INTRODUCTION
Rationale
English is one of the most widely spoken languages globally, making it essential for individuals to master it, especially for those learning it as a foreign language This growing demand for English proficiency is particularly evident in Asian countries, including Vietnam, where the number of English learners has surged In high schools, English is a crucial subject, as it is one of the three compulsory subjects in the General Certificate of Secondary Education examination Additionally, Vietnamese students study English to enhance their job prospects, as many future careers require strong English-speaking skills.
Despite English being taught from Primary to High School, many graduates struggle with speaking skills due to several factors One significant reason is the outdated teaching methods that prioritize grammar over practical speaking abilities Historically, the focus has been on teacher-centered approaches that emphasize reading and writing, often employing the Grammar-Translation method This method limited the development of speaking skills, as traditional activities like reading dialogues and written exercises dominated the curriculum Additionally, the lack of oral examinations led both teachers and students to overlook the importance of oral proficiency in language learning.
Many students struggle to utilize the English they have learned for effective communication, leading to difficulties in daily conversations and future professional environments This highlights the necessity for high school English teachers to prioritize the development of students' speaking skills Implementing Communicative Language Teaching in the classroom can significantly enhance students' ability to engage in communicative activities, ultimately helping them achieve their English learning goals.
English classes play a crucial role in language acquisition, as they often incorporate communicative activities that encourage extensive student interaction According to Brown (2001), these speaking lessons are designed to ensure that "learners talk a lot," fostering a more engaging and effective learning environment.
At Yen Phong Number 1 High School, all English teachers implement communicative activities to enhance the four essential language skills: listening, speaking, reading, and writing By incorporating effective methods such as group work, role play, and discussions, educators successfully engage students in speaking exercises Nevertheless, teachers encounter significant challenges, particularly due to the large class sizes, which can hinder the effectiveness of these communicative activities.
A diverse group of 45 students with varying cognitive abilities often results in some individuals being unable to participate fully in speaking activities Additionally, past assessments have primarily emphasized grammar and vocabulary, which has contributed to a lack of focus on developing speaking skills among students.
To address the challenges in English language learning, high schools in Bac Ninh province, including my school, have implemented the Ministry of Education's new English textbook for two years, which emphasizes communication skills All tests now incorporate listening skills, and students participate in speaking tests each term, leading to increased practice in spoken English Each unit concludes with a group project that requires students to conduct surveys on a specific topic and present their findings to the class, significantly enhancing their speaking abilities As a result, most tenth-grade students are eager to engage in speaking activities However, teachers face the challenge of varying student proficiency levels, with some unable to fully participate in communicative tasks or grasp the lessons, compounded by the textbook's complexity and the abundance of new vocabulary and activities in each session.
To effectively engage students during speaking lessons, teachers must adapt their communicative activities to accommodate the varying cognitive abilities present in different classes, ensuring that all activities can be completed within a forty-five minute timeframe.
This thesis investigates the use of communicative activities to enhance English speaking skills among high school students in Bac Ninh province The study aims to collect data on the current implementation of these activities in speaking classes and provide actionable solutions for teachers to improve their students' English learning experience.
Aims of the study
This article examines the implementation of communicative activities in enhancing English speaking skills among tenth-grade students at Yen Phong number 1 High School and Yen Phong number 2 High School in Bac Ninh Province It focuses on the various types of communicative activities employed and gathers insights from both teachers and students regarding their perceptions and experiences with these methods.
- 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 evaluating the use 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 study aims to identify the various types of communicative activities implemented in English language instruction.
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 the most crucial skill in learning English, as it facilitates effective communication According to the Oxford Dictionary, speaking involves conveying information and expressing feelings through speech Additionally, Chaney (1998) defines it as the process of creating and sharing meaning using both verbal and non-verbal symbols in various contexts Thus, speaking plays a vital role in the process of second language learning and teaching.
English speaking skills are multifaceted and can be defined in various ways As a productive oral skill, speaking encompasses more than mere word pronunciation, making it more complex than it initially appears.
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 primary aspects: accuracy and fluency Accuracy involves the correct use of vocabulary, grammar, and pronunciation, which is developed through structured activities Fluency, as defined by Harmer (2001), is the ability to speak spontaneously without excessive hesitation Bryne (1986) further explains that accuracy means using correct forms that do not contain errors affecting phonological, syntactic, or semantic features Fluency allows speakers to maintain conversation without interruptions that hinder communication, and instant correction should be avoided as it can disrupt the flow of dialogue.
2.1.2 The importance of speaking skill
Speaking is often regarded as the most challenging skill to develop in the classroom, despite being an integral part of daily life, as noted by Thornbury (2005: 1).
Effective communication in the classroom emphasizes verbal interaction among learners, encouraging them to engage more actively in discussions Teachers should minimize their own speaking time to create an environment that fosters student dialogue and participation.
Many second language learners prioritize speaking skills, as mastering this ability often signifies proficiency in other language areas The common inquiries posed to language learners, such as "Do you speak English?" highlight the perception that speaking equates to language mastery The significance of speaking is further emphasized by its integration with other skills, as it aids in vocabulary and grammar development, ultimately enhancing writing abilities Through speaking, learners can articulate feelings, share opinions, tell stories, inform, request, and engage in discussions, showcasing the diverse functions of language.
Effective speaking is crucial for conveying messages and exchanging 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 candidates with strong English communication skills According to Baker and Westrup (2003), individuals who speak English well are more likely to pursue further education and secure employment opportunities.
A speaking lesson encompasses various activities crafted by the teacher to enable students to effectively utilize the new language skills they have acquired in real-world scenarios 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 all students, not just the high achievers, to engage actively in lessons By fostering collaboration within diverse groups, every member can contribute meaningfully, enhancing the overall learning experience.
- 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 actively monitoring student interactions and providing guidance as needed By circulating among students, the teacher can observe conversations and offer suggestions when tasks prove challenging After the speaking activities, the teacher will provide constructive feedback to enhance student learning.
A speaking lesson typically consists of three key stages: pre-speaking, while-speaking, and post-speaking The pre-speaking and post-speaking stages each last approximately seven to eight minutes, while the while-speaking stage is extended to about thirty minutes, providing students ample opportunity to practice their speaking skills effectively.
- Pre-speaking stage (Presentation stage)
At this stage, activities are implemented to encourage learners to brainstorm the topic, facilitating their ability to generate lesson themes and prepare relevant vocabulary.
- While-speaking stage (Practice stage)
This stage lasts approximately thirty minutes, allowing learners ample time to engage in speaking activities The teacher facilitates individual, pair, and group work to ensure equal participation among all students in the speaking exercises.
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 teachers and students (Richards, 2006) According to Harmer (2001), CLT emphasizes the importance of language functions and advocates for a teaching approach that prioritizes ample exposure to language in use and abundant opportunities for practice, which are crucial for students' development of language knowledge and skills.
Communicative Language Teaching is focused on learners rather than teachers, emphasizing the importance of understanding language forms, meanings, and functions This approach encourages students to engage in meaningful communication within specific contexts.
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 enhance both aspects Additionally, teachers should create classroom opportunities for language use through suitable strategies and promote 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
Effective communication is achievable even with limited language knowledge, as students must learn to utilize the language appropriately for various purposes and functions across diverse situations to attain communicative competence.
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 emphasizing authentic language in real-world contexts This approach ensures that students can apply their classroom learning effectively in unprepared situations Celce-Murcia et al (1995) further categorize communicative competence into five key components: discourse competence, linguistic competence, sociocultural competence, active competence, and strategic competence, highlighting the multifaceted nature of effective communication.
Communicative activities
Communicative activities are designed to engage learners and motivate communication (Littlewood, 2002) According to Harmer (2001), these activities encourage students to participate in real or realistic communication scenarios A crucial aspect of these activities is their foundation in authentic situations, which creates a genuine information gap, allowing language learners to practice the target language effectively within Communicative Language Teaching Approaches (Liao, 2000).
Communicative activities are designed to engage students in meaningful interactions, fostering both a desire to communicate and a purposeful use of language These activities, as defined by Tait (2001), emphasize fluency over accuracy, enabling students to speak English more confidently and fluidly.
According to Savignon (2001), many activities labeled as communicative are often just disguised structure drills, leading teachers to mistakenly believe they are promoting genuine communication in the classroom To ensure that activities truly foster communication, it is essential to focus on the defining features of effective communicative activities, as outlined by Harmer (2001:85).
Effective communication in the classroom requires students to have a desire to express themselves and a clear purpose for their interactions, such as making appointments or writing letters Emphasizing content over form allows students to focus on the message they wish to convey, encouraging the use of diverse language structures instead of relying on a single format Additionally, minimizing teacher intervention fosters a more organic communication environment, while avoiding strict control over materials ensures that students can freely choose their language forms during activities.
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 movie's title is "Titanic," but one asks, "What is the name of this film?" and the other responds with "Titanic," their interaction lacks meaningful exchange.
Effective communication relies heavily on the choices speakers make regarding their words and delivery When teachers impose a singular method of expression on students, it stifles their ability to communicate freely, resulting in a less engaging and interactive exchange.
Effective communication relies heavily on feedback, as it allows both teachers and listeners to provide the speaker with valuable insights Detailed feedback is essential for the speaker to identify mistakes and enhance their speaking skills Without the opportunity for listeners to offer constructive feedback, the communication process lacks true interactivity and engagement.
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 specific communicative purposes In communicative activities, students focus on expressing content rather than perfecting form, utilizing diverse language without fear of correction from the teacher Conversely, non-communicative activities lack this desire, as students engage in repetitive drills aimed at accuracy rather than meaningful interaction This focus on language form can lead to teacher intervention for grammatical accuracy, ultimately diminishing students' confidence to speak publicly.
2.3.3 The significance of communicative activities in speaking lessons
Every speaking lesson should focus on communicative activities, as they engage students in learning to use language effectively for communication These activities not only motivate the classroom environment but also equip learners for real-life interactions (Gower, Phillips, and Walters, 2005) By fostering interaction, communicative activities encourage students to acquire language skills and respond to others, enhancing their ability to use language in practical situations.
Thornbury (2008) emphasizes that communicative activities engage students in achieving specific outcomes while allowing them to express themselves freely in language These activities serve as an effective approach to enhance students' speaking abilities, particularly in conversation-focused classes Mastery of communicative competencies is essential for effective learning, and discussions with collaborators reveal that implementing communicative activities is an optimal method for developing these necessary skills.
Engaging students in communication activities is essential for enhancing their speaking skills These activities, which include asking and answering questions, role-playing, discussions, debates, games, and group work, foster information sharing, negotiation of meaning, and interaction among peers.
Communicative activities significantly enhance student motivation during speaking lessons by providing opportunities for peer interaction in a low-pressure environment These activities encourage students to engage with classmates without the fear of making mistakes, as they are not required to speak in front of the entire class This approach fosters confidence and eagerness to participate, ultimately leading to increased speaking practice and language proficiency.
Communicative Language Teaching emphasizes the importance of using the target language and engaging in communicative activities to enhance language learning This approach prioritizes not only grammatical structures but also the practical application of language in real-life situations 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 made by the teacher prior to the activity This preparation encompasses both the actions taken before the class begins and the strategies employed during class to facilitate the task.
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
To effectively enhance students' speaking fluency, every task should have a clear purpose that applies the language they have learned This approach goes beyond merely fostering a comfortable classroom atmosphere; it focuses on practical language application and meaningful practice.
* 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 implementing three communicative activities—discussion, problem-solving, and role-playing—significantly enhanced students' speaking skills The research revealed a marked improvement in students' speaking abilities and a positive attitude towards learning English speaking skills through these interactive methods.
Secondly, Kittiya Phisuttangkoon (2012) did a research on using communicative activities to develop English speaking ability of the First Year Vocational Students
In a recent study, researchers implemented an eight-week experiment utilizing communicative activities to enhance student speaking skills across six language functions The findings revealed that learners developed positive perceptions and attitudes towards these communicative activities, indicating their effectiveness in fostering engagement and language use.
Intan Nur Charina (2013) conducted a study demonstrating that communicative activities significantly enhance students' speaking skills The research, carried out in ABC's class, revealed that these activities not only improved speaking abilities but also boosted students' motivation The findings highlight the effectiveness of using communicative methods for First Year Vocational Students.
In her 2013 thesis, Chau Tuyet Ngan examined 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 incorporating these activities were designed and implemented, leading to insights on the benefits and challenges of their application The study also proposed several solutions to enhance the integration of communicative activities in the school's English program.
Studies indicate that communicative activities effectively enhance English language practice in real-life contexts, benefiting learners of all ages and proficiency levels Despite their advantages, teachers often face challenges when implementing these activities in speaking lessons Notably, research on the use of communicative activities for teaching English speaking skills to tenth-grade students in Bac Ninh province is lacking Therefore, this study aims to investigate the practical application of these activities at Yen Phong number 1 High School and Yen Phong number 2 High School.
METHODOLOGY
Method of the study
This study employs a research methodology that integrates both qualitative and quantitative data collection techniques, including observation, questionnaires, and interviews The subsequent section outlines the 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, with half of the teachers holding Master's degrees and all having over five years of English teaching experience These educators are committed to adapting to the evolving curriculum of the New Textbook, employing various activities to enhance student engagement in English speaking skills The participating students, representing diverse classes and proficiency levels, exhibit a mix of abilities; while some excel in English, others struggle with speaking in front of peers Although most students possess basic grammatical knowledge, fluency in spoken English remains a challenge for many This survey aims to investigate the effectiveness of communicative activities in speaking lessons and the obstacles encountered in their implementation.
Research procedure
The research was carried out and followed these steps:
The initial step in conducting the survey involves utilizing questionnaires, which are essential for data collection but can be time-consuming The researchers developed an online survey targeting both teachers and students After a week, responses from all participants will be gathered for analysis.
The research will progress by implementing the second data collection method, which is observation The researcher participated in five speaking lessons and five project lessons to gain insights into the teaching and learning of English speaking 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 at 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 within them.
Finally, the researcher sum up the results from these three research instruments that are questionnaires class observation, and interviews.
Data collection instruments
This research tool includes a set of questions designed to collect information from participants Questionnaires offer several advantages over other survey methods, including cost-effectiveness and reduced effort for researchers Additionally, they enable researchers to save significant time in the data collection process.
Self-administered assessments can be administered simultaneously to large groups (Seliger & Elana, 1989) This study involved tenth-grade students from two high schools and ten English teachers as participants.
A questionnaire comprising 14 questions was administered to ten English teachers to investigate the types of communicative activities they frequently employ, their organization of these activities during speaking lessons, and their perspectives on the effectiveness of communicative activities in language teaching.
A questionnaire comprising two sections, each with ten questions, was created to gather insights from tenth-grade students regarding their experiences with speaking lessons The first section focuses on general opinions about speaking lessons, while the second section delves into students' views on communicative activities specifically This survey was administered to 300 students from Yen Phong High School number 1 and number 2.
Observation is a fundamental research technique in the classroom, as highlighted by Miller (2004) This method involves systematically observing teachers' lessons through visual and written documentation, yielding rich and authentic data for researchers To validate the findings, future questionnaires may be utilized The researcher plans to attend ten lessons—five focused on Speaking and five on Projects—across tenth-grade classes in Yen Phong number 1 High School and Yen Phong number 2 High School This approach aims to provide a comprehensive understanding of English speaking instruction and assess the implementation of communicative activities, with observations conducted without prior notice to the classes.
Interviews are a key qualitative research method that allows researchers to gain insights into the experiences of others (Burnard, 1994; Doody & Noonan, 2013; Myers & Newman, 2007; Ryan, Coughlan & Cronin, 2009; Schultze & Avital, 2011) They represent the most direct interaction between researchers and participants (Kazmer & Xie, 2008; Kvale, 1996) In this study, interviews were conducted to gather students' opinions on speaking lessons and the communicative activities employed in these lessons.
Data analytical method
Data was collected through questionnaires, observations, and interviews The questionnaire responses were analyzed efficiently using Google Drive and Microsoft Excel, allowing for the results to be compiled, summarized, and presented through tables and charts.
FINDINGS AND DISCUSSIONS
Data analysis
A survey consisting of fourteen questions was distributed to ten English teachers across Yen Phong number 1 and Yen Phong number 2 high schools, with all questionnaires collected and the results presented 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 to enhance speaking skills, with games, discussions, and role-plays being the most frequently utilized methods, each used by 100% of teachers In contrast, only seven teachers incorporated class surveys into their teaching Notably, role-plays and discussions were preferred by nearly all educators, highlighting their effectiveness in the classroom.
Communicative activities used in speaking lessons
Popular activities chosen by students
The most effective communicative activity
Class surveyRole playDiscussionGame
In speaking lessons, games were favored by 80% of students, while only four teachers regularly utilized Class Survey, citing its effectiveness for advanced classes but acknowledging its difficulty for weaker students The data indicated that 60% of students preferred discussions, ranking it third in popularity Overall, Class Survey was the least chosen activity among students, and a significant number of teachers (40%) considered games to be the most effective teaching method, compared to 30% who preferred 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 indicated that activities such as games, discussions, and role-playing could enhance students' speaking confidence, while four teachers noted that these activities might promote collaborative work among students However, all teachers agreed that the primary motivation for selecting the most effective activities was not centered on improving 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
All ten teachers implemented three primary class arrangements—group work, pair work, and individual tasks—during speaking lessons to enhance students' speaking skills They adapted these activities flexibly based on the varying requirements of each speaking task, leading to different frequencies of usage for each arrangement The results are detailed below.
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 more commonly utilized than individual work in speaking lessons, as all ten teachers frequently employed these collaborative arrangements to enhance student participation In contrast, only five teachers regularly allowed for individual work, noting that it promotes active engagement in speaking activities and benefits 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 struggling to complete speaking tasks due to time constraints Additionally, half of the teachers noted that student motivation and shyness were common challenges during speaking lessons Other obstacles included limited classroom space and students' fear of making mistakes However, inadequate facilities were not viewed as a challenge, as both high schools were well-equipped with sufficient 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 additional examples, utilized diverse classroom arrangements, or allotted appropriate time for each task Additionally, just one teacher (10%) chose to explain the tasks in Vietnamese Notably, none of the educators viewed students as advisors rather than controllers in their approach to teaching.
To enhance speaking lessons, teachers implemented various strategies, including assigning students to prepare lessons at home Survey results indicated that 40% of teachers consistently utilized this approach, while another 40% reported using it frequently.
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
In a recent survey, only one teacher indicated "Sometimes" and another "Rarely" when asked about assigning home preparation for lessons, while no teacher selected "Never," highlighting the effectiveness of this approach in helping students complete lessons on time Additionally, the survey revealed that time constraints hindered teachers from incorporating more speaking activities, with only two teachers responding "Usually," three "Sometimes," and five "Never," while none chose "Always." The limited 45-minute lesson duration made it challenging for teachers to cover all textbook tasks, making the introduction of additional activities in speaking lessons an infrequent solution to this issue.
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 highlights that six teachers adjusted activity content according to students' competencies, facilitating participation in speaking lessons for diverse skill levels Additionally, half of the teachers employed the technique of designing simpler tasks, which proved particularly beneficial for weaker students by providing them with more practice opportunities However, some strategies were infrequently utilized, such as omitting challenging tasks from textbooks, creating easier assignments, employing various teaching methods, and dividing 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 in the classroom, as they effectively engage students and enhance their interest in lessons These activities promote student participation and aid in developing speaking skills, ultimately helping to achieve lesson objectives However, one teacher expressed concerns about implementing communicative activities in large classes, citing time constraints as a significant challenge.
The student questionnaire comprised two main sections, each containing ten questions, and was distributed to 300 tenth-grade students through 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
According to Chart 4.4, a significant majority of students (approximately 87%, or 244 students) at Yen Phong High School No 1 and No 2 expressed a preference for English speaking lessons, finding them engaging However, over 10% of students indicated a lack of interest in these lessons Additionally, more than 20% (65 students) felt that not all speaking topics in the textbook were captivating, making it challenging for them to articulate their thoughts in English The data also revealed that fewer English teachers incorporated topics beyond the textbook, with only about 42% (117 students) agreeing that such topics were used, while more than 50% disagreed Furthermore, among the ten English teachers, two or three tended to spend excessive time explaining speaking tasks rather than allowing practice time Despite this, over 70% (202 students) acknowledged that their teachers provided ample opportunities to practice speaking with peers Overall, more than 72% of students agreed that they were given sufficient time to speak in English during their 10th-grade lessons, while around 28% had differing views.
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
An analysis of class questionnaires, observations, and interviews, alongside a comparison with theoretical methodologies, reveals the types of communicative activities utilized in speaking lessons at Yen Phong Number 1 and Yen Phong Number 2 High Schools This study highlights the perspectives of both teachers and students regarding these activities, as well as the challenges faced in implementing them effectively in each lesson.
4.2.1 Types of communicative activities used in speaking lessons:
In speaking lessons, activities such as games, discussions, role-plays, and class surveys were predominantly utilized, allowing teachers to adapt to varying student proficiency levels Games like "Who Am I," "Hangman," "Crossword," and "Lucky Numbers" were particularly effective in capturing student attention, boosting their confidence, and motivating them to engage in English conversation Additionally, role-play activities provided students with valuable opportunities to practice speaking in real-life scenarios, as demonstrated in Unit 1 of the English curriculum.
In a recent classroom activity, 10th-grade students engaged in discussions about their preferences for various chores, drawing inspiration from examples in their textbook The tasks were perceived as manageable, fostering enthusiasm for participation This collaborative discussion not only allowed students to share their opinions but also enhanced their cooperation skills.
Teachers sometimes find class surveys to be an effective but challenging activity, as they require students to work in groups to investigate social issues related to each unit However, in classes with many struggling students, educators often modify the task requirements Instead of conducting a full survey, weaker students are 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, effectively encouraging student participation This approach clearly improved the quality of speaking lessons Survey data indicated that all teachers successfully implemented suitable communicative activities tailored to their students' needs.
A significant majority of students, approximately 96 percent, reported that communicative activities enhanced their engagement during speaking lessons, making them more interesting and effective Around 90 percent of students indicated they frequently had opportunities to collaborate in pairs or groups, which contributed to their confidence and enthusiasm in participating These findings underscore the effectiveness of communicative activities in fostering a successful learning environment for speaking skills.
Both teachers and students recognized the value of communicative activities in enhancing speaking lessons, as these activities effectively facilitated the achievement of lesson objectives and contributed to the improvement of 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
One significant challenge faced by teachers was the limited 45-minute duration for each class period, which made it difficult to complete the multiple activities outlined in the speaking lessons of the textbook Typically, these lessons included three to four activities, but the time constraints often prevented teachers from finishing even the required tasks Additionally, each speaking lesson necessitates distinct stages: pre-speaking, while-speaking, and post-speaking While most class time is allocated to the while-speaking stage for student practice, teachers frequently find themselves dedicating too much time to the pre-speaking and post-speaking stages, leading to an inevitable shortage of time for comprehensive lesson execution.
A significant challenge in encouraging student participation in speaking activities was their lack of motivation Many students only engaged in tasks to meet teacher requirements, showing disinterest in the topics presented, particularly those that were unfamiliar This disinterest was compounded by a limited vocabulary, feelings of shyness, and a lack of confidence when speaking in front of peers Additionally, fears of making mistakes and difficulties in finding suitable partners further hindered their willingness to practice speaking English These factors collectively contributed to a low motivation among students to improve their speaking skills.
The classroom's small size and closely arranged desks posed significant challenges for teachers implementing communicative activities This layout restricted students' movement, making it difficult for them to participate fully in activities like class surveys that required mobility As a result, students often resorted to standing up and conversing with nearby peers, hindering the effectiveness of the intended communicative exercises.
Teaching and learning in large classes present significant challenges for educators, particularly in Bac Ninh high schools, where classes typically consist of 45 to 50 students with varying skill levels This diversity makes it difficult for teachers to implement communicative activities effectively, as some students excel while others struggle, with about one-third of the class facing difficulties Consequently, teachers often find it challenging to engage all students during speaking lessons, leading to missed opportunities for participation in communicative exercises.
Teachers and students occasionally resorted to using Vietnamese during class, which posed challenges in speaking lessons 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 content 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 became difficult for these students to comprehend in English As a result, teachers often found it necessary to explain 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 collaborative work in pairs or groups Given that each lesson is limited to 45 minutes, it's essential to minimize time spent on activities such as pre-teaching vocabulary Instead of having students copy vocabulary, teachers can provide handouts and assign lesson preparation as homework, allowing students to review previous material This approach enhances understanding and reduces the need for extensive in-class explanations, optimizing the overall learning experience.
Teachers should prioritize pair and group work over individual tasks to enhance student participation in speaking activities By selecting familiar topics and providing relevant vocabulary, teachers can support students who may struggle with language Implementing engaging techniques and interactive games, such as crossword puzzles and quiz shows, can further encourage student involvement Additionally, rewarding students for correct answers or strong presentations serves as an effective motivation booster, fostering a more dynamic learning environment.
To enhance student engagement and movement in the classroom, teachers should rearrange tables to create more space and facilitate easy movement Mixing students of varying skill levels in pairs or groups allows stronger students to assist their peers, fostering collaboration and support Regularly changing group members encourages the sharing of ideas among classmates, promoting a dynamic learning environment Consequently, this approach not only motivates students to actively participate in activities but also prevents passivity, making pair and group work effective strategies for increasing student involvement in speaking lessons.
Crowded classrooms pose significant challenges for teachers aiming to implement communicative activities effectively To address this issue, educators should consider suitable class arrangements, utilizing pair work for some tasks and group work for others It's essential for teachers to evaluate lesson content and student competence, allowing for appropriate adjustments in tasks and timing Designing simpler tasks can help weaker students succeed, while mixing students of varying skill levels in groups fosters peer support Encouraging students to prepare lessons at home enhances their engagement with new material Additionally, recognizing and rewarding enthusiastic students can boost overall participation and motivation in class activities.
To encourage students to use English predominantly in the classroom, teachers should focus on using short and clear sentences when explaining speaking tasks Complicated language may hinder comprehension, so it's essential for teachers to convey instructions in a straightforward manner Regularly using simple English instructions helps students become more familiar with speaking and listening in English Additionally, when faced with challenging vocabulary or tasks, teachers should provide easy explanations in English This practice fosters a daily habit of using English, ultimately reducing reliance on Vietnamese during 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, expanded their vocabulary, refined their understanding of sentence structures, and fostered cooperation and social knowledge.