held with the class X student respondents to schedule a convenient time for participation, during which the researcher clearly explained the questionnaire format and completion process To ensure understanding, the researcher addressed any potential misunderstandings or ambiguities regarding the questions Instructions were provided in a clear and comprehensible manner, and a timeline for completion was established.
The survey questionnaire was conducted before and after the intervention of the PP strategies and after semi-structured interview
A semi-structured interview is a qualitative research method that combines a set of predetermined questions with the flexibility to explore specific themes in depth This approach allows respondents to express their thoughts freely, rather than being confined to fixed answers, fostering a richer discussion around the research topic The flexibility inherent in semi-structured interviews not only provides valuable insights into the research theme but also enables researchers to gather comprehensive information from interviewees This rationale underpins the choice of semi-structured interviews for this study.
The design of interview (edited version) adapted from Jurmasari (2017) which was applied in this research paper was described as follows
The interview aimed to explore students' perceptions of the factors contributing to speaking anxiety, the impact of using Peer Presentation Strategies (PPS) in English speaking lessons, and their attitudes towards the implementation of these strategies in lectures.
The interview aimed to gather detailed insights for the study, featuring eight open-ended questions along with sub-questions to facilitate discussion Conducting the interview in Vietnamese helped to eliminate ambiguity and ensure clarity in responses.
Five students were randomly selected from a pool of 25 participants for the interviews The researcher arranged appointments with these selected students, ensuring that the content and purpose of the interviews were not disclosed in advance to obtain reliable information.
The interview aimed to enhance the questionnaire data, thereby increasing the validity of the information gathered It also sought to clarify the factors contributing to anxiety and assess the effectiveness of using PPS in English speaking lessons.
The interview questions were developed both prior to and following the completion of the questionnaire analysis In the Pre-action phase, four initial interview questions were posed to explore students' responses.
The study explored students' feelings of anxiety during English speaking lessons, examining the roots of their nervousness and how it affected their performance It also investigated their strategies for overcoming this anxiety Additionally, the research included questions about students' attitudes towards the use of Positive Psychology (PP) strategies in these lessons, assessing the effectiveness of these strategies in reducing anxiety and enhancing speaking competence Suggestions for the effective application of PP strategies were also gathered Prior to the interviews, the researcher coordinated with participants to ensure their comfort regarding the timing and location of the discussions.
- Purpose: Classroom observation was applied to assess students‟ engagement and motivation in the class before and while applying PPS in speaking lessons
The researcher, who also serves as a teacher, modified Peacock's (1997) observation scheme to assess overall class motivation and individual cadet engagement, taking into account the small number of participants.
The observation sheet evaluated the overall class motivation of 25 students through the implementation of PP strategies, focusing on learners' interest, enthusiasm, persistence, concentration, and enjoyment during lessons Each aspect was rated on a scale from one (low) to five (high), with a maximum score of 40 possible (refer to Appendix 5).
Data analytical framework
Data analysis, as defined by Schreiber (2006), involves generating research outcomes by calculating values, identifying variable relationships, and establishing research indicators, all aimed at fulfilling research objectives and addressing research questions.
The quantitative analysis involves the use of questionnaires and class observations Data collected from the questionnaires will be processed using Microsoft Excel due to its popularity, affordability, and user-friendly features, providing the researcher with practical convenience The results will be displayed in chart format.
48 tables and numbers by applying some descriptive statistic techniques
Data collected from completed questionnaires will be entered into a Microsoft Excel sheet, processing each question individually The application will automatically tally the number of responses for each option, converting these figures into percentages and visual representations such as charts or tables using built-in formula functions The resulting data and percentages will be analyzed and presented through various charts or tables for clearer interpretation.
The data gathered from class observations was systematically categorized and analyzed after each lesson to ensure the effective application of PP strategies in subsequent lessons, allowing for flexibility This observation enabled the researcher to determine if the implementation of PP strategies enhanced student motivation and engagement, ultimately helping to alleviate their anxiety during English speaking lessons.
The qualitative analysis of interview data revealed the effectiveness of PP strategies in reducing students' anxiety during English speaking lessons at the school The data were systematically classified, synthesized, and analyzed to uncover these insights.
The interviewees were randomly chosen from the informants of the questionnaire survey, and their responses were recorded using the researcher's device Each recording lasted approximately 10 to 15 minutes, after which it was transcribed and summarized for thematic analysis This analysis aimed to identify the factors contributing to anxiety and to evaluate whether the implementation of PPS effectively reduced students' nervousness regarding their English oral competence and performance Detailed findings and discussions are presented in Chapter 4.
The outcomes facilitated the researcher to get have insights about students‟ attitude towards applying PP strategies in English speaking classes
All questionnaires and interview results were encrypted and analyzed to ensure the confidentiality of personal information, including names and ages, prior to their inclusion in the report and final thesis.
The author utilized the thematic analysis approach by Braun and Clarke (2006) for qualitative analysis of the interview transcription, focusing on identifying patterns and themes within the qualitative data, as noted by Moira Maguire.
Brid Delahunt (2017) highlights that this method stands out from many qualitative methodologies as it is not restricted to a specific epistemological or theoretical framework This flexibility is a significant advantage, especially considering the diverse nature of research in learning and teaching.
Braun & Clarke (2006) outline a valuable six-step framework for thematic analysis, which includes becoming familiar with the data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up the findings The researcher employed an inductive approach, indicating that themes emerged from the data itself rather than being based on pre-existing theories Each step of the thematic analysis process and the inductive technique utilized in this research will be examined in detail.
Step 1 (Becoming familiar with the data): The researcher read and re-read the transcription, made rough notes and jotted down early impressions and information extracted from the interviews collected in this phase
Step 2 (Generating initial codes): The author thoroughly went through line by line and sentence by sentence of each interview transcription with a purpose of highlighting keywords, phrases and sentences, which was then followed by describing their content using codes With regard to the differentiation, the researcher would use different highlighters matching with different codes which was useful and crucial to generate new codes and modify the existing ones that matched The coding process was manually conducted, then the data was categorized into group using codes
Step 3 (Searching for themes): Each topic was pinpointed by searching for codes with similar patterns Any codes of ambiguity, irrelevance or miscellaneity would be removed Most codes are associated with one theme, but some are associated with more than one if they had a combination with other codes
Step 4 (Reviewing themes): In this phase, the researcher reviewed, modified and developed the themes that had been identified in Step 3 in order to collect
The researcher compiled all relevant information aligned with each theme and evaluated the data to determine its support for the themes This process involved assessing whether the information effectively reinforced the themes and identifying necessary adjustments to ensure that all themes remained coherent and distinct from one another.
Step 5 (Defining themes): This phase was the final refinement of the themes with the purpose of identifying the “essence” of what each theme was about The author rewrote the description of each topic after ascertaining the final list themes by clarifying each of the themes that the author meant Then, a short, descriptive, and understandable term for each subject was come out such as factors caused cadets‟ anxiety in speaking English lessons, students‟ attitudes towards the application of PPS to reduce their anxiety in English speaking lessons and how PPS lowered students‟ nervousness in English speaking lessons Subthemes and/ or existing themes were found out after defining and identifying them
Chapter summary
This chapter outlines the study's execution, focusing on the use of Peer Presentation Strategies (PPS) to alleviate students' anxiety during English speaking lessons at a police training institution It details the study's context, participants, research design, instruments, and data analysis framework Key data collection methods included survey questionnaires, class observations, and interviews The subsequent chapter will present a thorough analysis of the data, along with the major findings and discussions.