MINOR THESIS Adapting Speaking Activities in "Tieng Anh 10" - A Way to Reduce Students' Difficulties in Learning Oral Skills — A Case of Nong Cong II High School, Thanh Hoa nề: Thiết
General description of the curriculum and the textbook “Tieng Anh 10° 16 113,1 Overall Design se l6 12 Approaches of the texthook
THE RESEARCH METHODOLOGY 20 TIL] Research questions 20 11.2 The subjects of the study
11.2 The subjects of the study 20
1LL.3.3 Follow —up classroom observation 22
TV.1.L The cffectivensss of commumicalive activitics in the textbook “Tieng Anh 10’, 22 Ề
IV.1.2.Sindents’ perceptions of their difficulties in Lnglish speaking lesso
TV.1.3 Necessity of changing or adding English speaking aclivitics
IV.1.4, Teachers’ adaptation of English speaking activities and students’ preference
IV.1.5 Changing or adding English speaking activitics chosen by teachers and their reasons cece 26
Textbooks alone are rarely sufficient for effective teaching due to inherent limitations like linguistic inaccuracies, outdated content, lack of authenticity, and limited variety Material adaptation is essential to address these deficiencies, ensuring that teaching materials remain relevant, engaging, and tailored to students’ needs By customizing and modifying textbooks, educators can overcome intrinsic flaws and enhance the overall learning experience.
Materials adaptation involves modifying existing educational resources to better suit specific purposes, learners, teachers, or contexts (Masuhara, 2004) Torlinson (1998) emphasizes that this process aims to enhance materials by making changes such as reducing, adding, omitting, or modifying content to meet the needs of particular learners Additionally, Fllis (1986) describes adaptation as a process of retaining, rejecting, re-ordering, and modifying materials to improve their effectiveness Incorporating these strategies ensures that educational materials are more aligned with learners’ needs and instructional goals.
According to Madsen and Bowen (1978), adaptation involves employing various techniques such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural content to better suit a specific audience or context This process is essential for effective communication, ensuring that cultural and situational nuances are accurately addressed to enhance understanding and engagement.
Materials adaptation means matching materials with the Jeamer’s needs, the teacher's demands and administration’s purpose To adapt materials we have to consider four major factors:
Material adaptation does not always require significant extra effort from teachers According to Madsen and Bowen (1978) and McDonough and Shaw (1993), the most natural form of adaptation is improvisation, which involves spontaneous responses to problems or opportunities, such as substituting unfamiliar words in a course book with familiar ones or paraphrasing unclear instructions Another important form is exploitation, where teachers creatively use existing materials like texts, visuals, or activities to serve additional purposes beyond those originally intended by the textbook, such as using a photograph to enhance understanding of a text.
List of figures, tables and charts vi
1.1.2 Categorics of matariats adaptation ww ww
11.3 The purpose of materials adaptation
13 Faclors causing difficultics in learning oral skills 13.1, Linguistic Ractor
L4.1,The nature of language skills w Ô
1.4.2 ‘The importance of teaching lingtish speaking
5 English speaking and speaking activities 1.5.1 Characteristics of'a successful English speaking activity
L5.2 Categories of English speaking activities - L6 Problems with English spcaking and sucaking activitics
Vietnam's government has prioritized education as a key strategic goal to support its integration into the international economy Significant changes and amendments have been made to educational policies, including the official nationwide adoption of new textbooks in high schools The "Tieng Anh 10" textbook has been in use for five years for 10th-grade students, providing enough time for administrators and teachers to evaluate and implement necessary adaptations, particularly in developing speaking skills.
Many Vietnamese students, even after seven years of learning English at school, still feel confused when communicating with foreigners or struggle to say simple phrases like making an offer The ability to communicate confidently and effectively in a foreign language is essential for academic success and future career opportunities Improving English communication skills helps students achieve better results in school and prepares them for success in all areas of life.
At Nong Cong 2 High School (NC2.LI8), English has been a compulsory subject in the curriculum for many years, with speaking skills recognized as one of the five official components However, due to the focus on passing the high school graduation exam, limited attention is given to developing students' speaking abilities Students often feel bored with the difficult and unengaging topics in the textbook, which impacts their motivation to improve their spoken English.
In Tieng Anh 10°, with six years of experience in NC2.HS, the author observes that English lessons incorporating adapted or specially designed speaking activities significantly motivate students These engaging activities foster active participation and enhance students' speaking skills effectively.
Improving speaking skills is essential for 10th grade students, as many have not developed adequate English speaking abilities during their lower secondary education Enhancing these skills can significantly boost their language proficiency and confidence Effective speaking practice helps students communicate more clearly and fluently, addressing the common issue of poor spoken English among secondary students Focusing on speaking improvement at this stage prepares students for future academic and professional opportunities.
The study titled "Adapting Speaking Activities in English 10 to Reduce Students’ Difficulties in Learning Oral Skills: A Case Study at Nong Cong 2 High School, Thanh Hoa" explores effective strategies to enhance students’ oral communication capabilities It highlights the importance of adapting speaking activities to meet students’ learning needs, thereby improving their confidence and fluency in English The research provides valuable insights into practical approaches for reducing common challenges faced by students in developing their oral skills Implementing tailored speaking activities can significantly contribute to better language acquisition and overall English proficiency among high school students.
The aims of the study are:
16.2 Problems with English spsaking activities - 14
CHAPTER II - AN OVERVIEW OF THE MATERIALS ANT) CURRENT
SITUATIONS OF TEACHING ENGLISH SPEAKING AT NONG CONG 2 HIGH
TL.1 Briefiniroduotion oŸ Nong Cong 2 hinh sehoot 15
112 Students and their English background knowledge 15 1.3 General description of the curriculum and the textbook “Tieng Anh 10° 16
11.3.3 The curricula ard the toxthook ‘Tieng Anh !0° 19
11.3.4 Sections for speaking skills in the textbook ‘Tieng Anh 10° 19
11.2 The subjects of the study 20
1LL.3.3 Follow —up classroom observation 22
TV.1.L The cffectivensss of commumicalive activitics in the textbook “Tieng Anh 10’, 22 Ề
IV.1.2.Sindents’ perceptions of their difficulties in Lnglish speaking lesso
TV.1.3 Necessity of changing or adding English speaking aclivitics
IV.1.4, Teachers’ adaptation of English speaking activities and students’ preference
IV.1.5 Changing or adding English speaking activitics chosen by teachers and their reasons cece 26
16.2 Problems with English spsaking activities - 14
CHAPTER II - AN OVERVIEW OF THE MATERIALS ANT) CURRENT
SITUATIONS OF TEACHING ENGLISH SPEAKING AT NONG CONG 2 HIGH
TL.1 Briefiniroduotion oŸ Nong Cong 2 hinh sehoot 15
112 Students and their English background knowledge 15 1.3 General description of the curriculum and the textbook “Tieng Anh 10° 16
11.3.3 The curricula ard the toxthook ‘Tieng Anh !0° 19
11.3.4 Sections for speaking skills in the textbook ‘Tieng Anh 10° 19
11.2 The subjects of the study 20
1LL.3.3 Follow —up classroom observation 22
TV.1.L The cffectivensss of commumicalive activitics in the textbook “Tieng Anh 10’, 22 Ề
IV.1.2.Sindents’ perceptions of their difficulties in Lnglish speaking lesso
TV.1.3 Necessity of changing or adding English speaking aclivitics
IV.1.4, Teachers’ adaptation of English speaking activities and students’ preference
IV.1.5 Changing or adding English speaking activitics chosen by teachers and their reasons cece 26 iv
List of figures, tables and charts vi
1.1.2 Categorics of matariats adaptation ww ww
11.3 The purpose of materials adaptation
13 Faclors causing difficultics in learning oral skills 13.1, Linguistic Ractor
L4.1,The nature of language skills w Ô
1.4.2 ‘The importance of teaching lingtish speaking
5 English speaking and speaking activities 1.5.1 Characteristics of'a successful English speaking activity
L5.2 Categories of English speaking activities - L6 Problems with English spcaking and sucaking activitics
L6.1 Problems with English speaking - 13 vii
LIST QF FIGURES, TABLES AND CHARTS
Figure 1, The four macro language skills
‘Table 1: Description of teachers” work experience
Table 2: Students’ background of Engtiste
Table 3: Students’ perecplions of their difficulties in English speaking skills
Table 4: The English speaking activities adapted by teachers and students’ preference Table S: The English speaking activities for “Tieng Anh 10° chosen by teachers
Table 6: Adapted English speaking activitics’ effectiveness
Chart 1 he effectiveness of communicative activities in the textbook “lieng Anh 10
Chait 3 Students’ attitudes towards the adapted English speaking activities and their ity of changing or adding Engtish speaking activities effectiveness
ABBREVIATIONS NC2.HS Nong Cong 2 high school
ELT English Language Teaching cL Communicative Language Teaching vii
LIST QF FIGURES, TABLES AND CHARTS
Figure 1, The four macro language skills
‘Table 1: Description of teachers” work experience
Table 2: Students’ background of Engtiste
Table 3: Students’ perecplions of their difficulties in English speaking skills
Table 4: The English speaking activities adapted by teachers and students’ preference Table S: The English speaking activities for “Tieng Anh 10° chosen by teachers
Table 6: Adapted English speaking activitics’ effectiveness
Chart 1 he effectiveness of communicative activities in the textbook “lieng Anh 10
Chait 3 Students’ attitudes towards the adapted English speaking activities and their ity of changing or adding Engtish speaking activities effectiveness
ABBREVIATIONS NC2.HS Nong Cong 2 high school
ELT English Language Teaching cL Communicative Language Teaching
TV.3 Follorr-up class oservation
LV.4, Feedback from students on the adaptation of English spoaking activities and their effecti
CHAPTER V - SUGGESTED ADAPTATIONS OF ENGLISH SPEAKING
TI Limnilalions and suggestions for further rescerch
IIL Suggestions for fiwther research
LIST QF FIGURES, TABLES AND CHARTS
Figure 1, The four macro language skills
‘Table 1: Description of teachers” work experience
Table 2: Students’ background of Engtiste
Table 3: Students’ perecplions of their difficulties in English speaking skills
Table 4: The English speaking activities adapted by teachers and students’ preference Table S: The English speaking activities for “Tieng Anh 10° chosen by teachers
Table 6: Adapted English speaking activitics’ effectiveness
Chart 1 he effectiveness of communicative activities in the textbook “lieng Anh 10
Chait 3 Students’ attitudes towards the adapted English speaking activities and their ity of changing or adding Engtish speaking activities effectiveness
ABBREVIATIONS NC2.HS Nong Cong 2 high school
ELT English Language Teaching cL Communicative Language Teaching vii
LIST QF FIGURES, TABLES AND CHARTS
Figure 1, The four macro language skills
‘Table 1: Description of teachers” work experience
Table 2: Students’ background of Engtiste
Table 3: Students’ perecplions of their difficulties in English speaking skills
Table 4: The English speaking activities adapted by teachers and students’ preference Table S: The English speaking activities for “Tieng Anh 10° chosen by teachers
Table 6: Adapted English speaking activitics’ effectiveness
Chart 1 he effectiveness of communicative activities in the textbook “lieng Anh 10
Chait 3 Students’ attitudes towards the adapted English speaking activities and their ity of changing or adding Engtish speaking activities effectiveness
ABBREVIATIONS NC2.HS Nong Cong 2 high school
ELT English Language Teaching cL Communicative Language Teaching s
This study aims to investigate the difficulties faced by 10th grade students in learning English oral skills and to assess the current teaching practices of speaking activities at Nong Cong 2 High School The research explores both students’ challenges and teachers’ approaches to enhance oral proficiency, providing valuable insights into effective instruction methods Findings highlight the key obstacles students encounter in developing speaking skills and identify areas where teaching strategies can be improved to promote more active student participation The study offers practical recommendations to improve the quality of oral English teaching and support students in becoming more confident speakers.
- to adapt some speaking activities based on “Tieng Anh 10” to reduce | 0th grade student’s difficulties in learning Lnglish oral skills at Nong Cong 2 high school
TIL Scope of the study
This thesis focuses on adapting challenging speaking activities in "Tieng Anh 10" to help reduce students' difficulties and increase their engagement in English lessons While it does not aim to address all aspects of English speaking activities, it offers practical solutions tailored to enhance students' speaking skills and foster greater interest and participation in the classroom.
1 What are students’ difficulties in learning the current English speaking activities in ‘Tieng Anh 10°?
2 Which speaking lessons (in 16 units of Tieng Anh 10) are difficult for the students ut NCLHS?
3 What speaking activities in the textbook “Tieng Anh 10"should be adapted ta reduce students’ difficulties? ¥ Research methodology
This study utilized a comprehensive approach, including survey questionnaires for students, interviews with teachers, and classroom observations to identify students' difficulties in learning English The research aimed to address these challenges by adapting unsuitable pre-designed speaking activities from the "Tieng Anh 10" textbook The findings highlight the importance of modifying existing materials to better meet students' needs and improve their English speaking skills Implementing targeted strategies based on these insights can enhance classroom effectiveness and foster better language acquisition.
List of figures, tables and charts vi
1.1.2 Categorics of matariats adaptation ww ww
11.3 The purpose of materials adaptation
13 Faclors causing difficultics in learning oral skills 13.1, Linguistic Ractor
L4.1,The nature of language skills w Ô
1.4.2 ‘The importance of teaching lingtish speaking
5 English speaking and speaking activities 1.5.1 Characteristics of'a successful English speaking activity
L5.2 Categories of English speaking activities - L6 Problems with English spcaking and sucaking activitics
16.2 Problems with English spsaking activities - 14
CHAPTER II - AN OVERVIEW OF THE MATERIALS ANT) CURRENT
SITUATIONS OF TEACHING ENGLISH SPEAKING AT NONG CONG 2 HIGH
TL.1 Briefiniroduotion oŸ Nong Cong 2 hinh sehoot 15
112 Students and their English background knowledge 15 1.3 General description of the curriculum and the textbook “Tieng Anh 10° 16
11.3.3 The curricula ard the toxthook ‘Tieng Anh !0° 19
11.3.4 Sections for speaking skills in the textbook ‘Tieng Anh 10° 19
11.2 The subjects of the study 20
1LL.3.3 Follow —up classroom observation 22
TV.1.L The cffectivensss of commumicalive activitics in the textbook “Tieng Anh 10’, 22 Ề
IV.1.2.Sindents’ perceptions of their difficulties in Lnglish speaking lesso
TV.1.3 Necessity of changing or adding English speaking aclivitics
IV.1.4, Teachers’ adaptation of English speaking activities and students’ preference
IV.1.5 Changing or adding English speaking activitics chosen by teachers and their reasons cece 26
TV.3 Follorr-up class oservation
LV.4, Feedback from students on the adaptation of English spoaking activities and their effecti
CHAPTER V - SUGGESTED ADAPTATIONS OF ENGLISH SPEAKING
TI Limnilalions and suggestions for further rescerch
IIL Suggestions for fiwther research
TV.3 Follorr-up class oservation
LV.4, Feedback from students on the adaptation of English spoaking activities and their effecti
CHAPTER V - SUGGESTED ADAPTATIONS OF ENGLISH SPEAKING
TI Limnilalions and suggestions for further rescerch
IIL Suggestions for fiwther research
This study investigates the challenges faced by 10th grade students in developing their English oral skills and assesses the current status of teaching speaking activities by teachers at Nong Cong 2 High School It aims to identify key difficulties students encounter in speaking English and evaluate the effectiveness of current instructional methods The findings provide insight into areas needing improvement to enhance students' oral communication abilities and to optimize teaching strategies for English speaking skills This research contributes valuable information for educators seeking to overcome obstacles in teaching English speaking and to promote more engaging and effective speaking activities in the classroom.
- to adapt some speaking activities based on “Tieng Anh 10” to reduce | 0th grade student’s difficulties in learning Lnglish oral skills at Nong Cong 2 high school
TIL Scope of the study
This thesis focuses on adapting challenging English speaking activities in “Tieng Anh 10” to help reduce students' difficulties and increase their engagement in lessons While it does not aim to cover all aspects of English speaking activities, the study focuses on making these activities more accessible and interesting The goal is to enhance students’ speaking skills by encouraging active participation and boosting their confidence in English communication.
1 What are students’ difficulties in learning the current English speaking activities in ‘Tieng Anh 10°?
2 Which speaking lessons (in 16 units of Tieng Anh 10) are difficult for the students ut NCLHS?
3 What speaking activities in the textbook “Tieng Anh 10"should be adapted ta reduce students’ difficulties? ¥ Research methodology