Skkn cấp tỉnh integrating experiential activities into teaching english 11 to enhance speaking skills for high school students

Results of integrating experiential activities in teaching English 11 to enhance speaking skills 3.2.. By implementing these measures, the research aims to provide valuable insights into

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

(Lồng ghép các hoạt động trải nghiệm trong dạy học Tiếng Anh lớp 11 giúp phát triển kỹ năng nói cho học sinh trung học phổ thông)

(Tiếng Anh 11 - Global success)

Người thực hiện: HỒ THỊ MINH THÁI Chức vụ: Tổ trưởng chuyên môn Tiếng Anh Đơn vị công tác: Trường THPT Lương Đắc Bằng SKKN thuộc môn: Tiếng Anh

THANH HÓA - NĂM 2025

3 RESULTS AND APPLICATION

3.1 Results of integrating experiential activities in teaching English 11 to enhance

speaking skills

3.2 Application and potential for replication of the initiative

4 CONCLUSION

18 24 24 26

1 INTRODUCTION

1.1 Reasons for choosing the topic

In the current era of globalization and educational reform, enhancing students' communicativecompetence - particularly in speaking - has become a pressing priority in foreign language education.Among the four essential language skills (listening, speaking, reading, and writing), speaking iswidely regarded as the most challenging yet the most directly useful skill in real-life communication.This skill enables learners not only to convey their thoughts and emotions but also to engageeffectively in social and academic interactions However, despite its importance, speaking remains askill that many high school students in Vietnam struggle to master, especially in the context oftraditional teaching methods that focus heavily on grammar and vocabulary memorization

Recognizing these limitations, the integration of experiential learning activities into English languageinstruction is emerging as an effective approach to address the shortcomings in traditional pedagogy.Experiential learning, or "learning by doing," emphasizes student-centered engagement, criticalreflection, and real-world application This method encourages learners to actively participate in thelearning process rather than passively receive information Educational theorists such as John Deweyand David Kolb have long advocated for experiential learning as a key driver of meaningful andlasting knowledge acquisition Their theories highlight that learners gain deeper understanding whenthey are involved in experiences that require active decision-making, problem-solving, andcommunication

In the context of the English 11 curriculum in Vietnam, particularly using the Global Successtextbook, there is a growing opportunity to apply experiential learning techniques to enhancespeaking skills English 11 covers various real-life topics such as education, culture, the environment,and global issues - subjects that naturally lend themselves to discussion-based and interactiveactivities However, many teachers still rely on teacher-centered instruction, resulting in passivelearning environments where students have few chances to express themselves orally in authenticsituations

Moreover, multiple studies underline the significance of speaking proficiency in learners’ overalllanguage development For instance, Gudu (2015) emphasizes that speaking is not only central todaily communication but also essential in academic and professional contexts Clavijo (2016) furthernotes that English functions as a global lingua franca and is crucial in media, technology, andinternational relations In Vietnam, as the country continues to integrate with the global economy andinternational education systems, the demand for English-speaking proficiency is rising, particularlyamong high school students preparing for university and employment

Nonetheless, according to classroom observations and diagnostic assessments, many 11th-gradestudents still demonstrate low confidence and competence in speaking Common difficulties includepoor pronunciation, limited vocabulary, incorrect grammar usage in spontaneous speech, and lack ofinteraction strategies These challenges are often exacerbated by insufficient speaking practice andlack of meaningful communicative opportunities in the classroom

Faced with these issues, this initiative proposes the integration of experiential learning activities- such

as role-plays, simulations, interviews, project-based learning, group discussions, and classroomdebates into teaching English 11 These activities not only simulate real-life communication but alsopromote collaboration, creativity, and critical thinking Importantly, they provide students with anenvironment where they can practice speaking in low-pressure, supportive settings, thereby graduallybuilding fluency and confidence

This study is conducted at Luong Dac Bang High School, where many students exhibit enthusiasm forlearning English but lack the opportunity to practice speaking in meaningful ways The main objective

of this research is to explore how experiential learning activities can be effectively applied in theEnglish 11 classroom to enhance students’ speaking skills Furthermore, it aims to offer practicalinsights and strategies for teachers seeking to modernize their teaching methods and improve studentoutcomes in English speaking

In conclusion, this study, titled “Integrating experiential activities into teaching English 11 to

enhance speaking skills for high school students”, is a timely and necessary initiative It is expected

to contribute not only to improving students’ speaking proficiency but also to enriching teachingpractices in line with current educational reforms and the demands of 21st-century learning

1.2 Research purpose

The overarching purpose of this action research project is to enhance the speaking skills of 11th graders

at Luong Dac Bang High School through the strategic integration of experiential activities into theEnglish 11 curriculum, specifically using the "Global Success" textbook This research stems from arecognized need to move beyond traditional, lecture-based methods of language instruction and tocreate a more engaging and effective learning environment that fosters confident and competentcommunicators

This project seeks to address the challenges many students face in developing practical speakingskills, such as limited opportunities for real-world application, anxiety surrounding oral performance,and a lack of personalized feedback By incorporating activities that simulate authenticcommunication scenarios, such as role-playing, debates, presentations, and project-based tasks, weaim to provide students with meaningful contexts for practicing and improving their spoken English.Specifically, this study is designed to:

- Determine the feasibility and practicality of integrating experiential activities into existing English

11 lesson plans, ensuring alignment with curriculum objectives and learning outcomes as outlined inthe "Global Success" textbook This involves identifying suitable activities, adapting them to thespecific needs and interests of the students, and developing clear assessment criteria

- Evaluate the impact of these experiential activities on students' oral communication abilities This

includes measuring improvements in fluency, accuracy, pronunciation, vocabulary usage, and overallcommunicative competence Data will be collected through pre- and post-intervention assessments,classroom observations, student self-assessments, and teacher reflections

- Identify effective strategies and best practices for implementing experiential activities in the English

11 classroom, creating a replicable model that can be adopted by other teachers and adapted todifferent contexts

- Foster a more positive and engaging learning environment that encourages student participation,reduces anxiety related to speaking in English, and promotes a sense of ownership over their learning.Ultimately, this action research project aims to provide practical, evidence-based solutions forimproving the speaking skills of English 11 students, contributing to their overall academic successand preparing them for effective communication in a globalized world

1.3 Research objectives

The primary aim of this research is to investigate the integration of experiential activities in teachingEnglish to enhance the speaking skills of 11th graders at Luong Dac Bang High School By exploringspecific measures, the study seeks to determine the effectiveness of these activities in improvingstudents' oral communication abilities

To achieve these objectives, the research will focus on the following measures:

1 Activities for exploring and presenting historical sites in English: The study will examine the

incorporation of activities that involve exploring and presenting historical sites The goal is to assessthe impact of this activity on students' speaking skills as they describe and share information about thesites

2 Experiential activity designing and presenting a smart home model of the future: The research

will investigate the implementation of an activity where students design and present a model of asmart home The aim is to develop creativity and speaking skills as students articulate their ideas

3 Organizing a poster design competition for environmental protection to stimulate creativity:

The study will evaluate the effectiveness of organizing a poster design competition to raise awarenessabout environmental protection, while also enhancing speaking skills as students present their posters

4 Organizing debates on current issues using mind mapping tools to improve speaking skills:

The research will explore the organization of debates on current issues, aimed at helping studentsimprove their argumentative skills and express their opinions in English

5 Exploring vocational education and practicing public speaking in English for students: The

study will examine the exploration of vocational education and the practice of public speaking inEnglish, preparing students for real-life communication scenarios

By implementing these measures, the research aims to provide valuable insights into the integration ofexperiential activities in English language teaching, thereby enhancing students' speaking skills andsupporting their overall development in using English

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

- Exploring and presenting Historical sites: (Linked to units on culture, tourism, or history) Studentsresearched and prepared presentations on historical sites, practicing descriptive language andpersuasive speaking.

- Designing and presenting a smart home model: (Linked to units on technology, innovation, or futuretrends) Students designed and presented smart home models, focusing on technical vocabulary andclear explanations

- Organizing a poster design competition for environmental protection: (Linked to units onenvironmental issues, social responsibility, or persuasive communication) Students organized andpromoted a poster competition, practicing persuasive language and organizational skills

- Conducting debates on current issues: (Linked to units on social issues, current events, orargumentation) Students participated in debates on current issues, honing their argumentation andpersuasive speaking skills

- Exploring vocational education and practicing public speaking: (Linked to units on career options,independent living, or future planning) Students researched vocational fields and deliveredpresentations, focusing on clarity, fluency, and real-world application of language

1.5.3 Data collection methods (Aligned with activities):

To assess the impact of these activities on students' speaking skills, the following data collectionmethods were employed:

- Pre- and Post-Intervention speaking assessments: Students completed a standardized speaking

assessment before and after the implementation of the experiential activities The assessment focused

on fluency, pronunciation, grammar, vocabulary, and overall communication effectiveness A rubricwas used to ensure consistent and objective scoring

- Classroom observation: Regular classroom observations were conducted to document student

engagement, participation in speaking activities, and the quality of their interactions with peers andthe teacher during the experiential activities Observation notes focused on specific indicators ofspeaking skill development, such as increased confidence, improved fluency, and more accuratelanguage use

- Student surveys: Students completed anonymous surveys to provide feedback on their experiences

with the experiential activities The surveys assessed their perceptions of the activities' relevance,engagement, and impact on their speaking skills

- Teacher reflection journal: A teacher reflection journal was maintained throughout the

intervention to document observations, challenges, and insights related to the implementation of theexperiential activities This journal provided valuable qualitative data on the effectiveness of theapproach

- Informal interviews: Informal interviews were conducted with a sample of students to gather more

in-depth feedback on their experiences and perceptions of the intervention. 

1.5.4 Data analysis:

Quantitative analysis: Statistical methods, including a paired-samples t-test, were used to analyze

the pre- and post-test scores to determine the effectiveness of the activities in enhancing speakingskills

Qualitative analysis: Thematic analysis was applied to the interview data, student survey responses,

and teacher reflection journal entries to identify common themes and insights related to the students'experiences, perceptions, and the challenges and successes of the intervention

This mixed-methods approach allows for a comprehensive understanding of the impact ofexperiential learning on students' speaking abilities, combining numerical data with personalexperiences to provide a well-rounded perspective and directly linking the methodology to thefindings and activities described in the rest of the paper

2 CONTENTS

2.1 Theoretical background

Speaking is a critical skill that goes beyond mere utterance; it encompasses the delivery of messages,allowing individuals to convey information, express opinions, and share experiences Leong andAhmadi (2017) emphasize that effective communication relies on the ability to articulate thoughtsclearly However, many non-native students struggle with speaking English due to insufficientpractice, low motivation, and a fear of making mistakes Observations at Luong Dac Bang High

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

3.3 Decision-making skills:

Experiential learning is essential for enhancing decision-making skills among language learners.Engaging students in practical tasks and reflective dialogues not only deepens subject knowledge butalso strengthens critical thinking and problem-solving abilities, which are vital for long-term success(Sphero, 2001) Dynamic scenarios that promote collaboration and problem-solving encouragestudents to reflect on their experiences and decision-making processes, leading to innovative solutions(Sphero, 2001) In language education, experiential learning emphasizes real-world applications oflanguage skills, motivating students to engage in activities that require decision-making (John, 2019).Research shows that integrating virtual reality (VR) technology in language teaching enhancesexperiential learning by providing immersive environments for decisionmaking scenarios, allowingstudents to explore challenging or inaccessible environments and engage in interactive situations thatdevelop decision-making competencies (Jennifer et al., 2021) For instance, a VR simulation canmimic real-life situations where students must make decisions as part of an emergency response team

or present a business proposal, allowing them to experience the consequences of their choices directly(Jennifer et al., 2021)

3.4 The difference between experiential learning and project-based pedagogy

The table below presents a comparison between experiential learning and project-based pedagogy,prepared by Fawzi Jaqrif and Nassira Khlaifia (2023):

EXPERIENTIAL LEARNING PROJECT-BASED PEDAGORY

It focuses on the active participation of learners

and their involvement in the learning process,

often through practical activities and

problem-solving

It emphasizes the use of real-world practicalprojects as a means of education andlearning

It prioritizes experiential learning and the

development of practical skills and knowledge

It encourages learners to take responsibilityfor their own learning and actively apply theirknowledge and skills in real-life situations

It promotes the development of critical thinking, It places a strong emphasis on collaboration

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

Acquiring language through listening is essential for language development, especially in experientiallearning Language acquisition occurs both verbally and non-verbally, with listening being crucial forverbal learning at the outset Children, for instance, listen to their parents and mimic their speechpatterns, laying the foundation for language growth (Akriti, 2017) Experiential learning allowslearners to reflect on their experiences and apply newly acquired knowledge to real-world situations.Listening skills are vital in this reflective process, as students must actively engage with spokenlanguage to understand and internalize new concepts Integrating storytelling techniques intoexperiential learning enriches listening skills by using stories as educational tools Teachers createengaging listening experiences that encourage active student participation in language acquisition(Ranjan, 2018) Overall, developing listening skills through experiential learning enhances languageproficiency while promoting critical thinking, problem-solving, and decision-making abilities (John,2019) It also immerses learners in real-life contexts where effective communication is essential,improving listening comprehension and deepening their understanding of the target language throughactive participation in spoken language This cultivation of stronglistening skills is crucial forlanguage acquisition and communication.

5.2 Speaking skills:

Experiential learning is crucial in language education for developing speaking abilities, as it involvesactive participation in communication and collaboration with peers (Sonja, 2003) By engaging inprojects or tasks that require interaction, students enhance their speaking skills, allowing them topractice in real situations, negotiate meanings, make decisions, and assess their progress Reflection is

a vital component of experiential learning that supports effective language acquisition (Terry, 2021).Through reflecting on experiences related to speaking tasks, students deepen their understanding ofthe language and its practical applications This reflective process aids in internalizing newknowledge and envisioning future linguistic interactions (Kolb, 1984) Implementing experientiallearning activities such as group discussions, role playing, and creative writing (Paul, 2023) fosters aneducational environment where students actively engage with the language These practical activitiesnecessitate speaking and effective communication, allowing students to improve their skills whileenhancing their connection to the language Moreover, experiential learning is essential fordeveloping speaking skills through communication, collaborative work, reflection, and skillenhancement This encourages educators to adopt this approach to create effective learningexperiences that support fluency in the target language

5.3 Reading skills:

Developing reading skills is essential for language learners, particularly through experiential learning

in language education Reading significantly aids language acquisition by expanding vocabulary,improving comprehension, and introducing learners to various linguistic structures (Akriti, 2017) Byintegrating activities that involve relevant materials related to students' interests or real-lifeexperiences, teachers can foster stimulating learning environments that promote learning andretention When creating educational experiences aimed at developing reading skills throughexperiential learning, teachers can design activities that connect new vocabulary, grammaticalstructures, and contextual information Enhancing reading skills through experiential methodologies-such as exploring poetry, plays, and digital resources - benefits language learners by providing diverseand engaging reading experiences Through these methods, teachers support students in developingtheir language abilities while also promoting cultural awareness and critical thinking skills Byprioritizing the enhancement of reading proficiency in language teaching, educators equip learners tonavigate diverse linguistic contexts and communicate effectively in real-world scenarios

5.4 Writing skills

Integrating place-based experiential learning enriches writing by transforming experiences intovibrant texts (Boston, 2021) By incorporating landscapes and communities, students engage inanalysis that goes beyond abstract textual sources, as this approach fosters diverse arguments Theintegration of experiential learning into language teaching practices significantly enhances students'writing skills because active participation, reflection on experiences, and realworld applicationdeepen their understanding of language concepts and improve their effectiveness in writtencommunication (Paul, 2023; Hilliard, 2020; Akriti, 2017; Boston, 2021)

6 Designing effective learning experiences:

Creating effective learning experiences requires detailed planning to achieve optimal educationaloutcomes Experiential learning theory emphasizes the importance of reconstructing past experiences

to enhance learning outcomes This theory, formulated by Kolb, identifies a four-stage learningprocess: concrete experiences, reflective observation, abstract conceptualization, and activeexperimentation Integrating these stages into education allows teachers to create adaptableenvironments that encourage knowledge construction and application (Zijing, 2024) To formulateeffective learning experiences that enhance experiential learning, educators should consider languageteaching principles and leverage technological resources such as virtual reality By incorporatinghands-on activities, they can promote cognitive engagement through the design of dynamic learningenvironments that encourage active participation, reflection on experiences, and the application ofknowledge in real-world scenarios This approach helps improve learning outcomes and facilitates theeffective development of language skills Moreover, designing impactful educational experiencesinvolves aligning teaching strategies with technological possibilities to create effective learningopportunities By integrating the principles of experiential learning into curriculum design andteaching methods, teachers can enhance students' critical thinking abilities, problem-solving skills,and decision-making competencies, while also fostering active engagement with language learningcontent

Figure 2: Experiential Learning Through Hands-On Activities (Paul, 2023)

6.2 The role of teachers in facilitating experiential learning:

In the process of teaching language through experiential learning, teachers play a crucial role infacilitating this interactive educational approach Studies indicate that teachers evolve from meretransmitters of knowledge to mediators of experiences (Tesfaye et al., 2022; Yangtao, 2021) Byfostering a positive learning environment and addressing challenges, they guide learners inconstructing knowledge through practical application and reflection

Teachers should not only provide information but also offer relevant suggestions and experiences thatenhance active participation in learning materials (Anwar and Qadir, 2017) This approach allowsstudents to move beyond rote memorization to critically assess and apply knowledge in real-lifecontexts (Zelechoski et al., 2017) Challenging experiential activities that require group collaborationcompel learners to integrate subject content, make decisions, adapt processes, and solve problemscollectively (Voukelatou, 2019) Additionally, teachers should strive to ignite intrinsic motivation bypromoting dynamic engagement in experiential activities (Zelechoski et al., 2017), which enhancesknowledge retention and develops essential lifelong learning skills

The teacher's role as a facilitator is vital in guiding students through the experiential learning cycle.They must create opportunities for reflecting on experiences, understanding new knowledge, andenvisioning its application in future scenarios (Terry, 2021) By structuring appropriately challengingactivities that balance existing knowledge with new goals and integrating inquiry-based tasks thatenhance conceptual understanding (Ling et al., 2019), teachers empower students to takeresponsibility for their own learning journey

2.2 Practical background

Integrating experiential activities in teaching speaking English is essential for enhancing students'communication skills Speaking is a vital mode of communication, not only for asking questions andsharing information but also for expressing thoughts and emotions Despite its importance, manylearners find speaking to be the most challenging skill to master This struggle often stems from a lack

of practice, low motivation, and insufficient communicative competence

Experiential Learning Theory (ELT) emphasizes the significance of hands-on experiences in thelearning process According to ELT, knowledge is constructed through real-life experiences, allowinglearners to engage actively with content By incorporating experiential activities-such as role-plays,group discussions, and project presentations-students can practice speaking in meaningful contexts.These activities not only improve their speaking skills but also foster greater confidence inarticulating their ideas in front of peers and teachers

At Luong Dac Bang High School, established in 1961 and renowned in Thanh Hoa, Vietnam, theEnglish department consists of 9 graduate teachers with BA and MA degrees Despite the teachers'enthusiasm and cooperation, many students show a preference for natural science subjects likeMathematics and Physics over English This preference poses challenges, particularly in teachingspeaking skills, as students often approach English merely as a foreign language rather than a means

of communication As an English teacher at this institution, I encounter difficulties in engagingstudents and developing their speaking abilities, especially when traditional methods dominateclassroom practices

The shift to experiential learning is crucial in this context For instance, students at Luong Dac BangHigh School often face barriers in their speaking abilities due to conventional teaching methods thatprioritize teacher-centered instruction By encouraging experiential activities-such as designing andpresenting projects-students can engage with the language in a creative and interactive manner Thisapproach not only makes learning enjoyable but also helps students articulate their thoughts moreclearly

Moreover, experiential activities promote collaboration and social interaction, essential for languageacquisition When students work together on projects, they engage in authentic communication, thusenhancing their fluency and comprehension This collaborative approach allows learners to immersethemselves in the language, making it easier to grasp complex concepts and vocabulary

Integrating experiential activities also addresses the diverse needs of students By creating asupportive environment where learners feel safe to take risks, educators can foster activeparticipation This is particularly important for students who may feel anxious about speaking inEnglish, as experiential learning provides a less intimidating platform for practice It is also vital toensure that the activities are culturally relevant and aligned with students' interests When learners seethe relevance of what they are learning, their motivation increases, making them more likely toparticipate actively

In conclusion, integrating experiential activities into English speaking instruction at Luong Dac BangHigh School offers a dynamic and effective approach to enhance students' speaking skills Byfocusing on practical experiences and creating an engaging classroom environment, educators canfoster active learning, boost confidence, and ultimately lead to better communication competence inEnglish This study aims to fill the research gap regarding the impact of experiential activities onspeaking skills, highlighting their potential benefits in the educational landscape of Vietnam

2.3 Solutions to the problems

2.3.1 Activities for exploring Thanh Hoa’s historical sites through English presentations.

This action research project aims to enhance the English speaking proficiency of Grade 11 students atLuong Dac Bang High School by leveraging experiential learning principles Aligned with Unit 6 ofthe English 11 Global Success textbook, the activity "Exploring Thanh Hoa’s historical sites throughEnglish presentations" engages students in developing fluency, accuracy, and confidence in spokenEnglish while fostering an appreciation for local history and cultural heritage The interventionfollows a structured, multi-phase process:

Phase 1: Activating prior knowledge

The activity begins with an interactive warm-up session to stimulate interest The teacher presentsmultimedia resources, such as high-resolution images and short videos of key historical sites in Thanh

Hoa (e.g., Lam Kinh Historical Site, Ho Dynasty Citadel) Guiding questions encourage critical

thinking: "Have you visited any historical sites in Thanh Hoa? What are your impressions?" This

phase connects curriculum content with students' experiences

Phase 2: Collaborative research

Students form small groups (4-5 members) to research specific historical sites They are encouraged

to conduct field trips for firsthand observation, documenting architectural details and interviewinglocal heritage site managers (interviews in Vietnamese, translated into English) If site visits are notpossible, students can use digital resources, such as virtual tours and reputable documentaries,ensuring equitable access to information

Phase 3: Presentation development

Under teacher guidance, students create detailed presentation outlines covering historical,architectural, and cultural aspects The teacher provides language support, focusing on relevantvocabulary and grammatical structures Students are encouraged to use multimedia elements (e.g.,PowerPoint slides, images) to enhance engagement Opportunities for practice and peer feedback areintegrated, with the teacher offering constructive criticism on delivery

Phase 4: Presentations and assessment

Each group delivers a 3-5 minute presentation to the class, followed by a Q&A session and peerfeedback, all in English The teacher evaluates presentations using a rubric that includes:

+ Content accuracy and completeness

+ Language richness and precision

Phase 5: Reflection and evaluation

After presentations, students write a reflective piece (100-150 words) addressing:

+ Insights gained about Thanh Hoa's historical sites

+ Impact of the presentation on their speaking skills (fluency, vocabulary, confidence)

+ Feelings about sharing local heritage with classmates

This reflection aids self-assessment and consolidates learning Simultaneously, the teacher monitorsprogress through observations and data collection Baseline observations assess initial confidence andspeaking abilities During presentations, the teacher observes engagement, vocabulary usage, andresponsiveness

Post-activity, student feedback is collected through an anonymous survey that combines Likert-scalequestions and open-ended prompts to gather quantitative and qualitative data This data is analyzed todetermine the overall impact of the activity on students' speaking proficiency, cultural awareness, andengagement with experiential learning

Through this structured approach, students not only develop linguistic competence but also criticalthinking skills and a lifelong appreciation for cultural preservation This transformative learningexperience bridges classroom English instruction with real-world applications, ensuring students'holistic development

2.3.2 Experiential activity designing and presenting a smart home model of the future

This experiential learning activity is strategically designed to bridge the gap between theoreticalknowledge from the English 11- Global Success textbook (Unit 3: Cities of the Future; Unit 5: GlobalWarming) and practical application, thereby enhancing students' English speaking skills whilefostering a deeper understanding of sustainability and smart technology By engaging students in ahands-on project where they collaboratively design and present a model of a smart home of the future,this activity transforms abstract concepts into tangible learning experiences

The activity unfolds in a structured, multi-faceted process:

Phase 1 Contextualization and vocabulary acquisition (Pre-Task)

The activity commences with a pre-task stage designed to establish a solid linguistic and conceptualfoundation The teacher facilitates interactive discussions and guided exercises, drawing directly fromthe textbook content, to introduce key vocabulary and concepts related to green architecture, smart

homes, sustainable living, and environmental challenges Specific vocabulary items, such as solar panels, smart appliances, energy efficiency, rainwater harvesting, and eco-friendly materials, are

explicitly taught and practiced within the context of the textbook themes This ensures that studentsacquire the necessary language tools to effectively participate in the subsequent design andpresentation phases

Phase 2 Collaborative design and model creation (Experiential learning)

Students are strategically divided into small, collaborative groups (4-6 members) and tasked withbrainstorming and designing their vision of a future smart home This phase embodies experientiallearning principles by requiring students to actively apply their knowledge and skills to a real-worldproblem Students utilize a variety of readily available materials, such as cardboard, colored paper,markers, and other crafting supplies, to create a physical model of their smart home In resource-constrained environments, students may opt to create detailed visual illustrations on large paper torepresent their design ideas The design process fosters creativity, teamwork, and meaningfulcommunication in English as students negotiate ideas, problem-solve, and collaboratively plan theirmodels The teacher acts as a facilitator, providing guidance and support while encouraging studentautonomy and self-directed learning

Phase 3 Integration of sustainability and smart technology (Application of textbook concepts)

Each group is required to incorporate specific features into their smart home design, directly aligningwith the themes explored in Unit 3 and Unit 5 of the English 11 textbook These features emphasizesustainability and the use of modern technology, guided by the following criteria:

+ Energy efficiency: Integration of solar panels, LED lighting, and smart energy-saving appliances

(connecting to textbook discussions on renewable energy)

+ Water conservation: Use of rainwater harvesting systems, smart irrigation, and low-flow

plumbing fixtures (relating to textbook content on water scarcity)

+ Smart technology integration: Automated control systems for lighting, temperature, and security,

operable via smartphones or voice commands (linking to textbook topics on future technologies)

+ Eco-friendly materials: Use of recyclable, renewable, or non-toxic building materials in the design

(reinforcing textbook themes on environmental protection)

+ Green spaces: Inclusion of rooftop gardens, vertical green walls, or indoor plants to improve air

quality and enhance sustainability (connecting to textbook discussions on urban greening)

Phase 4 Oral presentation and knowledge sharing (Communicative competence)

Upon completing their models or drawings, each group prepares a concise oral presentation (3-5minutes) to articulate the features of their smart home design During their presentation, students areexplicitly encouraged to utilize vocabulary and grammar structures learned in Unit 3 and Unit 5 of thetextbook They describe how their smart home design contributes to reducing environmental impactand promoting a sustainable lifestyle The teacher may provide a presentation template or rubric toguide students in organizing their ideas clearly and logically, ensuring that the presentation effectivelycommunicates their understanding of the textbook content and its real-world application

This activity serves multiple educational purposes Firstly, it provides a practical and engagingenvironment for students to practice speaking English in a meaningful context Secondly, it promotescritical thinking, problem-solving, and collaboration skills Thirdly, it reinforces the textbook themeswhile encouraging students to consider their own role in building a sustainable future By integratingthis experiential task into regular English lessons, students not only enhance their oral communicationskills but also develop a greater awareness of global issues such as climate change and urbandevelopment, thereby fostering a sense of global citizenship This measure directly supports theinitiative’s objective of improving high school students’ speaking proficiency through active, student-centered learning that is deeply rooted in the textbook curriculum

2.3.3 Organizing a poster design competition for environmental protection to stimulate creativity

This measure aims to ignite students' creativity through a poster design activity, seamlesslyintegrating knowledge of environmental protection with opportunities to practice English speakingskills The competition is designed to create an enriching platform where students can freely expresstheir ideas, raise awareness about environmental issues, and hone their presentation skills whiledefending their perspectives The competition unfolds in three phases First, the preparation phase

involves the teacher introducing pressing environmental issues (e.g., air pollution, climate change,plastic waste), providing reference materials, and guiding students on basic poster design principlesand available tools Clear competition guidelines, evaluation criteria (creativity, aesthetics, messageclarity, effective English usage), and deadlines are communicated The execution phase sees studentsworking individually or in groups to brainstorm and design posters, crafting slogans and messages inEnglish The teacher provides support and guidance throughout the design process Finally, theevaluation and award phase involves judging the posters based on the established criteria.Outstanding posters are displayed, and students present their design ideas and messages, explaininghow their posters contribute to environmental awareness Prizes are awarded to the best entries,fostering a sense of accomplishment and encouraging further engagement.

This measure stimulates creativity, enhances environmental awareness, develops English skills,hones soft skills such as teamwork and communication, and produces tangible products that can beused for environmental advocacy

Integration with English 11 Global Success:

This competition seamlessly integrates with Unit 5: Global Warming and Unit 10: The Ecosystem ofthe English 11 Global Success textbook

Preparation: Draw upon Unit 5 vocabulary (climate change, greenhouse gases, pollution) and Unit

10 vocabulary (biodiversity, habitats, conservation) Review related reading texts from both units forfacts and arguments to inspire poster content Reinforce grammar for persuasive writing

Execution: Students create posters with slogans promoting solutions to global warming and

ecosystem preservation, using English learned from Units 5 & 10 Examples include posters aboutreducing carbon footprint, protecting endangered species, or restoring habitats

Evaluation: Students present their posters, explaining connections to Unit 5 (Global Warming) and

Unit 10 (The Ecosystem) themes Assess speaking skills (fluency, accuracy, communication).(Apendix 2)

By connecting the competition to Units 5 and 10, students apply classroom learning to a creativeactivity, strengthening their understanding and promoting environmental advocacy related to bothglobal warming and ecosystem health The posters can be displayed to inspire action

2.3.4 Organizing debates on current issues using mind mapping tools to enhance speaking skills

This measure aims to bridge the gap between classroom learning and real-world applications byexposing students to various vocational fields and providing them with opportunities to practicepublic speaking in English within that context By exploring different career paths and presentinginformation about them, students not only enhance their language skills but also gain valuable insightsinto potential future professions This approach makes learning more relevant and engaging,motivating students to improve their speaking abilities

The implementation of this measure involves the following steps:

Vocational field selection: The teacher, in consultation with the students, selects a range of

vocational fields that are relevant to their interests and the local job market Examples include tourismand hospitality, information technology, healthcare, culinary arts, graphic design, or renewableenergy

Research and information gathering: Students are divided into groups, with each group assigned a

specific vocational field to research They gather information about the field's key responsibilities,required skills, educational pathways, and potential career opportunities They are encouraged to use

a variety of resources, including online articles, industry websites, interviews with professionals, andvirtual tours of workplaces

Presentation preparation: Each group prepares a presentation in English to share their findings with

the class The presentation should cover the key aspects of the chosen vocational field, highlighting itsimportance, challenges, and rewards Students are encouraged to use visuals, such as images, videos,and infographics, to make their presentations more engaging and informative They also practice theirpronunciation, intonation, and delivery to ensure a clear and effective presentation

Public speaking practice: Students deliver their presentations to the class, taking turns to speak and

answer questions from their peers and the teacher The teacher provides feedback on their speakingperformance, focusing on aspects such as clarity, fluency, pronunciation, grammar, and confidence.Students are also encouraged to provide constructive feedback to each other

Guest speaker and field trip (optional): To further enhance the learning experience, the teacher can

invite guest speakers from various vocational fields to share their experiences and insights with thestudents Alternatively, a field trip to a local business or vocational training center can providestudents with a firsthand look at the practical applications of their chosen fields

Integrating experiential learning through textbook activities:

To seamlessly integrate this measure with the English 11 curriculum and maximize experientiallearning, teachers can leverage specific units and activities within the textbook For example:

Unit 7: Education options for school-leavers: This unit provides a natural springboard for exploring

vocational fields After completing the unit, students can select a vocational area of interest andconduct further research as part of this measure The unit's vocabulary and grammar related toeducation and career paths can be directly applied in their presentations

Unit 8: Becoming independent: This unit focuses on skills needed for independent living, including

career preparation Students can use the knowledge gained in this unit to prepare for mock jobinterviews related to their chosen vocational field These mock interviews provide valuable publicspeaking practice in a realistic context

Experiential learning activities: To enhance the practical application of this measure, consider

incorporating the following activities:

Informational interviews: Encourage students to conduct informational interviews with

professionals working in their chosen vocational fields This provides firsthand insights and allowsstudents to practice their English communication skills in a real-world setting

Job shadowing: If possible, arrange for students to shadow professionals in their chosen fields for a

day This provides a valuable opportunity to observe the day-to-day realities of the job and askquestions in English

Virtual workplace tours: Utilize online resources to conduct virtual tours of workplaces related to

different vocational fields This allows students to explore various work environments and learn aboutthe different roles and responsibilities within those environments

This measure not only improves students' English speaking skills but also broadens their horizons andhelps them make informed decisions about their future career paths By exploring different vocationalfields and practicing public speaking in a real-world context, students gain valuable skills andknowledge that will benefit them in their academic and professional lives It fosters a sense of purposeand motivation, encouraging them to take ownership of their learning and strive for excellence in theircommunication skills By actively integrating experiential learning activities and linking them tospecific textbook units, teachers can create a more engaging and impactful learning experience fortheir students

2.3.5 Exploring vocational education and practicing public speaking in English for students

This measure directly addresses the action research focus by strategically integrating experientialactivities to enhance English speaking skills It bridges the gap between classroom learning and real-world application by exposing students to various vocational fields By exploring career paths andpresenting information, students improve language skills and gain insights into potential professions,making learning relevant and engaging This motivates them to improve speaking abilities throughpractical experience

Implementation (Experiential learning integration):

Vocational field selection (Student-driven): The teacher facilitates student-led selection of

vocational fields relevant to their interests and the local job market This fosters ownership andengagement

Research and information gathering (Real-world resources): Students, in groups, research

assigned vocational fields Emphasis is placed on using real-world resources: industry websites,professional interviews (conducted in English where possible), and virtual workplace tours

Presentation preparation (Authentic communication): Groups prepare English presentations on

their chosen field, highlighting importance, challenges, and rewards They are encouraged to usevisuals and practice pronunciation/delivery for clear, authentic communication The focus is onconveying information as if they were actually introducing the field to others

Public speaking practice (Experiential feedback): Students deliver presentations, fielding questions

from peers and the teacher Feedback focuses on clarity, fluency, pronunciation, grammar, and the

ability to effectively convey information and answer questions as if they were representing thevocational field.

Experiential activities (Core component):

Informational interviews (Mandatory): Students must conduct informational interviews (in English,

if possible) with professionals in their chosen fields This is a core experiential component

Job shadowing (optional, highly encouraged): Attempts are made to arrange job shadowing

opportunities, providing firsthand workplace experience

Guest speakers (Targeted): Guest speakers from vocational fields are invited to share experiences

and answer student questions, providing direct, real-world perspectives

Integration with English 11 Global Success:

This measure is explicitly designed to integrate with existing English 11 Global success:

Unit 7: Education options for school-leavers: This unit provides a foundation for exploring

vocational fields This measure extends that exploration through research and presentation

Unit 8: Becoming Independent: This unit's focus on career preparation provides a context for the

informational interviews and job shadowing components

Expected Outcomes:

This measure, with its emphasis on experiential activities, is expected to:

+ Significantly improve students' English speaking fluency and confidence.

+ Increase student engagement and motivation through real-world relevance.

+ Provide students with valuable insights into potential career paths.

+ Enhance students' research, communication, and critical thinking skills.

By actively integrating experiential learning and linking it to specific textbook units, this measureaims to create a more engaging and impactful learning experience, directly addressing the actionresearch question of enhancing speaking skills through experiential activities The focus is on doingand experiencing, not just learning about, vocational fields

2.4 SAMPLE PLANS

SAMPLE 1

UNIT 5 GLOBAL WARMING

Grade level: 11th Grade

- Review and apply vocabulary related to global warming, climate change, and sustainable living

- Understand key features of a smart, eco-friendly home and how it contributes to environmental protection

+ Skills:

- Improve speaking fluency and coherence through group discussions and oral presentations

- Develop 21st-century skills: critical thinking, collaboration, creativity, and problem-solving

- Practice using persuasive language and presenting ideas clearly in English

+ Attitude:

- Increase awareness of climate issues and the role of smart living in addressing them

- Encourage a sense of environmental responsibility and innovation among students

+ Materials:

Teacher:

- Lesson plan, timer

- Visual aids: images/videos of smart homes and green technologies

- Whiteboard, markers

- A0 paper or cardboard for poster/model design

- Presentation rubric (prepared in advance)

- Model-making materials (optional): recycled paper, tape, scissors, colored pens