04051001938 nâng cao năng lực ngữ pháp của học sinh lớp 11 bằng cách Áp dụng tiếp cận giao tiếp trong giảng dạy ngữ pháp trong sách giáo khoa tiếng anh mới một dự Án nghiên cứu hành Động tại một trường trung học Ở hải phòng
INTRODUCTION
Rationale for the research
The communicative approach in grammar teaching is increasingly popular in language education This study examines the impact of using a communicative approach with the New English Textbook on 11th-grade students, focusing on [mention specific areas of impact, e.g., improved grammatical accuracy and communicative competence] The research will provide insights into the effectiveness of this method in enhancing students' [mention key skills, e.g., practical language skills and confidence in communication].
Le Chan High School in Haiphong The rationale for this study lies in both theoretical and practical considerations
Theoretically, the communicative approach emphasizes the importance of meaningful language use and the integration of grammar in authentic communicative contexts According to Celce-Murcia and Larsen-Freeman
Communicative Language Teaching (CLT) emphasizes real-life language use over grammatical accuracy, fostering interactive and meaningful activities This approach allows students to develop grammatical competence naturally through communication.
This study investigates the challenges faced by 11th-grade students at Le Chan High School when learning English grammar with the New English Textbook, aiming to improve grammar teaching practices in Vietnamese high schools It also evaluates the effectiveness of a communicative approach in grammar teaching using the New English Textbook, providing insights into its benefits and limitations for enhancing students' grammatical competence.
This study addresses a gap in the literature by examining the communicative approach in grammar teaching in Vietnamese high schools While communicative language teaching is widely studied internationally, research is needed to assess its effectiveness in Vietnam's educational context Through action research at Le Chan High School, this study enhances the understanding of effective language teaching methods in Vietnam.
Previous research, including international studies by Ellis (2002), Larsen-Freeman (2011), and Richards and Rodgers (2014), establishes the theoretical groundwork for communicative grammar teaching Vietnamese studies, such as those by Nguyen (2014), Pham (2016), and Trinh (2018), offer insights into the practical application of communicative language teaching within Vietnam This study integrates these findings to build a comprehensive understanding of the topic.
This research bridges the gap between theory and practice by examining the communicative approach's effectiveness in improving the grammatical competence of 11th-grade students at Le Chan High School.
Aims and objectives of the study
This thesis investigates the impact of adopting a communicative approach in grammar teaching, using the New English Textbook with 11th-grade students at Le Chan High School in Haiphong, aiming to solve encountered problems and assess the effectiveness of this approach The study also examines students' attitudes towards learning English grammar and provides solutions to the challenges they face while using the New English Textbook.
Based on the research aims of this thesis, the researcher pursued the following research objectives:
To identify and analyze the problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook
To evaluate the effectiveness of adopting a communicative approach in grammar teaching using the New English Textbook for grade 11th students at Le Chan High School
To investigate the attitude of students towards learning English grammar through the communicative approach with the New English Textbook
To propose practical and effective solutions to address the problems encountered by grade 11 students at Le Chan High School in learning English grammar with the New English Textbook.
Research questions
To accomplish the previously stated objectives, the researcher will address the following research questions:
1) What are the problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook?
2) What is the effectiveness of adopting communicative approach in grammar teaching in the New English Textbook for grade 11th students at
3) What is the attitude of students while learning English grammar through communicative approach with new English textbook?
4) What are the solutions to the problems encountered by grade 11 students at Le Chan High School in learning English grammar with the New English Textbook?
Scope of the study
Grounded in the communicative approach, this study assesses the New English Textbook's effectiveness in enhancing students' grammatical competence through meaningful language use and authentic communicative contexts.
The study focuses on identifying and analyzing the challenges faced by 11th-grade students in learning English grammar using the New English Textbook It also evaluates the effectiveness of the communicative approach in grammar instruction.
This study explores teaching English grammar through the communicative approach, examining student attitudes and proposing solutions to challenges faced by grade 11 students at Le Chan High School using the New English Textbook.
Method of the study
Mixed methods research, combining quantitative and qualitative approaches, offers a comprehensive understanding of the research topic by leveraging the strengths of both methodologies.
Significance of the study
This research paper will be beneficial to a variety of audiences, including students, teachers, book editors, and educational reformers
Teachers will gain insights into new ways to effectively teach grammar using the new textbook
Students will learn how to effectively learn grammar from the new textbook
Educators will gain additional perspectives, which may lead to the development of improved versions for effective teaching and learning for both teachers and students.
Organization of the thesis
This thesis is structured into five chapters, which are as follows:
LITERATURE REVIEW
The Research Gap
Despite the widespread attention to the communicative approach in language teaching, a research gap exists concerning its specific application in grammar instruction, especially for 11th-grade students in Vietnamese high schools While existing studies discuss the advantages of communicative language teaching and the difficulties encountered by English language learners, further research is needed to assess the effectiveness of the communicative approach in enhancing students' grammatical competence using the New English Textbook.
Within the Vietnamese context, previous studies have provided insights into communicative language teaching but have not specifically focused on grammar teaching at the high school level Nguyen (2014) investigated the
Communicative Language Teaching (CLT) implementation in Vietnam faces challenges related to teacher perspectives, as highlighted by Pham (2016) who examined grammar teaching in Vietnamese secondary schools, emphasizing teacher practices Further research by Trinh (2018) explored integrating Task-Based Language Teaching (TBLT) into EFL grammar instruction, noting teacher perceptions, challenges, and strategies.
On an international scale, studies have contributed to the theoretical foundations and pedagogical principles of the communicative approach Ellis
Research on second language acquisition and communicative language teaching highlights the importance of interaction and effective methodologies \$(2002)\$ conducted a comprehensive study on second language acquisition, while Larsen-Freeman \$(2011)\$ overviewed techniques and principles in language teaching, including communicative approaches Richards and Rodgers \$(2014)\$ further emphasized communicative language teaching as an effective method for language learning.
This study addresses the research gap concerning the communicative approach in Vietnamese high schools, specifically focusing on grammar teaching with the New English Textbook It aims to investigate challenges, evaluate effectiveness, and explore student attitudes toward learning English grammar at Le Chan High School in Haiphong.
This study aims to enrich existing research with localized insights and actionable recommendations, specifically addressing the unique challenges encountered by 11th-grade students at Le Loi High School.
Chan High School's study aims to inform future teaching practices and improve grammar teaching approaches in Vietnamese high schools It bridges the gap between theory and practice, enhancing understanding of the communicative approach's effectiveness in improving students' grammatical competence.
Communicative approach
2.2.1 Definitions of Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) is a language teaching approach emphasizing communicative competence, evolving from British Situational Language Teaching and replacing the Grammar-Translation and Audio-Lingual Methods Key principles include focusing on communicative competence, prioritizing fluency, the teacher as facilitator, productive and receptive language use, and real-life communication scenarios CLT offers insights for incorporating methodologies that enhance learners' communicative competence.
There are many characteristics of communicative language teaching:
Communication focus: Communicative language teaching emphasizes using language for communication rather than just learning language rules and structures (Savignon, 1983)
Authenticity: CLT aims to create an authentic and communicative environment in the language classroom (Hymes, 1972)
Learner-centered approach: CLT is a learner-centered approach to language teaching (Bygate, 1987)
Meaningful communication: CLT focuses on developing learners' communicative competence through the use of meaningful communication activities (Richards & Schmidt, 2010)
Real-life situations: Communicative language teaching focuses on developing learners' ability to use language effectively in real-life situations
Interaction: CLT emphasizes interactive communication as the goal of language learning (Ellis, 2003)
Development of communicative competence: CLT aims to develop learners' ability to use language effectively and appropriately (Bygate, 1987)
Learner autonomy: Communicative language teaching encourages learner autonomy through tasks that require negotiation, decision-making, and problem-solving (Littlewood, 1981)
Focus on fluency: CLT prioritizes meaningful communication and fluency over accuracy (Richards & Rodgers, 2001)
Role of the teacher: In CLT, the teacher is viewed as a facilitator or guide rather than an authority figure (Savignon, 1983)
Communicative Language Teaching (CLT) prioritizes communication over grammatical rules, fostering an authentic, learner-centered environment It emphasizes meaningful, real-life language use, promoting interactive communication and learner autonomy Fluency is favored over accuracy, with teachers acting as facilitators.
2.2.3 Language Classroom Based on CLT
A classroom based on CLT (Communicative Language Teaching) aims to create an environment that promotes communication and authenticity in language learning
The Communicative Approach, as defined by Richards and Rodgers (2001), prioritizes the development of communicative competence through interactive and meaningful activities In this approach, the teacher acts as a facilitator, guiding and encouraging learners to communicate effectively in the target language (Savignon, 1983).
In a Communicative Language Teaching (CLT) classroom, materials mirror real-world scenarios to prepare learners for practical language use Authentic resources, including newspapers, magazines, and diverse media, introduce varied accents and language styles Technology further enriches communication by connecting learners globally with native speakers, enhancing interaction and cultural understanding.
Assessment in a Communicative Language Teaching (CLT) classroom prioritizes learners' effective communication in real-life scenarios over mere knowledge of language rules Tasks like oral presentations and group projects encourage meaningful language use, as Bygate (1987) suggests Feedback emphasizes both accuracy and the appropriateness of communication.
A communicative language teaching (CLT) classroom fosters an authentic, interactive environment where learners actively use the language This approach significantly enhances communicative competence and overall language proficiency, providing valuable opportunities for practical application.
In a Communicative Language Teaching (CLT) classroom, as noted by Numan (1991), the teacher's role diverges significantly from traditional language teaching, necessitating educators to adopt new responsibilities and approaches.
In Communicative Language Teaching (CLT), the teacher's role evolves to that of a facilitator or guide, supporting learners in developing communicative competence through interactive activities Encouraging the use of the target language, the teacher provides essential support and guidance, fostering effective communication skills.
Classroom designers strategically craft learning environments that foster authentic communication and interaction among students By creating a communicative atmosphere, teachers encourage learners to use the language actively in simulated real-life scenarios, enhancing practical language acquisition The classroom design becomes a tool to promote engagement and effective language practice.
Teachers act as material developers, choosing or creating resources that mirror real-world scenarios where students will apply the language outside of the classroom, incorporating authentic texts like newspapers and diverse audio-visual content to broaden learners' exposure.
Task designers create activities that foster real communication and interaction among students, focusing on developing their ability to use language effectively and appropriately These tasks are designed to boost communicative competence.
Teachers offer feedback on students' communication, focusing on accuracy, appropriateness, and effectiveness, to enhance communicative competence and language proficiency.
In a language classroom based on CLT, students are expected to play an active role in their own learning
According to Bygate (1987), students are viewed as "autonomous learners" who take responsibility for their own learning and are encouraged to participate actively in the language learning process
Students should actively use the language for communication across diverse contexts, participating in discussions, debates, and collaborative projects that simulate real-life situations, fostering meaningful interaction and practical language application.
In a Communicative Language Teaching (CLT) classroom, students actively develop personalized language learning strategies and reflect on their progress, fostering autonomy and metacognitive awareness (Littlewood, 1981) Opportunities for self-assessment help students identify strengths and weaknesses, enabling them to set targeted learning goals.
2.2.6 The benefits and drawbacks of using CLT to teach English grammar
The benefits and drawbacks of using CLT (Communicative Language Teaching) to teach English grammar:
Communicative Language Teaching (CLT) enhances English grammar instruction by fostering authentic language use, enabling students to develop grammatical competence in real-life contexts Integrating grammar with speaking and listening skills, CLT promotes meaningful conversations and collaborative learning experiences.
Grammatical Competence
Linguistic scholars claim that grammatical competence is necessary for language learners to achieve communicative competence In several models of communicative competence, it is included as the prominent element Due
14 to the importance of grammatical competence, grammar lesson still remains as an important issue in language learning and prominent in foreign language coursebooks and classroom practices (Ur, 2011)
Scholars hold varying views on grammatical competence, with Skehan (1998) defining it as a language user's knowledge of language structure, while grammatical performance is the ability to apply this knowledge in real-world situations.
Grammatical competence encompasses knowledge of language structure, including phonology, lexicon, syntax, and semantics, enabling effective communication It reflects both grammatical knowledge and the ability to apply it Achieving grammatical competence in English is challenging for Indonesian students due to significant differences between Indonesian and English grammar in areas like phonology, orthography, and punctuation.
„there‟, articles/determiners, verbs, time, tense and aspects, to be, modal
Students learning English face challenges with complex grammatical aspects such as auxiliary verbs, non-finite forms, and sentence structures, often leading to linguistic interference from their native language, Indonesian This interference, alongside overgeneralization from the target language itself, impacts students' vocabulary and stylistic choices.
There are several strategies proposed by linguistic scholars for teaching grammar
Traditional grammar teaching strategies include deductive and inductive approaches The deductive method, also known as top-down processing, starts with explaining grammar rules before providing examples Conversely, the inductive method begins with examples to infer grammar rules.
In inductive language teaching, also known as bottom-up processing, instructors begin with specific language examples to guide students toward understanding the underlying rules Through exposure to language input, students analyze patterns and derive conclusions about linguistic forms, mirroring approaches in audiolingual and direct methods This process encourages students to actively discover language rules from practical usage.
The functional-notional approach, as described by Finnocchiaro & Brumfit (1983), is a strategy where English grammar is taught based on students' daily communication needs This method aims to enable students to use grammar communicatively in everyday life Topics include expressions for self-introduction, requests, offers, opinions, directions, and information inquiries.
Teaching grammar through situational context involves creating meaningful situations using tools like pictures and videos Teachers then introduce grammar and expressions applicable to these scenarios, such as planning a field trip or asking for directions This method emphasizes student involvement and helps them understand the practical meaning of grammar.
Teaching grammar through stories involves providing students with texts like dialogues and short stories, then guiding them to analyze grammatical features within those texts, such as verb tenses This method is particularly effective for higher-level students who possess the reading skills necessary to understand the texts before analyzing their grammatical components.
Teaching grammar through songs and poems offers students engaging texts, similar to using stories, and enhances language learning in a memorable way This method helps students grasp grammatical concepts more intuitively.
Songs and poems offer joyful and culturally rich resources for teaching grammar, making lessons more memorable when teachers select materials appropriate for students' ages, interests, and language proficiency While many grammar teaching methods exist, including those using songs and poems, teachers must consider their students' diverse characteristics, such as age, proficiency, and educational background, to ensure the chosen strategy is effective, as a method that works for some may not work for all.
Teachers implement various grammar teaching methods, but effectiveness varies due to diverse student characteristics Methods should align with student traits, considering age, proficiency, background, skills, style, and goals, as Brown (2007) suggests.
Assessing grammatical competence is done to measure the improvement of students‟ grammatical competence
Assessing grammar is different from testing grammar although testing
Grammar assessment, as part of overall student evaluation, can be conducted through observation of students' language use in communicative activities Unlike testing, where students are aware of the assessment and prepare accordingly, informal assessment methods allow teachers to evaluate grammatical competence in natural, integrated activities Measuring grammar in communication, especially spoken language, is more effective through performance tasks like dialogues and discussions, providing a realistic view of students' abilities without test-induced preparation.
Purpura (2013) advocates for performance tasks to measure grammatical competence, emphasizing that these tasks should integrate pronunciation, correct forms, meaning, and the practical application of grammar, aligning with Larsen-Freeman's (2001) view on the interconnectedness of these elements.
Assessing students' grammatical competence requires a structured approach, and teachers benefit from using rubrics to guide their evaluations The spoken grammar test rubric, proposed by Thornburry (1999), offers a useful framework by considering fluency, complexity, and accuracy in student responses.
Fluency in speech, encompassing both fluidity and interaction, alongside complexity in syndication and vocabulary, and accuracy in pronunciation and grammar, are key aspects, each scored from 1 to 5.
1 is described as very poor,
4 is described as high, and
5 is described as very high
Summary
Chapter 2 presented a comprehensive literature review focusing on the key concepts and theories relevant to the research topic The chapter started by addressing the research gap, highlighting the need to investigate the impact of adopting a communicative approach in grammar teaching using the New English Textbook for grade 11 students at Le Chan High School The review then delved into the communicative approach, providing definitions of Communicative Language Teaching (CLT) and discussing its characteristics, the language classroom based on CLT, and the roles of both teachers and students within this approach Additionally, the benefits and drawbacks of using CLT to teach English grammar were examined, shedding light on the potential advantages and challenges associated with its implementation
The literature review defines grammar and competence, emphasizing grammatical competence, and explores various strategies for teaching grammar, encompassing instructional approaches and techniques to enhance grammar instruction Additionally, the review addresses the assessment of grammatical competence, discussing methods and tools used to evaluate students’ grammar proficiency.
This literature review thoroughly examines the communicative approach and grammatical competence in English language teaching, building a theoretical foundation for research It emphasizes the importance of studying the communicative approach's impact on grade 11 students' grammatical competence using the New English Textbook The review's insights guide the research methodology and data analysis, contributing to language teaching and learning knowledge.
METHODOLOGY
Restatement of research questions
This research investigates whether the communicative approach enhances grammatical competence among grade 11 students at Le Chan High School in Hai Phong, focusing on its impact within their specific learning context.
1 What are the problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook?
2 What is the effectiveness of adopting communicative approach in grammar teaching in the New English Textbook for grade 11th students at Le Chan High School?
3 What is the attitude of students while learning English grammar through communicative approach with new English textbook?
4 What are the solutions to the problems encountered by grade 11 students at Le Chan High School in learning English grammar with the New English Textbook?
In order to have more correct data, the researcher also try to answer the hypotheses The following hypotheses were tested using 0.05 level of significance
Ho1: There is no significant difference in the pretest/posttest of the cycle 1 and the cycle 2 in the following areas:
Research approach
Action research provides a framework for educators to implement interventions, assess their impact, and gain insights into their teaching, fostering professional growth This approach involves specific definitions, principles, and models that guide the research process.
3.2.1 Definition of an action research
Action research, a transformative methodology in social sciences, aims to bring about meaningful change Key scholars like Lewin, Burton and Peter, Bradbury, and Hilary have shaped the understanding of action research This collaborative inquiry process is characterized by its dynamic nature and focus on achieving practical outcomes.
According to Lewin (1946), action research is considered a form of comparative research that examines the current state and effects of various
Lewin emphasizes the importance of social action to initiate change, highlighting the insufficiency of research that solely results in books Action research, as noted by Efron and Ravid (2013) building on Burton and Bartlett's research, involves educators conducting inquiries within their own contexts to enhance teaching practice and improve student learning.
Burns (2009) defines action research as the combination of action and research, implementing interventions within social settings to bring about improvement and change The research aspect involves systematically observing and analyzing these developments to understand the reasons behind the actions and make further modifications This definition captures the core elements of action research and provides a comprehensive understanding of its nature.
Action research, as defined by Peter, Bradbury, and Hilary (2001), is an interactive, collaborative problem-solving process within a specific context, utilizing data-driven analysis This approach is crucial for uncovering underlying causes and predicting future personal and organizational changes.
Action research is a comparative study of social actions geared towards social change Educators use it to conduct inquiries in their settings, improving practices and student learning This method combines action and research through interventions and data-driven analysis, fostering personal and organizational change.
3.2.2 Principles of an action research
Action research is guided by principles that shape its methodology and inform its practice, providing a framework for practical, collaborative research focused on positive change, and understanding these principles enhances its transformative potential.
Action research, while criticized for potential validity issues due to its situational nature and flexible design, is defended by proponents who emphasize its primary goals of practitioner development and addressing specific problematic situations; the assessment of action research quality remains a complex issue due to the term validity's controversial nature.
Zeichner and Noffke (2001) emphasize "trustworthiness," highlighting the honesty and authenticity crucial in data analysis, reports, and interpretations for research validity Bradbury and Reason (2001) introduce "worthwhileness," underscoring the values participants derive from their involvement in the research process, enhancing its significance.
Greenwood and Levin (2007) define credibility in research as encompassing both internal credibility, which is the knowledge's meaningfulness to participants, and external credibility, reflecting the reliability of outcomes to those uninvolved Credibility, synonymous with trustworthiness and worthwhileness in action research, is a key principle this study aims to satisfy, ensuring the research is both meaningful to participants and reliable to external observers.
In general, it is agreed that principles of action research are reflective critique, validity and credibility
3.2.3 Models of an action research
Action research models vary, with Kemmis and McTaggart (1988) proposing a four-stage spiral of planning, implementation, observation, and reflection Other models, such as Somekh's (1989) and McBride's (1995), include identifying a problem, collecting and analyzing data, planning and implementing action steps, and monitoring change Burns (1999, 2010) emphasizes the dynamic and interwoven nature of action research, highlighting that despite differing terminology, all models aim to systematically solve classroom problems and improve teaching and learning through a cycle of planning, acting, observing, and reflecting.
Figure 1: The 4 Stages Action Research Cycle by Burns (2010)
Figure 2: The Two-Cycles Kemmis Classroom Action Research Spiral
These four-wide stages are in a cycle of research which may become a continuing, or spiral of cycles recurred until the action researcher has
Teachers-researchers utilize a four-stage cyclical process to enhance their learning and teaching practices, achieving satisfactory outcomes and recognizing the opportune moment to conclude the action inquiry This iterative approach deepens their understanding of both the practical aspects and the inquiry process itself, enabling them to effectively implement intended improvements in their educational methods.
The researcher employed Burns' action research model (2010), which includes planning, action/implementation, observation, and reflection, to systematically investigate a problem and develop practical solutions To streamline the process, the implementation and observation stages were combined, facilitating project activities This cyclical approach aims to foster a better understanding of the issue, encourage collaboration with stakeholders, and enable continuous improvements through iterative action and reflection, ultimately refining interventions to achieve desired outcomes.
(2010) action research model is to drive positive change in a particular context or setting.
Procedures of the study
The study lasted almost 2 months, including the administrations of pre- and post-tests The major grammar points embraced in the curriculum of
“Tiếng Anh 11” were in turn taken into the treatment as the normal
28 curriculum The full description of study procedure was chronologically illustrated as the three phases of pre-training, while- and post-training, and training process
In a study conducted during the second semester of the 2021-2022 school year, 50 eleventh-grade students participated to provide data The research followed Burns' (2010) action research model, which includes planning, action or implementation, observation, and reflection stages.
In the planning stage of the action research, a pre-test was administered to students, followed by instruction on the communicative approach to be implemented across two cycles of treatment.
During the implementation and observation stages of the action research, four treatments across two cycles were conducted over eight weeks Following the initial project, subsequent projects (Project 2, 3, and 4) were implemented, with continuous revisions to the lesson plans to enhance improvements in each project, alongside active observations made during implementation.
In the reflection stage of action research, teachers assessed students' grammar competence and provided feedback, while peer evaluations enhanced teamwork Questionnaires reconfirmed results, highlighting necessary changes for future projects Interviews with selected students and teachers supplemented survey data, culminating in data analysis and report writing within one week.
Before the intervention, a pre-test benchmarked against the IELTS speaking assessment was administered to evaluate the students' grammar proficiency This approach ensures a reliable and recognized standard for assessing language skills, aligning with research objectives.
Based on test results, teachers identified specific areas where students needed grammar improvement Instruction on the communicative approach was introduced, and comprehensive lesson plans and teaching aids were prepared for effective implementation Activities familiarized students with the communicative approach, equipping them with the knowledge and skills to successfully carry out Project One, addressing the identified areas of improvement.
The implementation of the planned activities followed six stages, following the framework proposed by Papandreou (1994):
Teachers adopt multifaceted roles—observer, coach, guide, and facilitator—as students tackle assigned tasks, introducing project topics, desired outcomes, and processes Discussions refine project subtopics and objectives, leading to the division of the class into seven groups, enhancing collaborative learning and engagement.
Enthusiastic leaders played a pivotal role in connecting group members and ensuring task completion within the class Each of the 30 groups had a designated leader who was actively engaged.
During the project's initial stage, students chose topics from units 6-10, focusing on vocabulary, grammar, and relevant structures, while the teacher provided essential language resources and scaffolding to support their project preparation.
During the project development phase, teachers provided essential support, guiding students in utilizing technology for information gathering and collaborative discussion to design presentations or products, enhancing their learning through varied activities.
Students refined data collection and utilized Excel to create charts, which aided in interpreting and reporting findings Collaborative group work emphasized communication, negotiation, and decision-making skills, culminating in final project presentations Students prepared by practicing presentations at home.
The teacher emphasized language and presentation skills for oral presentations, instructing students on effective techniques Groups rehearsed presentations and presented reports, while peers offered constructive feedback The teacher observed and assessed student performance, noting areas for improvement.
In the reflection stage, teachers provided feedback on student performance, assessing project products based on predefined grammar criteria Students offered self-evaluations on the project's process and outcomes, while teachers identified strengths and weaknesses to improve future projects, ensuring continuous improvement and a deeper understanding of grammar skills.
Analyzing data from pre-tests, grammar performance, and peer feedback during reflection phases of Projects 1-5 allowed for evaluation of students' grammar competence, attitudes, strengths, and weaknesses.
Context of the study
A study was conducted at a high school in Hai Phong, where the researcher has taught English for 15 years, focusing on students who have been learning English since grade three using the new textbooks implemented in 2018 per the National Foreign Languages 2020 Project, yet demonstrate limited English competence.
The main teaching methods applied were "grammar focus" with multiple-choice tests, leading students to prioritize vocabulary and grammar exercises to pass semester and final examinations Reflection writing activities are not included in the curriculum, and students tend to work with tasks and assignments assigned by teachers Learner autonomy in the school is not well-developed or well-supported, which is characterized by teacher-centeredness and exam-orientedness.
The Tieng Anh 10 textbook, a collaboration between the Vietnamese Publishing House of Education and Pearson Education, is part of the 2020 Project's new English textbook series This textbook comprises 10 units across two semesters, each focusing on a specific topic.
Table 1: 10 Units in The New English Textbook of Class 11
UNIT 4 CARING FOR THOSE IN NEED
UNIT 5 BEING PART OF ASEAN
UNIT 8 UR WORLD HERITAGE SITES
UNIT 9 CITIES OF THE FUTURE
UNIT 10 HEALTHY LIFESTYLE AND LONGEVITY
Each unit comprises seven lessons and a project lesson aligned with the unit's theme, as seen in "Tiếng Anh 11 tập 2" during the second semester, specifically units 6 through 10 The evaluation of these lessons and projects was guided by Hutchinson and Waters' 1993 model, focusing on aims, methodology, and content.
Participants
In a study at Le Chan High School, Hai Phong, 50 grade 11 students were randomly selected, comprising 16 males (32%) and 34 females (68%), with an average age of 17 Predominantly from Hai Phong, these students had studied English since grade 3, yet their focus on vocabulary, grammar, and limited practice resulted in many having only a low intermediate level of English proficiency.
Active participation of five English teachers enriches the research with valuable insights, leveraging their expertise and experience to comprehensively address the research questions.
Data collection instruments
The study used the following instruments: pre-test, post-test, questionnaire in order to clarify and answer three research questions mentioned above
Interviews provide a powerful means to elicit narrative data and allow researchers to delve into participants' perspectives in greater depth (Kvale, 1996;
2003) This qualitative approach is particularly valuable for exploring the construction and negotiation of meanings in a natural setting (Cohen et al., 2007)
To gain deeper insights into the problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New
Interviews were conducted to gather data on the difficulties faced by 11th-grade students at Le Chan High School while learning English grammar with the New English Textbook These interviews allowed students to express their thoughts and feelings in their own words, addressing the research question: "What are the problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook?" Conducted in Vietnamese to ensure comfort and clarity, the interviews, involving ten students, each lasted approximately five minutes and focused on identifying specific challenges encountered while learning English grammar using the textbook, with questions such as "Do you have any problems in learning English grammar with the New English Textbook?"
Experienced English teachers at Le Chan High School provided valuable insights into addressing the challenges faced by grade 11 students learning English grammar with the New English Textbook, offering potential solutions to these problems.
Teachers offer expertise and strategies to help grade 11 students overcome difficulties by integrating the communicative approach into grammar teaching They suggest project-based learning, peer collaboration, and formative assessments to promote active learning and monitor student progress These insights provide valuable solutions to improve the learning experience with the New English Textbook, emphasizing the effective use of the communicative approach in grammar instruction.
The recorded interview data will be transcribed and analyzed to identify recurring themes and specific challenges faced by students This qualitative data will address the research questions, providing insights into problems encountered while learning English grammar with the New English Textbook The analysis will also explore solutions proposed by English teachers at Le Chan High School Combining interview data with other research methods will provide a comprehensive understanding of these issues, informing the development of effective teaching strategies.
3.6.2 Pre-test and Post- test
Pre- and post-tests were used to measure and compare students' grammar competence, addressing the effectiveness of the communicative approach in grammar teaching This instrument directly answers the research question regarding the impact of this teaching method.
36 in the New English Textbook for grade 11th students at Le Chan High School?”
The pre- and post-tests in this study gauged students' grammar skills before and after communicative teaching with the New English Textbook These tests, grounded in language assessment principles, measured understanding and application of grammar rules, ensuring validity in measuring grammar competence and reliability through consistent format and difficulty.
The pre-test and post-test design evaluates the communicative approach's effectiveness in enhancing students' grammar competence Comparing pre-test and post-test mean scores reveals the impact of the communicative approach on grammar learning outcomes Analyzing the p-value determines the statistical significance, indicating whether the approach significantly affects students' grammar competence.
Consistent test format and a standardized scoring system, with a maximum of 600 points, ensured reliable grammar competence evaluation Grounded in established language assessment principles from Bachman and Palmer (2010), Brown (2004), and Fulcher and Davidson (2007), the test design aimed for rigorous evaluation of a communicative approach's impact on grammar teaching using the New English Textbook, enhancing the precision and objectivity of the test results.
Questionnaires, as noted by Dürnyei (2003), efficiently gather factual, behavioral, and attitudinal data from a large audience in a short timeframe The anonymity offered by questionnaires enhances the honesty and reliability of responses, making them a valuable tool for research In this study, 50 participants are involved.
For 11th-grade students studied over two cycles, a questionnaire is an appropriate research instrument for gathering data This data will analyze student opinions on using communicative approaches in grammar lessons, addressing the study's third research question.
“ What is the attitude of students while learning English grammar through communicative approach with new English textbook? ”.
Data collection procedures
The research procedure happened in the chronological order The data collection was conducted 10 weeks
The researcher obtained permission from the school board and principal to conduct research on using a communicative approach in grammar instruction Following approval from school management and participant consent, interviews were conducted with 10 out of 50 students.
To gather data for the study, 10 students from Le Chan High School in Hai Phong were carefully selected and invited to participate in interviews Each student was given 5 minutes to answer questions from a pre-defined interview protocol The interviews were recorded and subsequently analyzed to extract relevant information.
To ensure research reliability and assess participants' initial grammar proficiency, a pre-test was administered in the first week Subsequently, a communicative approach was implemented over eight weeks, consisting of two cycles and four projects, following the Kemmis & McTaggart model.
In 2007, a post-test was administered to evaluate students' enhanced grammar proficiency Following student consent, the post-test was conducted in the 10th week, recorded, and analyzed to gather data Each post-test maintained a consistent duration, allotting 30 minutes for completion.
To gather data, 50 students received questionnaires with clear instructions and a minimum of 20 minutes for completion, ensuring anonymity to encourage honest responses and maintain data integrity.
Last, the collected data was sorted, analyzed to draw out conclusions and implications for further study.
Data analysis methods
To gauge students' grammar skills and attitudes toward a novel learning approach, this research employed a multifaceted approach, incorporating pre-tests, post-tests, survey questionnaires, and interviews to ensure comprehensive data collection.
Qualitative data, obtained through interviews, was analyzed to identify student attitudes toward communicative approaches To ensure consistency and mitigate potential biases, the data analysis was conducted by a single researcher.
To quantitatively assess student performance, this study employed SPSS v.20 software to analyze pre-test and post-test data, focusing on descriptive statistics, specifically mean scores and p-values, calculated using a formula adapted from Djiwandono (2008).
M: mean score of the students‟ achievement of each English skill
𝚺X: the sum of the total score
N: The total number of the students
The mean, a measure of central tendency, represents the average value in a distribution of figures, calculated by summing the scores and dividing by the number of scores; however, it is sensitive to extreme values, especially in small samples.
In statistical hypothesis testing, the p-value quantifies the likelihood of observing a particular set of results if the null hypothesis is true A lower p-value increases the likelihood of rejecting the null hypothesis Researchers set alpha levels, derived from confidence levels (e.g., 5% alpha for 95% confidence), to compare against the p-value obtained from the hypothesis test.
Compare that value to your chosen alpha level For example, let‟s say you chose an alpha level of 5% (0.05) If the results from the test give you:
A small p (≤ 0.05), reject the null hypothesis This is strong evidence that the null hypothesis is invalid
A large p (> 0.05) means the alternate hypothesis is weak, so you do not reject the null
The study employed a questionnaire with a five-point Likert Scale, analyzed using SPSS version 20 to calculate frequencies and generate tables illustrating students' attitudes toward the communicative approach and its impact on grammar improvement; the data, coded and entered into SPSS, was analyzed following specific procedures for multiple response questions, detailed in the appendix.
4 All the findings then were displayed in the form of tables and figures.
Summary
This chapter presented a detailed methodology for the research study, including the research approach, procedures, participants, data collection
Rigorous instruments, data collection, and analysis methods were employed to investigate the impact of the communicative approach in grammar teaching, with subsequent chapters detailing findings and discussions derived from the implemented methodology.
FINDINGS AND DISCUSSION
Data analysis
4.1.1 Data analysis from the interview
4.1.1.1 Data analysis from the interview with students
To understand the challenges students encounter while learning English grammar, ten students were interviewed, with each interview lasting approximately five minutes The students' responses provided valuable insights that reinforced the research findings.
Students express concerns regarding the application of English grammar learned from the New English Textbook, with Student 1 struggling to use grammar structures in communication despite understanding them in class, and Student 2 forgetting grammar rules after lessons, leading to lower scores.
Students express demotivation in learning English grammar due to its perceived lack of practical use outside exams Traditional teaching methods are seen as boring and ineffective for retaining and applying grammar knowledge Many students dislike silent grammar exercises and desire more engaging, practical approaches to learning Some students struggle to understand and apply grammar in real-life conversations, highlighting the need for effective application methods These challenges reinforce the importance of a communicative approach to address these difficulties in learning English grammar.
In conclusion, interview responses reveal that many students struggle with English grammar due to current teaching methods Therefore, this study will implement a communicative approach to teaching English grammar over two cycles to assess its impact compared to traditional methods.
4.1.1.2 Data analysis from the interview with English Teachers
Interviews with five English teachers at Le Chan High School reveal effective strategies for addressing challenges in learning English grammar with the New English Textbook and integrating the communicative approach These insights provide solutions to problems encountered by grade 11 students, offering valuable perspectives on grammar teaching methodologies Each teacher shared their thoughts on two interview questions within a 10-minute timeframe.
Effective strategies to address difficulties faced by grade 11 students in learning English grammar with the New English Textbook involve practical approaches Integrating the communicative approach into grammar teaching with the New English Textbook enhances students' understanding and application of grammar structures, leveraging expertise in language education.
To effectively tackle grammar challenges encountered by grade 11 students using the New English Textbook, educators employ several key strategies These encompass interactive group discussions and role-playing to boost engagement, alongside extensive practice via exercises and online platforms The integration of multimedia resources further enriches the learning experience Regular formative assessments are crucial for monitoring progress, while simplifying complex grammar into digestible segments with explicit examples ensures comprehension.
Teachers integrate the communicative approach into grammar teaching using methods like pair or group activities for meaningful conversations and authentic materials demonstrating grammar usage, enhancing practical language skills.
46 real-life contexts, encouraging project-based learning activities, providing opportunities for communicative tasks, and incorporating interactive games and exercises focused on grammar
English teachers' strategies align with international and Vietnamese research, effectively addressing English grammar difficulties and integrating communicative approaches Scholars like Larsen-Freeman (2000) and Ellis (2003) emphasize interactive activities for meaningful language use and enhanced grammar comprehension Vietnamese research by Nguyen (2017) and Tran (2019) supports interactive activities and authentic materials, positively impacting grammar competence in contexts like Le Chan High School.
Interviews offer practical solutions for grade 11 students struggling with English grammar in the New English Textbook English teachers' strategies aim to improve grammatical competence and address student challenges Aligning these strategies with international and Vietnamese studies reinforces the importance of a communicative approach in grammar teaching, strengthening the research's validity.
By integrating communicative approaches, teachers can make grammar learning more engaging and effective, enhancing students' understanding and application of grammar structures These strategies address challenges encountered by grade 11 students using the New English Textbook, ultimately making the learning process more enjoyable.
4.1.2 Data analysis of the tests
A study assessed the English grammar skills of fifty 11th-grade students using pre- and post-tests The grammar assessment was aligned with the grade 11 English textbook used at Le Chan High School in Hai Phong, ensuring relevance to the curriculum The test format and content details for each topic are available in the appendix.
The maximum mark for the grammar test was 600 points based on 6 grammar points learned from unit 6 to unit 10 in the English Book for grade
11 In the assessment used in this study, each correct answer is assigned a score of 20 points This scoring system ensures that the maximum score for the entire assessment, consisting of 30 questions, is 600 points With this scoring scheme, students' performance can be measured accurately, and their grammar competence can be assessed based on their ability to provide correct answers to the questions The use of a total score of 600 points provides a clear and comprehensive measurement of students' grammar proficiency and allows for easy interpretation of the results The mark of test was the average mark of 6 following grammar topics:
The mean, calculated by summing a set of numbers and dividing by the count, effectively represents the average performance of a group, such as student scores Djiwandono (2008) highlights the statistical significance of the mean score and p-value in interpreting results Analysis of pre-test and post-test mean scores, as presented in tables, reveals changes in grammar competence among grade 11 students.
Table 3: The pre-test means scores of the cycle 1 and the cycle 2
THE CYCLE 1 THE CYCLE 2 Pre-Test Post-Test Pre-Test Post-Test
The pre-tests show an average mean score of 71.93 in cycle 1, while cycle 2 scored 71.83, as detailed in Figure 3.
Findings
A data analysis revealed that using a communicative approach in the new English 11 textbook significantly improved the grammar skills of 11th-grade students at Le Chan High School in Hai Phong Furthermore, the communicative approach positively influenced students' attitudes toward learning English grammar, fostering a more receptive learning environment.
4.2.1 The problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook
The problems encountered by grade 11th students at Le Chan High School in learning English grammar with the New English Textbook encompass several key aspects
Students often struggle to apply learned grammar in real conversations, forgetting rules and hindering effective communication This frustration underscores the need for better retention strategies to bridge classroom learning with real-world application, ultimately enhancing language development.
Students often struggle to retain grammar over time, leading to lower scores and a lack of long-term retention The transient nature of grammar knowledge highlights the importance of reinforcing and consolidating grammar through regular practice Instructional approaches should promote deep understanding and long-term retention of grammar concepts.
Many students lack motivation to study English grammar, as they don't see its real-world applications This disconnect makes grammar seem abstract, reducing their interest and effort in mastering it To improve engagement, practical applications of English grammar should be incorporated into the curriculum, demonstrating its relevance beyond exam preparation.
To boost students' intrinsic motivation and understanding of English grammar's practical use, integrate 59 meaningful language experiences into the curriculum By connecting grammar instruction to students' lives, interests, and aspirations, you can significantly enhance their engagement.
Students often find traditional grammar instruction monotonous and tedious due to its repetitive nature and emphasis on drills, leading to disengagement To combat this, a dynamic and interactive approach is needed, promoting active involvement and real-world application Integrating communicative activities and technology can transform grammar instruction into an enjoyable experience, fostering curiosity and motivation to master English grammar.
Prior research highlights persistent challenges in English grammar acquisition, notably the difficulty students face in applying grammatical rules in real-world communication, coupled with issues of retention and motivation, as supported by scholars like Larsen-Freeman (2018) and Liu.
2015) They also resonate with studies advocating for engaging and interactive approaches to grammar instruction to enhance student motivation and learning outcomes (Ellis, 2006)
This thesis advocates for a communicative approach to grammar teaching, addressing identified student difficulties and aligning with existing research The research findings will inform practical recommendations to enhance grammar teaching at Le Chan High School Implementing a communicative approach aims to deepen students' understanding of grammar, improve their application of grammar in real-world communication, and foster a positive attitude toward learning English grammar.
4.2.2 The effectiveness of adopting communicative approach in grammar teaching in the New English Textbook for grade 11th students at Le Chan High School
The communicative approach in grammar teaching, utilizing the New English Textbook for grade 11 students at Le Chan High School, demonstrates effectiveness through improved student grammar competence, as evidenced by an increase in average post-test scores from 71.73 in cycle 1 to 80.05 in cycle 2 This significant improvement of 8.32 points highlights the positive impact of the communicative approach, enhancing students' ability to understand and use grammar structures effectively.
These findings align with previous studies conducted internationally and in Vietnam Research by scholars such as Larsen-Freeman (2000) and
Communicative Language Teaching (CLT) methods, as highlighted by Ellis (2003), emphasize integrating meaningful communication activities into grammar instruction, a view supported by Vietnamese studies (Nguyen, 2017; Tran, 2019) confirming the effectiveness of CLT in enhancing students' grammar competence.
A communicative approach to grammar teaching enhances students' comprehension and application of grammar through interactive language use This method allows students to practice grammar in real-life contexts, developing both communicative and grammatical competence The effectiveness of this approach is supported by positive results in improving grade 11 students' grammatical competence using the New English Textbook Integrating communicative activities and promoting meaningful communication significantly improves students' ability to use English effectively in real-world situations.
In conclusion, the adoption of a communicative approach in grammar teaching, aligning with international and Vietnamese research, has proven effective in enhancing grammatical competence, addressing the problems in the New English Textbook for grade 11 students at Le Chan High School by promoting meaningful communication and integrating authentic language use, thus serving the aims and objectives of this thesis.
62 encountered by students, improving their grammar competence, and fostering positive attitudes towards learning English grammar
4.2.3 The attitude of students while learning English grammar through communicative approach with new English textbook
Survey data reveals that grade 11 students have positive attitudes toward learning English grammar through the communicative approach with the new English textbook, supporting its effectiveness in addressing grammar learning challenges These findings align with previous international and Vietnamese studies, reinforcing their importance.
A significant majority (70%) of students agree that learning English grammar with a communicative approach benefits their language development, aligning with communicative language teaching principles that emphasize meaningful language use This highlights the importance of using English in real-life situations and effective communication, as recognized by the students.
A significant majority (80%) of students find that the communicative approach enhances their understanding and application of grammar structures This positive reception highlights the effectiveness of communicative activities and interactive tasks in contextualizing grammar practice Engaging in these tasks allows students to develop a more profound grasp of grammar rules and utilize them in real-world scenarios, thus strengthening their overall grammar proficiency.
Summary
Chapter 4 presented the findings on the problems faced by grade 11th students in learning English grammar, the effectiveness of the communicative approach, the students' positive attitudes towards the approach and the solutions to the found problems which encountered by grade 11th students at
Le Chan High School students learning English grammar with the New English Textbook faced challenges in applying grammar to real-life communication However, the communicative approach improved their grammar competence and increased their motivation to engage with grammar These results support using the communicative approach to address problems and enhance grammar teaching.