Luận văn an action research on using stories and drama in teaching english to primary students at quan tru primary school

- Designing strategies for improvement plan for action: plan lessons to try out the use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn Engl

VIETNAM NATIONAL UNIVERSITY, ILANOL UNLVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

VŨ THỊ THANH TÂM

AN ACTION RESEARCH ON USING STORIES AND DRAMA IN TEACHING ENGLISIL TO PRIMARY STUDENTS AT QUAN

TRU PRIMARY SCHOOL

NGIITEN CUU HANIEDONG VE DAY THENG ANID CHO TOC SINELTHEL HOC QUA

TRUYEN VA KICH TAT TRUONG TIKU HOC QUAN TRIY

M.A MINOR TIIESIS

Major: English Teaching Methodology Code: 60.14.10

VIETNAM NATIONAL UNIVERSITY, ILANOL UNLVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

VO THT THANT TAM

AN ACTION RESEARCH ON USING STORIES AND DRAMA IN

TEACHING ENGLISH TO PRIMARY STUDENTS AT

QUAN TRU PRIMARY SCHOOL

NGHIÊN CU'U DANI DONG VE DAY THENG ANII CHO HỌC SINH TIỂU HỌC QUA

TRUYỆN VÀ KỊCH TẠI TRƯỜNG TIỂU HỌC QUAN TRỮ

M.A MINOR THESIS

Major: Methodology of English Teaching

Code: 60.14.10

Supervisor: TO THE THU HUONG, Ph.D

HANOI - 2012

Lisl of charls, figures and tables

List of abbreviations and symbols

CHAPTER L INTRODUCTION

1.1 Rationale of the research

1.2 Ains of the researcÌ

CHAPTER II: THEORETICAL BACKGROUND

2.1 Teaching English to primary school children

2.1.1, Typical characteristics of young learners

2.1.2 Models of teaching English to primary-school students,

2.2 Child development through the use of stories and drama

2.2.3, Social development cesses eee

3.2.4 Emotional đsvelopNETIL th nh nhe

2.3 Typical activities in English lessons usmg stories and drama

2.3.1 Finger puppet show

LIST OF ABBREVIATIONS AND SYMBOLS:

Percent

English as a Koreign Language

Lille Red Riding Hood

Students

‘Teacher

vil

then an evaluation of the students’ speaking and listening abilitics was made The criteria for evaluating each student’s speaking and listening abilities in Lnglish lessons include pronunciation, vocabulary, accuracy, fluency, communication and

interaction and mentioned listening skills There are standard tasks to evaluate

student's speaking and listening abilities in 3 English classes for third-graders

- Designing strategies for improvement (plan for action): plan lessons to try out the

use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting

- Trying out the techniques of using stories and drama in English lessons and making records of what happened in class

Stage 3: Observing

- Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students’ English speaking and listening skills

- ‘The results of class observation ware used to evaluate the success of the action on

using stories and dramas to teach Iinglish to third-graders at Quan Tru Primary

school

Stage 4: Evaluation

- A questionnaire survey was carried aut to get information from students on the extenL lo which the use of stories and drama has helped improve ther English speaking and listening skills The 1 questions in the questionnaire were designed in

Vietnamese for thorough understanding and translated into English by an

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: Writing through drama,

Chart 1: The lessons using stories and drama have made English easier for

you to learn

Table 1: Evaluating students’ speaking abilities

Table 2: Evaluating students” istening abilities

Table 3: The reasons why the teachers do nol usually use stories and drama

in their English lassOils ào no ve

Table 4: ‘The English lessons using story and drama

Table 5: The successful changes made by the leacher

Table 6: The 8s` changzs after taking part in the lessons using stories and

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.

LIST OF ABBREVIATIONS AND SYMBOLS:

Percent

English as a Koreign Language

Lille Red Riding Hood

Students

‘Teacher

vil

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: Writing through drama,

Chart 1: The lessons using stories and drama have made English easier for

you to learn

Table 1: Evaluating students’ speaking abilities

Table 2: Evaluating students” istening abilities

Table 3: The reasons why the teachers do nol usually use stories and drama

in their English lassOils ào no ve

Table 4: ‘The English lessons using story and drama

Table 5: The successful changes made by the leacher

Table 6: The 8s` changzs after taking part in the lessons using stories and

then an evaluation of the students’ speaking and listening abilitics was made The criteria for evaluating each student’s speaking and listening abilities in Lnglish lessons include pronunciation, vocabulary, accuracy, fluency, communication and

interaction and mentioned listening skills There are standard tasks to evaluate

student's speaking and listening abilities in 3 English classes for third-graders

- Designing strategies for improvement (plan for action): plan lessons to try out the

use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting

- Trying out the techniques of using stories and drama in English lessons and making records of what happened in class

Stage 3: Observing

- Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students’ English speaking and listening skills

- ‘The results of class observation ware used to evaluate the success of the action on

using stories and dramas to teach Iinglish to third-graders at Quan Tru Primary

school

Stage 4: Evaluation

- A questionnaire survey was carried aut to get information from students on the extenL lo which the use of stories and drama has helped improve ther English speaking and listening skills The 1 questions in the questionnaire were designed in

Vietnamese for thorough understanding and translated into English by an

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

LIST OF ABBREVIATIONS AND SYMBOLS:

Percent

English as a Koreign Language

Lille Red Riding Hood

Students

‘Teacher

vil

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

1.2 Aims of the research

- Kinding out the attitudes of primary teachers and students towards the use of stories and drama in English lessons

- Exploring how the use of stories and drama in teaching English can enhance primary students’ English speaking and listening skills

1.3 Scope of the research

Due to the limitation of time and knowledge, this thesis only focused on

using stories and drama in teaching English Lo third - grade students al Quan Tru

Primary School in the second term of the school-year of 2011-2012

1.4, Research questions

1 What arc the aflitudes of Quan Tru third-grade teachers and studenis towards

the use of stories and drama in English lessons?

2, How can the use of storics and drama in teaching English cnbanec Quan Tra third- grade students’ English speaking and listening skills?

1.5 Methodology

The methodological approach was action research using various melhiods for data collection The tools for data gathering include two questionnaires, one for teachers and one for students, class observation and teacher journals

1.5.1 Action research design

‘The action research consisted of four main stages: Planning, Acting, Observing and Evaluation stage

Stage 1: Planning:

- Identifying problem and causes of the problem: low quality of English teaching - learning due to unsuitable methods and techniques used by teachers of English at Quan Tru Primary School The unsuitable methods and techniques coupled with the wrong focus on teaching language elements for high test scores lead to students’ low level of motivation and their underdeveloped English speaking and listening

skills A video camera was used to record three third-grade English lessons, and

ta

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: Writing through drama,

Chart 1: The lessons using stories and drama have made English easier for

you to learn

Table 1: Evaluating students’ speaking abilities

Table 2: Evaluating students” istening abilities

Table 3: The reasons why the teachers do nol usually use stories and drama

in their English lassOils ào no ve

Table 4: ‘The English lessons using story and drama

Table 5: The successful changes made by the leacher

Table 6: The 8s` changzs after taking part in the lessons using stories and

1.2 Aims of the research

- Kinding out the attitudes of primary teachers and students towards the use of stories and drama in English lessons

- Exploring how the use of stories and drama in teaching English can enhance primary students’ English speaking and listening skills

1.3 Scope of the research

Due to the limitation of time and knowledge, this thesis only focused on

using stories and drama in teaching English Lo third - grade students al Quan Tru

Primary School in the second term of the school-year of 2011-2012

1.4, Research questions

1 What arc the aflitudes of Quan Tru third-grade teachers and studenis towards

the use of stories and drama in English lessons?

2, How can the use of storics and drama in teaching English cnbanec Quan Tra third- grade students’ English speaking and listening skills?

1.5 Methodology

The methodological approach was action research using various melhiods for data collection The tools for data gathering include two questionnaires, one for teachers and one for students, class observation and teacher journals

1.5.1 Action research design

‘The action research consisted of four main stages: Planning, Acting, Observing and Evaluation stage

Stage 1: Planning:

- Identifying problem and causes of the problem: low quality of English teaching - learning due to unsuitable methods and techniques used by teachers of English at Quan Tru Primary School The unsuitable methods and techniques coupled with the wrong focus on teaching language elements for high test scores lead to students’ low level of motivation and their underdeveloped English speaking and listening

skills A video camera was used to record three third-grade English lessons, and

ta

2.3.2, Character Description

3.3.3 Picture Book Drawing

2.3.4, Group Acting Role pla

CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN

TEACHING ENGLISH IO PRIMARY STUDENTS

3.1 Action rescarch quastions and design

3.2 Planning stage

3.2.1 The problern

3.2.2, Observing a lesson that dlustrated the problem

3.3.3, Conducting a survey to get information from the students

3.3.4 Consulting with colleagues

3.2.5, Drawing up a plan of action to solve the problem

4.3 Acting stage

3.3.1 Lesson using the story and drama “Little Red Riding Mood"

3.3.2, Losson using the story and drama "Goldilocks and Three Bears*

3.4 Observing stage

3.6 Summary of the main findings

CHAPTER IV: CONCLUSION

4.1 Summary of the main findings

4.2 Implications for teaching speaking and listening through stories and

then an evaluation of the students’ speaking and listening abilitics was made The criteria for evaluating each student’s speaking and listening abilities in Lnglish lessons include pronunciation, vocabulary, accuracy, fluency, communication and

interaction and mentioned listening skills There are standard tasks to evaluate

student's speaking and listening abilities in 3 English classes for third-graders

- Designing strategies for improvement (plan for action): plan lessons to try out the

use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting

- Trying out the techniques of using stories and drama in English lessons and making records of what happened in class

Stage 3: Observing

- Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students’ English speaking and listening skills

- ‘The results of class observation ware used to evaluate the success of the action on

using stories and dramas to teach Iinglish to third-graders at Quan Tru Primary

school

Stage 4: Evaluation

- A questionnaire survey was carried aut to get information from students on the extenL lo which the use of stories and drama has helped improve ther English speaking and listening skills The 1 questions in the questionnaire were designed in

Vietnamese for thorough understanding and translated into English by an

LIST OF ABBREVIATIONS AND SYMBOLS:

Percent

English as a Koreign Language

Lille Red Riding Hood

Students

‘Teacher

vil

2.3.2, Character Description

3.3.3 Picture Book Drawing

2.3.4, Group Acting Role pla

CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN

TEACHING ENGLISH IO PRIMARY STUDENTS

3.1 Action rescarch quastions and design

3.2 Planning stage

3.2.1 The problern

3.2.2, Observing a lesson that dlustrated the problem

3.3.3, Conducting a survey to get information from the students

3.3.4 Consulting with colleagues

3.2.5, Drawing up a plan of action to solve the problem

4.3 Acting stage

3.3.1 Lesson using the story and drama “Little Red Riding Mood"

3.3.2, Losson using the story and drama "Goldilocks and Three Bears*

3.4 Observing stage

3.6 Summary of the main findings

CHAPTER IV: CONCLUSION

4.1 Summary of the main findings

4.2 Implications for teaching speaking and listening through stories and

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.

2.3.2, Character Description

3.3.3 Picture Book Drawing

2.3.4, Group Acting Role pla

CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN

TEACHING ENGLISH IO PRIMARY STUDENTS

3.1 Action rescarch quastions and design

3.2 Planning stage

3.2.1 The problern

3.2.2, Observing a lesson that dlustrated the problem

3.3.3, Conducting a survey to get information from the students

3.3.4 Consulting with colleagues

3.2.5, Drawing up a plan of action to solve the problem

4.3 Acting stage

3.3.1 Lesson using the story and drama “Little Red Riding Mood"

3.3.2, Losson using the story and drama "Goldilocks and Three Bears*

3.4 Observing stage

3.6 Summary of the main findings

CHAPTER IV: CONCLUSION

4.1 Summary of the main findings

4.2 Implications for teaching speaking and listening through stories and

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

1.2 Aims of the research

- Kinding out the attitudes of primary teachers and students towards the use of stories and drama in English lessons

- Exploring how the use of stories and drama in teaching English can enhance primary students’ English speaking and listening skills

1.3 Scope of the research

Due to the limitation of time and knowledge, this thesis only focused on

using stories and drama in teaching English Lo third - grade students al Quan Tru

Primary School in the second term of the school-year of 2011-2012

1.4, Research questions

1 What arc the aflitudes of Quan Tru third-grade teachers and studenis towards

the use of stories and drama in English lessons?

2, How can the use of storics and drama in teaching English cnbanec Quan Tra third- grade students’ English speaking and listening skills?

1.5 Methodology

The methodological approach was action research using various melhiods for data collection The tools for data gathering include two questionnaires, one for teachers and one for students, class observation and teacher journals

1.5.1 Action research design

‘The action research consisted of four main stages: Planning, Acting, Observing and Evaluation stage

Stage 1: Planning:

- Identifying problem and causes of the problem: low quality of English teaching - learning due to unsuitable methods and techniques used by teachers of English at Quan Tru Primary School The unsuitable methods and techniques coupled with the wrong focus on teaching language elements for high test scores lead to students’ low level of motivation and their underdeveloped English speaking and listening

skills A video camera was used to record three third-grade English lessons, and

ta

2.3.2, Character Description

3.3.3 Picture Book Drawing

2.3.4, Group Acting Role pla

CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN

TEACHING ENGLISH IO PRIMARY STUDENTS

3.1 Action rescarch quastions and design

3.2 Planning stage

3.2.1 The problern

3.2.2, Observing a lesson that dlustrated the problem

3.3.3, Conducting a survey to get information from the students

3.3.4 Consulting with colleagues

3.2.5, Drawing up a plan of action to solve the problem

4.3 Acting stage

3.3.1 Lesson using the story and drama “Little Red Riding Mood"

3.3.2, Losson using the story and drama "Goldilocks and Three Bears*

3.4 Observing stage

3.6 Summary of the main findings

CHAPTER IV: CONCLUSION

4.1 Summary of the main findings

4.2 Implications for teaching speaking and listening through stories and

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: Writing through drama,

Chart 1: The lessons using stories and drama have made English easier for

you to learn

Table 1: Evaluating students’ speaking abilities

Table 2: Evaluating students” istening abilities

Table 3: The reasons why the teachers do nol usually use stories and drama

in their English lassOils ào no ve

Table 4: ‘The English lessons using story and drama

Table 5: The successful changes made by the leacher

Table 6: The 8s` changzs after taking part in the lessons using stories and

1.5.3 Procedures

- At the beginning of second term of the academic year 2011-2012, three third- grade English lessons from 3 classes with 80 students were recorded with a video camera, then an evaluation of the students’ speaking and listening abilities (80 students) was made The criteria for evaluating each student’s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fueney, communication and interaction and listening skills There are standard tasks ta evaluate student’s speaking and listening abilities in 3 English classes for third-graders,

- A consultation with 10 teachers and a student pre-bying-out questionnaire survey were conducted to find out the causes of students low English speaking and listerring skills as well as their altitudes towards the use of stories amd dramas in teaching English

- The researcher planned lessons to try out the use of stories and dramas in English (cashing to motivate Quan Tru third-grade sludenis to learn English and to improve their Hnelish speaking, and listening skills

- The researcher tried out the techniques of using stories and drama in English Icssons and making records of what happened in 3 classes with 80 students in her journals,

- Three volunteer teachers were asked to observe lessons in the three classes after the irying-oul stage that illustrated the changes i Quan Tru third-grade students’ English speaking and listening skills,

- The results of class observation were used to evaluate the success of the action on using stories and dramas lo teach English to third-graders at Quan Tru Primary school

- A posltrying-oul quesliormaire survey

camied oul to gel information from

the 80 students on the extent to which the use of storics and drama has helped

improve their Linglish speaking and listening skills ‘The 5 questions in the

then an evaluation of the students’ speaking and listening abilitics was made The criteria for evaluating each student’s speaking and listening abilities in Lnglish lessons include pronunciation, vocabulary, accuracy, fluency, communication and

interaction and mentioned listening skills There are standard tasks to evaluate

student's speaking and listening abilities in 3 English classes for third-graders

- Designing strategies for improvement (plan for action): plan lessons to try out the

use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting

- Trying out the techniques of using stories and drama in English lessons and making records of what happened in class

Stage 3: Observing

- Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students’ English speaking and listening skills

- ‘The results of class observation ware used to evaluate the success of the action on

using stories and dramas to teach Iinglish to third-graders at Quan Tru Primary

school

Stage 4: Evaluation

- A questionnaire survey was carried aut to get information from students on the extenL lo which the use of stories and drama has helped improve ther English speaking and listening skills The 1 questions in the questionnaire were designed in

Vietnamese for thorough understanding and translated into English by an

2.3.2, Character Description

3.3.3 Picture Book Drawing

2.3.4, Group Acting Role pla

CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN

TEACHING ENGLISH IO PRIMARY STUDENTS

3.1 Action rescarch quastions and design

3.2 Planning stage

3.2.1 The problern

3.2.2, Observing a lesson that dlustrated the problem

3.3.3, Conducting a survey to get information from the students

3.3.4 Consulting with colleagues

3.2.5, Drawing up a plan of action to solve the problem

4.3 Acting stage

3.3.1 Lesson using the story and drama “Little Red Riding Mood"

3.3.2, Losson using the story and drama "Goldilocks and Three Bears*

3.4 Observing stage

3.6 Summary of the main findings

CHAPTER IV: CONCLUSION

4.1 Summary of the main findings

4.2 Implications for teaching speaking and listening through stories and

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.

LIST OF FIGURES, CHARTS AND TABLES

Figure 1: Writing through drama,

Chart 1: The lessons using stories and drama have made English easier for

you to learn

Table 1: Evaluating students’ speaking abilities

Table 2: Evaluating students” istening abilities

Table 3: The reasons why the teachers do nol usually use stories and drama

in their English lassOils ào no ve

Table 4: ‘The English lessons using story and drama

Table 5: The successful changes made by the leacher

Table 6: The 8s` changzs after taking part in the lessons using stories and

then an evaluation of the students’ speaking and listening abilitics was made The criteria for evaluating each student’s speaking and listening abilities in Lnglish lessons include pronunciation, vocabulary, accuracy, fluency, communication and

interaction and mentioned listening skills There are standard tasks to evaluate

student's speaking and listening abilities in 3 English classes for third-graders

- Designing strategies for improvement (plan for action): plan lessons to try out the

use of slorics and dramas in English teaching lo motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting

- Trying out the techniques of using stories and drama in English lessons and making records of what happened in class

Stage 3: Observing

- Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students’ English speaking and listening skills

- ‘The results of class observation ware used to evaluate the success of the action on

using stories and dramas to teach Iinglish to third-graders at Quan Tru Primary

school

Stage 4: Evaluation

- A questionnaire survey was carried aut to get information from students on the extenL lo which the use of stories and drama has helped improve ther English speaking and listening skills The 1 questions in the questionnaire were designed in

Vietnamese for thorough understanding and translated into English by an

CHAPTER TI: INTRODUCTION 1.1, Rationale of the research

English has became a world language and is used as the medium of international commutication and is the language of professional advancement TLhas become the number one foreign language to be taught both inside and outside the formal educational systems of many counlvies Nowadays, English teaching and learning in Victnam has been developing at an unprecedented specd As a primary English teacher, the author has witnessed how English has become one of the compulsory subjecls in the curriculum and how Vicinamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expevling leachers to improve their language compelenee to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers’ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English (caching and learnmg, Most language teachers, following a traditional, test-oriented teaching approach, often concentrate

on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language clements covered in the textbooks, although there are more pleasent, practical and useful ways to introđuoe and practice all these textbook requirements

Slori

and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners’ interests and excitement ‘Ihus, the study, reported in this thesis, on using stories and drama

in Icachmg English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching

Rnglish to primary students.