04051001853 nội dung một nghiên cứu khám phá về Điều chỉnh hoạt Động nói trong sách giáo khoa tiếng anh 11 chương trình mới Để nâng cao kỹ năng nói học sinh khối 11 tại một trường thpt Ở tỉnh vĩnh phúc
INTRODUCTION
Rationale for the study
Globalization has heightened the need for English proficiency as businesses operate on a global scale Mastering English is essential for overcoming language barriers among organizations In Vietnam, individuals with strong English skills enjoy enhanced job prospects and greater access to diverse information.
The significance of English teaching has led to substantial investments in educational resources across various countries, including Vietnam Key studies by H.D Brown (2007), Henri Sweet (1972), and Cynthia Martin have greatly advanced the field of English education.
The movement has positively impacted English teaching practices in Vietnam, prompting further research to assess its effectiveness and address existing concerns Notable studies contributing to this discourse include those by J Roe & Perkins (2020), Hoang (2017), and Hoang (2018).
Speaking is arguably the most essential language skill for learners to cultivate, as the primary goal of acquiring a foreign language is to enable effective communication with native speakers The ability to articulate words and sentences in the target language is crucial, as it directly impacts the success of interactions.
In Vinh Phuc Province, high school teachers have identified significant challenges faced by students in using their English learning materials Many students find certain speaking activities in the new textbook overly difficult, and the time allocated for speaking practice is inadequate Since 2019, teachers have responded by adapting the materials, simplifying and expanding activities to better support student learning This includes removing individual tasks and incorporating more interactive activities that foster communication between students and teachers, as well as among students themselves The primary aim of these adaptations is to improve students' communicative competence.
Material adaptation is a crucial aspect of English teaching, supported by various research studies It offers significant benefits, particularly in enhancing speaking activities through methods such as incorporating visuals and facilitating pair and group work The need for material adaptation arises from the limitations of published resources, which often fail to meet the specific needs of a classroom As Block (1991) notes, textbooks may not provide the appropriate types of texts and activities desired by teachers Additionally, Harmer emphasizes that educators must consider whether the language level, topic, and lesson sequencing align with their students' requirements when utilizing these materials.
The goal of adaptation is to enhance the contextual relevance of teaching materials by modifying certain internal features of a course book to align more closely with our specific circumstances.
Material adaptation is considered to benefit learners (Nehal, 2016)
This exploratory study aims to assess the effectiveness of material adaptations in an English textbook on enhancing speaking skills among high school students in Vinh Phuc Province It will investigate whether both teachers and students observe improvements in their speaking abilities and their responses to the newly implemented speaking activities.
Aims and objectives of the study
This exploratory study aims to examine the impact of adapted speaking activities in a new English textbook on high school students' speaking skills in Vinh Phuc Province The research focuses on how material adaptation contributes to enhancing students' speaking abilities, guided by two key research questions.
- To what extent is the adaptation of learning materials effective in helping students improve speaking skill?
- What are students and teachers’ attitudes towards the adapted materials?
Method of the study
To achieve the stated goal, an exploratory research was employed in this study
This study followed a survey research design which employed a mixed method approach, using both quantitative and qualitative data
The study utilized two primary tools: a survey questionnaire administered to 116 grade 11 students and semi-structured interviews with 4 English teachers at a high school in Vinh Phuc Province The students provided insights on their perceptions of adapted materials and their impact on speaking skills, while the teachers shared their viewpoints through personal interviews These instruments aimed to assess the effectiveness of material adaptation in enhancing students' speaking abilities and to gauge the attitudes of both teachers and students towards the adapted resources.
Scope of the study
This study aims to assess the impact of material adaptations on the speaking skills of high school students in Vinh Phuc Province It focuses specifically on students' speaking abilities rather than their overall academic performance post-implementation Additionally, the research is limited to a small sample of grade 11 students, which may restrict the generalizability of the findings to other student populations across the country.
This study primarily investigates the adaptation of learning materials as a key component in enhancing speaking activities within the examined school Consequently, the focus of this thesis is exclusively on the adaptation of these educational materials.
Significance of the study
The study highlights significant benefits for English-speaking teaching in Vinh Phuc Province, aiming to enhance communicative competence It provides a strong rationale for adapting teaching and learning materials, encouraging teachers to embrace these changes Most importantly, students stand to gain the most, as they are empowered to take charge of their learning by participating in discussions on material adaptation This increased responsibility fosters greater motivation to learn and practice English effectively.
This study contributes to the field of material adaptation and the practice of speaking activities, offering valuable insights for future research Its findings serve as a reference point for understanding the effectiveness of material adaptation and provide essential guidelines on how materials should be tailored for optimal use.
Design of the thesis
This thesis is divided into 5 chapters:
The first chapter outlines the study's rationale, aims, objectives, and scope, along with the research methodology, significance, and design.
The second chapter is literature review Specifically, a review of relevant literature is addressed After that, it will address the previous studies regarding the same study subject
The third chapter outlines the research methodology, detailing the research type, context, participant demographics, data collection instruments, and data analysis procedures employed in the study.
The fourth chapter focuses on the data analysis and findings of the study, where the researcher addresses the research questions by presenting the analyzed data and discussing its implications.
The final chapter concludes the research by doing a brief summary of the study, providing the limitations of the study, pedagogical implications and suggestions for further research.
LITERATURE REVIEW
Overview of speaking skill and teaching speaking skill
Speaking is an interactive process of meaning construction that involves the production, receipt, and processing of information, shaped by context and participant goals (Burns & Joyce, 1997) It is defined as the ability to produce meaningful sounds that are understandable to others, facilitating effective communication (Siahaan, 2008) Furthermore, the act of speaking necessitates the participation of at least two individuals, functioning as both speakers and listeners, to achieve interaction (Fulcher & Reiter, 2003).
To summarize, speaking is a process of oral communication in which at least two individuals participate in order to transmit and receive information
To assess speaking skill, there are five components of speaking to be taken into consideration, which are pronunciation, grammar, vocabulary, fluency, and comprehension(Kusumaningtyas & Setyawati, 2015):
Pronunciation plays a crucial role in language comprehension and production for learners While exact pronunciation is not necessary, clarity is essential for effective communication; otherwise, misunderstandings may arise According to Harmer (1998), understanding how to pronounce words is vital for language users This knowledge encompasses three key aspects: sounds, stress, and intonation (Jeremy, 1998).
Grammar is essential for students to construct appropriate sentences in conversation, as it describes the language system and illustrates how words are arranged and combined Mastery of grammar enables individuals to effectively organize words, use correct tenses, and alter word structures to change meanings Therefore, grammar is a crucial component for creating effective sentences in both oral and written communication.
Introducing vocabulary through conversations and reading passages helps integrate new words in context with familiar terms Mastery of vocabulary enhances communication and listening skills, allowing for better sentence organization A rich vocabulary enables speakers to communicate fluently, while listeners benefit from understanding diverse expressions Furthermore, an expanded vocabulary not only aids in effective information delivery but also earns the audience's appreciation for the speaker.
Fluency is the ability to communicate effectively, allowing speakers to convey their messages clearly It is essential for engaging listeners, as their understanding depends on the speaker's grammatical accuracy and fluency Therefore, it is important to assess both the grammatical structure and the speaker's fluency to ensure effective communication.
Effective communication is essential in the teaching and learning process, as it enables students to grasp the material Instructors must possess a deep understanding of comprehension to facilitate this Additionally, comprehension plays a crucial role in speaking, helping to avoid miscommunication between speakers and listeners.
Competence or ability refers to the speaker-hearer’s knowledge and ability, this includes concepts of appropriateness and acceptability (Chomsky,
Speaking competence encompasses not only fluency but also the ability to engage in conversation, highlighting its interactive and interdependent nature It involves developing communication skills through awareness and feedback exercises, which help students evaluate their progress Gradually performing these tasks fosters automatic communication, as speaking ability requires sustained practice of controlled and conscious conversation, ultimately leading to fluency.
A competent speaker demonstrates several key abilities: they can imitate words and phrases, design brief segments of language to show grammatical and lexical proficiency, and respond effectively in discussions and small talk Additionally, they are skilled in exchanging information to maintain social connections and can develop oral output through speeches, presentations, and storytelling.
2.1.4 Factors affecting students’ speaking performance
Students’ speaking performance may be affected by the performance conditions, affective factors, listening ability and feedback during speaking activities (Tuan & Mai, 2015)
Students engage in speaking assignments across various settings, where the conditions of performance can significantly impact their speaking abilities According to Nation and Newton (2009), there are four key types of performance conditions that affect this: time constraints, planning, performance standards, and the level of assistance provided.
Affective factors play a crucial role in determining the success or failure of language acquisition, with the learner's emotional state being a significant influence (Vanniarajan, 1990) Research by Krashen (1982) highlights that various emotional factors contribute to success in second language learning, primarily focusing on three key areas: motivation, self-confidence, and anxiety.
Listening skills are fundamental to developing effective speaking abilities, as emphasized by Doff (1988) For meaningful conversations, students must understand the messages conveyed to them The interaction between speakers and listeners is crucial, as highlighted by Shumin (2002), where each participant plays both roles Without comprehension, a person cannot respond appropriately, underscoring the intrinsic connection between speaking and listening.
Topical knowledge, defined as "knowledge structures in long-term memory," encompasses a speaker's familiarity with relevant current events This type of knowledge enables learners to effectively use language in context, enhancing their communication within their immediate environment Consequently, individuals with relevant subject knowledge may find certain test tasks easier, while those lacking this knowledge may struggle Research by Bachman et al (1996) highlights the significant influence of topical knowledge on speaking performance.
Feedback is crucial during speaking activities, as most students expect comments from their instructors regarding their performance However, not all speech outputs should be addressed uniformly Teachers should tailor their responses based on the lesson phases, activities, types of errors, and individual students Over-correcting can disrupt the conversational flow and undermine the objectives of the speaking activity.
1998) If students are constantly corrected, they may feel demotivated and fearful to speak They advocate for instructors to constantly correct students' errors constructively and encouragingly (Baker & Westrup, 2003)
2.1.5 Some classroom activities to teach speaking
Speaking abilities may be developed via a number of function-based activities and tasks (Kumari, 2014)
Dialogue: A common classroom method for practicing language functions such as greeting, agreeing, disagreeing, apologizing, proposing, and inquiring
Role play is an effective classroom technique for enhancing speaking skills, featuring three types of activities: hint-based, fully directed, and completely free role plays.
Opinions/ideas: A method for generating debates on contentious issues
Students profit from this exercise because they get a wealth of words with which to convey their thoughts
Problem solving (group work): When students work collaboratively to solve compelling problems, they must utilize the language As a result, this approach is effective in motivating students to talk
Surveys and interviews: A method used by an interviewer or surveyor to get information about a person's preferences, attitudes, and other characteristics
Visual comprehension: The teacher/instructor will provide pupils with an image and ask them to answer questions about it
Goals/ambition: This is an open-ended exercise that fosters discussion, since each student has their own dreams and ambitions
Rhymes and tongue twisters: The exercise may be conducted in an entertaining way while also enhancing the participants' speaking abilities
Songs: Songs could be used to provide relieving effects to students as well as provide speaking practice.
Learning material adaptation
2.2.1 Definition of teaching-learning materials (TLM)
Teaching-Learning Materials (TLMs) are essential resources used by educators to enhance student understanding and facilitate the achievement of learning objectives These instructional tools, as defined by Kapur (2019), play a crucial role in the classroom by providing opportunities for language practice and supporting effective teaching (Tomlinson, 2011; Sarỗoban, 2006) According to Ocak et al (2010), materials are vital resources that every learner requires throughout their educational journey.
Materials are essential tools that facilitate language learning for students and enhance the effectiveness of teaching for instructors.
There are some notable teaching-learning materials (Unit-7 Teaching –
Audio TLMs These TLMs mainly boost the learner's hearing ability It comprises of the human voice, telephone talk, audio discs/tapes, phonograph records, and radio transmission
Visual TLMs These are TLMs that involve the sense of vision They stimulate visual impulses They are presented in forms of visual print; textbook; magazine; newspaper; documents; clippings
Audio Visual TLMs are projected aids that improve learning by using both audiovisual senses These include film, television, video discs/cassettes, slide – tape presentations, and multimedia computers
Textbooks serve as essential resources for conveying fundamental concepts to students, aiding them in acquiring new skills Specifically written for educational purposes, these books are integral to the study of various courses and are utilized across all disciplines in schools.
Maps serve as essential tools for navigating to new locations, with Google Maps being a widely used resource for this purpose They are scaled representations of the Earth's surface, providing simplified information about various areas Each map acts as a visual depiction of geographical features, aiding users in understanding and exploring their surroundings.
Posters A poster visually depicts a single idea Posters are typically colorful and eye-catching to attract pupils and convey a
A poster is defined by a single message that combines both visual and textual elements The visual aspect should be vibrant and attention-grabbing to engage the learner effectively Captioning involves using words to describe images, providing essential information while the imagery captures interest and aids in conveying the overall message.
Models serve as accurate representations of physical objects, such as eyes, or abstract concepts, like magnetism Typically, a model mirrors the real item in all aspects except for its size, which can be either reduced or enlarged When the size is decreased, the model is simplified to highlight only the essential components.
The overhead projector (OHP) is a user-friendly device that projects still images onto a screen, making it a favored tool among educators Its simplicity enhances classroom interaction, allowing teachers to present visual content while engaging with students, offering a significant advantage over traditional blackboards.
2.2.2 Assessing and evaluating learning materials
Various frameworks have been developed to assess and evaluate learning materials One notable system is the Learning Object Review Instrument (LORI), created by Leacock in 2007, which is widely recognized and well-documented Evaluators can utilize this framework to generate comprehensive evaluations.
LORI evaluates learning items across nine dimensions: content quality, alignment of learning objectives, feedback and adaptation, motivation, presentation design, usability of interactions, accessibility, reusability, and conformance to standards Its primary goal is to balance assessment validity and reliability with the efficiency of the evaluation process Consequently, evaluations rely on the evaluator's overall impression of the learning item's quality rather than a detailed analysis (Leacock & Nesbit, 2007).
The Mod4L project focuses on understanding instructors' evaluations of instructional resources by exploring their reasons for selecting specific learning designs It establishes a framework that consists of four phases aimed at sharing and reusing these designs, along with eight principles that describe the learning designs and their pedagogical foundations, which influence practitioners' choices (Falconer et al., 2007).
Materials adaptation involves integrating diverse strategies into textbooks to enhance their effectiveness and flexibility This process of modifying course book elements is closely connected to the realities of engaging with students in a dynamic classroom environment.
Learning materials are crucial in the teaching and learning process, but their effectiveness can vary significantly across different classroom contexts and diverse learner characteristics Most educational resources are designed to meet the needs of an idealized group of learners with similar competencies However, even the best-designed materials may not address the unique requirements, preferences, learning styles, cultural norms, and experiences of individual students Consequently, the demand for tailored materials becomes essential to accommodate these differences (Tomlinson, 2011).
Many scholars agree that despite the abundance of English Language Teaching (ELT) materials produced over the years, these resources often fail to meet the specific needs of teachers in their classrooms (Block, 1991) Since published materials aim to attract a wide audience, they cannot effectively cater to the unique requirements of individual students or groups As a result, while some materials may be cohesive, they can still be unsuitable for particular contexts, or they may show inconsistencies in organization Furthermore, many resources are not tailored for specific teaching and learning environments, leading to inherent incompatibilities (McGrath, 2004).
He also makes a case for the advantages of adaptation, arguing that suitable and relevant modified materials are likely to improve learners’ motivation, resulting in increased learning
There are mentioned five techniques that could be applied in the process of adapting materials (Islam & Mares, 2003):
Adding: The technique refers to supplanting current materials and supplying more materials “Adding” includes “extending”, which means making quantitative changes by providing more of the same type materials and
“expanding”, which refers to adding something different to the materials, bringing qualitative changes
Deleting involves the removal of specific sections from existing materials, which can be understood as a process of "subtracting" to make quantitative changes by extracting parts of the content Additionally, it includes "abridging," where certain elements are excluded to emphasize others, resulting in qualitative changes.
Simplifying: Rewriting a text to make it more understandable to students or reducing an activity to make it more manageable
Reordering: Reordering an activity in a more pedagogical manner
Replacing: The substitution of portions or sections of current materials with new materials with differing functions (to cater for culture specific interests, etc.)
To effectively meet the demands and needs of learners while enhancing their skills, it is essential to adapt learning materials according to specific principles Adhering to these principles ensures that the adaptation process is appropriate, regardless of the techniques or approaches used The principles for developing effective learning materials are outlined by Tomlinson (2009).
Review of previous studies
Davud Nhem (2020) conducted a qualitative study to investigate the Cambodian teachers’ perspectives and practice of textbook adaptation to realize intercultural awareness His study aimed at investigating Cambodian
EFL teachers recognize the importance of adapting textbooks to enhance students' intercultural awareness in English Language Teaching (ELT) However, there is a notable inconsistency between their views and actual practices regarding material adaptation, alongside a limited capacity for interculturally inspired research, which is essential for fostering cultural activities in the classroom The study highlights that teachers believe developing textbooks at the classroom level is crucial for maximizing their effectiveness, enriching student interests, and addressing linguistic challenges Nhem (2020) suggests a positive outlook for the adaptation of language learning materials, emphasizing that such adaptations are vital for teachers and laying the groundwork for future research aimed at ensuring learning materials are suitable for students.
In Vietnam, material adaptation has been implemented to enhance students' learning experiences and outcomes Research, such as Pham's (2016) action study at Binh Luc B High School, explored the effectiveness of adapted speaking activities in the English 11 textbook on student motivation Initial observations indicated a lack of interest in speaking classes, with data revealing that students' difficulties in engaging with speaking activities were a key factor in their low motivation Consequently, the study proposed that tailored speaking exercises could boost motivation Authentic speaking exercises from the English 11 curriculum were modified and incorporated into the lessons, utilizing specific adaptation strategies The study involved 40 grade 11 students from class 11A2 at Binh Luc B High School.
During the 2015-2016 school year, an action study was conducted over several weeks, incorporating both original and modified speaking exercises Data collection involved surveys, observations, and textbook analysis The results revealed that, despite some limitations, the modified speaking activities significantly enhanced students' interest in speaking classes, demonstrating the effectiveness of the action plan when comparing post- and initial data (Pham, 2016).
Han Thi Vinh Ha (2015) conducted a mini action research at Dai Mo upper-secondary school to explore how adapted activities can enhance engagement and improve language skills among low-level students Utilizing oral tests, questionnaires, and observations as primary data collection methods, the study focused on 40 grade-11 students The research involved modifying and implementing speaking tasks based on collected data, followed by pilot teaching to assess their effectiveness The results indicated that most modified activities significantly increased student involvement and language proficiency without eliminating existing textbook tasks or overwhelming students with additional materials.
The two action researches conducted in Vietnam have effectively addressed their target population, demonstrating that adapting learning materials to various contexts and student groups enhances teaching practices However, the unique contexts and participants necessitate tailored studies Consequently, this research aims to contribute to the theoretical framework of material adaptation.
RESEARCH METHODOLOGY
Context of the study
The research conducted at X High School in Vinh Phuc Province's mountainous region involved 100 teachers, including 11 English teachers aged between 33 and 50, each with over 10 years of experience The school serves approximately 1500 students across grades 10 to 12, with four English teachers assigned to each grade Despite recognizing the importance of English, it is not prioritized, as only students choosing English for their national university entrance test show significant appreciation for the subject The school faces challenges, including a lack of suitable speakers and projectors for effective instruction The study utilized the "Tieng Anh 11" textbook, developed from a theme-based syllabus by Hoang Van Van et al with support from David Kaye, which has been in experimental use since 2013.
Grade 11 in X high school involves 12 classes and about 480 students The population of the study consisted of 116 students from 3 different classes of grade 11 of X high school There were 4 teachers being in charge of teaching English and they were also the participants of the study.
Learning materials – Tieng Anh 11
Tieng Anh 11 is a modern course book designed for Vietnamese high school students enrolled in an EFL program, authored by Hoang Van Van et al and published by the Vietnam Ministry of Education and Training The book features a theme-based curriculum that presents relevant topics and language in meaningful contexts, utilizing learner-centered and communicative teaching methodologies Spanning 105 periods over the school year for grade 11 students, it comprises ten units, each including sections on getting started, language, communication, culture, and a review of the four skills: reading, listening, speaking, and writing Additionally, review sections are provided after every two or three units to help students consolidate their learning.
The assignments in the books, particularly the speaking exercises, aim to enhance learners' communication skills relevant to the unit's topics These speaking lessons are delivered through various practical functions.
A typical speaking lesson includes three to four tasks, such as roleplaying, self-introduction, participating in a talk show, and simulating discussions The initial exercises focus on providing students with essential linguistic components and building specific competencies Subsequent tasks encourage students to apply previously learned dialogues and discussions using the language skills acquired earlier The final activities allow for free production, enabling students to share their personal knowledge and experiences with peers Commercial textbooks cater to students of varying proficiency levels.
At X High School in Vinh Phuc Province, teachers have identified several challenges in using Tieng Anh 11 for English instruction These issues were addressed during weekly meetings, leading to a decision to adapt the learning materials to better suit the needs of students Overall, the focus is on enhancing English skills through tailored teaching approaches.
X high School using the newly published textbook met the following difficulties:
The speaking exercises in the textbook are often challenging, unrealistic, and exceed the students' English proficiency levels Many activities do not fit within the 45-minute time frame, failing to promote task completion, student engagement, and effective feedback from peers and instructors For instance, Unit 2 includes five exercises that are difficult to complete in the allotted time, making it challenging for both teachers and students Moreover, exercise 2 is unnecessary and could be removed without affecting the lesson's overall effectiveness Additionally, the vocabulary used in exercise 1 consists of jargon that is rarely encountered in everyday conversation, making it difficult for students to apply the contextualized discourse in different learning environments.
Large class sizes pose a significant barrier to achieving educational goals, as each class consists of at least 40 students, far surpassing the recommended maximum of 20 for English classes (Weimer, 2009) This overcrowding complicates the planning of activities and limits the ability to provide adequate contact and feedback to students.
A significant challenge in learning to speak English is the lack of resources and equipment Students often lack access to essential reference materials and self-study tools Additionally, the insufficient classroom equipment hinders the planning of effective learning activities.
To enhance students' speaking performance, teachers adapted materials by simplifying or removing overly challenging speaking exercises They incorporated additional hints and instructions to clarify exercise requirements and included more group activities to promote cooperative problem-solving Furthermore, teachers assessed each class's speaking performance to determine the appropriate level of hints and information needed for the exercises.
In Unit 2, which presented challenges for students, teachers adapted the curriculum by considering their English proficiency They eliminated some difficult exercises that were unmanageable and simplified others by offering additional hints and encouraging group work.
Participants of the study
The study focused on 116 grade 11 students from X high school in Vinh Phuc Province during the 2021–2022 academic year At seventeen years old, these students come from various mountainous areas within the province and have been learning English since the third grade, aiming for a pre-intermediate level of proficiency However, their English skills vary significantly, particularly in speaking, with some students demonstrating motivation and eagerness to participate, while others exhibit a lack of confidence and remain largely silent during speaking lessons.
This research involved four female English teachers from X High School in Vinh Phuc Province, all of whom hold master's degrees in English teaching They actively engage in vocational training to enhance their teaching skills, boasting a combined teaching experience of 15 to 22 years Since 2013, they have been utilizing the new English textbook "Tieng Anh 11," adapting their methods and gaining valuable experience Each teacher demonstrates a strong commitment and passion for their profession, and they participated in interviews to share their insights.
Methodology: Exploratory
This study utilized exploratory research to thoroughly investigate a previously under-researched subject Data was collected through the use of questionnaires and interviews.
This exploratory study is based on the following processes:
- Step 1: Define the problem: The adaptation of learning materials has been conducted for several years, however, its effectiveness on students’ speaking skills is still unknown
In Step 2, the researcher hypothesizes that adapting learning materials will enhance students' speaking skills, prompting an exploratory study on this topic due to the lack of prior research Step 3 involves conducting further research, where the researcher designs questionnaires aligned with the study's inquiries These questionnaires are administered to students, while separate interviews are conducted with four teachers to gather additional insights The questionnaire results are analyzed using quantitative methods, whereas the interviews are assessed through qualitative analysis.
Data collection instruments
In order to collect the data, two research instruments were utilized, questionnaires for students and personal interviews with teachers
The researcher developed a straightforward questionnaire survey to assess students' opinions on the impact of material adaptation on their speaking skills, utilizing a Likert scale The survey aimed to be clear and accessible, focusing on key aspects such as students' general evaluations of material adaptation, their perceptions of interaction and motivation, speaking skill development, and overall impressions Initially created in English, the questionnaire was translated into Vietnamese to enhance comprehension.
Informed by the literature reviewed in Chapter 2, the researcher developed a 5-point Likert scale questionnaire comprising 32 items Participants were instructed to choose from five options, each assigned a numerical value from 1 to 5, corresponding to the labels: strongly disagree, disagree, neutral, agree, and strongly agree.
Strongly disagree: 1 Disagree: 2 Neutral: 3 Agree: 4 Strongly agree: 5
The survey consists of various questions aimed at evaluating students' speaking skill development through adapted activities, focusing on aspects such as fluency, accuracy, vocabulary, grammar, pronunciation, and comprehension, while also encouraging self-evaluation Questions 8 to 13 assess students' perceptions of the adapted speaking materials, while questions 14 to 19 explore their motivation after engaging with these activities Additionally, the survey includes five questions on classroom interaction and four questions (25-28) that examine students' general perceptions of the adaptation process Question 29 is a multiple-choice query regarding students' favorite adapted activities, and questions 30-32 are open-ended, aimed at identifying challenges faced during English speaking practice with the adapted materials and the strategies used to overcome them.
In this research, semi-structured interviews served as a key data collection tool, with questions crafted by the researcher based on relevant literature to explore teachers' views on the effectiveness of material adaptation in enhancing students' speaking skills The interview comprised seven questions for four teachers, formulated in both English and Vietnamese, reflecting the findings from the questionnaires This method was selected to elicit honest and personalized responses from participants Additionally, the researcher included supplementary questions to deepen the understanding of teachers' perspectives on adapting materials for speaking skill improvement With the interviewees' consent, the sessions were recorded, and the results were subsequently analyzed and quoted in the thesis.
Data collection procedures
The study was implemented in the second semester of the school year 2021-2022
To collect the data with validity and reality, the researcher asked for permission from the principal The time for data collection lasted for 3 weeks
In the first week, the questionnaire survey was administered to 116 students in
3 different classes in X high school in Vinh Phuc Province The students had
The researcher allocated 20 minutes for students to complete the questionnaires, during which she emphasized the study's significance and the importance of their participation She provided assistance in understanding the questions and their responses, ensuring clarity throughout the survey process The researcher remained attentive, offering support whenever students had inquiries, and subsequently collected the completed questionnaires.
In the third week, the interviews with four English teachers from grade
The study involved interviews with 11 participants to explore teachers' perspectives on the benefits of adapting speaking materials for students Interviewees were encouraged to express their thoughts and opinions in Vietnamese, and the researcher conducted the interviews individually.
Data analysis
The researcher systematically organized, classified, and analyzed the information gathered from two instruments: questionnaires and interviews The qualitative analysis was applied to the data from interviews, while the questionnaire data underwent quantitative analysis.
The survey responses were meticulously analyzed and recorded in Excel, with the results displayed through tables and charts for clarity Additionally, insights from the interviews were compiled into notes and quotes to facilitate further discussion.
Chapter summary
This chapter outlines the data collection and analysis process, detailing the study's context and subjects It discusses the arrangement of survey items in line with the study's objectives and emphasizes the importance of research ethics and validity, including obtaining permission from the school, informing participants about the study's purpose, and designing questionnaire items based on relevant literature Additionally, the data analysis procedures described here will enhance the specificity and detail of the subsequent chapter focused on analyzing the collected data.
FINDINGS AND DISCUSSION
Research question 1: To what extent is the adaptation of learning
The students' questionnaires revealed valuable insights into how the adaptation of speaking materials enhanced interaction, motivation, and skill development, assessed through components such as comprehension, pronunciation, grammar, vocabulary, fluency, and accuracy By employing a Likert-scale questionnaire alongside open-ended questions, the researcher effectively evaluated the impact of these adapted learning materials.
Table 1 Students' evaluation of how the adapted learning materials helped them to improve their speaking skills
Neutral (%) Agree (%) Strongly agree (%) Mean
1 The adapted speaking activities helped you to improve your fluency 0% 3.45% 34.48% 43.97% 18.10% 3.77
2 The adapted speaking activities helped you to improve your accuracy 0% 9.48% 23.28% 56.03% 11.21% 3.69
3 The adapted speaking activities helped you to improve your vocabulary for speaking
4 The adapted speaking activities helped you to improve your grammar for speaking 0.87% 7.83% 22.61% 51.30% 17.39% 3.73
5 The adapted speaking activities helped you to improve your pronunciation 0.87% 2.61% 16.52% 52.17% 27.83% 4.00
6 The adapted speaking activities helped you to improve your comprehension while speaking
7 You are encouraged to reflect on your work in the adapted speaking activities 1.72% 3.45% 33.62% 43.10% 18.10% 3.72
To assess the impact of adapted speaking materials on students' speaking skills, a survey was conducted to gather students' feedback on how these materials contributed to their improvement in various areas, including comprehension, accuracy, pronunciation, fluency, vocabulary, and grammar.
The responses collected from the students were positive, with only small proportions of students disagreeing or strongly disagreeing that the adapted materials helped them to improve their speaking skills
The adapted speaking materials significantly enhanced students' fluency, with a mean score of 3.77, as 43.97% agreed and 18.1% strongly agreed on their effectiveness In terms of accuracy, two-thirds of the students reported improvements, reflected in a mean score of 3.69 Vocabulary enhancement was also noted, with 58.62% and 18.97% of students agreeing and strongly agreeing, resulting in a mean of 3.91 Additionally, two-thirds acknowledged improvements in grammar usage (mean 3.73) Pronunciation and comprehension showed the highest agreement rates, with means of 4.00 and 3.97, respectively, and 52.17% and 50.86% of students strongly agreeing on their improvements While one-third remained neutral about reflecting on their work in adapted activities, over half agreed or strongly agreed, yielding a mean score of 3.72.
Table 2 Students' overall evaluation of speaking material adaptation
8 The language in the adapted materials is practical and easy to use
9 The exercises in the adapted materials are achievable to you
10 The topics in the adapted materials are familiar to you 0% 4.31% 21.55% 48.28% 25.86% 3.96
11 The examples in the adapted materials provided enough information about how to use the language
12 The language for instruction in the adapted materials is simple and understandable to you
13 The activities in the adapted materials helped you to complete the exercises in the textbook
Regarding the students’ overall evaluation of speaking material adaptation, the results collected were also positive High percentages of students agreed or strongly agreed with the statements provided
A significant majority of students, 49.14% and 19.83%, found the language in the materials practical and easy to use, with only 2.59% expressing disagreement (mean 3.86) Similarly, regarding the achievability of exercises in the adapted materials, 29.31% agreed and 48.28% remained neutral (mean 3.85) Additionally, 48.28% and 25.86% of students felt the topics were familiar (mean 3.96) When it came to examples provided, 39.66% and 23.28% agreed they offered sufficient information about language use, with only 6.03% disagreeing (mean 3.80) However, 9.48% disagreed that the instructional language was simple and understandable, the highest disagreement rate among the categories, while 38.79% and 22.41% agreed with this statement (mean 3.74) Lastly, 45.69% of students agreed that the activities in the adapted materials aided in completing textbook exercises, with 21.55% strongly agreeing, and negligible figures for strong disagreement.
It could be implied that the students evaluated the adapted learning materials as decent or good, indicating that the teacher had succeeded in adapting the materials
Table 3 The students' perspectives of how the adapted materials motivated them
14 The speaking activities in the adapted materials are interesting to you
15 You are motivated to practice speaking and learning English in the adapted activities
16 You are more focused in the adapted activities
17 You are more confident in practicing speaking in the adapted materials
18 The topics in the adapted materials are interesting to you
19 You are motivated to make preparation for new lessons
The implementation of material adaptation significantly motivated students, with only 2.59% and 4.31% expressing strong disagreement and disagreement, respectively, about their interest in the adapted materials Additionally, 2.59% of students strongly disagreed and 7.76% disagreed regarding their motivation to practice speaking and learning English using these materials A small percentage, 6.9%, indicated a lack of focus on the adapted activities, while only 2.59% and 1.72% strongly disagreed and disagreed, respectively, about the topics being interesting When it came to preparing for new lessons, 1.72% and 8.62% of students strongly disagreed and agreed that they felt motivated to do so.
Approximately one-third of the students expressed neutrality regarding the statements, while the majority either agreed or strongly agreed that the adapted materials included motivating features that enhanced their practice and learning of English speaking.
The adapted materials effectively motivated students by maintaining their interest and fostering a sense of familiarity and attachment to the topics presented.
Table 4 The students’ opinion about whether the adapted materials helped improve the interaction in classrooms
20 You are provided enough time to practice speaking in adapted activities
21 You have more chances to interact with your peers in adapted activities
22 The teacher is helpful in helping you doing exercises
23 You have more chances to receive feedbacks from teacher and friends in adapted activities
24 You actively take part in speaking activities after the adapted materials
The table presents students' views on the effectiveness of adapted materials in enhancing classroom interaction This assessment is based on four key criteria: the availability of sufficient time for speaking practice, opportunities for peer interaction, the support provided by teaching staff, and the chances to receive constructive feedback.
A majority of the 116 student responses indicated that the adapted activities positively influenced classroom interaction, with 38.79% agreeing that the time allocated for speaking practice was sufficient (mean 3.56) However, 15.52% felt that the speaking practice time was inadequate Over two-thirds of the students agreed or strongly agreed that they had opportunities to interact with peers during these activities (mean 4.03) Additionally, more than 80% acknowledged the teacher's helpfulness in providing support, with only 0.86% strongly disagreeing (mean 4.35) Approximately 70% of students reported having more opportunities to receive feedback from both teachers and peers, while the number of students disagreeing or strongly disagreeing was minimal (mean 3.92).
The effectiveness of the adapted materials on improving students’ speaking skills
There were mixed opinions about the effectiveness of the adapted materials on students’ speaking skills Two of the teachers agreed that the vocabulary and grammar were significantly improved:
Teacher 1: “The most notable improved aspects of English speaking were the vocabulary and grammar, we as the teacher instructed them so much about these skills”
Teacher 2: “For me, improving pronunciation and fluency were still challenging to the students because they were demanding in terms of time However, the improvement in grammar and vocabulary was significant because the adaptation of learning materials helped the students learn grammar and vocabulary so effectively”
The free discussion activity significantly enhanced the students' fluency and accuracy, allowing them to practice at their own pace while receiving valuable feedback and support from their peers.
Teacher 3: “The students’ favorite activity, free discussion enabled the students to freely talk as much as they wanted, and they also received feedback from the peers and teacher”
A teacher expressed concerns that the enhancement in students' pronunciation and fluency was insufficient, while another noted that the overall progress was not remarkable She emphasized the necessity for students to engage in more practice outside the classroom, as the limited time available in class does not allow for adequate development of their speaking skills.
Teacher 2: “For me, improving pronunciation and fluency were still challenging to the students because they were demanding in terms of time.” Teacher 4: “There were positive changes in the students’ speaking skills, but
Students have shown limited improvement in their speaking skills Although the activities offered opportunities for practice and peer learning, developing speaking skills requires a long-term commitment The time dedicated to speaking practice in a single lesson is insufficient, highlighting the need for students to engage in practice outside the classroom.
4.1.3 Discussion of the findings of the first research question
Data analysis revealed that students had a positive perception of the adapted materials, with high agreement on their usefulness (mean 3.86), the achievability of exercises (mean 3.85), familiarity of topics (mean 3.96), informativeness of examples (mean 3.80), instructional language usefulness (mean 3.74), and the helpfulness of adapted activities (mean 3.82).
Research question 2: What are the students’ and teachers’ attitude
4.2.1 Data analysed from students’ questionnaires
Table 5 The students’ perception of the adaptation of speaking activities
25 The adaptation of speaking activities is necessary to you
26 The adaptation of speaking activities helped you improve your speaking skills
27 The teachers have appropriately adapted the speaking activities
28 You are interested in the adapted speaking activities
The table above illustrated the quantified data about the students’ attitude towards the adaptation of materials and activities from the survey
Overall, no students strongly opposed to the material adaptation, while the percentages of them disliking the material adaptation from teachers were diminishing
Nearly half of the students strongly agreed on the necessity of adapting speaking materials, with a mean score of 4.28 Over 55% acknowledged that adapting these materials significantly improved their speaking skills, reflected in a mean score of 3.98 Additionally, 53.45% of students felt that the teacher made suitable adaptations to speaking activities, resulting in a mean score of 3.86 Furthermore, students showed a positive response towards the adapted speaking activities, with 37.07% agreeing and 22.41% strongly agreeing, while 37.93% remained indifferent, leading to a mean score of 3.79.
Table 6 Students’ favourite adapted speaking activities
Figure1 Students' favorite adapted activities
The bar chart above demonstrates the collected figures from students about their favourite adapted speaking activities The data were collected from
116 students, analysed and converted into a bar chart
Discussion emerged as the most favored activity, with 93 students expressing a preference for it Role-play, problem-solving, and picture description received nearly equal support, with 60%, 55%, and 53% of students favoring these activities, respectively In contrast, only 41 students enjoyed interview activities, while the information gap activity was the least popular, garnering just 20 votes.
4.2.2 Data analysed from teachers’ interviews
All four interviewed teachers noted that students showed high motivation when using adapted materials One teacher expressed surprise at the enthusiastic and passionate engagement of the students in the activities This positive response was attributed to the student-centered nature of the activities, which made students feel valued and heard, as well as the interesting and appropriate content of the adapted materials that aligned with their interests.
However, there was an opposing opinion that the adapted materials did not sufficiently motivate all the students:
Teacher 2: “However, there were some who remained indifferent This could be due to some reasons: their academic levels and their interest in the activities.”
Teacher 4: “But not all the students share the same interests in common, which accounts for some students remaining indifferent in the class.”
One teacher highlighted that her age posed challenges in utilizing technological teaching tools, such as creating PowerPoint slides and operating projectors To overcome these difficulties, she dedicated time to practice and sought guidance from fellow teachers and online resources.
Teacher 3: “I am rather old Using simple technology such as PowerPoint and projectors in classrooms caused me a lot of trouble I was not welladapted to the new learning materials; thus, my teaching was a little bit affected I had to struggle a lot to deal with this issue by asking help from the other teachers and do my research on the Internet”
A teacher reported that she found it easy to implement the adapted learning materials due to the simplified procedures for organizing activities and the supportive role in the classroom.
Teacher 1:“I did not have any difficulty in applying the adapted learning materials in class The adapted ones were so easy to understand and apply The procedures of the activities were simplified and most of the time I played the supportive role in class, only to provide students with help when they needed.”
Two teachers identified that their challenges in utilizing adapted materials were due to students' passiveness, shyness, and varying levels of English proficiency These factors led to increased time spent on explanations and support, disrupting lesson plans In response, one teacher adjusted the curriculum to schedule speaking classes on days with two English lessons, while the other opted to assign additional homework to reinforce student learning.
Teacher 2: “The students’ knowledge about vocabulary and grammar were the biggest problems in my class It took me a lot of time to help and support the students, thus the actual time for students to practice speaking is limited I tried to give students more homework to help them rehearse the lesson, but this still needs time until I can see the actual results.”
Teacher 4:“Some students were shy in participating in the activities Their passiveness caused delays in the activities Sometimes, the time allocated for giving them hints and motivating them took up quite a lot I did not have enough time to convey all I wanted to I had to save the speaking lesson for two-lesson classes, only by doing so, I could have enough time”
All teachers agreed on the necessity of adapting learning materials, citing that students' diverse knowledge and backgrounds contribute to their unique capabilities and learning styles They believe that tailored materials enhance speaking lessons by incorporating engaging activities and improving the clarity of the concepts being taught This approach not only makes lessons more interesting but also helps students feel valued and motivated to learn English.
Teacher 1: “In Vinh Phuc, the students do not have many chances to practice speaking passively outside the classroom The adaptation is inevitable to help teachers find the best method and activities to teach students By adapting the activities, the teacher can give students more free time to practice speaking English in class, as well as provide them an environment to practice.”
The adaptation aims to improve students' learning experiences by incorporating more engaging activities and appealing visual elements, such as pictures and videos, which are particularly attractive to students.
Teacher 4: “The students felt that they were valued by the teachers, as they have tried to understand their students and adapt their lesson accordingly Therefore, the adaptation of learning materials is necessary to improve the learning outcomes.”
4.2.3 Discussion of the findings of the second research question
The survey results indicated that students generally had positive attitudes towards the adaptation of learning materials, with no strong opposition noted Over two-thirds of the students felt that adapting speaking activities was essential for improving their speaking skills, and they acknowledged that teachers had made appropriate modifications However, 37.93% of students expressed neutrality regarding their enjoyment of the adapted speaking activities, suggesting a need for further adjustments by teachers.
Further findings
Besides emphasizing on answering two research questions, the researcher also investigated some other aspects of adapting learning materials
Table 7 Students’ difficulties in participating the adapted speaking activities
The table above shows the students’ responses about their difficulties in taking part in the adapted speaking activities
This study highlights the benefits of material adaptations in education, yet it also reveals significant concerns A primary issue is the lack of skills among students, with 87.93% reporting difficulties in participating in adapted speaking activities Additionally, 6.03% of students noted that limited time hindered their participation Other challenges identified included unfamiliar topics and unhelpful classmates, although these were less prevalent The findings emphasize the importance of considering students' learning abilities when adapting materials, as ineffective adaptations can disengage students from lessons and hinder their speaking practice.
Table 8 Students’ response to how the teacher and peers helped them in learning using the adapted materials
The table illustrates students' perceptions of how teachers and peers assisted them in overcoming challenges with adapted learning materials Notably, 52.59% of students acknowledged the significant role of teachers and friends in correcting their speaking mistakes Additionally, a quarter of the respondents indicated that hints and time provided by teachers were crucial in addressing their learning difficulties Furthermore, 16.38% of students felt motivated by their teachers to persist in their studies Conversely, a minority expressed that the teacher's adjustments to teaching methods and activities, aimed at fitting a tight schedule, allowed for more practice time Only 1.72% of students believed that neither teachers nor peers contributed to their learning process.
The questionnaire results showed that teachers played a crucial role in supporting students, leading to increased motivation and confidence in speaking practice This highlights the importance of teacher support and peer collaboration in enhancing student learning.
Interviews with four teachers revealed valuable insights into the criteria and methods they employed to adapt learning materials Each teacher actively participated in this adaptation process, sharing noteworthy perspectives Overall, the findings highlight the importance of tailored educational resources in enhancing student learning experiences.
Interviews with students highlighted the importance of "students’ interests," "students’ learning ability," and "easy instruction language," indicating that teachers at this high school in Vinh Phuc Province prioritize simplified and comprehensive instruction when adapting speaking activities One teacher noted that incorporating illustrative videos and images could enhance instructional clarity, offering valuable insights for future material adaptation Additionally, the concept of "usability in different circumstances" was emphasized, aligning with the principle that adapted learning materials should be effective across various scenarios.
Teacher 1:“The materials were adapted based on the students’ current level of English proficiency, its flexibility, its suitability to the curriculum, and the students’ interests To achieve this, I tried to simplify the activity instruction for the students, made changes to activities that were too complicated to the students by providing them with more explanation of key elements Then, the materials were used in one class to check the students’ reactions.”
Teacher 2: “I had to have a look at students’ performance in class and take into account their attitudes towards the lessons before making any changes to the materials The essences that I used to adapt the learning materials were the instruction language for the students must be simplified and understandable, the topics and content of the lessons must be interesting to the students and that the students are provided with abundant time to practice speaking”
Teacher 3: “ To evaluate and make a decision to adapt the learning materials, I had to consider students’ abilities as well as their interests to alter my teaching language and decide the appropriate amount of knowledge in a lesson If the students were bombarded with too much information, it would be challenging to perceive and absorb it.”
Teacher 4: “I considered the students’ language proficiency, its usability in different circumstances, its visual effects to attract students and the effective amount of information I attempted to make the instruction as simple as I could, by giving them more images and videos for illustrations The audios of the pronunciation were added in an attempt to help the student grasp the fundamentals The activities were also modified to be students-centred, so that the students could be fully responsible for the practice The time for introducing new words was minimized because the visual illustrations and audio helped to save time for explaining in verb manner”
The third teacher interviewed highlighted the importance of adapting learning materials by considering the optimal amount of information included in each lesson This insight indicates that educators should carefully evaluate whether increasing the information presented could lead to student overload.
Concluding remarks
This research aims to evaluate how modifying instructional materials can enhance the speaking skills of grade 11 students at a high school in Vinh Phuc Province The analysis of the collected data leads to several key conclusions regarding the effectiveness of these adjustments.
The study revealed that material adaptation positively impacted students' speaking skills by enhancing their motivation to practice English Tailoring instructional materials to align with students' interests fostered a sense of appreciation from teachers and simplified complex concepts This approach, combined with support from peers and instructors, significantly contributed to students' growth Increased classroom engagement through activities that encouraged open discussion and constructive feedback further facilitated learning from mistakes Additionally, teachers' guidance in vocabulary and grammar played a crucial role in developing students' speaking abilities.
The analysis of the data from the second study question indicated that both students and instructors held positive views on material adaptation Students emphasized the importance of customizing educational materials due to their high motivation, and they favored open discussions as their preferred modified activity, which offers instructors further opportunities for future adaptations Participating teachers noted that such adaptations were academically beneficial for enhancing students' speaking skills and deemed them necessary.