04051001861 nội dung Áp dụng hoạt Động Đóng vai trong các bài học nói Để tăng cường Động lực học tập của trẻ em Ở một trung tâm tiếng anh tại hà nội, việt nam
INTRODUCTION
Rationale for the study
Motivation is a crucial internal drive that compels individuals to take action, particularly in young learners who engage more effectively in lessons when they are excited and interested Harmer (1983) emphasizes that motivation stimulates goal achievement, making it essential for effective learning Innovative teaching methods, such as role-play, can captivate young learners by providing new experiences Tompkins (2001) describes role-play as a technique that fosters active participation in learning English, allowing students to practice the language in real-life contexts without the pressure of stress or shyness However, in Vietnamese education, the use of role-play in foreign language teaching remains infrequent.
English teachers in Vietnam face challenges in balancing the four essential skills of listening, speaking, reading, and writing in their instruction Vietnamese young learners often struggle with speaking skills and lack motivation to learn due to factors such as a non-English environment, limited vocabulary, irregular speaking practice, and ineffective traditional teaching methods In the classroom, teachers typically take on a dominant role, leading to passive learning where students merely follow instructions and replicate what is taught This approach diminishes student engagement and involvement in the learning process, perpetuating a stereotype that hinders effective language acquisition.
Many teachers believe that "Asian learners are inherently shy and quiet, making it challenging to encourage classroom participation." While this perception may hold some truth, implementing innovative teaching methods that incorporate meaningful and relevant tasks tailored to students' linguistic abilities could lead to more engaging and interactive learning experiences.
As an English teacher for Vietnamese young learners, I observed that children often have short attention spans and lack engagement in traditional teaching methods While it is commonly believed that children learn languages faster than adults, the effectiveness of learning is influenced by various factors, including cognitive ability, attention span, memory, self-awareness, linguistic skills, learning styles, and motivation Initially, I faced challenges in teaching English to young children due to their limited motivation This led me to question how to effectively teach English, motivate students, and whether to change my teaching methods, particularly considering the potential of role-play to enhance learning motivation Despite numerous studies on adult learners' communication skills and motivation, research on young learners remains scarce Consequently, I decided to investigate young learners' motivation through the implementation of role-play as a teaching method, hoping to provide valuable insights for other teachers facing similar challenges.
Aims of the research and research questions
This thesis aims at improving the children‟s learning motivation through role play technique applied in speaking lessons In order to achieve this goal, the study should answer these questions:
2.1 What are the young learners‟ interest and difficulties in speaking lessons?
2.2 How does the use of role-play help improve the learner‟s motivation in speaking lessons?
2.3 What is the students‟ attitude toward role play activities?
So as to clarify the two questions above, the research should fulfill these tasks:
- Identifying the interest and difficulties of young learners at an English center in Hanoi
- Exploring and evaluating the improvement in these children‟ learning motivation after applying role-play activities in speaking lessons
- Discovering the reaction of students toward role play activities.
Scope of the research
This study focuses on class FAM 2 at an English center in Hanoi, consisting of 8 students aged eight, including 3 females and 5 males, who exhibit playful and mischievous behavior that affects their attention span The course aims to enable students to communicate naturally using language elements acquired from lessons over a 5-week period, utilizing the second edition of the textbook Family and Friends 2 The research employs observation, journaling, and comparison methods to assess students' attitudes and motivation before and after engaging in role-play activities, ultimately aiming to enhance young learners' motivation through effective role-play.
Significance of the research
Implementing action research to incorporate role play in speaking lessons is anticipated to enhance student motivation and engagement This approach shifts students from passive repetition to active participation, fostering a more dynamic learning environment Additionally, it offers teachers at English centers a valuable adaptation in pedagogical methods tailored for young learners The findings of this study indicate that role play is an effective activity for improving speaking skills in lessons.
This research aims to enhance students' learning motivation by encouraging active study methods, providing valuable insights for teachers, educators, and researchers seeking effective strategies for improvement.
Structural organization of the thesis
The thesis is divided into 5 chapters
Chapter I is the introduction which reveals the reason for choosing the topic, the aims and objectives of the study, the scope of the study, the significance and the structure of the research and the statement of research questions
Chapter II is literature review which provides theoretical background of teaching speaking to young learners, motivation, role play as well as the relationship between teaching speaking using role play and young learners‟ motivation
Chapter III mentions the research methodology In this chapter, the conduction of an action research and data collection are clearly stated
Chapter IV named Findings and discussion which deals with the detailed results of the study and covers a comprehensive analysis on the data collected from observation, teachers‟ journal and comparison
Chapter V is the conclusion which summarizes the concluding marks, pedagogical implications and limitations of the study This part also gives some suggestions for further research in the future
LITERATURE REVIEW
Motivation
1.1 Definition and types of motivation
Motivation, as defined by Merriam-Webster (1997), is the process and condition that drives individuals to act, serving as a force or influence that encourages action Johnstone (1999) emphasizes that motivation acts as a stimulant for achieving specific goals, while Ryan & Deci (2000) describe it as being in motion towards a task Crump (1995) identifies key elements of motivation, including interest, keenness, and excitement for learning This action research focuses on enhancing the learning motivation of young learners in English speaking lessons by encouraging them to pursue their favorite goals.
Motivation, as defined by Ryan & Deci (2000), is categorized into two primary types: intrinsic and extrinsic motivation Intrinsic motivation arises from personal enjoyment, interest, or pleasure, leading students to engage in activities because they find them interesting and enjoyable, rather than for external rewards.
Students who are intrinsically motivated engage deeply with complex challenges and learn from their errors (Walker, Greene, & Mansell, 2006) Intrinsic motivation encompasses three key types: the desire to know, to experience, and to achieve Constructs such as exploration, curiosity, learning goals, and the motivation to learn stem from the intrinsic drive "to know" (Gottfried, 1985; Harter, 1981).
Extrinsic motivation drives individuals to engage in activities to achieve specific goals influenced by external factors unrelated to the activities themselves This type of motivation often stems from rewards or punishments, such as receiving good grades or succeeding in exams (Vansteenkiste, Lens, & Deci, 2006) Students motivated extrinsically are more likely to participate in tasks to satisfy teachers and parents, earn rewards, or avoid negative consequences, rather than for personal enjoyment or fulfillment.
This thesis focuses on young learners, highlighting the significance of intrinsic motivation in enhancing their learning experiences While extrinsic motivation also plays a valuable role in shaping their attitudes towards learning, the researcher aimed to create an engaging learning environment through role play activities This approach is designed to effectively foster and develop the children's intrinsic motivation.
1.2 Functions and roles of motivation in language acquisition
A significant study by Masgoret and Gardner (2003) highlights the strong connection between motivation and language acquisition Their research examines the interplay of various factors within the socio-educational model, including integrativeness, motivation, attitudes toward the learning situation, integrative motivation, and instrumental orientation, in relation to language achievement The findings indicate that language achievement is more closely correlated with the motivation variable than with other factors in the socio-educational model.
Motivation is a fundamental component of learning, as highlighted by Brewer & Burgess (2005) and supported by Bradford (2007), who noted its critical role in achieving success in foreign and second language acquisition Ellis (1994) emphasized that motivation reflects the effort learners invest in mastering a second language, driven by their needs or desires When students are motivated, the learning process effectively takes place.
According to Cook (2000), students' performance in foreign language classes improves significantly due to higher motivation He identified three key factors influencing language acquisition: age, personality, and motivation, with motivation being the most crucial Lightbrown and Spada (2001) emphasized that motivation in second language learning is complex, involving learners' communicative needs and their attitudes towards the language community They argued that when learners perceive a need to engage with the community or achieve specific goals, their motivation to master the language increases.
Motivation plays a crucial role in students' language acquisition, significantly influencing their learning process When learners are motivated, they are more likely to strive towards their goals, leading to enhanced linguistic development.
1.3 Motivation in EFL teaching and learning
Motivation is crucial in the process of learning a second or foreign language, as it boosts students' energy and focus during lessons Research suggests that intrinsic motivation is more effective than extrinsic motivation, leading to improved learning outcomes in educational settings Despite this, many language learners struggle with maintaining motivation.
External factors play a crucial role in motivating students in the EFL program Harmer (2001) emphasizes that learners with intrinsic motivation can significantly improve their language skills when they enjoy the learning process Additionally, research by Vansteenkiste, Lens, and Deci (2006) highlights that natural goal framing, which incorporates external factors, leads to deeper engagement, increased persistence, and enhanced learning during class activities.
Motivation in foreign language learning is dynamic and multifaceted, as highlighted by Dornyei (1998), who noted that learners' motivation can fluctuate throughout the learning process A longitudinal study by Lam (2007) revealed that while learners initially exhibited high motivation and expectations for success, their motivation declined by the end of the study Factors contributing to this demotivation include the teacher's methods and personality, inadequate school facilities, diminished self-confidence, and negative attitudes towards the second language, according to Dornyei (1998).
According to Harmer (2001), four key factors influence students' motivation to engage in English tasks Firstly, the societal attitudes towards language learning significantly shape students' perspectives and motivation Secondly, the influence of family and friends plays a crucial role in motivating students Thirdly, teachers are vital in fostering motivation, as their attitudes and task presentation greatly impact students' engagement Lastly, effective teaching methods are essential; when both teachers and students feel confident and comfortable with these methods, the overall effectiveness of the learning experience improves.
Learning motivation varies significantly among students, with some arriving in class highly motivated while others show minimal engagement Teachers play a crucial role in enhancing the motivation of both types of students to ensure continuous participation in class activities According to Harmer (2001), teachers can influence student motivation in three key areas: learning goals, the learning environment, and the excitement of the class Long-term goals, such as exam success or future career achievements, can feel distant; therefore, helping students achieve short-term goals, like excelling in speaking or writing tasks, can boost their motivation Additionally, the learning environment, including classroom aesthetics and the emotional atmosphere, can impact motivation By creating an attractive classroom and occasionally altering the lesson's mood with music, teachers can foster greater student engagement Finally, to stimulate interest in learning, teachers should design exciting classes filled with diverse and engaging activities, topics, and exercises.
Research indicates that motivation plays a crucial role in learning foreign languages by capturing students' attention in the classroom Learning motivation manifests through students' interest, engagement, expectations of success, and overall satisfaction with lessons Harmer suggests that both the learning environment and teaching methods significantly impact students' motivation By fostering a learning environment that aligns with children's interests and incorporating role play in speaking lessons, educators can enhance young learners' motivation Increased active participation in role play activities directly correlates with improved learning motivation among students.
Teaching speaking
Speaking is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) Similarly, Brown (1994) and Burns & Joyce (1997) emphasize that speaking involves the production, reception, and processing of information, with its form being influenced by the context Learners must demonstrate linguistic competence when engaging in speaking activities.
11 grammar, pronunciation or vocabulary but also sociolinguistic competence by understanding when, why and in what ways to produce language (Nunan; 1999)
Nunan (2003) mentioned the difficulty of speaking skill rather than the other skills:
Many individuals find speaking a new language more challenging than reading, writing, or listening due to two main factors: the real-time nature of conversation and the inability to edit spoken words Unlike writing, where one can revise, speaking requires immediate responses Therefore, effective teaching of speaking skills for EFL learners focuses on helping them produce English sound patterns and utilize stress, intonation, and rhythm to express their thoughts coherently Ultimately, the goal is to enable students to speak fluently and confidently, minimizing unnatural pauses.
The primary goal of teaching speaking is to improve students' real-life communication skills through interactive activities According to Nunan (1999), teachers should recognize the importance of motivation in encouraging learners to engage in communication When students participate in enjoyable activities, their motivation to learn increases McDonough and Shaw (1993) emphasize that the more relevant and meaningful the materials and tasks are for learners, the more successful the outcomes will be.
From the researcher's perspective, speaking is a dynamic process involving the reception, production, and processing of information in various contexts It is classified as a hard skill due to its real-time nature, which prevents speakers from editing or revising their speech The goal of teaching speaking skills is to enhance learners' real-life communication abilities, with motivation being a crucial factor in fostering their willingness to engage in conversation Therefore, educators should cultivate a classroom environment that promotes authentic communication experiences for students.
Engaging in 12 meaningful activities can significantly enhance oral language skills Among various effective speaking teaching methods, role-play stands out as the most impactful, as it simulates real-life conversations and effectively motivates students to communicate.
Teaching speaking to young learner
For young learners, acquiring a new language resembles the process of learning a second mother tongue Unlike adults, children tend to prioritize understanding meanings over focusing on language forms Consequently, they benefit more from lessons that emphasize interaction, meaning, and fluency rather than strict accuracy.
Children are naturally drawn to activities that capture their interest quickly As noted by Brown (2001), educators working with young learners should create lessons that incorporate authentic activities reflecting real-life situations to encourage language use Additionally, children respond enthusiastically to sensory aids and physical activities, including role-play, games, and Total Physical Response activities (Brown, 2001:89).
Young learners often struggle with short attention spans and can only engage with lessons that are interesting and lively To create a joyful and fun learning environment, it is essential to incorporate exciting and active activities that foster unforgettable educational experiences By doing so, we can maintain their interest and attention, making learning enjoyable and effective (Harmer, 2001:38; Curtain & Dahlberg, 2010:19).
In order to teach children English speaking skill effectively, some classroom speaking techniques are suggested by Harmer (2001) such as discussion, communication games, prepared talk, simulation and role-play
In discussion activities, students can express their opinions and listen to others' ideas on topics provided by teachers However, some students may feel hesitant to participate in discussions in front of their peers.
13 because they are not confident of the language or they cannot come up with any ideas to share
Communication games are designed to enhance student interaction by creating information gaps that necessitate dialogue between partners These activities often involve solving puzzles, describing and drawing images, arranging items in the correct order, or identifying similarities and differences between pictures.
Prepared talks are a popular speaking activity where students present their notes on a specific topic, enhancing their speaking skills However, this method has drawbacks, as students often prepare scripts that lead to a more formal, written language rather than natural conversation To improve their speaking abilities, it is recommended that students use notes instead of fully scripted dialogues.
Simulation and role-play are highly effective techniques for enhancing students' speaking skills Through role-play, students immerse themselves in real-life scenarios, allowing them to express language naturally and significantly improve their oral fluency.
Role play technique
Role play, as defined by the Collins Cobuild English Language Dictionary, involves imitating the character and behavior of someone very different from oneself, either intentionally for training or unconsciously In classroom settings, students engage in role play by adopting personas that differ from their real-life characteristics, behaviors, and appearances Valette and Discick highlight the importance of a structured framework, such as guided conversations, which allows students to build and enhance their dialogues using their own sentences.
Role play activities enhance understanding by requiring participants to embody their characters in various situations Teachers assign specific roles to students in small groups, typically consisting of two to four members, based on the chosen topics and characters This immersive experience allows students to learn from both the character they portray and the context of the scenario, fostering deeper insights and engagement.
Huang (2008) describes role play as a form of simulation that emphasizes character interaction within various situations She asserts that role play serves multiple communication purposes, including persuasion, negotiation, emotional expression, and message conveyance The activities within role play closely mirror real-life scenarios, making it a valuable tool for students to grasp the appropriate contexts for using guided structures or new vocabulary Thus, role play is deemed highly beneficial and meaningful in educational settings.
Role play is an engaging activity where individuals imitate the speech, characteristics, and behaviors of different characters, often in real-life situations that highlight character interaction This method is beneficial for learners, as it helps them understand various scenarios they may encounter Therefore, educators are encouraged to incorporate role play into their teaching strategies to enhance student involvement and contextual learning.
Donn Byrne (1986: 122) identifies two types of role play: scripted and unscripted Scripted role play involves students performing from prepared written scripts, allowing them to read aloud conversations and prompts under teacher guidance This method is more commonly used, as it simplifies the process for students In contrast, unscripted role play encourages spontaneous interaction and creativity.
Play is often underutilized in the classroom due to the challenges students face in preparing conversations and acting them out within a limited timeframe However, unscripted role play offers dialogues that closely mirror real-life scenarios By adapting conversations to reflect actual situations, teachers facilitate a better understanding of practical language use This approach enables students to enhance their communication skills, preparing them for similar encounters in everyday life.
Teachers should select appropriate role play techniques based on their students' characteristics, opting for either scripted or unscripted methods For low-level English language learners, scripted role play is particularly effective, as it facilitates easier practice and allows students to learn from their prepared dialogues.
Role play is an effective tool in speaking classes, as it encourages students to use English creatively and stimulates interactive conversations in various contexts (Hattings, 1993) This method provides ample opportunities for students to practice speaking and enhance their communication skills Additionally, Tompkins (1998) emphasized that role playing is a highly valuable method for second language learning, as it fosters students' thinking, creativity, and behavioral skills Furthermore, role play boosts motivation and engagement, prompting students to participate actively in class By assuming roles such as a policeman, doctor, or teacher, students not only improve their language proficiency but also gain valuable life experiences.
Larsen-Freeman (2000) emphasized that role play activities enable learners to enhance their oral communication skills across various social contexts and roles By engaging in these contextual language situations, learners become adept at adapting their language for real-life conversations.
Role play extends learning beyond the classroom, enhancing children's intrapersonal and interpersonal communication skills It captivates children by fostering creativity and enabling them to adopt different perspectives This approach not only encourages empathy but also improves teamwork and problem-solving abilities, equipping students to navigate real-life challenges more effectively.
Maxwell (1997) emphasized that role play aims to enhance students' verbal and nonverbal skills while connecting their acquired knowledge to real-life conversations This interactive method not only brings abstract discussions to life but also fosters students' eagerness to learn By engaging in role play, students are placed in scenarios that necessitate the use of language and the enactment of their assigned roles, which is more effective than merely reading or repeating textbook content This approach encourages the use of facial expressions and body language, allowing students to communicate more naturally and flexibly.
Role play is a highly effective tool in speaking lessons, enhancing students' critical thinking, creativity, and behavioral skills By simulating real-life situations, it not only improves language proficiency but also fosters essential communication skills Additionally, the experiences gained from role play can provide valuable insights for students facing similar challenges in their everyday lives These activities encourage learners to utilize both verbal and non-verbal communication, allowing them to express themselves in a natural and adaptable manner.
As mentioned previously, Vietnamese education pedagogy focuses so much on grammar translation methods and examination oriented Hence, the class is almost
Adrian Doff (2002) criticized traditional teacher-centered methods that render learners passive, emphasizing the need for diverse activities to enhance speaking skills The current educational environment limits student engagement by providing few opportunities for communication, discussion, and group sharing, ultimately hindering the development of their speaking abilities.
Role play in speaking lessons is a highly effective teaching method that offers numerous benefits for students Through role play activities, students enhance their ability to express ideas, opinions, thoughts, and feelings in a foreign language According to Bailey and Nunan (2005), this technique is ideal for helping students learn and practice essential vocabulary, grammatical structures, and speech acts.
Role play in realistic situations allows students to not only learn the language needed to express their ideas but also to develop essential communication skills and contextual knowledge, ultimately enhancing their social skills.
Chapter summary
Chapter II has so far reviewed the literature related to motivation, role play and teaching speaking skill, which has helped to form the theoretical and conceptual framework for the study It can be concluded from this chapter that motivation is one of the most important elements which can stimulate the students to study and get better language outcomes Motivation varies among learners and young learners are motivated to learn if the learning condition is entertaining In speaking lessons, role play activities are considered one of the most effective to improve the children‟s learning motivation because they put students in real-life situations and allow them to act the role in a comfortable way together with their friends However, teachers are advised to prepare for the role play activities carefully to avoid the failure in classroom management
RESEARCH METHODOLOGY
Research background and participants
The research was conducted in the FAM 2 class at the English Dream Center in Hanoi, consisting of 8 students (5 boys and 3 girls), mostly aged eight While they demonstrated intelligence, the students were often naughty, noisy, and aggressive, particularly the boys, which hindered their ability to focus on lessons They frequently engaged in loud conversations about personal matters, sometimes reverting to Vietnamese, making it challenging for the teacher to complete the lesson plan Although the students had acquired a basic vocabulary from the Family and Friends 1 textbook, they struggled with fluency and natural sentence production Additionally, despite incentives like stickers for rewards, their motivation to learn appeared low, and some students were shy about speaking English in front of their peers.
The textbook used for this course is Family and friends 2- 2nd edition by Naomi
Simmons The class time was from 7.30pm- 9pm, every Monday and Wednesday
On Monday, students had a lesson with a foreign teacher, while on Wednesday, they learned with me My classroom was well-equipped, featuring a laptop with internet access, a TV, a whiteboard, markers, and tables and chairs for both the teacher and students.
After completing this course, students were anticipated to effectively utilize new vocabulary and structures to engage in basic dialogues Since this English course was not part of the school curriculum, nearly all parents expressed a desire for their children to participate.
23 attend to improve their English skills and express themselves better on English subject at school
This action research was done in five weeks from the beginning of June till the second week of July in 2020.
Research design
This research utilized action research to enhance the quality of teaching and learning Action research allows teachers to investigate their own teaching practices and their impact on student learning Its primary goal is to enable educators to observe classroom activities and assess how their teaching methods affect students The insights gained from this process assist teachers in making informed decisions for future improvements Unlike traditional theoretical research, action research equips teachers to address practical challenges in the classroom effectively As defined by Kurt Lewin, action research involves a cyclical process of planning, acting, observing, and reflecting, making it an ideal model for educators to identify and address shortcomings in their teaching methods Following this model, teachers can develop intervention plans, implement them, and evaluate the results to determine if alternative strategies are necessary for enhancing their teaching practices.
Figure 1: Kurt Lewin‟s action research model
The action research process begins with planning, where researchers develop strategies and activities to address specific classroom issues Next, in the acting phase, these plans are implemented to assess their effectiveness in enhancing student performance The third step, observing, involves gathering data based on predetermined success criteria through careful observation Finally, the reflection stage entails analyzing the collected data to evaluate the success of the strategies and identify any new challenges that may arise during implementation.
This research aims to enhance learners' motivation in English speaking classes through action research, where the teacher actively participates The chosen method is role play, which is particularly effective for young learners as it allows them to move freely and engage comfortably Role play activities promote student involvement in speaking lessons while enabling the teacher to observe their reactions more effectively Additionally, by assessing children's attitudes before and after role play sessions, the researcher can measure the improvement in students' motivation.
For those rationales, an action research of applying role play in English speaking lesson to improve the learners‟ motivation was conducted.
Research procedure
The research procedure follows Kurt Lewin's model, consisting of four steps Initially, a detailed plan was developed to ensure the effectiveness of a new teaching method aimed at enhancing children's motivation in speaking Among various methods, role-play was selected as the most effective approach to engage young learners during speaking lessons A series of role-play activities were then designed and implemented in the classroom During the role-play sessions, teachers closely monitored student engagement and interest, documenting their observations and maintaining a journal after each lesson to assess changes in students' motivation Additionally, informal discussions and evaluation forms were utilized to facilitate the researcher's understanding of these changes.
The teacher developed a comprehensive teaching plan for the action research period, including detailed lesson plans for each speaking section utilizing role-play techniques The role-play scenarios are based on scripted dialogues from the classbook "Family and Friends 2 - 2nd Edition" by Naomi Simmons, featuring topics familiar to students within classroom and daily life contexts This familiarity allows students to engage more naturally and comfortably in their roles, enhancing their motivation to participate in activities Additionally, an observation form was created to document student reactions, and a journal form was designed for post-lesson reflections to assess changes in student motivation Informal talk questions were also developed to gather data from learners.
To explore the challenges and engagement of children in speaking lessons, informal discussions were held prior to implementing role play activities Subsequently, the researcher conducted a five-week action research project focused on integrating role play into speaking lessons for young learners The teaching plan for this action research is detailed in Table 1 below.
Time Role play activities Contents
Week 1 This is my cousin - Introduce things/ people with “This is/ This isn‟t”
- Use “have got”/ “has got” and adjectives to describe people
- Use “this”, “that”, “these”, “those” to introduce school things
- Respond to yes/no question
Week 3 They are happy now! -Ask and answer about feelings by using “They‟re…”, “We‟re…”, “Are they…?”
Week 4 I can ride a bike! -Use “can” and “can‟t” to talk about ability
- Use prepositions of place “behind”,
Week 5 Have you got a milkshake? -Use “have got” and “has got” to identify which food items are available
In the study, role play activities were integrated into every speaking lesson to assess changes in children's learning motivation These activities were conducted in groups or pairs, allowing all learners to participate The teacher provided clear requirements for each role play at the start, and rehearsals were supported to boost the confidence and motivation of young learners After each lesson, the teacher offered feedback, and the class voted for the best performance, enhancing engagement and learning outcomes.
In a sample role play activity, the teacher first engages students by having them examine pictures from the book and discuss the depicted situation Following this, students watch a video or listen to a recorded dialogue, shadowing the scripted conversation while the teacher clarifies any new vocabulary This approach aims to enhance students' understanding of the dialogue context, pronunciation, and intonation The class is then divided into small groups, allowing students to select their preferred roles and practice together, with the freedom to move around the classroom The teacher sets a practice time and circulates to observe and assist students as needed Finally, each group performs their role play in front of the class, receiving constructive feedback from the teacher.
After five weeks of incorporating role play into speaking lessons, the researcher held informal discussions with all students to assess their attitudes toward these lessons and to explore their responses to the role play activities.
During the time students were practicing or doing the role plays, teacher observed the students‟ attitude, response, participation and achievement All of the observed
A journal was created to document the application of the role-play technique in speaking lessons, as detailed in Appendix 4 This journal serves as a valuable tool for tracking changes during the research, capturing real-time notes of events as they unfolded.
After the initial week of observation, the teacher identified an issue with role equality in speaking activities, particularly during the first role play where one character, Rosy, required extensive script memorization, while the other character, Billy, only had a brief line This disparity led to disengagement among students assigned to the role of Billy To address this, the teacher carefully selected more balanced dialogues for subsequent role play activities Additionally, the teacher utilized informal discussions and journal entries to assess changes in students' attitudes and motivation before and after implementing the role play technique, which will inform better lesson planning in the future.
Technique of collecting data
To assess the motivation of young learners in an English center and evaluate the enhancement of their learning motivation through the role-play technique in speaking lessons, three research methods were employed: observation, informal discussions, and journaling.
The literature review highlights that young learners' motivation is evident in their interest, engagement, expectancy of success, and satisfaction during role play activities in speaking sections Consequently, observation was employed as a key research technique Specifically, the teacher implemented the role play technique in speaking lessons over a five-week period, concentrating on the children's practice during these activities.
The study involved observing students both individually and in groups to assess how role play impacted their learning motivation To streamline the process, observation forms for each student were prepared in advance, allowing the teacher to efficiently record insights based on specific guiding questions.
- Did the student show their interest when they were guided to do the role play?
- How did they divide the roles in their group and how did they react when they were assigned the role?
- Was there anyone who did not get involved in the activity? why?
- What difficulties students had during the practice time?
- How did the children perform the role play in front of class?
- Did the students listen attentively when watching the performance of the other groups?
- How much did the students perform as the teacher‟s expectation?
The enhancement of learning motivation highlights the effectiveness of the new teaching method in speaking lessons for young learners Each student exhibits unique behaviors in their English learning journey By observing these behaviors, the teacher can identify individual strengths and weaknesses, allowing for tailored motivational strategies to encourage student engagement and success.
Observation was selected as the research method to ensure that students could engage in activities without feeling interrupted or supervised This approach allowed students to participate comfortably, free from the pressure often associated with video recording By utilizing observation and note-taking, the teacher was able to capture the authentic classroom dynamics, leading to more accurate research outcomes.
Given that the research subjects are only eight years old, the researcher opted for informal talks as a data collection technique This approach involves friendly conversations between the teacher and individual students, enabling the researcher to gather insights directly from the students Informal talks create a comfortable environment for students to express their opinions naturally, facilitating the acquisition of genuine and relevant information.
Prior to the research, the teacher engaged in informal individual discussions with students to explore their interests and challenges in speaking lessons Understanding young learners' difficulties and preferred topics is crucial, as this information allows the researcher to tailor lesson plans that enhance students' learning experiences.
Following the fifth speaking lesson that incorporated role play, the teacher conducted a second informal discussion to gauge students' reactions to this innovative approach and assess their motivation to learn The teacher inquired about their preferences and dislikes regarding the role play activity to refine the lesson plan for improved outcomes.
To effectively compare changes in students' learning motivation, maintaining a journal is essential as it documents their behavior and performance over five speaking lessons Farrell (2007) highlights that journal writing serves multiple purposes for language teachers, including increasing awareness of teaching styles and prompting questions for future instruction Additionally, it offers a teaching record for others to review and helps set goals for addressing any issues Furthermore, it acts as a tool for monitoring students' practice.
After note-taking from each lesson, the teacher synthesized and wrote them down into the journal to analyze the results (appendix 4) The journal in this case was
The teacher maintained a diary to document the dynamics of the speaking class, focusing on role play activities, student responses, and individual strengths and weaknesses This journal also reflected the teacher's capabilities and expectations, providing insights into what could be improved By analyzing the entries, the teacher identified the benefits and limitations of each role play session, allowing for adjustments in future lessons to enhance student learning outcomes.
Technique of data analysis
This action research qualitatively analyzed data from observations, informal discussions, and journals, focusing on children's interest, participation, expectations of success, and satisfaction in role play activities It compared learning motivation before and after implementing the role play method to assess changes in young learners' motivation The research is deemed successful when there is an improvement in students' learning motivation in speaking classes, indicating that increased interest and involvement in speaking activities reflect the effectiveness of the research.
Chapter summary
Chapter III outlines the methodology and fieldwork used for data collection and analysis An action research approach, consisting of four steps—planning, acting, observing, and reflecting—was implemented in speaking lessons for young learners at an English center in Hanoi Role play activities were selected to enhance children's learning motivation Data were gathered through teacher observations, informal discussions, and a teaching journal The collected data were then qualitatively analyzed, focusing on students' interest, engagement, and satisfaction with the role play activities.
FINDINGS AND DISCUSSION
Findings for research question 1: What are students’ interest and
The findings for this research question stemmed from informal discussions held with students in class FAM 2 on May 27th, 2020, prior to the action research The students' responses were transcribed and summarized in Table 2.
Table 2: Result of informal talks 1
Are you interested in speaking lessons?
Which difficulties do you have when learning to speak English? (Low motivation, lack of sentence structures, poor vocabulary or low self-confidence ?)
In speaking lessons, do you prefer working individually, in pairs or in groups?
SS1 Yes So so Low motivation and low-self confidence
In pairs and in groups
SS2 Yes So so Low motivation In pairs and in groups
SS3 Yes No Lack of sentence In groups
SS4 Yes No Poor vocabulary In pairs and in groups
SS5 Yes No Lack of sentence structure and low motivation
SS6 Yes No Lack of sentence structure
In pairs and in groups
SS7 Yes So so Low self-confidence and low motivation
SS8 Yes No Lack of sentence structure and low motivation
In pairs and in groups
The survey revealed that all students recognized speaking as a challenging skill Additionally, most children found speaking lessons uninteresting, with only a few expressing a neutral opinion To explore the reasons behind their difficulties in speaking, a follow-up question was posed Given their young age, students were provided with suggestions to guide their responses The analysis identified four primary factors contributing to their challenges in learning to speak English: lack of motivation, lack of sentence structure, lack of vocabulary, and lack of confidence Notably, five out of eight students acknowledged a lack of motivation as a significant barrier to their speaking development.
A significant number of students in class FAM 2, specifically 34, expressed uncertainty about using sentence structures when speaking English, with some citing a lack of confidence and insufficient vocabulary Despite having a basic understanding of words, they often hesitate to speak due to difficulties in forming meaningful sentences, leading to a fear of expressing their ideas in class Additionally, the data revealed a general lack of motivation to improve their speaking skills, even with the teacher's efforts to incentivize learning through marks and games This lack of engagement may stem from the absence of real-life speaking situations in lessons To address this issue, I plan to implement role play as a new teaching technique, which will provide students with practical speaking opportunities and help them acquire natural expressions and vocabulary, ultimately boosting their confidence in speaking.
Young learners tend to engage more effectively in activities that capture their interest, as highlighted in the literature review The data indicates that no student prefers to work individually during speaking lessons; instead, five out of eight students favor pair and group activities, while three students enjoy group work over individual or pair tasks Given children's short attention spans, they can quickly become bored with excessive workloads, especially when working alone Collaborative work allows them to communicate and share ideas, alleviating their learning burden and enhancing their enjoyment of the study Role play activities effectively facilitate this collaboration, as they typically require students to interact in pairs or groups.
2 Findings for research question 2: How does the use of role-play help improve the learner’s motivation in speaking lessons?
At the conclusion of the action research, informal discussions were held to assess student satisfaction with speaking lessons that incorporated role play activities These discussions revolved around three key questions: students' feelings about the speaking lessons post-research, their perceptions of the role play activities, and aspects of the role play they found unappealing The students' responses were documented and summarized in Table 3 below.
Table 3: Result of informal talks 2
How do you feel about speaking lessons recently?
Did you enjoy role play activities? Why?
What don’t you like about role play activity?
SS1 Interesting Yes, I like role play because I can choose to act the role I want and I feel happy when working with my friends
I just don’t like when sometimes I have to speak more than other members
SS2 Funny Yes, I love role play activity because I feel more confident and motivated when I can speak and share the job together with my friends, no need to work alone
There’s nothing I don’t like about role play
SS3 Funny Yes, what I like about role I just hope that we have
36 play is that when I have difficulty with the vocabulary, my teammates will help me
That makes me overcome the fear of speaking I can choose the character I like and I am motivated to act that role well more time to practice before performing
My vocabulary is limited, making it challenging for me to learn my speech quickly While my friends and teacher assist me during role play practice, I still struggle to remember new words effectively.
I enjoy role play because it allows me to collaborate with my teammates and seek assistance with new vocabulary and pronunciation challenges Additionally, the thrill of winning after a role play competition adds to the excitement of the experience.
Role play activities are enjoyable for me because they focus on topics I am passionate about, including food, sports, and family These subjects are easy for me to engage with and understand.
What I do not like is that it is not really competitive I prefer debate more because I am more motivated to be the winner
I enjoy role play because it encourages teamwork and prevents me from being lazy When my group succeeds in a competition, I also benefit from the points earned.
I enjoy role play in SS8 because the scenarios are straightforward and use familiar vocabulary It allows me to interact with my friends around the classroom instead of being confined to my desk Additionally, I appreciate the opportunity to portray characters I admire, which brings me great joy.
There’s nothing I don’t like about the role play
The data from Table 3 indicates that all students expressed positive feelings towards speaking lessons following the action research Specifically, three out of eight students found the lessons enjoyable, two considered them interesting, another two rated them as good, while only one student felt they were average This marks a noticeable shift in students' reactions to speaking lessons compared to the initial informal discussions.
Before participating in role play-based speaking lessons, most children lacked motivation to speak English and found the lessons uninteresting However, after five weeks of action research utilizing role play, the majority of students reported a positive shift in their feelings towards speaking lessons This indicates a significant improvement in their motivation levels when learning speaking skills.
Students expressed that their primary motivation for learning through role play in speaking lessons stems from the collaborative environment, where they can share the workload and support one another Additionally, they appreciate the opportunity to engage with topics they enjoy in a manner that suits their preferences Overall, the implementation of the role play technique was deemed successful However, it was noted that weaker and overly competitive students would benefit from increased practice time and more competitive elements in the role play activities.
Improving young learners' motivation can be significantly influenced by teachers' observations and teaching journals Notably, the learning motivation of students in class FAM 2 showed considerable enhancement after five weeks of incorporating role play into their speaking lessons.
In the initial week of the action research, students were introduced to role play as a new speaking activity Initially, they displayed a lack of enthusiasm, but their attitude shifted positively upon learning they could move around the classroom and engage in practice The excitement grew as they discussed and selected their roles to act out However, challenges soon arose.
Findings for research question 3: What is the students’ attitude toward
The informal discussions reveal a positive student attitude towards role play activities in speaking lessons, with seven out of eight students expressing excitement about them Only one student showed a lack of interest The findings indicate that role play enhances learning motivation, as students appreciate the effectiveness of teamwork They feel more confident and motivated when collaborating in groups, allowing them to share the workload and receive support from peers, especially when facing challenges with vocabulary or pronunciation This collaborative environment encourages students, particularly those who are shy or less confident, to seek help from classmates rather than feeling hesitant to approach the teacher Overall, role play activities significantly foster peer learning and reduce stress for weaker students.
Children often struggle with motivation when they feel unable to keep up with their peers, leading to a sense of laziness However, being part of a pair or group can provide support and enhance their motivation to contribute to collective outcomes Role play activities particularly engage children as they allow them to move freely around the classroom, channeling their energy into the activity They enjoy discussing and selecting characters, which boosts their enthusiasm to perform well Additionally, the role play topics—such as family, friends, school, food, and sports—are familiar and relatable, making it easier for children to understand and participate without encountering many new words The real-life scenarios presented in these activities further enhance their comprehension and enjoyment.
Some students expressed their dislike for role play activities due to various reasons One student felt that his limited vocabulary hindered his ability to memorize speeches quickly Another preferred debate over role play, citing a lack of competitiveness that diminished his motivation to win Additionally, one student noted that he often had to speak more than his peers, while another requested more practice time before performing.
Informal discussions reveal that most students have a positive attitude towards role play activities, as they allow them to comfortably engage in their preferred roles within easily understandable scenarios Additionally, the shared workload among group members and the support from teammates boost children's confidence and active participation in speaking activities However, a notable drawback of role play is the unequal distribution of character dialogue and the time constraints for practice.
Chapter Summary
In this chapter, the data collected from three data collection techniques (observation, informal talks and journal) were analyzed carefully and the findings for the three
The research identified 42 key questions, revealing that students faced significant challenges in speaking lessons due to a lack of motivation, sentence structure knowledge, vocabulary, and confidence They showed a preference for practicing speaking in pairs or groups rather than individually However, after five weeks of incorporating role play into the lessons, students' motivation and attitudes towards speaking improved significantly Additionally, children expressed a strong interest in role play activities, highlighting their effectiveness in enhancing engagement.