Luận văn adapting speaking activities in tieng anh 11 to improve students' participation at dan phuong upper secondary school

VIETNAM NATIONAL UNIVERSLTY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES sb ooiooioiok deb dik tok PHUNG THI HOA MG ADAPTING SPEAKING A

VIETNAM NATIONAL UNIVERSLTY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

sb ooiooioiok deb dik tok

PHUNG THI HOA MG

ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11

TO IMPROVE STUDENTS’ PARTICIPATION

AT DAN PHUONG UPPER- SECONDARY SCHOOL

(ĐIÊU CHINH MOT 80 HOAT ĐỌNG NÓI TRONG SACH TIENG ANH 11 NHAM TANG CUGNG SU THAM GIA CUA HOC SINH TẠI TRƯỜNG

THPT DAN PHUGNG)

M.A.MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE : 601410

HANOI - 2010

bọ

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

sb dbicfoicoitetotedtedak dak dete

PHUNG THI HOA MO

ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11

TO IMPROVE STUDENTS’ PARTICIPATION

AT DAN PHUONG UPPER- SECONDARY SCHOOL

(ĐIÊU CHINA MOT SỐ HOẠT ĐỘNG NÓI TRONG SACH TIRNG ANH 11 NHAM TANG CUGNG SU THAM GTA CUA HOC SINH TẠI TRƯỜNG

THPT DAN PHUGNG)

M.A.MINOR PROGRAMME THESIS

KIELD: ENGLISH TEACHING METHODOLOGY

CODE : 601416

HANOI - 2010

1.1 Statement of the problem and rationale for the study

1.2 Aims of the slady

1.3 Research questions

1.4 Scope of the study

1.5 Methods of the study

PART I: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1 An overview of students’ participation

LLL Students’ participation

1.1.2 Factors affecting students’participation

1.1.2.1 Student factors L.1.2.1.1, Students’learning styles 1.12.12 Students’ attitudes and motivation

1.1.2.1.3 Students’ language levels 1.1.2.2 Teachers’ factors

1.1.2.2 Teaching methods 1.1.2.2.2 Teacher’s knowledge 1.1.2.2.3 Teacher’s charactoristies

1.2 Adaptation is a necessary task in lesSOHS

1.2.1 Whal is adaptation?

1.2.2 The purpose of adaptation

1.2.3 Techniques for adaptation

PART 0: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation:

1.1.1 Students’ participation:

There are several views on student participation Toward, Shorl, & Clark stated that

participation is the student’s active engagement in the classroom to promote effective

learning (Howard, Short, & Clark, 1996) The student’s activities may inchide reciting

student participation as the extent lo which students are encouraged Lo

than be passive learners who simply take in knowledge They affirm that in a classroom-based Icarning, participation can be a positive feedback given by students

to either the lesson or the teacher which can lead to possible ways in the development of

an improved classroom learning experience

Teachers of large classes have found that students’participation can be identified in

terms of three kinds of interaction: students to their teacher, students to students and

students lo material The interaction belween students theruselves is established when They are working in groups The kind of interaction between students and material can be understood as students’ success in completing assigned reading activities, In tenn of the

interaction between students to their teacher, students who maintain good interaction with

their wacher always participle m the class discussion They bacome involved in whul is happening, in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notzs what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher, Students who are active and attentive that means they work ơn the problem with the leacher during the class, laugh at jokes, respond to ths teacher's questions, oflen show greal desire lo lsam and boceme good

students.

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

CLT: Communmeative Language Teaching,

MOET: The Ministry of Edneation and ‘raining

TTT: Teacher Talking Time STT: Student Talking Time

LIST OF TABLES

Topics in Tieng Arh 11 Distribution of speaking activities in Tieng Anh 11 Student talking time and tcacher talking time in control and experimental groups,

The reasons why students want io learn Pnglish

Students’ leaning styles in both groups

Students’ participation in speaking lessons Factors prevent students from participating in speaking in the class

Studenls’ opinions towards English spoaking skills in the Laxthook Tieng Anh

"

Students’ opinion about the way their teachers teach speaking

Students’cvaluation on their toacher’s adaplalion

Students’evaluation towards their current speaking lessons Results of observations in control group at the end of the experiment Result of obscrvation of adaptation 1 in experimental group af ths end of the experiment,

Results of experimemtal proup’s participation

Comparison of Toachor Talking Time and Studont Talkinyg Tine irr the two

classes before and at the end of experiment

APPENDIX 1]

APPENDIX 2

APPENDIX 3

TV

2.4 Data collection instrumnants

2.4.1, Classroom observations beens "¬—

3.4.7 The teacher interview

2.4.3 Student questionaire

2.4.4, Follow-up student interview

2.5 Data collection procedure

CIIAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Results #om bcfrc-cxpcrincni-obscryafions -

3.2.Results from students’ questionaire

3.3.Results from teacher interview

3.4, Results ftom the end of experiment observations

3.4.1, Observations in control group

3.4.2 Observations in experimental group

3.5 Students’ participation in experimental and control group in three lessons at

cxpernnertL

3.7 Follow-up student interview

PART Lk: CONCLUSION

1.1 Summary of the study

1.2 Limitations of the study:

1.3 Suggestions for further study

14, Implications:

REFERENCES

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

2.4 Data collection instrumnants

2.4.1, Classroom observations beens "¬—

3.4.7 The teacher interview

2.4.3 Student questionaire

2.4.4, Follow-up student interview

2.5 Data collection procedure

CIIAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Results #om bcfrc-cxpcrincni-obscryafions -

3.2.Results from students’ questionaire

3.3.Results from teacher interview

3.4, Results ftom the end of experiment observations

3.4.1, Observations in control group

3.4.2 Observations in experimental group

3.5 Students’ participation in experimental and control group in three lessons at

cxpernnertL

3.7 Follow-up student interview

PART Lk: CONCLUSION

1.1 Summary of the study

1.2 Limitations of the study:

1.3 Suggestions for further study

14, Implications:

REFERENCES

2.4 Data collection instrumnants

2.4.1, Classroom observations beens "¬—

3.4.7 The teacher interview

2.4.3 Student questionaire

2.4.4, Follow-up student interview

2.5 Data collection procedure

CIIAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Results #om bcfrc-cxpcrincni-obscryafions -

3.2.Results from students’ questionaire

3.3.Results from teacher interview

3.4, Results ftom the end of experiment observations

3.4.1, Observations in control group

3.4.2 Observations in experimental group

3.5 Students’ participation in experimental and control group in three lessons at

cxpernnertL

3.7 Follow-up student interview

PART Lk: CONCLUSION

1.1 Summary of the study

1.2 Limitations of the study:

1.3 Suggestions for further study

14, Implications:

REFERENCES

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole

PART 0: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation:

1.1.1 Students’ participation:

There are several views on student participation Toward, Shorl, & Clark stated that

participation is the student’s active engagement in the classroom to promote effective

learning (Howard, Short, & Clark, 1996) The student’s activities may inchide reciting

student participation as the extent lo which students are encouraged Lo

than be passive learners who simply take in knowledge They affirm that in a classroom-based Icarning, participation can be a positive feedback given by students

to either the lesson or the teacher which can lead to possible ways in the development of

an improved classroom learning experience

Teachers of large classes have found that students’participation can be identified in

terms of three kinds of interaction: students to their teacher, students to students and

students lo material The interaction belween students theruselves is established when They are working in groups The kind of interaction between students and material can be understood as students’ success in completing assigned reading activities, In tenn of the

interaction between students to their teacher, students who maintain good interaction with

their wacher always participle m the class discussion They bacome involved in whul is happening, in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notzs what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher, Students who are active and attentive that means they work ơn the problem with the leacher during the class, laugh at jokes, respond to ths teacher's questions, oflen show greal desire lo lsam and boceme good

students.

CLT: Communmeative Language Teaching,

MOET: The Ministry of Edneation and ‘raining

TTT: Teacher Talking Time STT: Student Talking Time

LIST OF TABLES

Topics in Tieng Arh 11 Distribution of speaking activities in Tieng Anh 11 Student talking time and tcacher talking time in control and experimental groups,

The reasons why students want io learn Pnglish

Students’ leaning styles in both groups

Students’ participation in speaking lessons Factors prevent students from participating in speaking in the class

Studenls’ opinions towards English spoaking skills in the Laxthook Tieng Anh

"

Students’ opinion about the way their teachers teach speaking

Students’cvaluation on their toacher’s adaplalion

Students’evaluation towards their current speaking lessons Results of observations in control group at the end of the experiment Result of obscrvation of adaptation 1 in experimental group af ths end of the experiment,

Results of experimemtal proup’s participation

Comparison of Toachor Talking Time and Studont Talkinyg Tine irr the two

classes before and at the end of experiment

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

CLT: Communmeative Language Teaching,

MOET: The Ministry of Edneation and ‘raining

TTT: Teacher Talking Time STT: Student Talking Time

LIST OF TABLES

Topics in Tieng Arh 11 Distribution of speaking activities in Tieng Anh 11 Student talking time and tcacher talking time in control and experimental groups,

The reasons why students want io learn Pnglish

Students’ leaning styles in both groups

Students’ participation in speaking lessons Factors prevent students from participating in speaking in the class

Studenls’ opinions towards English spoaking skills in the Laxthook Tieng Anh

"

Students’ opinion about the way their teachers teach speaking

Students’cvaluation on their toacher’s adaplalion

Students’evaluation towards their current speaking lessons Results of observations in control group at the end of the experiment Result of obscrvation of adaptation 1 in experimental group af ths end of the experiment,

Results of experimemtal proup’s participation

Comparison of Toachor Talking Time and Studont Talkinyg Tine irr the two

classes before and at the end of experiment

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

2.4 Data collection instrumnants

2.4.1, Classroom observations beens "¬—

3.4.7 The teacher interview

2.4.3 Student questionaire

2.4.4, Follow-up student interview

2.5 Data collection procedure

CIIAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Results #om bcfrc-cxpcrincni-obscryafions -

3.2.Results from students’ questionaire

3.3.Results from teacher interview

3.4, Results ftom the end of experiment observations

3.4.1, Observations in control group

3.4.2 Observations in experimental group

3.5 Students’ participation in experimental and control group in three lessons at

cxpernnertL

3.7 Follow-up student interview

PART Lk: CONCLUSION

1.1 Summary of the study

1.2 Limitations of the study:

1.3 Suggestions for further study

14, Implications:

REFERENCES

CLT: Communmeative Language Teaching,

MOET: The Ministry of Edneation and ‘raining

TTT: Teacher Talking Time STT: Student Talking Time

LIST OF TABLES

Topics in Tieng Arh 11 Distribution of speaking activities in Tieng Anh 11 Student talking time and tcacher talking time in control and experimental groups,

The reasons why students want io learn Pnglish

Students’ leaning styles in both groups

Students’ participation in speaking lessons Factors prevent students from participating in speaking in the class

Studenls’ opinions towards English spoaking skills in the Laxthook Tieng Anh

"

Students’ opinion about the way their teachers teach speaking

Students’cvaluation on their toacher’s adaplalion

Students’evaluation towards their current speaking lessons Results of observations in control group at the end of the experiment Result of obscrvation of adaptation 1 in experimental group af ths end of the experiment,

Results of experimemtal proup’s participation

Comparison of Toachor Talking Time and Studont Talkinyg Tine irr the two

classes before and at the end of experiment

2.4 Data collection instrumnants

2.4.1, Classroom observations beens "¬—

3.4.7 The teacher interview

2.4.3 Student questionaire

2.4.4, Follow-up student interview

2.5 Data collection procedure

CIIAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Results #om bcfrc-cxpcrincni-obscryafions -

3.2.Results from students’ questionaire

3.3.Results from teacher interview

3.4, Results ftom the end of experiment observations

3.4.1, Observations in control group

3.4.2 Observations in experimental group

3.5 Students’ participation in experimental and control group in three lessons at

cxpernnertL

3.7 Follow-up student interview

PART Lk: CONCLUSION

1.1 Summary of the study

1.2 Limitations of the study:

1.3 Suggestions for further study

14, Implications:

REFERENCES

PART 0: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation:

1.1.1 Students’ participation:

There are several views on student participation Toward, Shorl, & Clark stated that

participation is the student’s active engagement in the classroom to promote effective

learning (Howard, Short, & Clark, 1996) The student’s activities may inchide reciting

student participation as the extent lo which students are encouraged Lo

than be passive learners who simply take in knowledge They affirm that in a classroom-based Icarning, participation can be a positive feedback given by students

to either the lesson or the teacher which can lead to possible ways in the development of

an improved classroom learning experience

Teachers of large classes have found that students’participation can be identified in

terms of three kinds of interaction: students to their teacher, students to students and

students lo material The interaction belween students theruselves is established when They are working in groups The kind of interaction between students and material can be understood as students’ success in completing assigned reading activities, In tenn of the

interaction between students to their teacher, students who maintain good interaction with

their wacher always participle m the class discussion They bacome involved in whul is happening, in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notzs what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher, Students who are active and attentive that means they work ơn the problem with the leacher during the class, laugh at jokes, respond to ths teacher's questions, oflen show greal desire lo lsam and boceme good

students.

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole

PART 0: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation:

1.1.1 Students’ participation:

There are several views on student participation Toward, Shorl, & Clark stated that

participation is the student’s active engagement in the classroom to promote effective

learning (Howard, Short, & Clark, 1996) The student’s activities may inchide reciting

student participation as the extent lo which students are encouraged Lo

than be passive learners who simply take in knowledge They affirm that in a classroom-based Icarning, participation can be a positive feedback given by students

to either the lesson or the teacher which can lead to possible ways in the development of

an improved classroom learning experience

Teachers of large classes have found that students’participation can be identified in

terms of three kinds of interaction: students to their teacher, students to students and

students lo material The interaction belween students theruselves is established when They are working in groups The kind of interaction between students and material can be understood as students’ success in completing assigned reading activities, In tenn of the

interaction between students to their teacher, students who maintain good interaction with

their wacher always participle m the class discussion They bacome involved in whul is happening, in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notzs what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher, Students who are active and attentive that means they work ơn the problem with the leacher during the class, laugh at jokes, respond to ths teacher's questions, oflen show greal desire lo lsam and boceme good

students.

PART 0: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ participation:

1.1.1 Students’ participation:

There are several views on student participation Toward, Shorl, & Clark stated that

participation is the student’s active engagement in the classroom to promote effective

learning (Howard, Short, & Clark, 1996) The student’s activities may inchide reciting

student participation as the extent lo which students are encouraged Lo

than be passive learners who simply take in knowledge They affirm that in a classroom-based Icarning, participation can be a positive feedback given by students

to either the lesson or the teacher which can lead to possible ways in the development of

an improved classroom learning experience

Teachers of large classes have found that students’participation can be identified in

terms of three kinds of interaction: students to their teacher, students to students and

students lo material The interaction belween students theruselves is established when They are working in groups The kind of interaction between students and material can be understood as students’ success in completing assigned reading activities, In tenn of the

interaction between students to their teacher, students who maintain good interaction with

their wacher always participle m the class discussion They bacome involved in whul is happening, in the classroom by asking more question, share personal ideas, opinion and experience with their classmates Thus, participation can be understood in more ways than just come to class on time, take notzs what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher, Students who are active and attentive that means they work ơn the problem with the leacher during the class, laugh at jokes, respond to ths teacher's questions, oflen show greal desire lo lsam and boceme good

students.

‘The above mentioned reasons have inspired the writer to conduct a research titled

“Adupling speaking activities in Tieng Anh 11 Lo improve students’ participatian at Dan Phuong Upper-secondary school.”

1.2 Alms of the study:

Firs(ly, the present study aims al investigating the reasons why teachers al Dau Plmong upper-secondary should adapt speaking activities in Tieng Anh 11 fiom both teachers and students viewpoints Secondly, it determines the effect of the adapted activites

in inducing sludents’participation in speaking lessons at Dan Phuong upper-sccondary

school Basing on the findings, some implications and suggestions will finally be proposed

by the researcher

1.3, Research questions:

1 Why should teackers adapt speaking activities in Tieng Anh 11?

2 Da the adapted activites increase student students participation in speaking

dass at Dan Phuong upper-secondary school?

1.4 Scope of the study:

‘There is a variety of aspects affecting students’ participation in class activities so

there exists a nutnerous methods to improve sludenls’involverent Towever, if is nol my attention to cover all of them because of time and length constraint of the study,

Adaptation of speaking activities in ‘tieng Anh 11 is focused on and tested in classes at

Dan Phuong upper-secondary school As the resuli, the samples of the study were

restricted to 6 teachers and 88 students at 11 form at Dan Plmong upper-secondary school

1.5, Methods of the study:

‘This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students?

participation at Dan Phuong upper-secondary school The study attempts to find out

whether the adapted activities can improve students participation or not

Data wore collected by means of textbook analysis, interviews, questionnaires, and observations and experiment, Concerning interviews, 6 teachers who have ever taught Tieng Anh TT were involved in the study Survey questionsires were conducted zrương 88 students from hwo classes al the larget school In order lo raise the ratiabilily af the data collected class observations were employed before and aiter experiment

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole

APPENDIX 1]

APPENDIX 2

APPENDIX 3

TV

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

1.1.2 Factors affecting students’ participation:

Shulents’participstion in classroom speaking activili van be alfscied by a variety of factors originating tom students, teachers and classroom activities and other classroom- related factors In the following sections, some of the major factors will be discussed,

1.1.2.1 Student factors:

1.1.2.1.1 Students’ learning styte:

Willing (1985, cited in Nunan 1988:93) classified learners” styles into four groups’

Concrete learners: They proforred camming by games, films and videos lalking in pairs and Jearning though the use of cassetiles

Analytical learners: ‘hese learners liked studying grammar, studying English book, finding their own mistakes and loarning through readings newspapers

Conmnmicative learners They liked to leam by observing and listening to native speakers, talking to ftiends in English and learning linglish whenever possible

Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to rcad, studying grammar, and learning English words by seeing them

Harmer (2001) stnphasives the importance of understanding that there are different individuals in our class if we are to plan appropriate Kinds of activities for them Diffsrent individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher

We can see that if the teacher neglects these differences among students, only one

or two groups of students can benefit ftom the activities organized by the teacher while others do not This is one reason for the fact that when one activity is in progress, not all students participate in actively

1.1.2.1.2, Students‘attitudes and motivation:

Attitude and motivation are considered key factors leading to students’success in Icarning sccond language Motivation refers to the combination of cffort plus desire to achieve the good of learning the langange plus favorable attitudes toward learning the language Thal is, motivation to learn a second language is seen as refering ta the extent Lo which the individual work or strives fo learn the amgnage hocanse of a desire In do sa and the satistaction experionced in this activity

PART L INTRODUCTION 1.1 Statement of the problem and rationale for the study:

Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world In Vietnam, it has become the most popular foreign language in the country and a compulsory subject al school and colleges

In order to improve Viemamese leamers’ competence to meet the demand of globalization the Ministry of Education and Training (MORT) bas also conducted several

projects on the reform of teaching methodology at upper- secondary schools Especially, in

2006, 2007 and 2008 the introduction cf new English 10,11,12 textbook to school

curriculum marks a dramatic change in the way Fnglish is tanghl Four skills, namely, speaking, listening, reading, and writing, have been put in priority and intergrated in the textbook alongside with linguistic slements such as grammar,vocabulary and pronunciation At the same time, the adoption of leamer-centered approach, communicative approach, and task-bascd teaching arc cimphasized and extensively employed,

Although the books have shown a great deal of improvement as compared with the old series of prammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within

Vietnam,

After 2 school years teaching new Tieng, Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook Some are too difficult for students, some are not real commumicative, some are too long All these reasons greatly conlribute to the demnotivation of studonis from participating in the lessons at Dan Phuong school, In this case, it as necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners In order to do this, teachers need to evaluate every unit to sec what the problems are, and then, try to think about ways to adapt it Lhere are many things that teachers can do to improve the unit such as looking for interesting extra talerials fromm different sources, changing the procedure of the unit, designing activities which can mativats learners, ole