04051001939 khảo sát việc sử dụng phương pháp Đóng vai trong dạy học kĩ năng nói tiếng anh cho học sinh lớp 6 tại một trường trung học cơ sở Ở hải phòng
INTRODUCTION
Rationale for the research
In recent years, secondary school foreign language education has undergone significant transformations, shifting from a focus on grammar and vocabulary to an emphasis on language skills, particularly speaking, as highlighted by Newton and Nation (2020).
Teaching English at Tran Hung Dao Secondary School faces significant challenges, particularly in developing speaking skills Key issues include inadequate teaching resources, uneven student proficiency levels, and students' reluctance to engage in English communication Additionally, Vietnamese teachers have only recently adopted the communicative approach following the introduction of reformed textbooks Limited class time and a focus on vocabulary and grammar in exam questions hinder the emphasis on speaking skills, resulting in topics that remain simplistic and unrealistic Consequently, students often find themselves unprepared for real-world communication, as much of the vocabulary and grammar they have learned proves ineffective in practical speaking situations.
As being conducted by Plakhova, Kharapudko & Nurmieva (2019) in their study, using role-playing method in teaching English speaking is a
Many students express a lack of interest in learning English, often citing its difficulty and the absence of a daily communication environment, which leads to quick forgetfulness To address this issue and enhance student motivation, teachers should implement role-playing methods tailored to lesson content This approach not only fosters enthusiasm for learning but also alleviates stress and boredom in the classroom Understanding the benefits of role-playing—such as creating a comfortable atmosphere and simulating real-life communication scenarios—can significantly improve students' speaking skills and overall English proficiency (Kuśnierek, 2015).
This study investigates the effectiveness of role-play in enhancing English speaking skills among 6th graders at Tran Hung Dao Secondary School in Hai Phong The researcher aims to understand how role-play can address students' difficulties in speaking English and to assess their attitudes towards this teaching method in English lessons.
Aims of the study
The study aims to investigate the impact of role-play on teaching English speaking skills for 6th graders at Tran Hung Dao secondary school
Research questions
1) To what extent does the use of role-play improve the English-speaking skills for of the 6th graders at Tran Hung Dao secondary school?
2) What are the attitudes of these students towards the use of role-play in English speaking lessons?
Scope of the study
This study was conducted at Tran Hung Dao secondary school in Hai Phong Participants in the study are 40 students at class 6A at the school.
Method of the study
In order to conduct this study, the researcher used the action research model and the qualitative and quantitative methods were in this thesis.
Significance of the study
This study aims to discover effective methods for enhancing students' English-speaking skills Teachers will gain innovative strategies to teach speaking effectively, while students will benefit from improved speaking abilities, allowing them to apply their knowledge practically and making the process of learning English more engaging.
Organization of the thesis
For this thesis, the researcher is going to organize into five specific chapters as followed:
In the first chapter, the researcher will outline seven key components: the rationale for the study, the aims and objectives, the research questions, the scope, the methodology, the significance of the study, and the design of the research.
In the second chapter, the researcher will include literature review part providing the concepts of theoretical framework as well as previous studies are presented
In the third chapter, the researcher will include the research methodology, it is about the way the researcher follows to have the answers for the aforementioned questions
In the fourth chapter, the data analysis and findings of the study will be presented
In the last chapter, the recapitulation, concluding remarks, implications, limitations of the study and recommendations for future studies will be shown
LITERATURE REVIEW
Review of the previous studies
Role-play is a powerful method for enhancing students' speaking skills, offering numerous opportunities for them to assume various roles Research has investigated various facets of role-playing techniques in English as a Foreign Language (EFL) classrooms, revealing significant insights into their effectiveness.
Ments (1999) highlighted various applications of role-play, particularly in testing linguistic abilities through everyday life scenarios that incorporate relevant vocabulary This approach encouraged students to engage with language in a dynamic and enjoyable manner He observed that language use, along with other forms of communication, made learning an essential component of the task Ments stated, “The most obvious uses of role-play are in those areas which deal primarily with aspects of communication” (p 19) In speaking classes, the goal was to assess students' communication skills, utilizing role-play as a communication-based technique to evaluate its effectiveness in controlled situations According to Ments (1995), role-playing proved to be a valuable educational tool.
Roleplaying provides students with the chance to engage in interactions while assuming specific roles The primary objective of this practice is to enable students to feel, react, and behave in a manner that closely resembles how individuals would act in similar situations.
Savignon and Wang (2003) conducted a significant study focused on enhancing interaction skills based on a model of communicative competence They defined communicative competence as the ability to effectively engage in a dynamic exchange, where linguistic competence must adapt to the comprehensive informational input, including both linguistic and paralinguistic elements, from one or more conversation partners.
In the case study, Woodhouse (2007) noticed versatility in role-play, which was an advantage as the situations could be „familiar or strange‟,
Role-play can vary in complexity, ranging from simple to elaborate, and can last anywhere from a few minutes to an entire day Woodhouse highlights several advantages of role-play, drawing insights from various experts in the field.
The study emphasized the importance of developing cultural competence, confidence, and self-efficacy in both individual and group settings, particularly in handling challenging situations like suicide and delivering bad news It highlighted the relevance of these skills across various topics, including interviewing, counseling, personal relationships, teamwork, leadership, and cultural studies While Woodhouse's case study focused on personal behavior development through video-taped performances, our case study utilized video recordings of role-plays to track the gradual improvement in learners' speaking skills.
Liu and Ding (2009) explored the effectiveness of role-play techniques in group settings, focusing on students' performance in familiar scenarios They assessed language proficiency, error correction, and feedback methods to enhance learning Their findings indicated that providing familiar contexts led to positive outcomes, emphasizing the importance of timely feedback for student improvement.
Students should be provided with video recordings of their performances along with oral feedback for self or peer correction This approach has proven effective, as students tend to perform better in familiar situations By reviewing their recorded performances and receiving constructive feedback, they are able to make significant improvements.
Al-Senaidi (2009) explored the effectiveness of role-play in enhancing the oral fluency of Grade 4 learners by providing role-play scenarios a day in advance and recording their performances for analysis The study found that learners' fluency improved throughout the four role plays, with an increase in the production of language chunks (p 69) In our research, we applied a similar method with tertiary level students to assess their speaking competency, yielding satisfactory results.
Qing (2011) experimented role-play in the intermediate level and noticed that role play could increase students‟ intercultural awareness and develop overall communicative competence (p 36) The author stated,
Adopting another culture's role allows for experimentation and fosters significant learning experiences for both participants and the audience Content-based role-plays provide students with a unique opportunity to explore different cultures from various perspectives English speakers must express themselves effectively and grasp the grammatical, strategic, and sociolinguistic elements relevant to each situation, which is essential for achieving a higher level of communicative competence.
Krebt (2017) found that role-play significantly enhanced the speaking test performance of Iraqi students learning English as a Foreign Language The experimental group demonstrated notable success attributed to this interactive learning method.
Involving students in role play techniques, such as group and peer work, fosters a supportive classroom community aimed at shared goals This collaborative environment enhances their ability to interact and understand one another, which is essential for effective learning The study confirms that role play creates an engaging atmosphere that improves student attention and encourages participation By adopting new identities in role play, students practice using a foreign language in everyday interactions, further enriching their learning experience.
In Vietnam studies, as being conducted by Pham (2020) on the topics
This study investigates the impact of role-play on improving the oral communication skills of non-English major freshmen at Van Lang University (VLU) and explores their attitudes towards this teaching method Utilizing an action research approach, the research employed multiple data collection tools, including student questionnaires, classroom observations, audio recordings, and analysis of pre-test and post-test scores.
The study revealed that students responded positively to the use of role play in teaching speaking skills in the classroom They appreciated the engaging and varied situations role play created, which provided them with more opportunities to practice speaking English Additionally, working in pairs helped reduce their shyness and boost their confidence Students reported an improvement in their speaking abilities after participating in role play activities and expressed a desire to continue using this method in future speaking classes, as it made them feel relaxed and comfortable.
Duong (2014) explored the impact of role-play in an EFL speaking course, highlighting the growing necessity to master English as it becomes an international language The study emphasized the importance of speaking skills in language education, as they facilitate communication across various contexts By employing quantitative research methods, including closed-ended questionnaires and tests, the research involved thirty-three first-year English majors and ten Vietnamese English teachers at Nong Lam University in Ho Chi Minh City, Vietnam Data analysis utilized descriptive statistics and paired samples t-tests, revealing that psychological factors like shyness and anxiety hindered learners' use of the target language Furthermore, the study found that role-play effectively enhanced students' spoken English practice in real-life situations, fostering interaction and enabling them to speak confidently and fluently with native speakers and other English users.
Role-play
There are numerous definitions of role-play As said by Doff (1988, p
Role-play is an effective teaching method that brings real-life situations into the classroom, allowing students to imagine and embody different roles, such as a farmer, doctor, or customer This interactive approach encourages students to engage in various scenarios, like planning a holiday or making an appointment, enhancing their speaking skills Ultimately, role-play serves as a dynamic activity where students can act as someone else and experience diverse situations they may encounter in real life.
Role-play, as defined by Richards et al (1993) and Harmer (1998), involves students assuming a specific role in a safe and creative environment, allowing them to be inventive and playful (Ladousse, 1992) Thornbury (2006) adds that this process includes adopting another "persona," where students might act as an employer interviewing a job applicant or a customer voicing complaints about a company's products.
Regarding the benefits of role-play, Dangerfield (1991) believes that role-play is one method of maximizing students‟ talking time, ensuring that
In a limited class time, 11 students achieve an optimal level of practice Role-play serves as an effective communicative technique that enhances language fluency, fosters classroom interaction, and boosts student motivation (Ladousse, 1992).
Role-play involves engaging students in drama-like activities where they assume various roles and enact typical scenarios, enhancing their understanding of different situations (Richards, Platt & Platt, 1993).
Role-play is a communicative technique that encourages students to embody new characters, despite the various definitions it may have.
According to research by Harper-Whalen & Morris (2005), Byrne (1986), and Livingstone (1983), role play can be categorized into three distinct types: fully scripted role-play, semi-scripted role-play, and non-scripted role-play.
In fully scripted role-plays, students are provided with specific dialogue to memorize, ensuring they comprehend their roles (Harper-Whalen & Morris, 2005) This method involves explaining model conversations from textbooks, with the primary goal of making language items meaningful and memorable According to Byrne (1986), this type of role play is particularly suitable for low-level students who may lack familiarity with the context.
Semi-scripted role play involves a model conversation with missing words that students must fill in appropriately (Livingstone 1983) This approach allows students to modify the main dialogue and create their own conversations Often referred to as semi-controlled role play, it incorporates language input provided by the teacher or a prescribed textbook.
Students should select materials based on a framework that provides real-life context This approach is suitable for upper-beginner to intermediate proficiency levels, as these students are familiar with essential procedures and aim to tackle more advanced tasks Semi-scripted role-play offers a less structured and controlled environment compared to fully scripted role-play, encouraging greater engagement and skill development.
Non-scripted role play, as described by Dickson (1989), involves students using keywords, information, or contexts to engage in less structured conversations This approach allows students to fill in gaps and create dialogues based on their understanding (Pi-Chong 1990) Identifying this type of role play highlights its potential to apply techniques in real-life situations According to Davies (1990), it enables students to express their opinions and thoughts while developing language skills at their own level Non-scripted role play is particularly beneficial for middle to advanced level students, fostering problem-solving skills in both free and structured environments.
In view of the persons taking an actor, Gillian (1998, p13) explains that there are several types of roles
The first role addresses a genuine need in students' lives, encompassing professions such as doctors interacting with patients and salespeople traveling internationally.
Students engage in role-playing scenarios that reflect various situations, whether or not they have direct experience For instance, they may portray a customer lodging a complaint or a passenger seeking information.
The third type of experience is one that most students may not encounter directly, yet it remains accessible due to teachers' extensive indirect knowledge A prime example of this is the television journalist, whose role serves as a valuable real-life reference for students.
The last type is fantasy roles, which are fictitious, imaginary, and possible even absurd
In this study, the researcher implemented role-play activities based on the semi-scripted and non-scripted types identified by Harper-Whalen & Morris (2005) Participants were provided with a sample dialogue, along with suggestions, keywords, new vocabulary, contextual information, and specific goals Students were encouraged to select suitable scenarios to develop and perform their roles effectively.
2.2.3 Stages of implementing role-play
According to River (1987), Chester and Fox (1996), there are 3 stages of implementing role-play effectively
To engage students effectively, teachers should incorporate stimulating activities like pictures, games, realia, songs, and movies Before conducting role-play, it's essential to introduce new vocabulary and structures from the required textbook Additionally, playing a model dialogue featuring native speakers will help students familiarize themselves with the vocabulary and dialogue Once students recognize these elements, they can practice the lines collectively with the entire class (River, 1987).
Speaking
The term "speaking" varies in meaning among individuals The Oxford Pocket Dictionary of Current English (2009) defines "speaking" as the act of conveying information or expressing thoughts and feelings through spoken language Additionally, it highlights that speaking can reflect the intended accuracy of a statement or the perspective from which it is expressed.
In "Developing Speaking Skill" by David Scheter (1999), speaking is defined as the act of uttering words or articulating sounds to express thoughts, acknowledging that physical obstructions can hinder one's ability to speak Similarly, the "Collins Cobuild English for Advanced Learners" (4th edition, 2007) provides a comprehensive definition of speaking, emphasizing its importance in effective communication.
Speaking is the act of delivering speeches and expressing opinions, representing a complex productive skill in the oral mode It encompasses more than mere word pronunciation, highlighting the intricacies involved in effective communication.
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (Burns & Joyce, 1997) While it is often regarded as the most challenging skill to master due to the need for both listening comprehension and speech production in spontaneous contexts (Celce-Murcia & Olshtain, 2000), it can also be seen as the easiest skill to develop, as individuals can utilize nonverbal communication, repetition, and other strategies to create understandable speech.
Speaking is a vital language skill that enables individuals to express their ideas, feelings, opinions, and thoughts, facilitating effective communication (Chaney & Burke, 1998) It involves not only understanding vocabulary and structure but also mastering the art of using language to convey messages clearly and ensure mutual understanding.
To enhance speaking skills, students require a supportive language environment that encourages frequent practice Speaking serves as a means of conveying messages verbally between individuals Ultimately, the goal of learning to speak is to improve communication abilities, allowing individuals to express their thoughts and ideas clearly and effectively.
Overall, while various definitions of speaking exist, most scholars agree that it is a productive skill that encompasses not only the oral execution of linguistic competence but also additional knowledge The integration of linguistic competence with this knowledge is crucial for effective communication.
2.3.2 Factors affecting EFL learners’ speaking
In order to investigate how EFL learners‟ speaking ability is affected, it is necessary to consider the factors of age, gender, and affection
Age plays a crucial role in language teaching theory, significantly influencing the success of foreign language acquisition Research by Scarcella & Oxford (1992) indicates that adult learners lack the same natural ability for fluency and ease in spoken language as children Additionally, younger children are less intimidated by language forms and mistakes, while adults often experience embarrassment when attempting to speak a foreign language (Brown, 2000).
One significant pragmatic factor influencing the acquisition of communicative competence across languages is the impact of gender on language production and reception, as highlighted by Romaine.
In 1994, it was found that girls tend to communicate more politely, while boys often use rough language, slang, and swear words Boys reported that they feel compelled to speak rudely to avoid ridicule from their peers During adolescence, influenced by peer pressure, boys increasingly adopt non-standard speech, whereas girls maintain a more standard form of communication, as they are cautious about being judged negatively.
According to (2000), female behavior is often interpreted in specific ways, whereas men have the freedom to define their identities as they choose Thornbury (2005) highlights that affective factors encompass feelings towards the subject and participants, as well as self-consciousness, while Brown (2000) underscores the importance of these emotional elements.
The affective domain encompasses the emotional aspects of human behavior, contrasting with cognitive factors It involves the development of feelings influenced by various personality traits, affecting our perceptions of ourselves and others Key affective factors in second language learning include motivation, attitude, and anxiety, which are crucial psychological characteristics linked to language achievement Studies by Gardner and Lambert (1972) highlight the strong correlation between motivation and language success Littlewood (1991a) emphasizes that communicative skills develop when learners are motivated and have opportunities to express their identity Brown (2000) notes that while motivation is essential for success, anxiety also significantly impacts language acquisition Littlewood (1991b) identifies two types of anxiety: debilitative, which hinders learning, and facilitative, which can enhance performance Brown (2000) concludes that both excessive and insufficient anxiety can obstruct successful second language learning.
2.3.3 Aspects of good EFL speaking skills
Effective English as a Foreign Language (EFL) speaking skills rely on several key components that enhance overall proficiency These components include pronunciation, vocabulary, content, grammar, and fluency, all of which are essential for enabling learners to communicate effectively.
18 and confidently in the target language By focusing on these areas, learners can enhance their speaking abilities and develop a strong foundation for successful language acquisition
Pronunciation (individual sounds, stress, rhythm, intonation, linking, elision, assimilation)
Pronunciation is essential for effective EFL speaking skills, as it involves accurately producing sounds, stress patterns, and intonation, which ensures clear communication (Dewing & Munro, 2015) Intelligibility, the ability to be understood, is enhanced by good pronunciation, facilitating successful interactions (Celce-Murcia, Brinton, & Goodwin, 2010) Furthermore, attention to prosody and rhythm fosters natural and fluent speech, adding authenticity to learners' spoken language (Roach, 2009).
Vocabulary proficiency is crucial for enhancing EFL speaking skills, as a broad lexical range allows learners to express themselves accurately in diverse contexts A rich vocabulary enables effective communication of ideas (Nation, 2001) Furthermore, mastering appropriate word combinations and collocations enhances fluency and makes speech sound more natural, contributing to a more native-like language production (Lewis, 1993) Additionally, the use of idiomatic expressions adds depth and authenticity to spoken language, indicating a higher level of language proficiency (McCarthy, 1998).
METHODOLOGY
Restatement of research questions
This study aimed to investigate whether role-playing can enhance the speaking skills of 6th graders at Tran Hung Dao Secondary School, focusing on two key research questions.
1) To what extent does the use of role-play improve the English- speaking skills for of the 6 th graders at a secondary school in Hai Phong?
2) What are the attitudes of these students towards the use of role-play in English speaking lessons?
Research approach
Action research provides researchers with a structured framework to implement real intervention strategies and evaluate their impacts, leading to a deeper understanding of teaching practices and fostering meaningful professional growth.
Action research is a comparative method that investigates current situations and the impacts of various social actions, ultimately driving social change (Lewin, 1946) It goes beyond traditional research, which often results in mere publications, by emphasizing practical inquiry within educational contexts to enhance teaching practices and improve student outcomes (Burton & Bartlett, 2005; Efron & Ravid, 2013) Burns (2009) further defines action research as the integration of action and research, highlighting its focus on practical application.
Action research involves systematic observation and analysis of developments in specific contexts, such as classrooms or schools, to drive improvements and changes According to Peter et al (2001), it is an interactive inquiry process that combines problem-solving actions with data-driven collaborative analysis, aiming to understand underlying causes and enable predictions for both personal and organizational change.
The principles of action research highlight several essential elements, including "trustworthiness," which ensures the honesty and authenticity of data analyses and interpretations (Zeichner & Noffke, 2001) Additionally, the principle of "worthwhileness" emphasizes the value participants derive from their involvement in the research process (Bradbury & Reason, 2001) While action research methodology faces criticism regarding its validity and rigor (Burns, 2015), supporters argue that these critiques overlook its situational nature and its role in fostering professional development The complexity of validity in action research complicates the assessment of its quality Furthermore, Greenwood and Levin (2007) define credibility as encompassing both internal credibility, which reflects the significance of knowledge for participants, and external credibility, which pertains to the reliability of outcomes for those outside the research.
Action research has a diverse history, leading to various models created by researchers A notable model by Kemmis and McTaggart (1988) features a four-stage process structured in a spiral of cycles This process consists of formulating an informed action plan, executing the plan, observing the results, and reflecting on the outcomes.
Action research is a systematic approach aimed at addressing classroom challenges and enhancing teaching and learning Models proposed by Somekh (1989) and McBride (1995) outline a comprehensive process that includes problem identification, data collection and analysis, hypothesis generation, action planning and implementation, change monitoring, and result evaluation Burns (1999) highlights the fluid nature of action research, where elements like identification, planning, data gathering, analysis, and reflection are interconnected Despite variations in terminology, these models collectively emphasize a dynamic cycle of planning, acting, observing, and reflecting to foster continuous improvement in educational practices.
In this thesis, the researcher utilized Burns' model (2010) for its relevance and practicality, which encompasses four phases: planning, acting, observing, and reflecting To address time and resource limitations, the "act" and "observe" stages are combined This cyclical process enables teacher-researchers to gain valuable insights and implement significant changes in their teaching practices.
Figure 3.1: The 4-Stage Action Research Cycle by Burns (2010)
In summary, action research is a participatory and collaborative method aimed at improving practice, often involving problem-solving efforts that lead to practice enhancements.
Procedures of the study
In the second semester of the 2021-2022 school year, a researcher collaborated with 40 students from class 6A at Tran Hung Dao Secondary School Following Burns' model (2010), the action research was structured into four key stages: planning, action or implementation, observation, and reflection.
In stages 2 and 3 of the research, the implementation and observation phases involved conducting four units from the textbook, each following a structured three-step role-play process This process included "stage 1 - activities before role-play," "stage 2 - activities during role-play," and "stage 3 - activities after role-play." A detailed description of this approach can be found in section "2.2.3 Stages of implementing role-play."
In the initial phase of the action research, the researcher conducted a pre-test with her students, followed by instructing them to engage in role play through four distinct projects.
In the second and third stages of an action research project, the initial project focused on unit 7: "Television." Following this, the plan was refined to enhance the subsequent projects 2, 3, and 4, which were conducted over three weeks, with each project lasting 45 minutes The themes and tasks of these projects aligned with unit 8: "Sport and Games," unit 9: "Cities of The World," and unit 10: "Our Houses in the Future" from the new English 6 Global Success textbook, as detailed in Table 1.
In the final stage, the teacher consistently evaluated students' speaking skills and provided essential feedback following the completion of four projects The incorporation of peer evaluations for group work significantly improved team performance.
29 strengths and reduce weaknesses As a result, necessary changes were shown clearly for the next projects in the future
Before the intervention, the researcher conducted a pre-test to evaluate her students' speaking levels using the KET Speaking Assessment, which measures basic speaking skills through short conversations, personal questions, and collaborative tasks with the examiner This assessment focuses on effective communication, appropriate vocabulary, grammar, fluency, pronunciation, and coherence To excel, candidates should practice English in daily situations, enhance their vocabulary and grammar, and familiarize themselves with the assessment format During the assessment, careful listening, thoughtful responses, and clear, coherent answers are crucial, along with a diverse range of vocabulary and grammatical structures Ultimately, the KET Speaking Assessment aims to evaluate candidates' English communication skills and language proficiency in real-life contexts, and with adequate preparation, candidates can confidently showcase their speaking abilities.
After assessing the test results, the teacher identified specific areas for improvement in students' speaking skills To address this, the teacher introduced role-play activities tailored to each project Comprehensive lesson plans, engaging activities, and effective teaching aids were meticulously prepared These activities were designed to help students become familiar with role-play, equipping them with the essential knowledge and skills needed to successfully execute Project One and enhance their speaking abilities.
Implementing and observing the action
I implemented the activities which were carefully planned in the previous phase through 3 stages as mentioned in part “2.2.3 Stages of implementing role-play”
During this stage, the teacher engaged students by providing various activities, including pictures, games, realia, songs, and movies, to spark their interest Additionally, vocabulary and structures from the textbook were introduced, along with a sample dialogue presented by a native speaker as a model After identifying the vocabulary and dialogue through role play, students were encouraged to practice the dialogue with the entire class on the relevant topic.
Each group included at least one motivated student who excelled in class and took on the role of group leader This individual actively facilitated collaboration among group members, ensuring that tasks were completed effectively.
Also, the researcher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and my students did their tasks required in this stage
In the second stage of the activity, the teacher facilitated a role play where students worked in pairs to modify and create their own dialogues based on provided casting tags A total of 20 pairs participated in the role-play during the speaking classes Students were encouraged to engage in thorough discussions, address challenges, explore various approaches, and bring their scenarios to life.
In stage 3, two key activities were conducted: assessing student understanding and gathering feedback After selecting groups to present, the teacher encouraged students to reflect on their performances She highlighted each group's strengths and evaluated their progress towards learning objectives, while also addressing areas for improvement.
The analysis of data from projects 1, 2, 3, and 4, including pre-test results, students' speaking performance, and peer feedback, allowed the teacher to assess students' speaking competence and attitudes, as well as identify the strengths and weaknesses of the intervention in project 1 Based on the challenges encountered, the teacher provided recommendations for improvements in projects 2, 3, and 4, leading to clear and necessary changes for future initiatives.
Context of the study
In Vietnam, students have started learning English at primary level since 2010 according to the project “Teaching and learning foreign language
From 2008 to 2020, the national education system emphasized English language instruction starting from grade 3 through higher education Educators prioritized developing communicative language skills over traditional grammar, making speaking proficiency a crucial focus during this period.
Tran Hung Dao Secondary School, established in 2009 and located in Kien An District, Hai Phong, consistently ranks among the top schools in the district and city for comprehensive education quality The school has seen a yearly increase in the number of excellent students and boasts many teachers recognized as city and grassroots emulation soldiers As a leading institution in Kien An District's secondary education sector, the school aims to achieve National Standard School Level 1 in the coming years, further enhancing its teaching and learning quality to maintain its status as a top school in the area.
In Hai Phong, this secondary school prioritizes English as a vital subject, ensuring that all grade 6 students dedicate an equal number of periods to English, Vietnamese, and Math Each week, students engage in three English lessons, including one optional class Beyond the classroom, the English teacher group organizes extracurricular activities such as outdoor learning sessions and English competitions during club meetings, along with mini projects, to enhance students' learning experiences in English.
This school applies the English textbooks as required by Vietnamese Ministry of Education and Training‟s National Foreign Language Students at
At this secondary school, students are instructed in various subjects, including English The English curriculum encompasses five key components: listening, speaking, reading, writing, and language focus However, there is a tendency to prioritize language focus over the other essential skills The syllabus and textbook for English cover all these aspects comprehensively.
The researcher selected the "Tiếng Anh 6 Global Success" textbook, published by the Vietnamese Publishing House of Education in collaboration with Pearson Education, for their study This textbook consists of 12 units that span two semesters, covering a range of 12 topics.
Unit 5: Natural wonders of the world
Unit 9: Cities of the world
Unit 10: Our houses in the future
Each unit of "Tiếng Anh 6 tập 2" consists of 7 lessons and a project lesson aligned with the unit's theme The research, conducted in the second semester, evaluated four projects from units 7 to 10 using Hutchinson and Waters' model (1993), which emphasizes aims, methodology, and lesson content The evaluation reveals that the project topics in this textbook are effectively designed to enhance learning outcomes.
34 generally motivate learners and interest teachers except for some requirements lacking communicative needs.
Participants
Researchers conducted a study involving class 6A, which comprised 40 students, including 14 males and 26 females, with an average age of 11 years Most students resided in Hai Phong city and had been studying English since grade 3 However, their focus was primarily on vocabulary, grammar, and limited practice skills at school, resulting in many students achieving only a low intermediate level of English proficiency.
The researcher selected 6th grade students for the study due to their enthusiasm for engaging in new learning methods, having previously taught secondary students It was believed that these students had not been exposed to role-play learning in a serious manner during their secondary education Additionally, 6th graders experience less pressure from competition or certification requirements, making them ideal subjects for this research The study focused on forty non-major English students in class 6A.
Data collection instruments
With the aim of achieving multidimensional data, the study used both qualitative and quantitative methods through the employment of three research instruments, namely speaking tests, questionnaire, and interview.
3.6.1 Pre-test and Post- test
The researcher utilized pre-test and post-test assessments to effectively measure and compare students' speaking skills These tests were conducted before and after the completion of four projects, enabling an evaluation of the method's effectiveness By analyzing the mean scores from both assessments, the researcher was able to draw meaningful conclusions about the improvement in students' speaking abilities.
The study evaluated the differences in students' speaking competence by administering both a pre-test and a post-test While both assessments were identical in format and length, they differed in difficulty levels, ensuring they remained appropriate for the students' abilities as outlined in the sixth-grade English textbook.
The pre-test and post-test were crafted to mirror the speaking activities in the sixth-grade English textbook Scoring utilized Harris's Oral English Rating Scale (refer to Appendix 7) The pre-test concentrated on the subjects addressed in the first term, particularly from unit 1 to unit 2.
The tests featured questions with difficulty levels from band 1 to 5, covering a range of topics, structures, and vocabularies The post-test aimed to assess students' speaking competence through more challenging questions Students were required to express opinions, propose solutions to real-life issues, and demonstrate their ability to analyze, criticize, and synthesize their acquired knowledge Assessment was typically conducted by the class teacher, who had a comprehensive understanding of the students' levels and closely monitored their learning progress, ensuring accurate and reliable results.
The researcher carefully crafted both the pre-test and post-test, focusing on five key criteria: Pronunciation, Grammar, Vocabulary, Fluency, and Comprehension Each test consisted of six questions, with a time limit of 10 minutes per test Scoring utilized Harris's Oral English Rating Scale, with a maximum of 25 points for the speaking test, where each criterion was rated from 1 to 5 points The minimum score was 5 points, and most students generally scored between bands 3 and 4 across the criteria, with the final test score being the average of the five criteria.
Thirty-six students from the 6A class volunteered to participate in the research, willingly completing the consent letter provided by their teacher The headmaster approved the study's implementation at the school.
The pre-test and post-test were aligned with the speaking activities in the sixth-grade English textbook, focusing on units 1 to 6 from the first term Both tests featured questions with difficulty levels ranging from band 1 to 5, covering diverse topics, structures, and vocabulary The post-test included more challenging questions to assess students' speaking competence improvements Students were required to express opinions, solve real-life problems, and demonstrate their ability to analyze, criticize, and synthesize their knowledge The assessments were conducted by the class teacher, who had a comprehensive understanding of the students' levels and closely monitored their learning progress, ensuring accurate and reliable results.
The pre-test and post-test results were essential in achieving the research objectives, with the pre-test establishing a baseline for students' speaking competence prior to the role-play learning intervention The post-test, conducted after the fourth project, evaluated the improvement in students' speaking skills through varied questions By analyzing the differences between these two assessments, the researcher sought to quantify the impact of role-play learning on students' speaking competence.
According to Dửrnyei (2003), questionnaires gather three types of information: factual or demographic data about participants, behavioral information regarding their actions, and attitudinal insights reflecting their opinions, beliefs, and values They are effective for collecting responses from a large number of individuals in a short timeframe, and the anonymity they provide encourages honest answers, enhancing the reliability of the results Consequently, this study employs questionnaires as a suitable research tool to analyze students' opinions on the use of role-play in developing speaking skills.
A self-designed questionnaire was created to assess students' perceptions of using role-play to enhance speaking skills To ensure ease of understanding, the questionnaire was simplified for secondary students, and a Vietnamese version was provided This approach aimed to guarantee that participants could fully comprehend and respond to the questions, while the translation maintained the original meaning of the English version in a language familiar to the students.
To ensure the validity and reliability of the research instrument, a pilot study was conducted involving a smaller sample size Five randomly selected sixth-grade students completed the questionnaires, and their feedback was collected Based on this feedback, adjustments were made to finalize the questionnaire items.
Questionnaire contained fourteen questions which evaluate students‟ improvement in speaking competence and students‟ attitude toward role-play
To make clear the selected- response questions in the questionnaire, the researcher conducted a follow- up interview According to Kvale (1996;
Interviews are more effective than questionnaires in gathering narrative data, allowing researchers to explore individuals' perspectives in depth (Cohen et al., 2007) This method enables participants to express their thoughts and feelings authentically (Berg, 2007) By utilizing role-play concepts from Fried-Booth (1997) and Blumenfeld (1991), the researcher developed targeted questions regarding the roles of teachers and students to identify their strengths and weaknesses in role-play A questionnaire administered to 40 sixth graders proved insufficient for addressing the research questions, prompting the need for semi-structured interviews to gain deeper insights into students' attitudes towards role-play learning These interviews were conducted in Vietnamese and recorded with participants' consent.
There are four questions in the interview in which these students were asked to give their opinions about using role-play in speaking English lessons
After analyzing the students' test results and questionnaire data, the researcher conducted interviews with five selected learners following the intervention The interviewees were purposefully chosen, revealing that two students showed improvement in their speaking tests, while one student's score remained unchanged.
The last two students scored the lowest in the post-test results To facilitate their expression, the interview was conducted in Vietnamese, allowing participants the freedom to discuss any thoughts related to role-play.
Prior to the interviews, the teacher informed the students about the purpose and topics of the discussion Subsequently, five participants were interviewed with four specific questions (refer to appendix 6) Each interview lasted approximately five minutes, given the limited number of questions.
Data collection procedures
The research procedure happened in the chronological order and data collection was conducted 8 weeks
The researcher sought permission from the school board and principal to conduct a study on the use of role-play activities for enhancing speaking skills After receiving approval from the school management and participants, the research commenced in the 6A class To establish a baseline for the study and assess the participants' speaking skills, a pre-test was administered during the first week The test began with a social interaction segment, followed by students responding to questions on a topic card The researcher evaluated the students' speaking abilities using a standardized rubric.
After implementing role-play activities, a post-test was conducted in the eleventh week to evaluate students' improvement in speaking skills All students were invited to participate, and the test proceeded once their agreement was obtained.
40 and these tests were recorded and then analyzed to collect data for the study The post-test was conducted in the 6 th week
Students were given questionnaires to select their preferred options, with the researcher explaining the study's purpose and providing instructions for completion They had a minimum of 20 minutes to fill out the questionnaire and were assured that their responses would remain confidential and would not impact their test scores, allowing them to complete it comfortably.
Five carefully selected students were invited to participate in the interview, each given five minutes to respond to the questions outlined in the interview protocols The interviews were recorded and subsequently analyzed to gather data for the study The collected data was sorted and analyzed to draw conclusions and implications for future research.
Data analysis methods
In Ivankova's (2015) action research, qualitative data were analyzed using inductive coding, which involved multiple reviews of the data to identify emerging categories and themes These identified codes were then quantified by counting their frequencies, allowing for a more convenient analysis through calculated frequencies and percentages To assess students' speaking skills and their attitudes toward the new learning approach, the researcher employed various instruments, including pre-tests, post-tests, questionnaires, and semi-structured interviews.
The quantitative data generated from the students' pre-test and post-test results were analyzed using SPSS v.20 software, which provided descriptive statistics output The primary measure employed in this research was the mean, calculated by summing all the mean scores and dividing by the number of participants The analysis method was 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 is a key measure of central tendency that indicates the average value within a distribution It is calculated by summing all scores and dividing by the total number of scores However, the mean can be significantly affected by extreme values, especially in small population samples, as demonstrated in the research for class 6A.
In a study involving 40 students, the total score for the pre-test was 467, while the post-test score reached 631 Using the formula \( M = \frac{\Sigma X}{N} \), the mean score for the pre-test was calculated to be approximately 11.675, and for the post-test, it was approximately 15.775, as shown in Table 3.1.
Table 3.1: The MEAN scores of Pre-tests and Post-tests
40 students Pre-test Post-test
In the subsequent term of the questionnaire data, adapted from prior studies, the response format varied, requiring students to select a number on a five-point Likert Scale ranging from Strongly Agree to Strongly Disagree, with participants only marking items applicable to their situations Consequently, the data analysis method employed by the researcher differed significantly Initially, the researcher reviewed all collected questionnaire data to grasp the overall trends, followed by transcribing the interviews Utilizing SPSS (Statistical Package for the Social Sciences) version 20, the researcher calculated frequencies and created frequency tables reflecting students' attitudes toward role-play and their speaking improvements The questionnaire included multiple response options, and findings were presented through tables and figures In contrast, interview data underwent qualitative analysis to uncover students' attitudes toward role-play, with the researcher conducting all analyses independently to ensure consistency and minimize bias.
In this chapter, the writer provides a concise overview of the research approach, study procedure, and the teaching and learning context in the 6A class in Hai Phong It also details the participants, data collection instruments (including pre-test, post-test, questionnaire, and interviews), as well as the data collection and analysis procedures Both quantitative and qualitative methods were employed to analyze the data and address the research questions The subsequent chapter will present the findings and discussions based on the data analysis.
