INTRODUCTION
Rationale
In recent years, the importance of English teaching and learning in Vietnam has surged, primarily due to its status as an international language and its role in fostering mutual understanding and cooperation, especially after Vietnam joined the WTO As a result, there is a growing demand for English proficiency among individuals eager to stay updated with global technological advancements English is now a compulsory subject in secondary schools and is taught extensively at universities, colleges, and nearly all senior high schools across the country.
In Vietnam, English teachers are actively seeking effective teaching methods to meet the growing demand among learners They are keeping pace with global English Language Teaching frameworks and are increasingly adopting the Communicative Approach across all levels This approach aims to equip students with essential communication skills in English, which are crucial for their career success and social interactions in an increasingly globalized world.
At Nghe An Ethnic Boarding High School, English is a mandatory subject essential for high school examinations, aimed at equipping students with fundamental communication skills and serving as a gateway to science and technology Despite its importance, English language teachers in Vietnam, including those at Nghe An, encounter numerous challenges in effectively teaching the language.
Boarding High School in particular in teaching speaking skills to students The teachers of English at Nghe An Ethnic Boarding High School find it difficult to teach speaking successfully.
In speaking lessons, students often remain silent due to their hesitation in using English, despite having a solid understanding of grammar that aids them in reading and writing Many struggle to express themselves verbally, making real-life communication with native English speakers challenging, as they find it difficult to respond spontaneously and naturally.
Identifying and addressing challenges in speaking classes is crucial; without effective solutions, students may become disillusioned with learning English and view it as a futile endeavor.
All of the above reasons have inspired the author to do the research on
This article addresses the challenges of teaching English speaking skills to minority students at Nghe An Ethnic Boarding High School and offers practical solutions aimed at enhancing the quality of English language instruction.
Aims and Significance of the study
This study investigates the challenges faced in teaching English speaking skills to minority students at NEBHS, with the goal of identifying specific difficulties and proposing effective solutions to address these issues.
To be more specific, in realizing this study, the objectives are:
- Investigating the current situation of teaching and learning of speaking skills at Nghe An Ethnic Boarding High School.
- Investigating the areas of difficulties and obstacles that the teachers at NEBHS have encountered when teaching the speaking skills.
- Suggesting some solutions with the hope of helping English language teachers at NEBHS improve the quality of their teaching, this later helps improve students’ learning quality.
Research questions
In order to achieve the above aims, the research questions are as follows:
(i)What are the current methods and techniques of teaching speaking skills used at Nghe An Ethnic Boarding High School?
(ii) What are problems experienced by the teachers in teaching English speaking skills at Nghe An Ethnic Boarding High School?
(iii) What are feasible solutions to overcome those difficulties?
Scope of the study
The study examines the challenges faced by English language teachers at NEBHS in teaching speaking skills to minority students, along with proposed solutions aimed at enhancing the quality of instruction.
The study of difficulties, some suggested solutions to other skills and levels would be beyond the scope of the study.
Method of the study
In order to realize the aims of the study, quantitative method was used.
Two survey questionnaires were used to collect information and evidence for the study:
- The first survey questionnaire is carried out on 140 students at NEBHS.
- The second survey questionnaire is carried out on 4 English language teachers of NEBHS.
All comments, remarks and recommendations given in the study were based on the data analysis.
Design of the study
This study consists of three parts: Introduction, Content and Conclusion.
The development comprises three chapters:
III: Data analysis and Discussion of the findings
CONTENT
The study
III: Data analysis and Discussion of the findings
1.1.1 Definition of Communicative Language Teaching
Communicative Language Teaching (CLT) emerged in the 1960s and 1970s as a response to the Audio-lingual Method, emphasizing the effective and appropriate use of language by learners According to Brindley (1986: 11), this approach marked a significant shift in language education during the 1970s, focusing on communication skills and learner engagement.
1980’s could be regarded as the era of Communicative Language Teaching”.
Communicative Language Teaching (CLT) represents a significant innovation in language education, recognized for its effective principles that are widely embraced today Numerous researchers have explored CLT, leading to diverse interpretations and perspectives among various authors.
Defining Communicative Language Teaching (CLT) can be challenging due to the diverse range of interpretations and ideas presented by various scholars According to Nunan (1989: 194), CLT encompasses a set of principles aimed at enhancing communication skills in language learners.
Communicative Language Teaching (CLT) perceives language as a medium for expressing meaning, emphasizing activities that foster oral communication and meaningful language use tailored to learners' needs The objectives of CLT encompass both functional skills and linguistic goals, ensuring relevance to learners In this approach, learners act as negotiators and integrators of language, while teachers facilitate the communication process Additionally, materials used in CLT are designed to promote authentic, task-based communicative language use.
The definition of language teaching methods encompasses common elements found in various other definitions, reflecting a specific perspective on language acquisition According to Penny Cook (1989), these definitions are socially constructed and shaped by social, cultural, economic, and political influences.
Williams (1995) describes the Communicative Language Teaching (CLT) classroom as one that prioritizes authentic language use and unpredictable input, highlighting the importance of negotiation of meaning between students and teachers to ensure comprehensible input He stresses the significance of risk-taking in communication and advocates for learner autonomy over direct instruction of language rules and error correction Similarly, Bock (2000) notes that CLT focuses on meaning, emphasizing that learners actively negotiate meaning during class interactions, which is central to effective communication.
Negotiation of meaning can be effectively facilitated through pair and group work in problem-solving tasks Additionally, the use of authentic materials and functional tasks, along with collaborative activities, are essential components of Communicative Language Teaching (CLT).
1.1.2 Characteristics of Communicative Language Teaching
The theory of language in CLT shows that language is used as a means of communication Characteristics of CLT are given by Richards and Rodgers( 2001) as follows:
•Language is a system for the expression of meaning.
•The primary function of language is to allow interaction and communication.
•The structure of language reflects its functional and communicative uses.
•The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
The primary goal of language teaching is to cultivate "communicative competence," as emphasized by Richards and Rodgers (2001) They assert that Communicative Language Teaching (CLT) focuses on making this competence the central objective of language education Hymes (1972) further defines communicative competence, highlighting its significance in effective communication.
Communicative competence as speaker needs to know to communicate effectively in culturally significant setting.”
A key feature of Communicative Language Teaching (CLT) is the use of authentic materials, which enables learners to engage with real-life language scenarios (Dublin, 1995; Larsen-Freeman, 1986; Long and Crooks, 1992; Nunan, 1990; Widdowson, 1996) This approach encourages students to respond to genuine communicative needs in realistic L2 contexts, helping them develop effective strategies for understanding how native speakers actually use the language (Canale and Swain, 1980).
1.1.3 The Teachers’ and Students’ roles in Communicative Language
Communicative Language Teaching emphasizes a learner-centered approach, where teachers facilitate activities and provide instructions while taking a step back to listen and monitor student interactions, rather than dominating the conversation.
Breen and Candlin (1980) describe teacher roles in CLT in the following terms:
The teacher plays a crucial role in facilitating communication among classroom participants and connecting them with various activities and texts Additionally, the teacher acts as an independent participant in the learning-teaching group, which aligns with the primary objective of enhancing communication These roles also encompass secondary responsibilities, such as organizing resources and serving as a valuable resource themselves, guiding classroom procedures and activities Furthermore, the teacher assumes the role of a researcher and learner, contributing essential knowledge, skills, and insights gained from actual experiences in learning and organizational capacities.
Teachers play multiple roles in education, and to effectively fulfill these roles, they require strong support and commitment It is essential for educators to possess a solid understanding of Communicative Language Teaching (CLT) and to have access to authentic materials For those who have limited exposure to CLT training, ongoing professional development is crucial, as a teacher's competence directly influences the success of implementing CLT in English Language Teaching (ELT).
On their part, learners in CLT classes, far different from those found in traditional second language classrooms Breen and Candlin (1980) state that:
The learner's role as a negotiator involves balancing personal learning, the learning process, and the subject matter, while also engaging collaboratively within group dynamics and classroom activities This interaction emphasizes the importance of mutual contribution, encouraging learners to give as much as they receive, fostering an interdependent learning environment.
Learners are increasingly engaged in discussions and movement while completing tasks, leading to classrooms that are no longer characterized by order and silence This unavoidable noise can make some teachers hesitant to implement communicative activities, as they fear losing control of their classes.
CLT methodologists emphasize that failed communication is a shared responsibility between the speaker and listener, rather than being attributed to one party In contrast, successful communication is recognized as a collaborative achievement that both parties contribute to and acknowledge.
Findings and Suggested solutions
The previous section examined the challenges teachers face in instructing English speaking skills to minority students, highlighting the causes of these difficulties based on findings from two survey questionnaires.
This part presents the major problems that teachers at NEBHS have encountered during the process of teaching speaking skills.
The primary aim of this study is to enhance the quality of teaching and learning English speaking skills in schools To achieve this goal, the researcher proposes several solutions designed to improve these skills This chapter outlines the suggested strategies that can contribute to better teaching and learning outcomes in English speaking.
According to the findings from the survey questionnaires delivered to
At NEBHS, 140 students and 4 English teachers recognize the critical importance of speaking skills, yet many students find these skills challenging to master Through data analysis, several issues have been identified in the teaching and learning process of English speaking skills, which can be categorized into specific aspects.
3.1.1.1 Lack of training in CLT
The age distribution of English teachers at NEBHS presents a challenge, as those over 35, despite their experience, lack adequate qualifications and training in modern teaching methodologies Most were educated under the Grammar-Translation method and have limited opportunities for professional development Although they have heard of Communicative Language Teaching (CLT), their understanding is often superficial, and there are few in-service training options available Consequently, all teachers acknowledged the necessity of self-study to enhance their knowledge of CLT.
The teachers’ limited knowledge of CLT has negatively influenced their teaching speaking skills.
Many teachers at NEBHS have implemented Communicative Language Teaching (CLT) in their classrooms; however, misconceptions about the approach persist This limited understanding is largely due to half of the English teachers lacking opportunities to engage with CLT effectively.
Firstly, a haft of the teachers believes that CLT is only used for teaching speaking skills
Secondly, teachers assume that CLT does not teach grammar It could only be acquired unconsciously through exposure to the language.
Many educators believe it is their responsibility to supply students with all the necessary language for task completion However, in the context of Communicative Language Teaching (CLT), teachers cannot accurately predict the specific language students will require If teachers continue to provide all the language, students may become complacent and hinder their creativity in the learning process.
A common misconception among some teachers is the belief that accuracy takes precedence over fluency in language learning This focus on precision often results in teachers prioritizing correct student utterances and employing inappropriate error correction methods When students make mistakes during tasks, teachers frequently interrupt them, which can lead to embarrassment and a loss of confidence Consequently, this approach can diminish students' motivation and willingness to engage in speaking English.
The absence of training in Communicative Language Teaching (CLT) significantly hinders the effective implementation of this teaching method To adapt to evolving educational practices, it is essential for teachers to consistently update their professional knowledge.
3.1.1.2 Teaching method is not satisfactory
A survey of English teachers at NEBHS reveals that while they recognize the advantages of Communicative Language Teaching (CLT), they predominantly continue to employ traditional, grammar-focused, and teacher-centered methods The challenge lies in their difficulty in implementing CLT effectively, particularly in speaking activities, due to the lingering influence of previous teaching approaches Although teachers acknowledge the need to adopt learner-centered techniques, they struggle to identify suitable methods for integrating CLT into their lessons, leading them to revert to familiar, outdated practices.
Many teachers' approaches to error correction hinder student participation in class discussions Interruptions during a student's speech can create a significant barrier to effective learning For numerous students, these disruptions can lead to feelings of embarrassment and a fear of losing face among their peers.
It can be easily realized through the research results, the problems caused by students are classified into:
Low English proficiency among students at NEBHS significantly hinders their ability to communicate effectively in English Despite recognizing the importance of speaking English and having studied it for several years in secondary school, many students struggle with vocabulary, grammar, and pronunciation As a result, their English language skills fall short of expectations, leading to a decline in their motivation and interest in practicing spoken English.
In summary, the students’ low English proficiency is one among the main factors affecting their participation in classroom speaking activities.
Motivation plays a crucial role in achieving success in second language learning, particularly in developing speaking skills Despite recognizing the importance of effective communication in English, students at NEBHS often struggle with a lack of motivation and remain overly focused on grammar.
The absence of oral tests in high schools contributes to significant issues, as students primarily focus on passing national examinations rather than developing communication skills This lack of emphasis on verbal proficiency results in a diminished sense of communicative necessity among students.
A recent questionnaire revealed that students at NEBHS recognize the benefits of learning English, yet they lack motivation for the subject Many view English merely as a compulsory requirement for their curriculum and final exams, rather than a passion or hobby This apathy and lack of enthusiasm among students pose significant challenges to effectively teaching English speaking skills.
Despite having studied English for several years in secondary school, the informants struggled to express their ideas effectively, leading to a decline in their confidence to speak in front of peers and teachers Their limited proficiency and vocabulary made them increasingly self-conscious, particularly during puberty when reputation and face-saving become significant concerns This fear of making mistakes further exacerbated their anxiety, resulting in a reluctance to participate actively in class Many students entered the classroom expecting teachers to do all the talking while they passively listened and took notes, which hindered their ability to engage in active learning Consequently, they became passive listeners rather than the active speakers they were meant to be, ultimately leading to disengagement and a sense of giving up on learning English.
This factor adds more hindrances to the teaching speaking skills at Nghe
An Ethnic Boarding High school.
3.1.2.4 Use of the mother- tongue during pair work and group work.