INTRODUCTION
Rationale
English is one of the most widely spoken languages globally, making it essential for individuals to master it, particularly for those learning it as a foreign language This demand has led to a significant rise in English learners, especially in Asian countries like Vietnam In high schools, English is a crucial subject, being one of the three mandatory subjects in the General Certificate of Secondary Education examination Additionally, Vietnamese students study English to prepare for future job opportunities that often require proficiency in the language.
Despite English being taught from Primary to High School, many graduates struggle with speaking skills due to outdated teaching methods Historically, the focus has been on teacher-centered approaches that prioritize reading and writing, placing excessive emphasis on grammar through the Grammar-Translation method This has led to a lack of attention to speaking skills, as traditional activities like reading dialogues and written exercises dominated the curriculum, with few oral assessments, causing both teachers and students to overlook the importance of oral proficiency.
Many students struggle to use the English they have learned for effective communication, particularly in daily conversations, which can hinder their performance in future job environments To address this issue, high school English teachers must prioritize developing students' speaking skills Implementing Communicative Language Teaching in the classroom can significantly enhance students' ability to engage in communicative activities and achieve their English learning goals.
English classes play a crucial role in language acquisition, as they often incorporate communicative activities that encourage extensive student participation According to Brown (2001), a key feature of effective speaking lessons is that learners engage in substantial conversation, enhancing their speaking skills and confidence.
At Yen Phong Number 1 High School, all English teachers incorporate communicative activities to enhance the four core skills: listening, speaking, reading, and writing By employing methods such as group work, role play, and discussions, teachers successfully engage students in speaking activities However, they encounter challenges, particularly due to the large class sizes, which can hinder the effectiveness of these communicative approaches.
A diverse group of 45 students with varying cognitive abilities often results in some individuals being unable to participate in all speaking activities Additionally, previous assessments have primarily concentrated on grammar and vocabulary, which has led to a lack of emphasis on practicing speaking skills among students.
High schools in Bac Ninh province, including my own, have adopted a new English textbook from the Ministry of Education that emphasizes communication skills This curriculum requires students to develop their listening and speaking abilities through regular assessments, including mandatory speaking tests each term Consequently, students are dedicating more time to practicing their English speaking skills Each unit also features a project component, where students work in groups to conduct surveys and present their findings to the class, significantly enhancing their speaking proficiency As a result, many tenth-grade students are enthusiastic about participating in speaking activities However, teachers face challenges due to the varying skill levels within each class, with some students struggling to engage in communicative tasks or fully grasp the lessons Additionally, the textbook introduces complex vocabulary and numerous activities, making it difficult for teachers to accommodate all learners effectively.
In a 45-minute lesson, it is essential for teachers to adapt their communicative activities to accommodate the varying cognitive abilities of students across different classes This flexibility ensures that all students can engage effectively in speaking lessons.
This thesis investigates the implementation of communicative activities in teaching English speaking skills at high schools in Bac Ninh province The study aims to collect data on the current practices of using these activities in speaking classes and to propose solutions for teachers to enhance their students' English learning experience.
Aims of the study
This study explores the implementation of communicative activities in teaching English speaking skills to tenth-grade students at Yen Phong number 1 High School and Yen Phong number 2 High School in Bac Ninh Province It examines the various types of communicative activities utilized in the classroom and gathers insights from both teachers and students regarding their perceptions and experiences with these activities.
- Find out some solutions for difficulties in the teaching and learning process
- Suggest some implications for practicing communicative activities
Based on the background of the research, the research problems will answer the following questions about teaching, learning and applying communicative activities in speaking lessons
1 What types of communicative activities are used in speaking lessons?
2 What are the attitudes of both Teachers and Students toward communicative activities?
3 What are difficulties in applying communicative activities?
Scope of the study
This research focuses on the utilization of communicative activities in teaching English speaking skills to tenth-grade students at Yen Phong number 1 High School and Yen Phong number 2 High School in Bac Ninh province The aim is to identify the various types of communicative activities implemented in the English language teaching process.
4 speaking skills for grade tenth students at two High Schools in BacNinh province as well as the opinions of teachers and students about applying communicative activities in speaking lessons.
Organization of the thesis
The graduation thesis consists of five chapters, organized as follows:
Chapter 1 Introduction This chapter mentions the background and rationale to conduct the study, states the aims, the significances, the scope, and organization of the graduation thesis
Chapter 2 Literature Review This chapter represents theoretical background knowledge related to speaking skill, and a brief review of the previous studies on communicative activities and its impacts on students‟ speaking ability
Chapter 3 Methodology This chapter states the subjects of the study, research instruments, and data collection procedures employed in this research
Chapter 4 Findings and Discussions This chapter analyzes and discusses the results collected from survey questionnaire, class observation and interview Besides, the limitations of the study are introduced
Chapter 5 Conclusions and Recommendations This chapter summarizes the main points discussed in the previous parts, presents the limitations of the thesis and provides some suggestions for further research
LITERATURE REVIEW
English speaking skill
Speaking is a crucial skill in learning English, primarily because it facilitates effective communication According to the Oxford dictionary, speaking involves conveying information and expressing feelings through speech Additionally, Chaney (1998) describes speaking as the process of constructing and sharing meaning using both verbal and non-verbal symbols across various contexts Thus, mastering speaking is essential for successful second language learning and teaching.
English speaking skills are multifaceted and can be defined in various ways As a productive skill in the oral mode, speaking encompasses more than merely pronouncing words; it involves complex processes that go beyond initial appearances.
According to Hornby (1995), speaking is the most critical skill by which students are evaluated in real-life scenarios, emphasizing the importance of everyday interactions and the development of fluency and comprehension in communication.
“Speaking is one of the skills that have to be mastered by students in learning English Speaking is an essential tool for communicating”(Grognet A.G, 1997)
Speaking skills encompass two key components: accuracy and fluency Accuracy involves the correct application of vocabulary, grammar, and pronunciation, typically practiced through structured activities In contrast, fluency is defined as the ability to speak spontaneously without excessive hesitation or pauses that disrupt communication According to Bryne (1986), accuracy ensures that utterances are free from errors in phonology, syntax, semantics, and discourse It is important to avoid instant corrections during conversations, as they can hinder the flow of communication.
2.1.2 The importance of speaking skill
Speaking is often regarded as the most challenging skill to develop in the classroom, despite its integral role in daily life, as noted by Thornbury (2005: 1).
Effective communication in the classroom emphasizes verbal interaction among learners, encouraging them to engage more actively It is important for teachers to minimize their own speaking time, allowing students to practice and enhance their communication skills through increased dialogue.
Many second language learners prioritize speaking skills, believing that mastering this aspect signifies proficiency in all other language skills The common inquiry posed to language learners is often about their speaking ability, highlighting the perception that speaking and knowing a language are synonymous The significance of speaking becomes even more apparent when integrated with other language skills, as it aids in vocabulary and grammar development, ultimately enhancing writing skills Through speaking, learners can express feelings, share opinions, tell stories, inform, request, and engage in discussions, showcasing the diverse functions of language.
Effective communication through speaking is essential, as it serves as the primary means for conveying messages and sharing information According to Richards (2008: 19), mastering the speaking skill in English is a top priority for many second-language learners.
Proficiency in English significantly enhances job prospects for foreign language learners, as many companies prioritize strong English communication skills According to Baker and Westrup (2003), students who excel in English are more likely to pursue higher education and secure employment opportunities.
A speaking lesson encompasses various activities crafted by the teacher to facilitate students in utilizing the new language they've acquired in authentic situations beyond the classroom.
2.1.3.1 Characteristics of a successful speaking lesson/ activity:
- Learners are centered It means that learners should speak for most of the lesson/ activity
To ensure equal participation among learners, teachers should design group activities that encourage collaboration, allowing all students, not just the high achievers, to engage meaningfully in the lesson.
- Motivation is appreciated Learners feel like the topic and they want to take part in the lesson/ activity Therefore, they are eager to speak for the whole lesson
- Language is suitable Learners‟ language should be at an acceptable level of language accuracy so that their classmates can understand the discussion easily
The teacher's role involves monitoring student interactions and providing guidance as needed By circulating among students, the teacher can observe conversations and offer suggestions when tasks prove challenging Ultimately, the teacher will provide constructive feedback to students following their speaking activities.
A speaking lesson consists of three key stages: pre-speaking, while-speaking, and post-speaking Both the pre-speaking and post-speaking stages typically last around seven to eight minutes, while the while-speaking stage is more extensive, lasting approximately thirty minutes This structure allows students ample opportunity to practice and enhance their speaking skills effectively.
- Pre-speaking stage (Presentation stage)
At this stage, engaging activities are implemented to encourage learners to brainstorm and generate lesson topics, while also aiding in vocabulary preparation.
- While-speaking stage (Practice stage)
This stage lasts approximately thirty minutes, allowing learners ample time to engage in speaking activities The teacher facilitates participation by encouraging students to work individually, in pairs, or in groups, ensuring that every student has an equal opportunity to practice their speaking skills.
Communicative Language Teaching
2.2.1 Definition of Communicative Language Teaching
Communicative Language Teaching (CLT) encompasses principles regarding language teaching goals, learner acquisition, effective classroom activities, and the roles of both teachers and students (Richards, 2006) According to Harmer (2001), CLT emphasizes the importance of language functions and advocates for a teaching approach that prioritizes extensive exposure to language in use, as well as ample opportunities for students to practice, which are crucial for their language development.
Communicative Language Teaching emphasizes a learner-centered approach, focusing on students' understanding of language forms, meanings, and functions This method encourages meaningful communication in specific contexts, fostering effective language use.
2.2.2 The Characteristics of Communicative Language Teaching
Brown (2001:43) suggests the six interconnected characteristics of Communicative Language Teaching
They are described as follows:
1) Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence
2) Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational forms are not the central focus, but rather aspects of language that enable the learners to accomplish those purposes
3) Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use
4) Students in a communicative class ultimately have to use the language, productively and respectively, in unrehearsed context outside the classroom Classroom tasks must therefore equip the students with the skills necessary for communication in those contexts
5) Students are given opportunities to focus on their own learning process through an understanding on their own styles of leaning and through the development of appropriate strategies for autonomous learning
6) The role of the teacher is that of facilitator and guide, not an all knowing best owner of knowledge Students are therefore encouraged to construct meaning through genuine linguistic meaning through genuine linguistic interaction with others
Communicative Language Teaching emphasizes the importance of meaningful communication in language learning, aiming for students to acquire all language components It values fluency equally with accuracy, requiring teachers to balance activities that promote both aspects To facilitate this, teachers should create classroom opportunities that encourage language use through effective strategies and foster autonomous learning, positioning students at the center of the learning process with appropriate guidance.
2.2.3 The Goal of Communicative Language Teaching
Richards (2006:3) also states that communicative competence includes the following aspects of language knowledge as follows:
(1) knowing how to use language for a range of different purposes and functions
(2) knowing how to vary our use of language according to the setting and participants
(3) knowing how to produce and understand different types of texts
To achieve communicative competence, students must learn to maintain effective communication even with limited language knowledge This involves understanding how to utilize the language appropriately for various purposes and functions across diverse situations.
According to Brown (2001), the primary objective of a language classroom is to develop communicative competence, which involves focusing on language use rather than mere usage, prioritizing fluency over accuracy, and utilizing authentic language in real-world contexts This approach emphasizes the necessity for students to master communicative competence to use the language accurately, appropriately, and effectively Celce-Murcia et al (1995) further categorize communicative competence into five components: discourse competence, linguistic competence, sociocultural competence, active competence, and strategic competence.
Communicative activities
Communicative activities are designed to engage learners and motivate communication, as highlighted by Littlewood (2002) According to Harmer (2001), these activities foster real or realistic communication, emphasizing the importance of authenticity They involve genuine information gaps, allowing language learners to practice the target language effectively within Communicative Language Teaching Approaches (Liao, 2000).
Communicative activities are designed to engage students by fostering a desire to communicate and providing meaningful purposes that encourage diverse language use These activities, as noted by Tait (2001), focus on fluency rather than accuracy, enabling students to speak English more fluidly.
According to Savignon (2001), many so-called communicative activities in the classroom are merely disguised structure drills, leading teachers to mistakenly believe they are promoting genuine communication To ensure effective language learning, it is essential to focus on the defining features of authentic communicative activities, as outlined by Harmer (2001:85).
Effective communication in students involves several key elements: first, a genuine desire to express themselves; second, a clear communicative purpose, such as making appointments or writing letters; third, an emphasis on content over form, encouraging students to focus on their message rather than specific language structures; fourth, the use of diverse language expressions instead of relying on a single structure; fifth, minimal teacher intervention, allowing students to engage freely; and finally, a lack of materials control, ensuring that the resources used do not limit the language forms students can employ.
Activities are truly communicative Similarly, Morrow (1981 as cited in Manajitt, 2008) points out that there are three elements in communicative activities including information gap, choice and feedback
An information gap occurs in communication when one participant possesses knowledge that the other lacks For example, if two students are aware that the film is titled "Titanic," but one asks, "What is the name of this film?" and the other responds with "Titanic," their interaction lacks true communicative value.
Effective communication relies heavily on the choices speakers make regarding their expression It is crucial for speakers to have the freedom to determine both the content and the manner of their speech When teachers impose a single way of speaking on students, it restricts their options and diminishes the communicative nature of the exchange.
Effective communication relies heavily on feedback, as it enables both the teacher and listeners to offer the speaker constructive insights This detailed feedback is crucial for the speaker to recognize and correct mistakes, ultimately enhancing their speaking skills Without the opportunity for listeners to provide feedback, the communication process becomes less meaningful and fails to foster true understanding.
From these features, it may be easier to distinguish between communicative activities and non-communicative activities In a communicative activity, students
Effective communication in language learning requires a genuine desire to engage and clear communicative purposes In communicative activities, students concentrate on the content of their speech, utilizing a diverse range of language without fear of correction from the teacher, who allows for natural language use Conversely, non-communicative activities lack this desire and purpose, often involving repetitive drills that prioritize accuracy over meaningful interaction Such an environment leads to teacher intervention for grammatical correctness, which can diminish students' confidence to speak publicly.
2.3.3 The significance of communicative activities in speaking lessons
Every speaking lesson should incorporate communicative activities to engage students in using language effectively for communication These activities not only motivate learners but also equip them for real-life interactions, as highlighted by Gower, Phillips, and Walters (2005) By fostering interaction, students are encouraged to both speak and actively listen, enhancing their language acquisition and practical application skills.
Thornbury (2008) emphasizes that communicative activities inspire students to achieve specific outcomes and express themselves freely in language These activities serve as an effective means to enhance students' speaking abilities, particularly in conversation-focused classes Mastery of communicative competencies is essential for effective learning, and discussions with collaborators indicate that implementing communicative activities is the best approach to develop these competencies in students.
Engaging students in communication activities fosters essential skills through processes like information sharing, meaning negotiation, and interaction Activities such as asking and answering questions, role-playing, discussions, debates, games, and group work significantly enhance students' speaking abilities.
Communicative activities significantly enhance students' motivation during speaking lessons by providing opportunities for interaction with classmates in a low-pressure environment These activities allow students to engage in conversation without the anxiety of making mistakes, as they can communicate with smaller groups rather than presenting in front of the entire class This approach fosters confidence and encourages students to participate more actively in discussions.
Communicative Language Teaching emphasizes the importance of using the target language in teaching, prioritizing communication through engaging activities This approach not only addresses grammatical structures but also focuses on language used in real-life contexts Consequently, incorporating communicative activities in speaking lessons is essential for effectively learning English for communication purposes.
2.3.4 Factors for applying communicative activities successfully in speaking lessons
According to Tait (2001), the effectiveness of communicative pair and group work activities largely hinges on the preparatory efforts of the teacher This preparation encompasses actions taken prior to the class as well as in-class strategies to properly set up the tasks for students.
To design effective communicative activities, the teacher should focus on some steps as following:
* Setting the scene or creating a context It means that the teacher should think of a real situation where the language forms he/she has been teaching might be used
Every task assigned in the classroom should have a clear purpose that focuses on applying the language learned by students The primary goal is to enhance their speaking fluency, rather than merely fostering a comfortable classroom environment.
* Creating students‟ interest For instance, providing personal examples, modeling the activity in an enthusiastic way, and having students reflect on similar experiences they are familiar with
* Setting students‟ preparation time Preparation time can help them avoid the pressure that comes with having to be creative while using the language instinctively
Related Studies
There are some previous studies which show that various communicative activities in teaching speaking can improve students‟ speaking skills
A study by Oradee (2012) demonstrated that incorporating three communicative activities—discussion, problem-solving, and role-playing—significantly enhanced students' speaking skills The findings revealed a marked improvement in students' speaking abilities after engaging in these activities, and their attitudes towards learning English speaking skills through this method were positively rated.
Secondly, Kittiya Phisuttangkoon (2012) did a research on using communicative activities to develop English speaking ability of the First Year Vocational Students
In an eight-week study, researchers implemented communicative activities aimed at enhancing students' speaking skills across six language functions The findings revealed that learners held positive perceptions and attitudes towards these activities, indicating their effectiveness in promoting communication.
Intan Nur Charina (2013) conducted a study demonstrating that communicative activities significantly enhance speaking skills among First Year Vocational Students The research, carried out in ABC's class, highlighted the positive impact of these activities on student motivation, confirming their effectiveness in teaching speaking skills.
In her 2013 thesis, Chau Tuyet Ngan investigated the use of communicative activities in English speaking classes for 11th-grade students at Cao Lanh City High School Utilizing questionnaires, class observations, and interviews, the research revealed a lack of communicative activities in the curriculum Consequently, sample lessons were designed and implemented, highlighting both the benefits and challenges of integrating these activities The study also proposed several solutions to address the identified issues.
Research indicates that communicative activities are effective for providing English learners of all ages and levels with real-life practice opportunities However, teachers often face challenges when implementing these activities in speaking lessons Notably, there has been no prior research on the use of communicative activities for teaching English speaking skills to tenth-grade students in Bac Ninh province Therefore, this study aims to investigate the current practices of using communicative activities in teaching English speaking skills specifically at Yen Phong Number 1 High School and Yen Phong Number 2 High School.
METHODOLOGY
Method of the study
This study employs a comprehensive research methodology that integrates both qualitative and quantitative data collection techniques, including observation, questionnaires, and interviews The subsequent section outlines the detailed description, steps, and procedures involved in developing each of these methods.
Participants
The survey will involve ten teachers and 300 students from Yen Phong number 1 and number 2 High Schools Among the teachers, five hold Master's degrees while the others possess Bachelor's degrees, with all having over five years of experience in teaching English, particularly speaking skills They actively adapt to the evolving content and requirements of the New Textbook, employing diverse activities to engage students in speaking lessons The participating students come from various classes and possess differing levels of English proficiency; while some excel, others struggle to speak in front of peers Generally, most students have a grasp of basic grammar, but fluency in spoken English remains limited This survey aims to investigate the current use of communicative activities in speaking lessons and the challenges encountered in their implementation.
Research procedure
The research was carried out and followed these steps:
The initial phase of the survey involves utilizing questionnaires, which are essential for data collection and can be time-consuming Researchers conducted an online survey targeting both teachers and students After one week, responses from all participants were successfully gathered.
The research will proceed with the second data collection method, "observation," where the researcher participated in five speaking lessons and five project lessons This approach aims to provide a comprehensive understanding of English speaking instruction at Yen Phong Number 1 High School and Yen Phong Number 2 High School.
The final research method employed in the survey was interviews, conducted with five grade 10 students from Yen Phong Number 1 High School The researcher asked these students five wh- questions to explore their opinions on speaking lessons and the communicative activities incorporated into those lessons.
Finally, the researcher sum up the results from these three research instruments that are questionnaires class observation, and interviews.
Data collection instruments
This research instrument utilizes a series of questions and prompts to collect information from participants Questionnaires offer several advantages over other survey types, including cost-effectiveness and reduced effort for researchers Additionally, they enable researchers to save significant time in data collection.
Self-administered assessments can be efficiently administered to large groups simultaneously (Seliger & Elana, 1989) This study involved tenth-grade students from two high schools and ten English teachers as participants.
A questionnaire featuring 14 questions was developed for ten English teachers to explore the types of communicative activities they frequently utilize, how they structure these activities during speaking lessons, and their perspectives on the effectiveness of communicative activities in language teaching.
A comprehensive questionnaire, divided into two sections with ten questions each, was developed to gather insights from tenth-grade students regarding their experiences with speaking lessons and communicative activities This survey was administered to 300 students from Yen Phong High School, both number 1 and number 2, to assess their opinions and perspectives effectively.
Observation is a fundamental research technique in the classroom, as highlighted by Miller (2004) This method involves systematically watching teachers' lessons and documenting observations, which provides researchers with rich and authentic data To enhance the findings, future questionnaires will be employed for data cross-checking The researcher plans to observe five Speaking lessons and five Project lessons in tenth-grade classes at Yen Phong number 1 High School and Yen Phong number 2 High School, aiming to gain insights into the teaching and learning of English Speaking and to assess the implementation of communicative activities in these lessons Notably, the class observations will be conducted without prior notice to the teachers.
Interviews serve as a key technique for understanding the experiences of others and are recognized as the primary method in qualitative research (Burnard, 1994; Doody & Noonan, 2013; Myers & Newman, 2007; Ryan, Coughlan & Cronin, 2009; Schultze & Avital, 2011) This method represents "the most direct, research-focused interaction between research and participant" (Kazmer & Xie, 2008, p.258; Kvale, 1996) In this study, interviews were conducted to gather students' opinions on speaking lessons and the communicative activities utilized in these sessions.
Data analytical method
Data was gathered through questionnaires, observations, and interviews The questionnaire responses were efficiently analyzed using Google Drive and Microsoft Excel, with results compiled and examined through tables and charts for clarity.
FINDINGS AND DISCUSSIONS
Data analysis
A survey consisting of fourteen questions was distributed to ten English teachers across two high schools, Yen Phong Number 1 and Yen Phong Number 2 The collected questionnaires provided valuable insights, which are summarized in the results below.
4.1.1.1 Teachers’ reflection about using communicative activities
Chart 4.1: Teachers’ reflection about using communicative activities
Chart 4.1 illustrates that teachers employed a diverse range of communicative activities in teaching speaking, with Games, Discussions, and Role-plays being the most frequently utilized, each used by 100% of educators In contrast, only seven teachers incorporated Class surveys into their lessons Notably, Role-plays and Discussions were preferred by nearly all teachers, highlighting their effectiveness in promoting student engagement.
Communicative activities used in speaking lessons
Popular activities chosen by students
The most effective communicative activity
Class surveyRole playDiscussionGame
In speaking lessons, games emerged as the most favored activity, with 80% of students expressing a preference for them, alongside role-play Class Survey was utilized by only four teachers, primarily for advanced classes, as weaker students found it challenging The data indicated that 60% of students preferred discussion over Class Survey, highlighting its lack of popularity Ultimately, 40% of teachers identified games as the most effective teaching method, surpassing the 30% who favored role-play.
20 % of teachers chose Discussion Only one teacher appreciated Class survey
Table 4.1 The reasons for choosing the most effective activities
Encourage students to work in pairs or groups 4
Improve students‟ vocabulary and grammar 0
Improve students‟ confidence in speaking 0
According to the findings in Table 4.1, six teachers recognized that activities such as games, discussions, and role-plays could enhance students' confidence in speaking, while four teachers noted that these methods encourage collaborative work in pairs or groups However, all teachers agreed that the primary reason for selecting the most effective activities was not to improve students' vocabulary, grammar, or speaking confidence.
4.1.1.2 Types of class arrangement used in speaking lessons and the frequency of using types of class arrangement
In the speaking lessons, all ten teachers employed three primary class arrangements: group work, pair work, and individual tasks These activities were utilized flexibly to enhance students' speaking skills, adapting to the varying requirements of each speaking task Consequently, the frequency of each class arrangement varied based on the specific needs of the lesson.
Table 4.2: The frequency of using types of class arrangement
Types of class arrangement Never Rarely Some- times Often Always
Table 4.2 indicates that pair work and group work are preferred over individual work in speaking lessons, with all ten teachers frequently utilizing these collaborative arrangements to enhance student participation In contrast, only five teachers regularly incorporate individual work, citing its benefits in promoting active engagement and accommodating shy students.
4.1.1.3 Difficulties in using communicative activities in speaking lessons
Chart 4.2: Difficulties in using communicative activities in speaking lessons
Chart 4.2 showed some difficulties when teachers used communicative activities in speaking lessons Most teachers believed that they had difficulties in teaching speaking lessons in big classes The following difficulties in the rank was lacking of time Because there were many tasks students must complete, most
Big class Not enough spaces in classrooms
A significant 60 percent of teachers reported occasionally lacking sufficient time to complete speaking tasks, while 50 percent noted that students often exhibited feelings of shyness or a lack of motivation during speaking lessons Additional challenges included limited classroom space and students' fear of making mistakes However, inadequate facilities were not viewed as a major issue, as both high schools were adequately equipped with the necessary materials for English learning.
4.1.1.4 Teachers’ solution to overcome difficulties in speaking lessons
4.1.1.4.1 Teachers’ solution to help students complete the speaking task
Chart 4.3: Teachers’ solution to help students complete the speaking task
It could be seen from chart 4.3 that among ten teachers, six teachers (60%) helped students complete the task by explaining the task in an easy way in English
Only 20% of teachers provided students with additional examples, utilized diverse classroom arrangements, or allocated appropriate time for tasks Additionally, only one teacher (10%) chose to explain tasks in Vietnamese, and none viewed students as advisors rather than controllers in their approach to teaching.
To address challenges in speaking lessons, teachers implemented various strategies, including assigning students to prepare lessons at home Survey results indicated that 40% of teachers consistently favored this approach, while another 40% supported it on a regular basis.
Explain the task in an easy way in English
Use a variety of class arrangements.
Be students‟ advisor rather than controller
Give students suitable time for each task
The survey results indicated that while asking students to prepare lessons at home was deemed effective, teachers faced significant time constraints in completing all tasks within a 45-minute lesson Only one teacher selected "Sometimes" for assigning homework, and none chose "Never," highlighting the necessity of this approach In contrast, when it came to incorporating additional activities into speaking lessons, responses varied, with two teachers answering "Usually," three saying "Sometimes," and five opting for "Never," with no teachers selecting "Always." The primary reason for these responses was the limited time available, which hindered teachers from designing more engaging activities to enhance speaking lessons.
4.1.1.4.2 Techniques teachers use to overcome difficulties in speaking lessons Table 4.3: Techniques teachers use to overcome difficulties in speaking lessons
Revise the suitable content of the activities 6
Omit difficult task in textbook 1
Reward enthusiastic students in the class 0
Use a variety of teaching techniques 1
Work as an instructor, adviser and a controller 0
Divide the class into pairs or groups 1
Rearrange the classroom to help students move easily 0
Table 4.3 indicates that six teachers tailored activity content based on students' competencies to enhance participation in speaking lessons for varying skill levels Additionally, half of the teachers employed the strategy of designing simpler tasks, which proved particularly beneficial for weaker students by providing them with more practice opportunities However, some strategies were infrequently utilized, including omitting challenging tasks from textbooks, creating easier assignments, implementing diverse teaching methods, and organizing the class into pairs or groups.
4.1.1.5 Teachers’ attitudes toward using communicative activities
A recent survey revealed that most teachers support the use of communicative activities, as they engage students effectively and make lessons more interesting These activities not only promote student participation but also help develop essential speaking skills, ultimately achieving the lesson's objectives However, one teacher expressed concerns about the practicality of implementing such activities in larger classes due to time constraints.
The students' questionnaire comprises two main sections, each containing ten questions, and was distributed to 300 tenth-grade students via an online survey However, only 280 responses were collected, as some students faced personal issues that prevented their participation.
4.1.2.1 Students’ attitudes toward speaking lessons in general
4.1.2.1.1 Students’ attitude toward speaking lessons
In the questionnaires, there are 6 items aiming at exploring students‟ opinion about speaking lessons in general as following:
Item 1: You like all activities in speaking lessons
Item 2: Speaking lessons are interesting
Item 3: You feel fascinated with the speaking topics in the textbook
Item 4: Your teacher sometimes gives topics outside the textbook
Item 5: In the speaking lessons, students have choice to talk with their friends Item 6: In the speaking lessons, English is spoken most of the time
Chart 4.4: Students’ attitude toward speaking lessons
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
A recent survey conducted at Yen Phong number 1 and Yen Phong number 2 High Schools revealed that approximately 87% of students (244 students) enjoy English speaking lessons, with only over 10% expressing a lack of interest However, more than 20% (65 students) found some textbook topics uninteresting, which hindered their ability to express opinions in English The survey also indicated that a significant number of students (over 50%) felt that teachers primarily relied on textbook topics, with only about 42% (117 students) agreeing that teachers incorporated outside topics Additionally, while some teachers spent excessive time explaining tasks rather than allowing practice, over 70% (202 students) affirmed that they had ample opportunities to practice speaking with peers Overall, more than 72% of students felt that teachers provided sufficient time for speaking activities in 10th grade English lessons.
4.1.2.1.2 Using Vietnamese in speaking lessons
Chart 4.5: Using Vietnamese in speaking lessons
Never Rarely Sometimes Usually Always
Discussions
This section aimed to discuss the results in the study The collected data will be discussed to illustrate for research questions
Analyzing class questionnaires, observations, and interviews, while comparing them with theoretical methodologies, reveals the types of communicative activities employed in speaking tasks, as well as the perspectives of both teachers and students on these activities Additionally, it highlights the challenges faced in implementing communicative activities in lessons at Yen Phong Number 1 and Yen Phong Number 2 High Schools.
4.2.1 Types of communicative activities used in speaking lessons:
In speaking lessons, teachers primarily utilized games, discussions, role-plays, and class surveys, adapting these activities to accommodate varying student levels Games and role-plays were favored for their ability to engage students, boost confidence, and motivate them to communicate in English Effective games such as "Who Am I," "Hangman," "Crossword," and "Lucky Numbers" were particularly impactful Additionally, role-play activities provided students with opportunities to practice speaking English in real-life scenarios, as demonstrated in Unit 1 of the English Grade curriculum.
In a recent lesson, 10th-grade students engaged in a discussion about their preferences for various chores, drawing inspiration from examples in their textbook The students found the tasks to be manageable and were enthusiastic about participating in the activity Additionally, these discussions fostered an environment for students to share their ideas, enhancing their cooperation skills.
Teachers occasionally implemented class surveys effectively, despite the challenges associated with this activity These surveys required students to collaborate in groups and investigate a social issue relevant to each unit's topic However, in classes with many struggling students, teachers often adjusted the task requirements Instead of conducting a full survey, weaker students were allowed to prepare simple sentences individually and present their findings to the class.
4.2.2 Attitudes of both Teachers and Students toward communicative activities:
Through the result from investigating, both teachers and students agreed that the communicative activities were very important in speaking lessons
Teachers utilized engaging activities to enhance lesson interest, encouraging student participation in all class activities This approach clearly improved the quality of teaching and learning in speaking lessons Survey data indicated that all teachers effectively incorporated suitable communicative activities tailored to their students.
Most students agreed that activities made lessons more engaging, with 96 percent indicating that communicative activities captured their attention during speaking lessons Additionally, about 90 percent reported consistently having opportunities to work in pairs or groups, which boosted their confidence and enthusiasm for participation This demonstrates that communicative activities significantly contributed to the success of speaking lessons.
Both teachers and students recognize the value of communicative activities in enhancing speaking lessons, as these activities effectively facilitate the achievement of lesson objectives and significantly improve students' speaking skills.
4.2.3 Difficulties in applying communicative activities:
Applying communicative activities in grade 10 th students‟ English speaking classes at the school also faced some certain difficulties
The primary challenge faced by teachers was the limited 45-minute duration for each lesson, which was insufficient to cover the multiple activities outlined in the textbook Typically, speaking lessons included three to four activities, making it difficult for teachers to complete them all within the allotted time Additionally, each speaking lesson requires distinct stages: pre-speaking, while-speaking, and post-speaking, with the majority of the time dedicated to the while-speaking stage for student practice Consequently, teachers often found themselves allocating excessive time to the pre- and post-speaking stages, leading to an unavoidable shortage of time for effective lesson delivery.
A significant challenge in student engagement was the lack of motivation, as many students were reluctant to participate in activities and only completed speaking tasks to meet teachers' requirements Their disinterest often stemmed from unfamiliar topics, compounded by a limited vocabulary and feelings of shyness or lack of confidence when speaking publicly Additionally, fears of making mistakes, difficulty finding suitable partners, and the presence of weaker students in the class further diminished their motivation to practice speaking English.
The classroom's small size and closely arranged desks posed significant challenges for teachers implementing communicative activities This layout hindered both the instructors' ability to facilitate effective lessons and the students' movement during activities like class surveys, which required them to interact beyond their immediate seating Consequently, students often resorted to standing and conversing with nearby peers, ultimately obstructing the intended goals of the communicative exercises.
Teaching and learning in large classes present significant challenges for educators, particularly in Bac Ninh high schools, where class sizes range from 45 to 50 students with varying skill levels The disparity in student abilities, with some excelling while others struggle, complicates the implementation of communicative activities in speaking lessons As teachers are unable to give individual attention to every student, many miss out on opportunities to engage in these essential activities, hindering their learning experience.
Teachers and students occasionally resorted to using Vietnamese during speaking lessons, which posed challenges This practice was often employed to clarify complex task requirements and enhance student comprehension Additionally, students utilized Vietnamese during discussions, primarily due to their existing knowledge and the complexity of the tasks at hand.
The textbook presented numerous new words and tasks in each lesson, posing challenges for students with limited cognitive abilities Consequently, some tasks were difficult for these students to comprehend in English As a result, teachers often resorted to explaining requirements in Vietnamese, which contradicts the principles of communicative activities.
Suggested solutions
To improve the effectiveness of applying communicative activities in English speaking classes of 10 th grade at two high schools, some suggested solutions are given as following
Teachers should effectively manage time during lessons by prioritizing student practice and encouraging collaboration through pair or group work Given that each lesson lasts 45 minutes, it's crucial to minimize time spent on pre-teaching vocabulary Instead of having students copy vocabulary, teachers can provide handouts Additionally, assigning lesson preparation and review of previous materials as homework can enhance students' understanding, allowing teachers to focus on essential lesson requirements during class time.
Teachers should prioritize pair and group work over individual tasks to enhance student participation in speaking activities For unfamiliar topics where students may lack vocabulary, educators can introduce suitable subjects, offer supporting ideas, and provide relevant vocabulary to facilitate practice Additionally, employing engaging techniques and games, such as lucky games, crosswords, and quiz-style competitions, can further encourage interaction among students Finally, rewarding students for correct answers or strong presentations serves as an effective strategy to boost motivation and engagement in the learning process.
To enhance student engagement and movement in the classroom, teachers should rearrange tables to create more space and facilitate easier mobility Additionally, mixing students of varying skill levels in pairs or groups allows stronger students to assist their peers, fostering collaboration Regularly changing group members encourages the sharing of ideas among all classmates, making students more enthusiastic about participating in activities Consequently, implementing pair and group work strategies can significantly increase student activity during speaking lessons.
Crowded classrooms present significant challenges for teachers in implementing communicative activities To address this issue, teachers should carefully consider class arrangements, utilizing pair work for some activities and group work for others It is essential to evaluate lesson content and student competence to tailor tasks and time effectively Designing simpler tasks can help weaker students succeed, while mixing students of varying skill levels in groups allows advanced learners to support their peers Encouraging students to prepare lessons at home enhances their engagement with new material Additionally, regularly rewarding enthusiastic students fosters a positive classroom environment and motivates all learners to participate actively in class activities.
To encourage students to primarily use English in the classroom, teachers should adopt short and clear sentences when explaining speaking tasks Complicated language can hinder comprehension, so it is essential for teachers to convey instructions in a straightforward manner By consistently using simple English instructions daily, teachers help students become more familiar with speaking and listening in English When faced with difficult vocabulary or tasks, teachers should provide easy explanations in English, fostering a daily habit of English usage and reducing reliance on Vietnamese in class.
Flexible communicative activities in speaking lessons effectively stimulated student interest and participation, leading to significant improvements in their speaking skills These activities enhanced students' confidence, vocabulary, grammatical structures, cooperation, and social knowledge.