INTRODUCTION
Rationale
In today's globalized world, English serves as a vital tool for communication and information access, making its teaching and learning increasingly essential As a result, English has become a mandatory subject in high schools across Vietnam The introduction of innovative textbooks has enabled better access to Communicative Language Teaching (CLT) methods, which enhance student engagement in learning English However, many high school students still struggle with speaking practice, lacking the confidence to engage in conversations with teachers or native speakers, particularly during oral presentations.
Student oral presentations play a crucial role in secondary schools and universities as they enhance communication skills and foster class interaction The benefits of these presentations include increased student engagement, diverse perspectives, and improved presentation abilities Through observing peers, students can learn from both strengths and weaknesses, further refining their skills However, some students may resist participating due to public speaking anxiety or boredom during others' presentations, leading to negative perceptions about classroom presentations.
As a teacher of English at An Thi High School, a rural upper secondary
For over a decade, the researcher has been concerned about her students' English learning, particularly their speaking and presentation skills Despite learning English since grade 3, the new syllabus and communicative approach have not sufficiently equipped them to use English effectively as an international language As a result, students struggle with communication and presentation tasks To address this issue, the researcher has initiated a study titled “Using Communicative Classroom Activities to Support EFL Students’ Oral Presentation: An Action Research at An Thi High School in Hung Yen Province” to explore solutions and enhance English teaching and learning in her local school.
Aims and Objectives of the Study
Aim: To find solutions for the problem that students have difficulty in presenting in English
Solution: developing communicative activities in the classroom with the hope that those activities will support students to give out their oral presentations effectively
In order to achieve the aim, the objectives are as follows:
First of all, this study is conducted to identify the types of communicative activities which can facilitate students’ oral presentation
Secondly, this study will examine the effectiveness of such communicative classroom activities in improving the students’ oral presentation
Research Questions
To achieve the aims which are mentioned above, the following research questions (RQ) is raised for study:
- RQ 1: What are the problems the students of the 10 th grade An Thi High School face in doing their oral English presentation?
- RQ 2: What kind of communicative activities can support the students’ oral presentation?
- RQ 3: To what extent do the communicative classroom activities support the students in doing their oral presentation tasks?
Scope of the Study
This study, constrained by time, does not encompass all techniques for enhancing students' speaking skills in language classes Instead, it primarily highlights specific communicative classroom activities designed to stimulate oral presentation abilities among 10th-grade students at An Thi High School.
Significance of the Study
This study aims to enhance the application of communicative language teaching methods to improve secondary school students' oral presentation skills, specifically focusing on An Thi High School in Hung Yen.
Research Methods
This study employs a qualitative approach through Action Research, focusing on problem identification, planning, implementation, and reflective discussions to derive comments, suggestions, and conclusions.
The study was firstly conducted in order to identify students’ initial problems in English presentation tasks It was also carried out to examine the
4 effectiveness of teachers’ techniques to improve students’ oral presentation
A post-treatment questionnaire was given to analyze learners’ attitude towards presentation tasks as well as teachers’ techniques in the EFL speaking classes.
Structure of the Study
The study consists of five chapters:
Chapter 1 – Introduction: The first chapter gives reasons for choosing the thesis, scope and aims of the study as well as the research method and the structure of the study
Chapter 2 – Literature Review: This chapter focuses on an overview of
Communicative Competence, Communicative Language Teaching, Communicative Activities, Oral Presentation as well as previous studies on improving or developing students’ oral presentation
Chapter 3 - Methodology: This chapter reports the context settings, research hypothesis, participants, instruments and the procedure of conducting Action Research for the study The detailed results of the surveys and a critical comprehensive analysis on the data collected are presented
Chapter 4- Findings and Discussion: This part deals with the data analysis from the Action Research results to make the foundation for the activities recommended in Chapter 5
Chapter 5 – Conclusion: This chapter summarizes the study and suggests some typical activities as well as practical tips for teachers to stimulate 10 th -grade students’ oral presentation in an English speaking lesson Limitations of the study and suggestions for further study are also included in this chapter
LITERATURE REVIEW
Communicative Competence
Communicative competence refers to the ability to effectively communicate, highlighting the importance of the term "competence" within this concept This analysis emphasizes that the core aspect of communicative competence is the skill and capability to engage in meaningful communication.
"Competence" is a pivotal yet contentious term in general and applied linguistics, primarily linked to Noam Chomsky In his seminal work, "Aspects of the Theory of Syntax," Chomsky established a crucial distinction between competence—referring to a monolingual speaker-listener's inherent knowledge of language—and performance, which pertains to the actual application of language in real-world contexts.
Following Chomsky's introduction of the concepts of competence and performance, proponents of a communicative approach in applied linguistics, such as Savignon (1972), strongly criticized the reliance on an idealized notion of linguistic competence as a theoretical foundation.
Researchers identified an alternative to Chomsky's concept of linguistic competence through Hymes's notion of communicative competence Hymes (1972) expanded the definition of competence to encompass not only grammatical knowledge but also the ability to apply this knowledge effectively in diverse communicative contexts, thereby integrating a sociolinguistic perspective into Chomsky's framework.
Recent research on communicative competence primarily draws from the Common European Framework for Reference (CEFR, 2001), which outlines key components for language assessment and instruction The CEFR defines communicative competence solely in terms of knowledge, encompassing three main components: language competence, sociolinguistic competence, and pragmatic competence, while excluding strategic competence Each component is clearly defined, emphasizing both the knowledge of content and the ability to apply it Language competence involves the ability to use linguistic resources for constructing coherent messages, with subcomponents that include lexical, grammatical, semantic, phonological, orthographic, and orthopedic skills Sociolinguistic competence encompasses the knowledge and skills necessary for appropriate language use within social contexts, focusing on elements that denote social relationships, rules of conduct, and variations in register and dialects.
Competence in communication encompasses two key components: discourse competence and functional competence, with planning competence playing a crucial role in organizing messages according to interactional and transactional frameworks The Common European Framework of Reference for Languages (CEFR) highlights strategic competence, emphasizing the broad application of communication strategies This includes not only strategies for addressing gaps in language knowledge but also a wide array of communication tactics According to CEFR authors, employing these strategies aligns with meta-cognitive principles—planning, achieving, controlling, and correcting—across various language activities such as reception, interaction, production, and mediation.
Communicative Language Teaching
Communicative Language Teaching (CLT) is an instructional approach that emphasizes language learning in authentic contexts, utilizing real-life communication rather than focusing solely on grammatical structures This method encompasses various techniques aimed at fostering effective communication skills applicable outside the classroom (Parrish, 2004; Lindsay & Knight, 2006) By prioritizing meaningful language use, CLT enhances learners' ability to interact in real-world situations, aligning with the belief that language acquisition is fundamentally about communication (Brown, 2000; Savignon, 2001).
Communicative Language Teaching (CLT) offers a new and innovative approach to teaching English as a second or foreign language by emphasizing the interactive nature of communication This method prioritizes fluency and the ability to communicate effectively across diverse settings and formats As noted by Nguyen (2010, p.209), CLT plays a crucial role in enhancing learners' communicative competence.
Communicative Language Teaching (CLT) is an inclusive approach to language teaching that integrates various methods and considers the diverse motivations for learning English It focuses on the specific needs of individual classrooms and students, emphasizing a learner-centered approach that prioritizes real-life communication CLT advocates for contextualized, meaning-based instruction and the use of authentic materials, while promoting maximum interaction among learners (Parrish, 2004).
The Communicative Language Teaching (CLT) approach emphasizes that learners should focus not only on grammar and linguistic structures but also on using language for effective communication (Allwright, 1978; Cambell, 1972; Numan, 1991; Richards & Rodgers, 1995; Savignon, 1991) Johnson (1981) highlighted the importance of students engaging with peers to enhance their understanding and communication skills Teaching English for communication involves fostering learners' language competence, encouraging them to practice in real-life situations (Murphy, 1991) Therefore, to effectively teach language for communicative purposes, educators must prioritize developing students' communicative competence for practical use.
Communicative Activities
The Common European Framework of Reference for Languages (CEFR, 2001) emphasizes that communicative activities involve one or more participants and are driven by the user's needs in specific contexts In education, distinguishing between communicative tasks that learners must complete as language users and those that facilitate the language learning process is essential for effective teaching.
According to Hammer (1991), communicative activities are those that
Communicative activities play a vital role in language classrooms by motivating students to engage with the language and fostering their individual use of it, ultimately leading to greater language autonomy These activities are essential for developing communicative competence among learners Consequently, teachers must identify suitable activities that encourage language use, necessitating a deeper understanding of these methods The subsequent section will explore the characteristics and types of communicative activities.
Communicative Activities, as defined by Harmer (1991), engage students by providing them with a meaningful purpose to communicate These activities are highly advantageous for learners, as they encourage the effective use of the target language, ultimately leading to improved proficiency.
Nolasco & Athur (1993) identified key characteristics of communicative activities: they utilize language purposefully, fostering a desire to communicate by bridging gaps in information, opinion, or reasoning These activities promote student creativity and encourage contributions of individual ideas, emphasizing the message over the method of delivery Additionally, students work independently from the teacher, allowing them to choose their own topics for writing and speaking, rather than being controlled by predetermined content.
In other words, communicative activities try to create authentic communication This is seen as contrary to monotonous drills which the
Traditional methods often depend on activities that have minimal communicative functions According to Harmer (1991), there is a clear distinction between non-communicative and communicative activities, as illustrated in his comparative table.
Non-communicative Activities Communicative Activities
(Table 1: A distinction between non-communicative activities and communicative ones)
The information gap plays a crucial role in effective communication, as it gives learners a clear purpose and motivation to engage In contrast, traditional classroom interactions where both the speaker and listener already know the answers lack true communicative value.
Oral Presentation
2.4.1 General Understanding of Oral Presentation
The communicative approach has gained popularity in EFL college conversation classes, emphasizing learner-centered activities like oral presentations to enhance students' oral proficiency As outlined by the CEFR (2001), oral production involves creating spoken texts intended for an audience, highlighting its significance in language learning.
The term "long turn" refers to a speaking segment that can include a brief description or anecdote, or it may entail a more extensive, formal presentation Engaging in productive spoken activities plays a crucial role in various academic and professional domains.
A communicative purpose Content not form
Presentations and reports hold significant social value, with judgments often based on the fluency and articulateness of the speaker Mastery in formal speaking is not innate; it is developed through education and experience, which helps individuals understand the expectations and conventions of different genres To enhance the quality of both informal and formal communication, various production strategies are utilized While planning is primarily linked to formal genres, monitoring and compensating for vocabulary gaps also occur naturally in everyday speech.
Spoken production is categorized into three macro-functions: interpersonal, transactional, and evaluative Additionally, it includes specialized genres such as addressing audiences and public announcements, collectively referred to as sustained monologue This classification is derived from descriptors on the information exchange scale, emphasizing monologue over dialogue.
In an ESL classroom, particularly during speaking lessons, learners are required to prepare and deliver a 5-10 minute oral presentation, utilizing notes and simple visual aids like projectors, blackboards, charts, or diagrams as needed After the presentation, speakers must address questions from the audience, making this exercise a valuable communicative activity for both academic and professional contexts Presentations can also serve as a formal test procedure, allowing learners to showcase their skills directly to an interviewer or as a final summary activity without the presence of a teacher Topics for presentations are selected by the learners in consultation with their instructor.
Oral presentations offer several advantages, including the ability to bridge the gap between language study and practical use They facilitate the integrated application of the four language skills, enabling students to collect, inquire, organize, and construct information effectively Additionally, oral presentations promote teamwork and foster active, autonomous learning among students.
The communicative approach to teaching English has gained popularity in EFL conversation classes, emphasizing learner-centered activities One effective strategy is having students deliver oral presentations in front of their peers, which significantly enhances their oral proficiency.
2.4.2 Skills/ Sub-skills Involved in Oral Presentation
From what mentioned above, oral presentation, the kind of sustained monologue is one of the illustrative scales provided in the oral production activities
Describing experience concerns narration and description It has a relatively direct link between communicative functions and the language used to express them
Providing information is a one-way communication process focused on explaining details to a recipient over an extended period While the recipient may interject for clarification or repetition, the flow of information remains unidirectional, lacking a reciprocal exchange.
Putting a case (e.g in debate) describes the ability to sustain an argument
Public announcements serve as a specialized method for conveying crucial information to groups, whether in private settings like weddings, during event organization, or similar to the communication style used by air cabin staff.
Engaging an audience through presentations or speeches at public events, meetings, seminars, or classes requires careful preparation, though speakers typically do not read their notes verbatim Following the presentation, it is standard practice to invite questions from the audience, with responses delivered in concise monologues.
Many authors, including Rungapadiachy (1999), Hargie and Dickson (2004), Hargie (1997), and Hayes (2002), concur on several key competencies necessary for effective oral communication These core areas of competency are crucial for successful verbal expression.
Self-awareness: Self-awareness is considered to be a pre-requisite for the type of “other-awareness” or empathy assumed to underlie effective communication (Hayes, 2002)
Oral communication: Some of the processes involved in effective oral presentations The topic of oral communication is addressed in greater depth by the corresponding learning area
Reflecting: Another skill that is closely related to the psychological sciences or counseling more specifically is the ability to reflect or present reflections Hargie and Dickson (2004, p.148) define reflections as
Incorporating the interviewer’s reflections in their own words can effectively capture the essence of the interviewee's responses This approach not only enhances understanding but also serves a vital role in information gathering, akin to the function of direct questioning during interviews.
Non-verbal communication encompasses various activities that rely on non-verbal behaviors, making the ability to interpret and express messages through this medium a vital interpersonal skill (Harrigan, Rosenthal, and Scherer, 2005) Key non-verbal channels include body language, facial expressions, gestures, and eye contact, all of which play a crucial role in conveying messages effectively.
Facial expressions: Elman’s work in the area of facial expressions
Research by Ekman (1992) demonstrates that facial expressions can effectively convey an individual's emotional state Furthermore, according to Hayes (2002), these expressions play a crucial role in regulating social interactions, such as ensuring the synchronization of conversations.
Gaze: Emotion information can also be communicated through gaze
Long stares can indicate hostility or aggression, while eye contact serves as a tool to initiate and manage interpersonal interactions Additionally, it plays a crucial role in gauging others' reactions during conversations and presentations (Hayes, 2002).
Classroom Communicative Activities to Support Oral Presentation
Providing students with a diverse range of speaking activities is crucial for helping them navigate various real-life situations A variety of activities not only maintains high motivation levels but also caters to different learning styles, ensuring that each student finds something that resonates with them To foster effective communication skills, teachers should incorporate a range of engaging activities into their lessons.
Information-gap activities are an effective method for enhancing communicative speaking tasks in the classroom These activities involve students possessing different pieces of information about the same topic and requiring them to share this information without revealing their partner's details This collaborative approach enables them to solve problems, gather information, or make decisions together Each participant plays a crucial role, as the task cannot be completed without the necessary information from both sides Additionally, information-gap activities provide ample opportunities for students to practice the target language, reinforcing vocabulary and grammatical structures learned in class.
The 24 forms and functions of language are brought to life through engaging activities, enabling students to grasp grammar concepts effortlessly This approach allows learners to confidently apply their knowledge in speaking the target language, utilizing the essential building blocks we teach.
Jigsaw activities leverage the information-gap principle by dividing the class into groups, with each group possessing a portion of the necessary information to complete a task Students must collaborate to piece together the information, effectively utilizing their language skills to engage in meaningful communication and enhance their communicative competence.
Discussions succeed when the instructor prepares students first, and then gets out of the way To succeed with discussions:
Prepare the students: Give them input (both topical information and language forms) so that they will have something to say and the language with which to say it
Encourage student engagement by allowing them to suggest discussion topics or select from a variety of options, as this can significantly boost their motivation Topics like television shows, vacation plans, or updates about mutual friends tend to be more appealing than serious issues In contrast, weighty subjects such as pollution may not captivate students' interest and can place excessive demands on their language skills.
Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group
Use small groups instead of whole-class discussion: Large groups can make participation difficult
Keep it short: Give students a defined period of time, not more than 8-
10 minutes, for discussion Allow them to stop sooner if they run out of things
Encourage student participation in diverse ways, recognizing that not every student may feel comfortable discussing every topic It's important to understand that contributions to the conversation will vary among students.
Do topical follow-up: Have students report to the class on the results of their discussion
After concluding the discussion, provide constructive feedback on any grammar or pronunciation issues observed This feedback can be delivered in a subsequent class session dedicated to reviewing these aspects.
Many other activity types have been used in CLT, among which are the following:
Task- completion activities: puzzles, games, map-reading and other kinds of class tasks in which the focus was on using one’s language resources to complete a task
Information gathering activities: student conducted surveys, interviews and searches in which students were required to use their linguistic resources to collect information
Opinion-sharing activities engage students in comparing their values, beliefs, and opinions One effective method is the ranking task, where students prioritize qualities they deem important when selecting a date or spouse This interactive approach fosters critical thinking and encourages meaningful discussions among peers.
Information-transfer activities engage learners in converting information from one format to another For instance, students might read directions to navigate from point A to point B and subsequently create a map illustrating the route Alternatively, they could analyze data on a specific topic and visualize it through a graph.
Reasoning-gap activities: these involve deriving some new information
26 from given information through the process of inference, practical reasoning ect For example, working out a teacher’s timetable on the basic of given timetables
Classroom tasks in Communicative Language Teaching (CLT) emphasize pair and small group activities, which offer numerous advantages for learners Engaging in these collaborative tasks allows students to benefit from exposure to language used by peers, increases their overall language production compared to traditional teacher-led activities, enhances motivation, and fosters fluency development Consequently, modern teaching approaches and materials incorporate a diverse range of small group activities to maximize these benefits.
Previous Studies
Numerous research studies by both foreign and Vietnamese scholars have explored the teaching of speaking skills and student motivation in the classroom However, there is a notable lack of focus on enhancing oral presentations for EFL students through communicative activities Key studies, such as those by Gorska (1995) and Copur (2005), have addressed the challenges of teaching speaking skills and proposed effective techniques to engage students, including appealing to various senses, accommodating different learning styles, and incorporating role-play and group work These strategies have proven successful in fostering student participation and achieving positive outcomes in their learning experiences.
Secondly, the article “Using Oral Presentation To Improve Students’ English language Skills” by Garvin Brooks and John Wilson (2014) Its
This paper examines the advantages and challenges of incorporating oral presentations in L2 classrooms, specifically among Japanese university students It proposes a structured approach to effectively implement presentations that benefits both students and educators The insights provided aim to assist teachers in English as a Foreign Language (EFL) classes in utilizing oral presentations to enhance their students' English language skills.
Thirdly, the journal of Asia TEFL Vol 4, No4, pp.245-271, Winter
In the 2007 paper "Developing Learners’ Oral Communicative Language Abilities: A Collaborative Action Research Project on Argentina" by Pedro Luchini and Analia Rosello, the authors evaluate an English oral skills project implemented at Colegio Atlántico del Sur, a private middle school in Argentina, involving 24 learners, their teacher, and a teacher-researcher The study collected data through learners' oral output, questionnaires, interviews, and classroom observations Findings indicated that collaborative tasks, focused on form over a short period, led to moderate improvements in spoken English, increased language awareness, enhanced self-confidence, and boosted motivation among learners Furthermore, such collaborative action research projects are beneficial for teachers as they foster reflection on teaching practices.
28 aspects contribute significantly to improve teacher development Finally, some avenues for future research in this area were highlighted
In her unpublished M.A thesis, Bùi Thị Ánh Tuyết (2009) conducted a study focusing on enhancing English presentation skills among 10th-grade students at Marie Curie High School in Hai Phong, Vietnam The research involved a survey of English teachers and students to evaluate the effectiveness of English speaking lessons and student engagement It identified challenges faced by students during speaking activities and provided practical recommendations, including effective classroom activities, aimed at improving the quality of English presentation teaching and learning.
In Hung Yen province's An Thi district, where the researcher has dedicated over 13 years of work, there is a notable absence of studies focused on enhancing high school students' oral presentation skills through classroom communicative activities This thesis aims to contribute to the implementation of communicative language teaching methods, specifically targeting the development of students' oral presentation abilities at the secondary school level, with a particular emphasis on An Thi High School.
Summary
In summary, the studies highlighted the significance of communicative activities in the classroom as a key method for enhancing students' oral presentation skills The researcher provided theoretical foundations that informed the modification of speaking activities within the textbook, drawing from relevant literature reviews to support this approach.
A study involving 29 researchers utilized the Common European Framework of Reference for Languages (CEFR) as a framework to identify effective techniques and assessments in Communicative Language Teaching (CLT) that promote speaking skills and enhance oral production among English as a Foreign Language (EFL) students.
METHODOLOGY
Research Design
The researcher aimed to utilize Action Research (AR) to identify the challenges students encounter during oral presentations and to evaluate the effectiveness of various communicative classroom activities in enhancing their presentation skills This study was conducted at [Institution/Location].
An Thi High School where the researcher is working
Action research is a prevalent concept in educational discussions, with numerous scholars investigating its methodology and applications Defined by Richards & Lockhart (1994), it is a teacher-initiated form of classroom research aimed at enhancing the teacher's comprehension of teaching and learning processes, while also fostering improvements in classroom activities This approach is characterized by its situational or content-based nature, as well as its collaborative, participatory, and self-evaluative elements (Cohen & Marion, 1980).
The "problem-focused" approach emphasizes addressing specific cases to identify effective solutions, urging educators to critically evaluate and integrate diverse methods into their teaching practices (Nunan, 1998) This approach fosters deeper engagement in teaching, enhancing the overall educational experience (Richards, as cited in Brenner, 1993).
(1996) has indicated that action research is closely linked with theory and
Action research serves as a vital link between theoretical research and practical application, allowing practitioners to effectively bridge the gap between theory and empirical action (Arhar, Holly & Kasten, 2001) This approach emphasizes the importance of both practice and reflection in enhancing educational outcomes.
Action research fosters a collaborative community among researchers and participants, including colleagues, students, and administrators, emphasizing the importance of listening to student feedback for valuable insights This cooperative teamwork involves teachers as both researchers and practitioners, addressing issues that arise from their classroom experiences (Arhar et al., 2001; Burns, 1999) Engaging in meaningful reflection and discussion with colleagues not only enhances teachers' professional growth but also improves student education (Arhar et al., 2001; Wallace, 1998) Consequently, action research establishes a strong connection between personal growth and professional development, leading to transformative changes within individuals, institutions, and society As noted by Reason (2004), action research serves as a powerful tool for facilitating growth and change throughout the research process.
According to Nunan (1992), Action Research (AR) is a problem-focused approach that addresses specific cases to identify solutions This method not only prompts educators to critically evaluate and integrate various teaching methods and ideas but also fosters deeper engagement in their instructional practices.
According to Kemmis, McTaggart, and Nixon (2014), action research is a purposeful, solution-focused investigation that can be conducted individually or collaboratively It involves iterative cycles of identifying problems, collecting data systematically, reflecting on findings, analyzing results, implementing data-driven actions, and redefining problems The essence of "action" in this context emphasizes the proactive approach to addressing challenges through research.
“research” highlights the essential features of this method: Trying out ideas in practice as a means of increasing knowledge about or improving curriculum, teaching, and learning
Action research in education focuses on enhancing a specific aspect of a teacher's technique within the classroom through empirical measurement Unlike theoretical approaches, action research empowers educators to tackle immediate concerns, seek methods to improve instruction, and ultimately boost student achievement.
Action research (AR) was chosen for this study due to its significant benefits, particularly in teaching and learning contexts According to Cohen and Marion (1980), AR occurs when a teacher, such as the researcher in this project, collaborates with her own class to enhance her teaching and learning experiences This practical approach makes AR highly relevant to the current research.
Augmented Reality (AR) significantly enhances the current educational landscape by benefiting both researchers and learners For researchers, AR provides a critical lens to assess classroom dynamics and identify necessary changes for improved teaching and learning, ultimately fostering a deeper understanding of student needs As Gibbs (1995) notes, such transformative changes are vital for ongoing pedagogical development Meanwhile, learners are introduced to innovative methods that may better suit their learning styles, enriching their educational experience.
33 study For these reasons, it is worth spending time and energy to conduct an
AR to improve current teaching and learning in the context of the study
Action research is an effective approach for this study as it identifies and addresses problems to enhance classroom activities It provides insights into classroom dynamics, including student thoughts and reactions, and highlights areas for improvement in teaching practices The teacher-researcher observed that students showed minimal engagement during speaking lessons, particularly in presentation tasks Consequently, implementing a targeted strategy is essential to foster greater student involvement and improve their oral presentation skills.
The research follows the model proposed by Kemmis and Mc Taggart
Action research, as outlined in 1988, consists of four essential steps: planning, acting, observing, and reflecting, with an initial diagnosing step preceding the planning phase These four phases serve as critical tools for understanding classroom dynamics and integrating findings into the current study.
Diagnosing: The teacher identified the problems in her students’ giving the oral presentations by observing and collecting students’ self-reported data on their engagement in presentation activities through questionnaire
After confirming the problem, the researcher devised a plan to implement communicative activities in the classroom, focusing on enhancing students' oral production skills.
The researcher implemented classroom communicative activities aligned with the Common European Framework of Reference for Languages (CEFR) to enhance the speaking exercises in the textbook over a 15-week period Students were encouraged to maintain weekly journals reflecting their attitudes towards these communicative activities and to assess the potential effects of these techniques on their engagement in the learning process.
In the observation phase, the researcher assessed the impact of classroom communicative activities on student participation and attitudes throughout the intervention Weekly observations were conducted to evaluate students' engagement levels and any changes in their involvement.
Reflecting: the researcher analyzed data to evaluate her action plan
Figure 1 illustrates the action research procedure on which the present study is based
Figure 1 Action research cycle (Kemmis & Mc Taggart, 1988, p.17)
The Context of the Study
This study was conducted at An Thi High school, which was
Established in 1962 and overseen by the Hung Yen Department of Education and Training, the school is located in a rural district where resources for learning English are limited English is mandatory for students, with four periods per week focused on mastering grammar, vocabulary, and especially speaking skills Despite being a compulsory subject for years, students face challenges in learning English Currently, there are two syllabi in use: a 7-year program for grades 11 and 12, and a 10-year program for grade 10 students The 2017-2018 school year marks the first implementation of the 7-year syllabus, while the new 10-year syllabus emphasizes a communicative approach, aiming to enhance students' ability to use language effectively in real-life contexts The syllabus content is organized thematically, reflecting students' daily lives, covering topics such as home, school, recreation, and the community Each unit in the new textbooks consists of eight lessons, including sections for getting started, language focus, and practical application.
The new syllabus has significantly improved compared to the previous 7-year program, emphasizing four key skills: Reading, Speaking, Listening, and Writing, along with a focus on Communication and Culture, and a component for Reflection and Project work However, current examinations, particularly the final assessments, predominantly utilize multiple-choice questions, concentrating mainly on grammar, vocabulary, pronunciation, and reading comprehension.
Many students, particularly in rural areas, struggle with English listening and speaking skills due to a lack of exposure to native speakers and cultural knowledge This leads to disengagement in classroom lessons, as teachers are uncertain about effective teaching methods Additionally, students often prioritize grammar and vocabulary over practical speaking skills, resulting in anxiety and reluctance to participate in speaking activities, such as presentations.
Participants
The researcher, a graduate of The College of Foreign Languages at Hanoi National University in 2005, has been teaching English at An Thi High School in Hung Yen province Currently, she is pursuing a Master’s degree in English Language at the Graduate Academy of Social Sciences.
The researcher acted as both the observer and participant in the study, positioning herself unobtrusively in the classroom In the initial phase, she gathered preliminary data by observing the class, while in the action stage, she tracked the class's progress during the implementation of new activities to assess the effectiveness of the adopted actions.
In An Thi high school, there are totally 9 teachers of English aged from
30 to 53 All of them have got the University Bachelor’s Degree but their time lengths of teaching English are different The oldest teacher has more than 30
With 37 years of collective teaching experience, the rural teachers face challenges such as limited opportunities for professional development and a lack of modern teaching aids However, despite these obstacles, they remain enthusiastic about learning and are committed to embracing innovative teaching methods to enhance their educational quality.
Many students at An Thi High School come from farming families, which contributes to their limited resources for learning, particularly in English Despite years of English education, current grade 12 students struggle with the language, feeling disheartened by examination formats that foster a sense of laziness While grades 10 and 11 show more interest in long-term English proficiency, their skills still fall short of current demands Although they have been exposed to English since grade 3, it remains challenging and unfamiliar due to a lack of practical usage outside the classroom Additionally, their parents, who are primarily farmers with little knowledge of English, do not encourage language learning, leading to a lack of motivation among students Consequently, most students view English merely as a means to pass university entrance exams, unaware of its significance in modern life and their future, resulting in boredom and disengagement from the subject.
Motivation plays a crucial role in the learning process, as only 38% of learners show a genuine interest in acquiring new knowledge When learners lack motivation, they often forget what they have previously learned, making it challenging to enhance the quality of their education.
Procedures of the Current Study
The study, conducted over 18 weeks during the first semester for 10th graders at An Thi High School in Hung Yen province, was structured into five phases, as detailed in Table 1.
- Diagnosing - Observing by the teacher
- Questionnaire and in-put test to confirm the problem
- Once problem confirmed, modified some classroom communicative activities were applied in teaching oral presentation
- Students were asked to express their opinions toward doing oral presentations over 14 weeks
- Teacher observed students’ improvement weekly
- Post- test for the final assessment Week 17-18
- Reflecting - Teacher analyzed data to evaluate the action plan
Table 3 Procedures of the study
This phase of the research was particularly challenging, as it required the teacher-researcher to reflect on her teaching practices to identify specific problems affecting her students With extensive teaching experience, she was able to recognize issues prior to the formal investigation, particularly regarding students' struggles with oral presentations The primary objective of this phase was to gather initial data for the action research, which revealed the main cause of students' difficulties in English oral presentations by the end of week two Data was collected through two sets of survey questionnaires: one completed by the teacher-researcher and fellow English teachers at An Thi High School, and the other by 40 students in class 10A1 after completing Unit 1 of the English 10 New curriculum This data served to validate the problems identified in Chapter 2, highlighting the factors contributing to students' challenges in delivering effective oral presentations.
The researcher selected the content of Unit 1- Family Life (English 10 new) to design the pre-test for measuring students’ ability in doing oral presentation (see Appendix 3)
3.4.2 Planning (before the beginning of week 3)
The goal of this step is to create a comprehensive action plan tailored to meet the needs of students After identifying the problem, it's essential to outline a detailed strategy that specifies responsibilities, deadlines, curriculum modifications, and the implementation of revised teaching methods Additionally, this phase involves maintaining weekly journals to track progress and adjustments.
40 prepared to remark the students’ improvement This involves examining the initial data and reviewing relevant literature on oral presentation activities in English lessons
3.4.3 Acting and Observing (from Week 3 to Week 16)
The objective of this phase is to execute the action plan Following the identification of issues, the researcher, who is also the teacher, applied the action plan that incorporated communicative activities to enhance oral presentations in her classroom This action plan was carried out over a span of fourteen weeks, covering four units (Units 2 and 3).
The English 10 new curriculum, part of a 10-year program, consists of units that are structured into eight periods taught over approximately three weeks, excluding consolidation periods and periodic tests in accordance with official guidelines The action plan and implementation steps are outlined in detail below.
Based on initial data analysis and literature review, an action plan was developed to enhance teaching methods by modifying Communicative Language Teaching (CLT) techniques to better suit students' levels and support their oral production This action plan was implemented over fourteen weeks, featuring carefully designed lessons that incorporated a variety of communicative activities with differing levels of difficulty, aimed at challenging students and encouraging active participation in tasks A detailed description of the action plan follows.
To address the challenges learners face in English oral presentations, it's essential to implement diverse communicative classroom activities, as highlighted in the literature review These activities can significantly enhance students' engagement and effectiveness in delivering presentations, ultimately improving their overall language proficiency.
The action plan outlined in the lesson plans was effectively implemented by the researcher-teacher, who incorporated various levels of communicative classroom activities tailored to the students' abilities Each lesson included a minimum of two guided communicative activities, allowing students to practice their newly acquired knowledge and enhance their oral presentation skills by the end of the lesson.
Following the activities, a feedback session allowed both the teacher and students to identify challenges faced during the tasks The teacher provided constructive comments, enabling students to address their weaknesses in oral presentations Throughout the lesson, the teacher monitored student progress to assess improvements At the lesson's conclusion, students were tasked with writing weekly journals reflecting on their attitudes towards the communicative classroom activities that supported their oral presentation skills Overall, the modified communicative activities implemented in the speaking lessons demonstrated significant positive changes, as evidenced by weekly observations and journal entries after the action plan.
Following the implementation of the action plan, data was gathered over a fourteen-week period to address the research question: “To what extent do communicative classroom activities support students in their oral presentation tasks?” The first semester's five English 10 New units were taught using specific communicative classroom activities designed to enhance students' oral presentation skills After each unit, a weekly Students’ Opinion Form was distributed to collect feedback on students' motivation and attitudes.
The implementation of 42 communicative classroom activities was followed by a thorough evaluation of the results, ensuring the intervention's effectiveness During this final phase, data collected over fourteen weeks was meticulously analyzed and compared with initial results from weeks one and two This comparison aimed to assess the proposed solutions in the action plan and provide actionable recommendations.
Data Collection Instruments
The primary data collection instruments employed in this action research included class observations, questionnaires, weekly attitude journal writing, and CEFR speaking skill assessments, as outlined in Chapter 2 These methods were selected for their effectiveness in collecting, analyzing, and evaluating modified tasks throughout the study By integrating these approaches, the research aimed to mitigate the limitations of each method, thereby enhancing the reliability of the findings Each of these instruments was utilized at various stages of the action research process.
3.5.1.1 Survey Questionnaire for Teachers and Students
3.5.1.1.1 Questionnaire and Reasons for the Use of Questionnaire
A questionnaire is a widely used research tool for collecting information about respondents' attitudes This self-reporting instrument is particularly familiar to teachers engaged in classroom research Typically presented in written form, questionnaires include a mix of open and closed questions, along with other prompts that require responses from participants (Nunan, 1992).
This study utilized a questionnaire prior to implementing the action plan to assess learners' engagement and attitudes towards oral presentation tasks, as well as the factors influencing their engagement A multiple-choice scale was employed for this purpose.
Participants in the study were asked to quantify their responses by selecting options A, B, C, D, or E on a questionnaire designed to gauge the extent of their idea expression Additionally, students were allowed unlimited time to complete the questionnaire, ensuring thoughtful and thorough responses.
This study utilized a questionnaire to gather initial data on the challenges faced by students in learning English and their oral production skills The aim was to assess the effectiveness of classroom activities in enhancing students' oral presentation abilities The research involved two sets of survey questionnaires distributed to eight English teachers and 40 students from Grade 10A1 at An Thi High School.
The survey questionnaire for teachers consisting of nine questions was designed to elicit their views on the following aspects (Appendix 1):
1 The role of presentation in English teaching
2 The useful activities in the conversation class
3 The difficulties when teaching students presentation
4 The classroom interaction mode in a presentation task
Table 4: Frame of Questionnaire for teachers
The survey questionnaire for students consisting of nine questions was designed to elicit their views on the aspects as follows (Appendix 2):
1 The role of presentation in English learning
2 The way they obtain information for presentation task
3 The motivating activities in the
4 The difficulties when doing presentation activities in the speaking class
Table 5: Frame of Questionnaire for Students 3.5.1.2 English Speaking Test
The speaking tests enabled the researcher to pinpoint key issues and refine the lesson plans, addressing the identified weaknesses for improvement following the pilot study.
The study involved pre-test and post-test assessments to evaluate students' speaking abilities, utilizing identical tests for both Each test featured two primary tasks that focused on distinct language functions and scenarios, such as conducting interviews and delivering oral presentations The test design adhered to the Vietnamese upper secondary school curriculum and incorporated relevant English content.
The 10 textbook program, approved by the Minister of Education and Training on November 23, 2012, aims to enhance students' communicative competence and help them achieve a B1 level in the CEFR The assessments include various general questionnaires focused on conversation skills and an oral presentation component (refer to Appendix 3).
The valuation was adapted from the B1 Level Assessment Scales of the
The assessment of oral presentations was guided by the CEFR and an appropriate scoring rubric, focusing on Behavior, Fluency, Grammar, and Vocabulary A researcher and two experienced school teachers evaluated students' performances using the English Speaking Ability Evaluation To ensure content validity, three raters reviewed the tests, and the researcher calculated the correlation index of all items based on mean scores Ultimately, the researcher revised the test in response to feedback from the raters and pilot test results, addressing identified weaknesses.
The lesson plans were constructed along the following procedures: a The researcher studied the curriculum, the lesson objectives, learners’ key competency, bodies of knowledge, content, grammar structure in English
"English 10 New is the initial book in a three-level English language series designed for Vietnamese upper secondary schools The researcher identified language functions pertinent to the lesson objectives from this textbook Additionally, the researcher focused on content relevant to the 10th graders at An Thi High School, specifically from the first term of the 2017-2018 academic year."
Unit 1: Family life Unit 2: Your body and you Unit 3: Music
Unit 4: For a better community Unit 5: Inventions
The researcher developed lesson plans utilizing a structured teaching methodology that incorporates a three-stage procedure for language skills—pre-, while-, and post-stage—and a presentation-practice-production (PPP) approach for language elements These procedures were effectively tailored to align with students' prior knowledge, beliefs, and expectations, while also fostering awareness, self-reflection, critical thinking, and the development of learning strategies.
The teacher-researcher enhanced student engagement by maximizing talking time and facilitating interactions among students By employing various question types, the teacher effectively elicited ideas and guided students in their language practice.
Vocabulary and grammatical items were presented and practiced in meaningful contexts Focus was on use as well as form and meaning
The effective implementation of pair and group work in the classroom provided students with increased opportunities to practice the language, supported by the researcher’s guidance and demonstration This approach not only enhanced language skills but also fostered teamwork and a strong team spirit among students.
During the lessons, the students were provided with the different communicative classroom activities such as following:
Especially, the Project in the last part of each unit was designed to provide students with an opportunities to apply the language and skills they
Students engaged in a project that required them to conduct surveys or research to gather real information about their friends and neighborhoods, enhancing their understanding of the real world The project fostered teamwork, developing collaborative skills and team spirit, with much of the work completed outside of class The teacher allocated time for students to present their findings, leading to improved presentation skills and higher speaking test scores Experts in English language teaching evaluated the lesson plans for content accuracy and relevance to objectives, with feedback from experienced teachers and a native English speaker The lesson plans were pilot tested with 40 students at An Thi High School to assess their practicality, leading to revisions and improvements based on identified weaknesses.
The study aimed to assess students' behavior regarding communication activities in the classroom, following the guidelines set by Ellis (2003) It utilized a form featuring ten performance metrics to evaluate the researcher’s perspective on enhancements in students' oral presentation skills through communicative activities Each performance was rated on a five-point scale, providing a structured observation of student engagement and improvement.
48 form used in the class by the researcher (see Appendix 7)
Data Collection
Before the instruction, participants from An Thi High School completed a survey questionnaire to assess their English proficiency The speaking observation data was gathered during the class sessions, and students' feedback was collected after the instructional process to evaluate their learning experience.
Over a 14-week period, the researcher instructed students across 40 sessions and gathered their feedback on communicative activities through a student opinion form at the end of the first term The survey included various rating scale questions to assess their perspectives.
Data Analysis
This study aimed to analyze data to achieve two main objectives, focusing on the use of communicative class activities to enhance students' oral presentation skills The analysis centered on language usage in English speaking and students' behavior towards communication Scores from both pre-tests and post-tests on English speaking ability were computed to evaluate progress.
The data analysis process involved converting scores into mean values based on the total number of bases in the dependent sample, allowing for the assessment of significant differences between pre-test and post-test results To enhance clarity, tables were utilized to present the data effectively The study aimed to investigate students' perceptions of improvement in their English oral performance following the implementation of communicative activities The researcher employed a speaking observation form to generate rating scores, which were then converted into mean scores for analysis This analysis, displayed in tables, facilitated the comparison of learners' oral presentations before and after engaging in communicative activities, with students' opinions evaluated through mean scores across various factors.
In summary, the study's findings were derived from the comprehensive analysis and interpretation of data, which included pre- and post-test scores, speaking observation scores, and student feedback.
Summary
This chapter outlines the definitions and characteristics of Action Research, detailing the context and subjects involved, including students participating as informants and teachers observing the class It describes the study's procedures and the data collection instruments used, culminating in a presentation of the questionnaire questions and the categories monitored in the observation sheet.