Luận văn tốt nghiệp tiếng Anh

NATIVE ENGLISH SPEAKING TEACHER OR NONNATIVE ENGLISH SPEAKING TEACHER, WHO IS BETTER FOR STUDENTS IN LANGUAGE LEARNINGThe statement of problemThe aims of the studyThe research questionsThe significance of the studyThe limitations of the studyAn overview of the thesis

In the modern society, learning English is as a basic need for any students, especiallygood speaking skills become more and more important than ever Speaking is an importantskill in English learning process that students need to master in order to speak English well.English is compulsory subject at Tam Dong 2 Primary school However, students’ Englishspeaking skills are still far from expectation Learning English speaking is a difficulty tomany students who still face to various problems in learning speaking that caused to their lowEnglish competence

The purpose of this study is to collect the opinions and perceptions of students aboutaspects of teaching activities of NEST and NNEST, find appropriate solutions to help thestudents can choose for themselves an effective learning methods, not fundamentalist or otherpeople's opinions The study adopts a survey approach, which involved researchquestionnaire as the main methodology Studies show the common problems they areencountering in the course learn English, after analyzing the data collected there will beuseful hints are given to help students and parents can have an overview about learningEnglish and help for education managers could see the learners' demand better, from whichappropriate adjustment to better service for those who learn

The thesis composes of five chapters: Introduction, Literature Review, Methodology,Results and Discussion, Conclusion and Recommendations In the first chapter, theinvestigator presents the rationale of the thesis and its purpose as well In the next chapter,this is Literature Review, which indicates the specific knowledge related to the content of thestudy The research methodology is presented in chapter three including the participants, datacollection instrument and the procedures of data collection and data analysis The fourthchapter deals with the results and data collected from participants in the survey In the finalchapter, the researcher will summarize the whole thesis as conclusion and giverecommendations that will be helpful for both students at Tam Dong 2 primary school and

Table of Contents

CHAPTER 1 INTRODUCTION

1.1 The statement of problem

Our country is in the period of industrialization – modernization, the knowledgeeconomy as the foundation, considers education and training as a top national policy It isnecessary to improve the quality of teaching and learning in order to complete the trainingand retraining of human resources for the country To survive and grow, building andprotecting the country to keep up with developed countries, requires us to grasp the mostadvanced achievements, to make the country Vietnam become a civilized and prosperouscountry To achieve this, requires people to have exchanges, learn from international friends.For this, we must know the foreign language and use it expertly Therefore, I think that theteaching and learning of foreign languages in schools, especially primary schools arenecessities and compulsory One of the foreign languages is being taught in secondaryschools and primary schools in Vietnam is English - the common language of the world tocommunicate, bring people closer together Joining with the ongoing development of thecountry, Tam Dong 2 primary school identified English as basic subjects in school education

At school, all students are learning English common program But when polled parents andsome students in grades 4 in teaching and learning English at school, there are some issues to

be mentioned here are:

Some students are very interested in English subject but some others are not

Some students have the ability to pronounce very well besides that there are studentswho can not pronounce correctly

Ability to communicate and reflectivity of the students also have some differences

To improve the skills of foreign language learning, creating favorable conditions forstudents, the majority of parents take their children participate in the language centers.Besides the language centers been taught by Vietnamese teachers with reasonable tuitionrates there are language centers have foreign teachers with very high tuition, but parents stillregister for enrolling their child Because according to their opinion, communicating withforeign teachers will help children expand vocabulary and more accurate pronunciation SoNative English Speaking Teacher or Non-Native English Speaking Teacher, who is better for

4th grade students in language learning at Tam Dong 2 primary school and some suggestions

By observations and practical experience, I would like to make some comments and

1.2 The aims of the study

With the above rationale, the study was conducted to get the aims as below:

- To show the English learning situation and trends of the 4th grade students at TamDong 2 primary school and demand for learning English nowadays

- To know the feelings and desires of the students when they learn English

- To help education managers understand the demand of learners

1.3 The research questions

The research was undertaken with the goal to find out the answers for the followingresearch questions:

1 What are advantages and limitations of the NEST?

2 What are advantages and limitations of the NNEST?

3 What are differences in teaching between NEST and NNEST?

1.4 The significance of the study

As it was completed, the study would serve as one of the initial investigations intostudents’ speaking problems at Tam Dong 2 primary school The study could be acontribution in enhancing students’ motivation and awareness in choosing the forms oflearning English After evaluating the differences, advantages and limitations of NEST andNNEST, the proper suggestions would be offered to help not only students improve theirspeaking competence, but also teachers have better teaching methods in speaking classes

1.5 The limitations of the study

Not all the things would be done perfectly without any barriers; this thesis was not anexception Here are some tiny limitations in the thesis However, they did not affect greatly

on the value of thesis

Firstly, how to improve the English competence of students was always the concern ofmany teachers, parents and students nowadays As a teacher in the future, the investigatoralso had this concern sincerely; he took this study with the attempt to help the 4th gradestudents at Tam Dong 2 primary school to improve their English somehow However, it isimpossible to discuss all the problems related to learning English, the attention will be mainlyfocused on the area of teacher’s speaking

Secondly, each student at Tam Dong 2 primary school at different levels probably hadthe different problems in their speaking However, due to the limited time and permission, theresearcher could only carry out the survey on 4th grade students

Finally, the researcher wanted to apply more kinds of research methodologies in thestudy to get the best result in the investigation Caused by the limited effort and time, the

small-scale research could be done by delivering the survey questionnaires to students atdifferent classes.

Some limitations can be counted, but the survey was done successfully under theassistance and support of students at Tam Dong 2 Primary school and the results from thesurvey have helped the investigator to make reliable and valuable analysis and discussions incompleting the thesis

1.6 An overview of the thesis

The thesis includes five chapters such as introduction, literature review, methodology,results and discussion, conclusion and recommendations In the first chapter, the researcherwill present the statement of problem, the aims, the significance of the study, the researchquestions, the limitations as well as the overview of the thesis In chapter two, this isliterature review which is an essential part of the thesis includes the theoretical knowledgeand the framework for the study This chapter provides the basic notions of speaking, itsdifficulties in students’ learning process and the implications of teaching speaking English Inthe third chapter, the research methodology will be presented clearly including theparticipants, data collection instrument, the procedures of data collection and analysis In thefourth chapter, the collected data will be showed into charts, figures The findings and furtherdiscussions will be given In the last chapter, this is conclusion and recommendations inwhich the researcher will summarize the whole thesis, and suggest some useful techniques in

CHAPTER 2: LITERATURE REVIEW

The chapter presents the theoretical knowledge of the study The literature reviewtakes a vital element in providing the critical and analytical approaches and methodologies inlearning and teaching speaking English

2.1 Terms of speaking

2.1.1 The concepts of speaking

Speaking definitions can be various defined by many linguists and educators.Speaking

takes an important role in human life and is a key in communication

Brown defined speaking as an interactive process of constructing meaning that

involves producing, receiving and processing information (Brown, 1994)

Speaking requires learners to know both the linguistic competence and sociolinguisticcompetence On the one hand, linguistic competence means to be able to produce the specificpoints of language such as grammar, pronunciation and vocabulary, on the other hand,sociolinguistic competence means that speakers understand when, where, why and in whatways to produce language they use (Burns and Joyce, 1997)

2.1.2 Functions of speaking

Numerous language experts have tried to classify the functions of speaking in humaninteraction According to Brown and Yule (1983), there are three functions of speaking: talk

as interaction, talk as transaction and talk as performance

In this part, the researcher will take a deeper look at the functions of speaking whichplay a vital role in human communication

2.1.2.1 Talk as interaction

Talk as interaction simply refers to “conversation” and describes interaction serves as

a primarily social function (Jack C.Richard, 2008:22) This can be understood as dailyconversations when people meet each other; they talk to each other to greet, exchangeinformation These kinds of conversations can be casual or formal; it will depend on thecontext or situations where the exchanges are taking place

Brown and Yule (1983) described the nature of interactional conversation as follow.The talk of interaction must have the following features:

- Has a primarily social function

- Reflects role relationships

- Reflects speaker’s identity

- May be formal or casual

- Uses conversational conventions

- Reflects degrees of politeness

- Employs many generic words

- Uses conversational register

- Is jointly constructed

It is not easy for students to master the level of talk as interaction However, talk asinteraction always plays an important role in learning speaking In many situations, studentsfind themselves difficult to respond and react when they are in such an interactionalconversation Students need to get familiar with the kind of talk by practicing speaking awide range of topics

2.1.2.2. Talk as transaction

In contrast with talk as interaction, talk as transaction refers to what is said and done

in a particular situation Participants in the conversation focus mainly on the message andmaking oneself understood clearly and accurately (Jack C Richard, 2008:24) In suchtransactions as cited in Jack C Richard (2008), “…talk is associated with other activities Forexample, students may be engaged in hands-on activities (e.g., in a science lesson) to exploreconcepts associated with floating and sinking In this type of spoken language students andteachers usually focus on meaning or on talking their way to understanding” (Jones 1996:14)

According to Burns (1998), there are two different types of talk as transaction Thefirst one refers the situation in which giving and receiving information are the focused points.The second one focuses on obtaining goods and services

Richard (2008) has defined the features of talk as transaction as below:

- It has a primarily information focus

- The main focus is on the message and not the participants

- Participants employ communication strategies to make themselves understood

- There may be frequent questions, repetitions, and comprehension checks

- There may be negotiation and digression

- Linguistic accuracy is not always important

2.1.2.3. Talk as performance

It is different from the two above types of speaking functions; talk performance tends

presentation, speeches, or public announcements; the purpose of the talk is to transfer theinformation to the audiences.

The talk as performance has the following characteristics (Jack C Richard, 2008)

- A focus on both message and audience

- Predictable organization and sequencing

- Importance of both form and accuracy

- Language is more like written language

- Often monologue

In each kind of activities, it will require different teaching methodologies In the next section,the specific teaching approaches for each type will be presented

2.1.2.4. The teaching methodology in speaking class

a Teaching talk as interaction

Interactional talk takes place under control of unspoken rules and is a complexprocess; therefore, it is the most difficult skill to teach The best way to teach this skill is toprovide the examples of naturalistic dialogues such as making small talk, opening and closingconversations, telling experiences or personal incidents and so on (Jack C Richard, 2008)

b Teaching talk as transaction

Nowadays, the communicative materials are numerous in speaking activities such asgroup discussion, information-gap or role-play; it makes the teaching for talk as transactioneasier These kinds of activities in course book can provide “a source of practicing how to

use talk for sharing and obtaining information and for carry-on real-world transaction.”

(Jack C Richard, 2008: 30)

c Teaching talk as performance

Teaching talk as performance is more complicated and requires a different teachingmethod Teaching this kill often involves examples and models of oral presentation, speeches

or stories by letting students to watch videos or listen to audio recordings The purpose ofdoing this is to help students to understand how the texts are presented and what theorganizational features are After watching or listening, students begin to work in groups orpairs to create their own texts, which will be presented in front of class

2.2 Difficulties in speaking

2.2.1 Factors affect learners’ speaking

There are various factors in speaking, which most students see as difficulties English

is a popular language that many people are learning nowadays, but it does not mean that it is

easy to speak English well The main reason for this is related to the features of English itselfsuch as grammar, pronunciation, vocabulary, intonation, and stress that many learners find it

as difficult to speak fluently and accurately For most students, they cannot find confidence intheir speaking and some other problems preventing them from speaking as naturally aspossible This section will take a deep consideration in the intrinsic and extrinsic factors inspeaking

2.2.1.1. Intrinsic factors

a. Vocabulary

When studying speaking English, many students said that they could not speakanything because they did not have enough vocabulary to speak out the sentences in theirmind That is one of the most common problems preventing students from speaking not only

in their classroom but also in their real life It cannot deny that English has a rich vocabularythat learners need to learn if they want to speak well “The minimum productive vocabularysize needed for largely unpredictable speaking activities likely to be around 1,200 words”(West, 1906, pp.95-134)

Although vocabulary is a vital component in learning any language, particularlyputting these words in a right way, students do not have to be afraid of vocabulary too much.Because, according to Nation and Crabbe’s (1991), the source of immediately useable wordsand multiword units is survival vocabulary for foreign travel The list consists of 120 wordsand phrases that are useful when visiting another country as a tourist It can be learned inabout four hours of spaced study For students, the problems with vocabulary seems to be sofrightened, but in fact, there is always a way for students to learn vocabulary in order to speakEnglish as easily as possible

b. Expressive devices

For native speakers of English, they often vary stress, intonation and pitch whenproducing particular utterances They also change the volume and speed to show how theyfeel when speaking to each other The stress, intonation and pitch in English help speakers toexpress emotion and intensity and contribute to convey meaning as well This seems to bebecome the difficulty for non-native speakers, particularly learning English learners

2.2.2 Dealing with difficulties

It will be essential to make students more involve in speaking activities and reducethe reluctance on students to encourage them to join in speaking

Firstly, it is necessary for students to set goals in their own learning It will help them

Secondly, teachers can create a friendly and comfortable atmosphere in speaking classwhere students can find themselves as comfortable as possible to study Teachers can use awide range of materials to encourage students to speak Teachers can use as much as visualaids in teaching as possible that will attract students’ attention and interests in learningspeaking.

Thirdly, teachers can use various activities for students to take part in The activitiescan be ranged from communicative games, prepared-talks, role-play and so on It is importantfor teachers to make students involve in the speaking activities That will make students beactive and interested in the lessons

2.3 Speaking and communicative language teaching (CLT)

2.3.1 The concept of CLT

Nowadays, many teachers are asked about their methodology in classroom teaching,they often mention the common language teaching, called “The communicative languageteaching” (or CLT) as their choice of teaching method There are various definitions aboutcommunicative language teaching that is defined by the majority of linguists and educators

According to Jack C Richards, “Communicative language teaching can beunderstood as a set of principles about the goals of language teaching, how learners learn alanguage, the kinds of classroom activities that best facilitate learning and the roles ofteachers and learners in the classroom.” (2006:2)

“To be able to operate effectively in the real world, students need plenty of opportunity

to practice language in situations which encourage them to communicate their needs, ideas

and opinions” (Abbs and Freebrairn: Blueprint Intermediate, page1)

To communicate with others

To develop an ever improving capability to use English

To acquire, develop and apply knowledge

To think and solve problems

To respond and give expression to experience

2.3.2 The characteristics of CLT

Littlewood (1981:1) states, “One of the most characteristic features of communicativelanguage teaching is that it pays systematic attention to functional as well as structural aspect

of language” (As cited in Richards, J.C and Rodgers, 1987)

2.3.3 Designing fluency-based activities for students in speaking classroom

There are various speaking activities that teacher can employ in their classes Thespeaking activities presented in this section will help the students to enhance their speakingcompetence These activities can be minimal responses, communication games, discussion,presentation, simulation, role-play and so on In this part, some common speaking activitieswill be presented as follow.

Discussion is one the most common activities in speaking classroom employed mostly

by English teachers Discussion can involve students in discussing a wide range of topicsfrom formal to informal such as hobbies, studying, experiences or some social issues; thiswill help students to develop critical thinking and fluency in speaking Discuss will requirestudents to use their own language to express their opinions to agree or disagree on the topicsthat they are discussing

2.4 Summary

The literature review has stated the concepts of speaking and its functions, thedifficulties in learning speaking Apart from that, the common teaching approach, which isCLT has been presented specifically The section has helped to make it easier to examinetheoretical approaches, contrasting perspectives and to point out the gap in previous

CHAPTER 3: RESEARCH METHODOLOGY

In chapter 2, the key theory and essential literature were presented to provide the intellectual context for the thesis It also helped to build knowledge and identify research methods in the study This chapter will take a deep consideration into the methodologies which were employed mainly in the research

3.1 Research questions

As it was indicated in chapter 1, the study aimed to answer three questions Firstly,What are advantages and limitations of the NEST Secondly, What are advantages andlimitations of the NNEST Finally, What are differences in teaching between NEST andNNEST In order to answer these two questions, it was necessary to carry out a survey tocollect the essential information from students The design of research will be presentedspecifically as below

3.2 Research design

3.2.1 Participants

The surveyed subjects who took an important role in collecting the data helped tojudge the result of the study At the very beginning, the participants of the study werecarefully chosen by the investigator Majority of the students’ age are ten years old Theywere mostly the student in 4th grades The number of female and male students joining in thesurvey was nearly the same These students took an important part in collecting the data forthe research

3.2.2 Data collection instrument

Survey questionnaire was employed as the main device for gathering informationfrom students Questionnaire could be considered as a useful tool to collect surveyinformation from a large number of students It was more cost-effective and easier to analyzethan other survey methods It also helped the researcher to save time and effort in gatheringinformation from a big quantity of students at Tam Dong 2 Primary school Students may befamiliar with this kind of questionnaire that they might have done it through their learningprocess The questionnaire consisted of 22 questions with different aspects that wasdeveloped by the researcher to investigate the problems in learning speaking of students atTam Dong 2 Primary school The questionnaire was divided into two parts as follow:

The first part was about background information including 4 questions from questionnumber 1 to number 4 in which the subjects were requested to provide their relevantinformation such as name, class, English learning situation, Number of years studying

English These four questions would provide researcher the essential background of studentsthat would help him to have a deeper understanding about his subjects.

The second part was from question number 5 to question 26 including 22 questions Itrelated to teacher’ attitudes toward teaching speaking The purpose of this section is to findout what students think about NEST teaching The questions focused mainly on the followingaspects, such as, teacher's vocabulary, activities in the class and so on

The questions were expected to show up students’ feel toward learning speaking skill And educators can better perceive students' thoughts, thereby improving thequality of their staff

English-3.2.3 The procedures of data collection

As the survey questionnaire was designed based on the purpose of the study, the nextstage was to deliver the questionnaire to students The procedures of the data collection will

be presented clearly in the following part

The survey questionnaire was considered as the main tool in collecting data in thestudy; thus, the researcher prepared the questionnaire carefully and clearly from thebeginning The types of questions and content of questions were cautiously considered withthe attempt to get the best results to serve the purposes of the thesis

The survey questionnaire was delivered to some 4th grade students at Tam Dong 2primary school The survey was conducted in ten classes in two days After asking forpermission, the researcher delivered the questionnaires to students 100 questionnaires weredelivered to students The procedures in each class were similar from beginning to the end.First of all, after delivering questionnaire to students, the researcher explained the instruction

to students clearly The researcher stated the purpose and significance of the study so thatstudents could have a general image about the survey While students were answering thequestionnaires, the researcher went around classroom to observe and give help as necessary.After students finished their jobs, the questionnaires were collected and became the validdata for further analysis and discussion

3.2.4 The procedures of data analysis

After collecting the questionnaires, another important stage was to analyze thecollected data It would take much time to calculate the answers from students intopercentages

It was started to calculate the results after researcher collected all the questionnaires.The answers for each question of different students were counted into number Then the

presented for the number of participants with the same answers of each question The datahad been then displayed by charts, tables, figures to show the results from questionnaireclearly and effectively By using figures, the researcher hoped that the information waspresented in the clear way.

3.3 Summary

With the participation of 100 students from classes, the survey was successfullycompleted After collecting the necessary information for the research, the data was analyzedinto number and percentages The collected data also helped to answer the research questionsmentioned above In order to know what results were got from the survey, in the next chapter,the data will be shown into charts and figures for further discussion

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Students’ Responses To The Questionnaire

In this chapter, the researcher would like to analyze and discuss the data collected inthe survey taken place at four classes The problems in the current speaking-learning process

of IUH students and students’ self-assessment of their teachers’ teaching methods would beshown in the detailed following figures The analysis would be divided into three small parts

as students’ background, students’ attitudes toward learning speaking English and teachers’teaching methods in speaking classes

The purpose of the next question was to identify participants’ genders

Figure 4.1: The gender of students

As shown in the figure above, the number of female is larger than male, as 60% forfemale and 40% for male students There was no big distance between the number of femaleand male students, who participated in the survey

Question number 1 to number 4 in the survey were requested to provide their relevantinformation such as name, class, English learning situation, Number of years studying

Gender

Female 60%

Male 40%

The first question helped to identify the students are learning English at school.

Figure 4.2: Students are learning English at school.

The chart shows that 100% of students are learning English at school Today, English

is considered one of the leading languages in the world, so the teaching of English in theschool is very interested

The second question helped to identify the students are learning English at foreignlanguage centers

Figure 4.3: Students are learning English at foreign language centers.

The chart shows that 100% of students are learning English at foreign languagecenters Besides studying English at school, some parents want their children to learn more

To be able to surpass other friends

The third question helped to identify the students are learning English with NativeEnglish Speaking Teacher at foreign language centers

Figure 4.4: Students are learning English at foreign language centers with NEST.

The chart shows that 100% of students are learning English at foreign languagecenters with Native English Speaking Teacher To attract more learners, and to providelearners with the opportunity to practice their language skills, foreign language centers ofteninvite foreign teachers (NEST) to teach Help students get more excited with the knowledgethey have learned

Question number 5 to question 26 including 22 questions It related to teacher’attitudes toward teaching speaking The purpose of this section is to find out what studentsthink about NEST & NNEST teaching The questions focused mainly on the followingaspects, such as, teacher's vocabulary, activities in the class and so on

Question number 5 is asked to determine the amount of words the NEST uses.

Figure 4.5: Frequent use of English words

The chart shows that 69% of students find that NEST uses a wide variety of Englishwords while teaching, 4% of students find NEST to be a lot but not as varied as words 21%

of students found NEST to use quite a lot of vocabulary 5% of students found NEST to usefewer words and 1% of students found NEST to use very few words We can see that moststudents have realized that NEST uses a lot of rich and varied terms, because English is theirmother tongue But there are still some students claiming that NEST uses not a lot of words,probably because they are worried that students will not be able to understand what they aresaying with so many new words

Very much, abundant.

Many words, but not abundant, diverse.

Pretty much

Little

Question number 6 was asked to define the skill in explain the words of NEST.

Figure 4.1.6: Skill in explain the words of NEST.

It could not deny that half students shared the same idea that NEST help them feelexcited and understandable when explaining new vocabulary(44%) And 46% of students findthat sometimes they find it difficult to understand because the teacher speaks words theydon’t understand And 10% of the students said they felt quite understandable However,NEST has always found a way to help students understand the meaning of new vocabulary.For example, they can dance, sing, play… so students do not get confused when they hearnew words

It is difficult to understand because I can not hear anything.

Very easy to understand, lively with many English words.

Sometimes I understand, sometimes not because many words I do not know.

Pretty easy to understand.

Difficult to understand because there are some words I can hear and have words I can not hear.

Question number 7 was asked to define the skill in explain the difficult words ofNEST.

Figure 4.1.7: Skill in explain the difficult words of NEST.

When explained the new vocabulary, 50% of students found NEST to be easy forthem to understand, 31% of students feel fairly easy to understand, 13% are not clear and 6%are quite general Most students can understand the meaning of difficult words whenexplained by NEST However, more than half of the students find it difficult to understandand the knowledge is quite general because many words in English can not be explained bypictures or body language

6%

13%

31%

50%

Question 8 was asked to identify class activities of NEST.

Figure 4.1.8: NEST’s class activities.

When explaining words or talking in class, NEST often has very harsh and funnyattitudes, make students feel fun and easy to understand, as many as 65% of students feelexcited by the fun, 29% of the students said NEST just explained through photos, thevocabulary in the book, 5% of students said NEST just explained the words and 1% saidNEST rarely explained words NEST is very comfortable and close to the students, theyalways know how to make students feel comfortable and interested in learning, they canmake jokes, do cute and funny things and help students easily understand the article

Did not explain words.

Rarely explained words.

Just explain words.

Interpretation through pictures, words in books.

By the pictures, gestures, action is fun, humorous.

Question 9 is asked to determine how your English communication is doing in yourclassroom.

Figure 4.1.9: Communication activities in class.

The chart shows that 69% of students said NEST encourages students to speak andcommunicate more in English, from which students speak more and more confidently, 27%

of students said that NEST encourages students to speak and communicate in English andVietnamese because students do not know how to express new words in English In addition,3% of the students said they mainly communicate in Vietnamese and only read new Englishvocabulary 5% of students reported less talk and communication in class, perhaps due to lessNEST or discouraging passive students, 1% of students said they did not speak but only

I do not talk and communicate in class, only record and read new words.

I rarely talk and communicate in class, just take notes and read new words.

I mainly communicate in Vietnamese, only speak English when reading new and new words The teacher encourages and lets me talk, communicate in Vietnamese and English.

The teacher encourages and teaches me to speak, communicating entirely in English.

Question 10 is asked to determine how student's avtivities in class.

Figure 4.1.10: Student’s activities in class.

The chart shows how often NEST requires students to participate in classroomactivities such as dancing, singing, storytelling, introducing themselves 25% of the studentssurveyed said they are very often engaged in such activities A large number of students(40%) say they are involved in classroom activities but not often, as the reason is becauselanguage centers offer students one or two times a week to study English with NEST andAbout 4 times a month 13% of the students said they were occasionally involved in suchactivities, 12% of the students said they rarely organized such activities, and 10% of thestudents said that they were not allowed to participate in such activities

Yes, very often, every day.

Yes, but not often.

Occasionally but not much.

Rarely organized activities.

No organized activities.

Question 11 is required to determine how NEST's interest in students is not good atEnglish.

Figure 4.1.11: NEST's interest in students is not good at English.

The chart shows that 80% of NEST students said that NEST was very interested inmotivating and motivating students, 5% said NEST was interested in the student but notencouraging, 11% indicated that NEST had occasional interest in students but not many, 4%said NEST did not care much about the students Because English is the mother tongue ofNEST, so they can find the smallest errors in pronunciation of the student and can be corectedimmediately Sometimes NEST does not have much time to interact with students in class so

Absolutely not paying attention.

Interested but do not encourage or motivate.

Some are concerned but not much.

Not care much.

Very caring, always encouraging, encouragement.

Question 12 is required to determine how students feel about the voice andpronunciation of NEST

Figure 4.1.12: Voice and pronunciation of NEST.

The chart shows that 88% of the students said that when they listened to NEST,they felt the tone was very natural, the accents with stress that made the differencebetween words, 7% of students said NEST's voice was natural but sometimes therewas no stress on the sounds, 5% of students said that NEST's voice was natural, butsometimes there was no stress on sounds. Because English is the mother tongue of NEST,they can speak very naturally, but there are some NESTs that speak fast and connect thewords so some students do not hear and hear clearly

Not naturally, there is no stress in the syllables.

Unnatural, less stress on sounds.

Quite natural, but sometimes with or without stress on sounds.

Naturally, but there are some words with no stresson the syllables, so sometimes I find the words sound the same.

Very naturally, there are stresses in different tones, making a noticeable difference in the words.

Question 13 is required to determine NEST’s interest with the student about thepronunciation.

Figure 4.1.13: NEST’s interest with the student about the pronunciation.

The chart shows that 91% of students find NEST to care and correct theirpronunciation errors, 8% of students said that NEST is interested in pronunciation ofstudents but sometimes NEST does not correct pronunciation errors for students, 1%

of students said NEST did not care and did not correct pronunciation for students Inthe communication process, NEST very concerned about the issue of student’spronunciation, because they can recognize the small errors in pronunciation to correct

Do not care and do not correct your pronunciation.

Less interested, not correct pronunciation for me.

Not very interested, the teacher can guess what she wants to say and rarely correct me.

Very caring, always fixing my pronunciation.

Very interested in your pronunciation, but sometimes not correct me.

Question 14 is required to determine student comprehension whencommunicating with NEST.

Figure 4.1.14: Student comprehension when communicating with NEST.

The chart shows that 39% of the students found it easy to listen, clearlylistening to NEST, 53% of the students found it quite clear but they did not understandvery well because the teacher spoke too fast, 8% of students found it unclear due tothe speed of speech In the process of communication, NEST tries to use the mostunderstandable words and combines body language, images to help studentsunderstand But sometimes NEST say quite quickly make some students can not catchup

Absolutely not understand.

I did not understand because I could not hear the teacher.

Not very clear, hard to hear the words because the teacher said too fast.

Very clear, easy to hear, completely understand.

Pretty clear, but not very clear, because the teacher speaks too fast.

Question 15 is required to determine how NEST uses teaching materials in theclassroom.

Figure 4.1.15: NEST uses teaching materials in the classroom.

The chart shows that 38% of students find NEST always using teaching aidswhen they go to class, 24% of students found NEST to use teaching aids sometimes,24% of students found NEST to use teaching materials but not much, 5% of studentsfound that NEST rarely used teaching aids, 9% of students found NEST totallyunused, only talked and communicated with students In the teaching process, someNESTs use teaching tools such as projectors, televisions, computers but there are

Less use of teaching tools.

Absolutely not used, just talk and communicate.

Used but not much, sometimes.

Sometimes, quite a lot.

Absolutely not understand.

Question number 16 is asked to determine the amount of words the NNEST uses.

Figure 4.1.16: Frequent use of English words

The chart shows that 57% of students find that NNEST uses a wide variety of Englishwords while teaching, 21% of students find NNEST to be a lot but not as varied as words.20% of students found NNEST to use quite a lot of vocabulary 2% of students found NNEST

to use fewer words and 0% of students found NNEST to use very few words It can be seenthat the majority of students think that NNEST uses English as much as NEST, in addition tousing English, NNEST also uses Vietnamese to help students better understand but there arealso NNEST using Vietnamese more than using English in teaching

Few.

Little

Pretty much

Many words, but not abundant, diverse

Very much, abundant.

Question number 17 was asked to define the skill in explain the words of NNEST.

Figure 4.1.17: Skill in explain the words of NNEST.

The chart shows that 44% of students find that NNEST help them feel excited andunderstandable when explaining new vocabulary And 15% of students find that sometimesthey find it difficult to understand because the teacher speaks words they don’t understand.And 11% of the students said they felt quite understandable When explaining to studentsnew words in English, NNEST does the same as NEST, for example, they can dance, sing…from which students can understand better

Very easy to understand, lively with many English words.

Sometimes I understand, sometimes not because many words I do not know.

Pretty easy to understand.

It is difficult to understand because I can not hear anything.

Difficult to understand because there are some words I can hear and have words I can not hear.