Background of the study
English has emerged as a global language, making it essential for individuals to learn it for effective communication Speaking, a key component of this interaction, requires not only verbal expression but also attentive listening It is one of the most challenging skills for students to master among the four primary language skills: listening, speaking, reading, and writing As Rees (2004) notes, speaking is fundamental to human communication, enabling people to express and share their ideas and feelings In educational settings, while students learn the language's structure and vocabulary, the true goal is to use English for meaningful communication Effective speaking instruction should focus on fluency, accuracy, pronunciation, and appropriate word choice, emphasizing that successful communication involves both senders and receivers engaged in a conversation.
Effective communication can occur even with limited grammar and vocabulary, highlighting the importance of focusing on enriching students' speaking skills In Man 2 Filial, low speaking proficiency is attributed to various factors, particularly in pronunciation, grammar, and vocabulary Observations revealed challenges such as limited vocabulary, shyness among students, and ineffective teaching techniques To enhance speaking skills in English as a foreign language, it is essential to employ effective methods and activities One promising approach is utilizing role play, which can significantly improve students' speaking abilities by providing a suitable and engaging learning experience.
The role play technique is an effective method for teaching speaking skills by placing students in paired or group scenarios, where they can engage with handouts to prepare for interaction This approach not only enhances students' speaking abilities but also motivates them to communicate in English during their daily lives through practice in a game-like environment Language serves as a vital tool for sharing information, and speaking is essential for conveying ideas directly As noted by Brown and Yule (1994), speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning influenced by context, participants, and purpose Effective speaking requires learners to grasp grammar, pronunciation, and vocabulary, as well as the appropriate contexts for their use Brown (2001) emphasizes that classroom techniques should align with teaching approaches, while Chirandon et al (2010) highlight role play as a recommended technique to stimulate interest among beginners Furthermore, Brown and Yule (1994) identify three functions of speaking, with one being its role in social interaction.
Role play is a crucial technique in teaching speaking, as it provides students with the opportunity to practice communication in various social contexts and roles This method encourages active participation and empathy by allowing learners to step into another person's shoes By organizing students into pairs or groups and providing them with handouts for preparation, role play enhances their speaking skills Implementing this technique can significantly improve students' motivation and confidence in using English in their daily lives Language serves as a vital means of communication, and effective speaking skills are essential for conveying ideas and sharing information Therefore, developing strong speaking abilities is imperative for language comprehension and overall communication proficiency.
Role play enhances learners' imagination, creativity, and communication skills by allowing them to express their dreams and ideas It serves as a valuable alternative to real-life events in training speaking skills, alongside gossiping and reading materials Engaging in role plays fosters real communication, enabling learners to actively participate, express themselves, and develop their speaking abilities Additionally, it encourages learners to adopt different perspectives, promoting empathy and active involvement in the learning process.
When people meet, they typically greet one another and engage in small talk, sharing recent experiences to foster friendliness and create a comfortable interaction space The emphasis lies not only on the conversation itself but also on how individuals wish to present themselves to each other.
Speaking as performance involves public speaking, where information is conveyed to an audience through formats like speeches and public announcements This form of communication typically resembles a monologue rather than a dialogue and adheres to a recognizable structure, making it more akin to written language than everyday conversation.
Speaking as transaction emphasizes the importance of conveying messages clearly and accurately to ensure understanding This approach is particularly relevant in group discussions, where effective communication is essential for achieving shared goals.
Discussion is an organized process of face-to-face group interaction where individuals exchange ideas to solve problems, enhance understanding, or make decisions This research focuses on improving students' speaking abilities, particularly in expressing happiness, through role play In this context, role play serves as a type of public communication that encourages active participation among students as they engage in dialogue with peers It is essential for the topic of discussion to be clearly communicated to the learners Livingstone defines role play as an activity that allows individuals to practice language and roles they may encounter outside the classroom According to Larsen-Freeman (2000), role plays are crucial in the communicative approach as they provide learners with opportunities to communicate in various social contexts and roles By simulating real-life situations, role plays expand the range of language functions used and offer a flexible learning activity that encourages creativity and variation.
Role play is a powerful educational tool that enhances language fluency, promotes classroom interaction, and boosts student motivation (Ladousse, 1995) It significantly improves speaking skills by allowing learners to engage with one another while practicing their roles, thereby developing their verbal communication abilities and body language (Cornett, 1999) This is particularly beneficial for second language learners who may lack opportunities to speak English outside the classroom, as role play provides a simulated environment for practicing fluency and pronunciation (Burke & O'Sullivan, 2002) By stepping into different roles, students gain insights into diverse perspectives, emotions, and values, which can make learning enjoyable and effective (Holt & Kysilka, 2006) Additionally, role play fosters cooperation among learners and ignites their interest in language acquisition, enabling them to communicate effectively in English To maximize these benefits, teachers should incorporate a variety of role play activities tailored to their students' needs, facilitating a deeper understanding of spoken communication.
This article explores the effectiveness of role play activities in enhancing speaking skills, drawing on theoretical insights and findings from previous research The author proposes to conduct action research that implements role play as a teaching technique aimed at improving learners' speaking abilities.
Aims
The general aim of the study is to improve the speaking skills of the learners English through using play activities.
Research question
The main issue related to the research work will revolve around the following research question:
How can learners be more fluent in speaking?
To improve the learner’s speaking skill?
How can the speaking skills be improved through role play activities?
What are the learner’s attitudes toward using role play activities in teaching and learning speaking skills?
Reasons of the study
Each country has its own language, making mutual understanding essential through a common language This necessity is why English has been established as the international language.
There are several objective of the study, those are:
To research how the speaking skills of the learners can be improved through using play role activities
To examine the learner’s attitudes toward using role play activities in teaching and learning speaking skills
After four years of studying English at university, I have gained valuable insights into various cultures, people, and customs through English literature I have particularly focused on improving my speaking skills, which, although essential, are often not taught in an engaging manner I believe that mastering a language requires understanding and effectively utilizing even its smallest components.
Limitation of the study
The study focuses on examining how to use role play activities, improve speaking skills in a number of criteria: Pronouciation, grammar, vocabulary, fluency and comprehension (Harris 1969)
I have put forth my utmost effort to complete this work, aiming to offer valuable insights for those interested in English, especially in enhancing their speaking skills.
This study acknowledges that all errors and mistakes are my responsibility, and I welcome any suggestions, remarks, and constructive feedback from readers to enhance the quality of the research Your input is greatly appreciated.
Methods of the study
To carry out the thesis I have used the combination of different books for references
This research employs classroom action research to enhance students' speaking abilities, specifically focusing on expressing happiness The role play technique is utilized to effectively improve these skills.
According to Carr and Kemmis (1986), as cited in McNiff (1992), action research is a comprehensive form of self-reflective inquiry conducted by participants such as teachers, students, or principals This approach is utilized in social and educational contexts to enhance the rationality and fairness of their practices, deepen their understanding of these practices, and improve the environments in which they operate.
In accordance with McTaggart (1988) cited in Burns (2010) action research has four stages: planning, acting, observing, and reflecting
I regularly seek advice from my teachers and friends to enhance my speaking skills I particularly value the guidance from my supervisor to effectively develop my thesis Additionally, the knowledge and experience I gained during my four years at Phenikaa University play a crucial role in completing my thesis successfully.
All of the reason of the study, its aims, methods of the study and some research question and which are presented as background to my study.
Significance of the study
The expected outcome of this study aims to enhance English language teaching by demonstrating the effectiveness of role play activities For English teachers, incorporating role play can significantly improve students' speaking skills Meanwhile, students benefit from these activities as they enhance their ability to communicate in English more effectively.
Improving English speaking skills and overcoming shyness are essential for effective oral communication in English This study aims to provide valuable insights for other researchers facing similar challenges, contributing to a better understanding of these issues.
Design of the study
Overview of speaking skills
So far there have been a lot of definitions of speaking given , each deals with one aspect of speaking
Effective speaking is a vital component of building relationships and facilitating communication in daily life According to Brown and Yule (1999), speech production requires individuals to express their thoughts and engage in dialogue with listeners This interactive process involves both speaking and responding, highlighting the importance of listening in effective communication (Harmer, 2001) As English becomes increasingly essential for global interaction, mastering speaking skills is crucial However, among the four primary language skills—listening, speaking, reading, and writing—speaking is often the most challenging for students to develop.
English is widely taught in schools, emphasizing the mastery of four essential language skills: reading, writing, listening, and speaking Among these, speaking is considered the most crucial, as it facilitates classroom interaction Teachers implement various speaking activities aimed at enhancing this skill, including pair and group discussions on specific topics in English Additionally, students may engage in performances, such as dialogues, where they act out scenarios provided by the teacher These activities employ Communicative Language Teaching techniques designed to improve students' speaking abilities.
To sum up, there are different ways to define speaking as an action or a skill In this study, the term speaking will be related to language teaching and learning
The primary objective of teaching speaking skills is to achieve communicative efficiency, enabling learners to effectively convey their messages Students should maximize their current proficiency to ensure clarity and avoid misunderstandings caused by incorrect pronunciation, grammar, or vocabulary Additionally, it is essential for learners to adhere to the relevant social and cultural norms that govern each communication context.
To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output
1.1.3 Difficult in teaching and learning speaking skills
Some commons negative beliefs They can be defined as follows (Ur
inhibition – fear of making mistakes, losing face, criticism shyness
Nothing to say – learners have problems with finding motives to speak, formulating opinions or relevant comments
Low or uneven participation – often caused by the tendency of some learners to dominate in the group
Mother-tongue use – particularly common in less disciplined or less motivated classes, learners find it easier or more natural to express in their native language
A survey of EFL teachers reveals that the primary challenges in the classroom include a lack of motivation, students' reluctance to speak, and the use of their first language (Nunan, 1993, in Celce-Murcia) According to Burns and Joyce (1999), these issues may stem from cultural, linguistic, or psychological factors Thornbury (2006) notes that learners often struggle with limited skills, as their knowledge is not sufficiently automated to ensure fluency Consequently, affective factors such as lack of confidence and self-consciousness can further inhibit fluency Therefore, it is crucial for teachers to recognize and address the speaking difficulties their students may encounter.
1.1.4 Methods of teaching speaking skill
Brown and Yule (1983) suggest the following:
When teaching spoken language, it is essential to emphasize longer transactional turns, as even native speakers often struggle with them This approach equips students with the skills necessary to communicate information effectively, both in their home country and in environments where native speakers are present.
Utilizing an awareness-raising approach to teach interactional language can enhance student performance Research by Peter Skehan on Task-based Learning indicates that providing students with preparation time significantly broadens the range of language they use during tasks, although it has less impact on accuracy Therefore, allowing preparation time is a practical strategy to encourage students to effectively use new language.
When preparing students for the task of conversing with a stranger on public transport, it's essential to provide guided preparation time instead of just a quick 10-minute rehearsal This approach allows students to develop confidence and practice effective communication strategies, ensuring they are better equipped for real-life interactions By facilitating structured preparation, educators can enhance students' conversational skills and improve their overall experience in public settings.
To motivate students to practice new language skills during communication activities, consider turning the exercise into a game Present students with a specific scenario and provide them with essential phrases to incorporate They can earn points for effectively using the language, making the learning process engaging and enjoyable.
Further reading :Brown, G and G.Yule 1983 Teaching the Spoken
Bygate, M 1987 Speaking Oxford University Press
Carter, R and M McCarthy 1997 Exploring Spoken English Cambridge
In conclusion, several factors contribute to a successful speaking lesson, yet implementing activities that meet all these criteria can be challenging This raises the question: what types of activities can effectively enhance speaking skills? The following section will explore this topic in detail.
1.1.4 A successful speaking lesson in classroom
Ur (1996) explains four elements of a successful speaking lesson They are :
In a speaking class, a significant portion of the allotted time is dedicated to learner participation, highlighting the importance of student talk Contrary to common practice where teacher talk or pauses dominate, maximizing learner interaction is essential for effective language acquisition.
Participation is evenA monitoring of talkative participant doesn‟t dominate classroom discussion here, it is hinted that all get a chance to speak and are fairly evenly distributed
Motivating is high This is indicated by the eagerness of the learners to speak Students are interested in the topic and have something new to say about it
Effective language use is essential for learners to communicate clearly and meaningfully This involves expressing thoughts in coherent utterances that are easy to understand while maintaining an acceptable level of accuracy in language.
According to Nunan (1996) successful oral communication should involve developing:
The ability to articulate phonological features of the language comprehensibly
Mastery of stress, rhythm, intonation patterns; an acceptable degree of fluency
Skills in talking short and long speaking in turns, in the management of the interaction, and in negotiating meaning;
Conversational listening skills (successful conversations require good listeners as well as speakers)
Skills in knowing about and negotiating purposes for conversations Using appropriate conversational formulate and fillers
In conclusion, successful speaking lessons depend on various factors, and while it can be challenging to create activities that meet all criteria, it is essential for language teachers to keep these factors in mind when designing and implementing speaking exercises The upcoming section will explore effective activities that can enhance speaking skills.
1.1.5 Activities to improve speaking skill
After a content-based lesson, discussions can serve multiple purposes, such as reaching conclusions, sharing ideas, or solving problems It's crucial for teachers to establish the discussion's objective beforehand to ensure relevance and prevent off-topic chatter For instance, in agree/disagree discussions, teachers can form small groups of 4 to 5 students and present controversial statements like "people learn best when they read" versus "people learn best when they travel." Each group discusses their assigned topic and presents their viewpoints, ensuring equal speaking opportunities among members This activity promotes critical thinking and effective communication, teaching students to express and justify their opinions respectfully Smaller groups are preferable to encourage participation from quieter students, and groups should be rearranged regularly to foster collaboration with diverse peers Regardless of the discussion's aim, students should always be encouraged to ask questions, paraphrase ideas, and seek clarification.
Role-playing is an effective method for encouraging student speech by immersing them in different social contexts and roles In these activities, teachers provide students with specific identities and scenarios, guiding them to express thoughts and feelings relevant to their roles For example, a teacher might instruct a student, "You are David, visiting the doctor to explain what happened last night." This approach fosters communication skills and enhances engagement in the learning process.
Simulations differ from role plays in that they are more elaborate and allow students to create a realistic environment by bringing in items relevant to their roles For example, a student portraying a singer might use a microphone to enhance the experience Both simulations and role plays offer numerous benefits, including increased student motivation due to their entertaining nature Additionally, as noted by Harmer (1984), these activities can boost the self-confidence of hesitant students, as they can assume different roles and speak without the pressure of personal responsibility.
Role play
Role-play involves engaging in speaking activities where individuals either adopt another person's perspective or remain themselves while immersing in an imaginary scenario.
Role-playing allows students to immerse themselves in various identities, from the President to a pop star, offering limitless possibilities for exploration This engaging activity also enables them to adopt different perspectives, facilitating dynamic debates where the class is divided into proponents and opponents of a given theme.
Role Play activities significantly enhance students' speaking skills by allowing them to practice asking for and giving opinions in realistic scenarios When students grasp the vocabulary used in these exercises, they become more confident in their speaking abilities Observations indicate that students actively participated in Role Play, effectively engaging in discussions while demonstrating correct pronunciation and vocabulary usage Research supports the effectiveness of Role Play in improving fluency, vocabulary, pronunciation, and grammar in students' spoken language.
Role play, as defined by various scholars, is a widely recognized technique in communicative language teaching that effectively fosters student thinking and creativity It provides opportunities for learners to practice and develop new language skills while enhancing motivation and engagement in the learning process This article will explore different types and procedures for implementing role play in educational settings.
1.2.2 Types and procedures in using role play
Role play is a fundamental component of English as a Foreign Language (EFL) teaching, enabling students to engage in conversational practice This interactive method helps learners build confidence and fluency while assessing their progress and applying their knowledge in real-life scenarios.
Role plays are designed to focus on specific grammar points, like the simple past tense or future constructions with "going to," while also assessing social interaction skills such as negotiating, interrupting, and making small talk Teachers can tailor these activities to be as simple or complex as desired, utilizing verbal instructions, secret messages, gestures, and cue cards to effectively set the scene.
In the classroom, there are four primary types of role plays, though it's important to note that these categories often overlap, and specific situations may incorporate two or more of these elements.
Considering types of role play, on the other hand, Littlewood (1994) divides role play activities based on the nature of information that is given to learners as follows
Role play controlled through cued dialogues is an effective learning activity where learners receive cues on separate cards, allowing them to listen to their partner before responding appropriately These cues help predict and prepare the general gist of their responses, while teachers can guide learners in using the correct forms The cues dictate the functional meanings to be expressed, with the social situation and relationship influencing the appropriateness of the language used To ensure coherence, teachers should prepare activities with interlocking cue sets, preventing any conflicting utterances However, this structured approach may limit creativity (Littlewood, 1994).
The second type is role play controlled through cues and information
The framework of this learning approach is more flexible, allowing one learner to receive detailed cues while the other responds as needed This structure encourages improvisation from one student, with the other required to react accordingly, resulting in a looser control from the teacher and greater creative freedom for the learners The focus of these activities shifts from evaluating the final product to practicing the communication process itself In pre-communicative language practice, learners concentrate on the necessary forms they need to master These cued activities enable teachers to manage interactions effectively, ensuring that students convey a specific range of meanings (Littlewood, 1994).
The third type of role play involves controlled situations and specific goals, allowing learners to take greater control over their interactions This approach targets higher-level scenarios where learners must achieve defined objectives through communication Initially, participants are only aware of the general context and their personal goals, requiring them to negotiate the dynamics of the interaction effectively.
The final type of role play involves engaging in a debate or discussion centered around a real or simulated issue To participate effectively, learners must possess sufficient knowledge of the topic and be prepared to defend varying viewpoints Initially, they should thoroughly understand the relevant information before discussing it in small groups At the conclusion of the discussion, they may reach a definitive decision or simply hold a vote on the matter This interactive process is driven by the clash of differing opinions (Littlewood, 1994:57).
Role play activities come in various forms and are a source of motivation for students, allowing them to creatively engage in different scenarios Teachers play a crucial role by providing the necessary vocabulary and structures to support these activities This study focuses on two specific types of role play: one guided by cues and information, and the other driven by specific situations and goals, both tailored for speaking classes to enhance student learning.
1.2.2.2 Procedure in using role play activities
Ladousse (1989) emphasizes that language activities should progress from controlled to creative stages Initially, learners engage in the pre-communicative stage, focusing on achieving fluency and acceptable language production Success at this stage is measured by the correctness of linguistic forms Subsequently, in the communicative stage, the emphasis shifts to conveying meaning effectively, where learners are introduced to new language items, drilled in their use, and expected to apply them in communication.
In the initial stage of language learning, teachers introduce essential vocabulary and structures that learners are likely to encounter This involves pre-teaching relevant terms and phrases, which can be displayed on the board or provided through worksheets Engaging activities such as drilling, memorizing dialogues, matching sentence halves, and word games help reinforce these forms As students practice, they work towards memorizing the language, achieving correct pronunciation, and understanding meanings Prior to role-playing, learners are equipped with the necessary language tools, although role cards should be concise to encourage creativity rather than rote recitation.
To effectively engage learners in role play activities, it is essential to create a friendly and relaxed atmosphere that encourages participation, especially for shy individuals The teacher should provide clear instructions to ensure learners understand their tasks, boosting their confidence and enhancing the overall experience Typically, learners work in pairs, either choosing their partners or being assigned by the teacher through specific activities Each participant receives role cards, and it is important that they do not look at each other’s instructions Setting a time limit for the activity is advisable, as waiting for everyone to finish can disrupt the flow Throughout the role play, the teacher should monitor the learners to offer constructive feedback afterward Finally, while volunteers can present their dialogues, participation should remain optional to ensure comfort and willingness among all learners.
research design
The study employed a design focused on the classroom setting to implement teaching techniques aimed at addressing issues in speaking skills The author sought to enhance students' speaking abilities through role play activities, utilizing an action research approach based on Kemmis and McTaggart’s model This model consists of four key phases: planning, implementation, observation, and reflection, which guided the systematic approach to finding solutions for classroom challenges in teaching speaking.
Setting and subject of the study
This study was conducted at Phenikaa University in Ha Dong district, Hanoi, focusing on English major students aged 19 to 22 with varying levels of English proficiency Participants included both male and female students, some with 7-10 years of English education and others with only 3 years, who can complete grammatical exercises but struggle with fluency and confidence in speaking Additionally, teachers and volunteers with at least one year of English teaching experience were invited to provide insights into the current state of English speaking instruction Their expertise helped identify the major challenges faced by first-year English students in developing their speaking skills, ultimately aiming to find effective solutions for improvement.
Research proceduring
In order to conduct the study, the author followed several steps Those were : preliminary investigation, action plan, implementation, observation, and reflection
A preliminary study was conducted at Phenikaa University to assess the current state of English speaking instruction and identify key challenges faced by students in developing their speaking skills Data gathered from two questionnaires informed the creation of a targeted action plan aimed at addressing these issues and enhancing students' speaking abilities.
In the initial phase of the research, the writer meticulously gathered all necessary materials for conducting action research This preparation involved creating a lesson plan focused on role play activities tailored to specific topics Additionally, the writer developed a scoring table to evaluate students' speaking skills, an observation checklist, and a field note evaluation form, while also establishing clear criteria for success.
The teaching material consisted of a set of situation cards designed for role play activities, reflecting the weekly class content Additionally, teachers utilized a textbook as a reference to enhance the learning experience.
"Real Listening & Speaking 1" is a comprehensive textbook featuring sixteen units, of which eight have been carefully chosen for the first half of the semester by the English major group and the author The selected units cover essential topics such as meeting people, staying with a family, shopping, dining out, inquiring about services, health, hotel stays, and tourism.
Students attended two 40-minute classes each week, with lesson plans structured in three sequential stages: presentation, practice, and production, as outlined by Byrne (1991:22) These plans were designed to incorporate the two types of role play activities identified by Littlewood.
In 1994, role play activities were structured around specific cues and information, focusing on the first four units: Meeting People, Staying with a Family, Shopping, and Food and Eating Out For the latter four units—Asking About Services, Health, At a Hotel, and Tourism—role plays were guided by situational goals Students followed teacher instructions, received role cards, and engaged in discussions about the activities They practiced their roles in pairs, utilizing key language and expressions introduced during the lesson, before performing their role plays in front of the class.
2.3.2.3 Making role play activities evaluation form
To assess students' speaking skills through role play activities, an analytical rubric was utilized, based on Harris's (1969) oral English rating scales This rubric outlined specific criteria for evaluating pronunciation, grammar, fluency, vocabulary, and comprehension, each rated on a 5-point scale from 1 (poor) to 5 (excellent) The use of Harris's framework allows for an objective evaluation of students' speaking abilities, facilitating easy score calculation, with a maximum score of 25 Additionally, the rubric includes space for comments and feedback, enabling students to enhance their performance in future classes.
2.3.2.4 Setting the criteria of success
Success criteria were predefined to evaluate the effectiveness of the implemented actions Given that many selected students lacked confidence in their English speaking abilities, the initiative was deemed successful when it improved their communication skills and self-assurance in using the language.
1) 60 % of the students reach at least the level good of speaking qualification for each language element when they performed their conversation in front of the class
2) 60 % of the students fulfilled the first four of five indicators of high self- confidence when they involved in the teaching process as well as when they performed the conversation
The implementation of the role play activities at Phenikaa University lasted two months and was aligned with the English class schedule This study involved teachers and volunteers acting as both instructors and observers to assess students' speaking performance and self-confidence Initially, the teacher played a dominant role by providing materials, teaching new language structures, and correcting mistakes During the role play, students received role cards and worked in pairs, while teachers monitored their communication skills and noted errors in grammar and pronunciation After the activities, feedback was provided, and student performance was evaluated using an analytical scoring rubric based on specific criteria.
During this phase, the writer thoroughly examined various aspects of the action's implementation, particularly focusing on student participation in classroom activities and their speaking performances during conversations In addition to assessing students' mastery of language elements such as pronunciation, grammar, vocabulary, fluency, and comprehension, classroom observations also prioritized other critical factors influencing their overall language acquisition.
Student’s active participation in the learning process
Ability to perform conversations in front of the class
Ability to give feedback to other peers
The study aimed to enhance students' speaking skills, particularly in expressing happiness, through role play activities Data were collected via observations during the implementation of these activities and analyzed against predetermined success criteria, which aligned with the teacher's focus areas in the teaching process Reflections were conducted at the end of each cycle to assess whether the criteria were met, guiding decisions on whether to proceed to the next cycle After completing the planning, acting, and observing phases, the writer and teacher evaluated the weaknesses in the teaching activities to prevent recurring issues Data collection tools included a scoring rubric to assess students' performance in dialogue presentation, an observation checklist to document observed aspects, and field notes to record classroom activities.
Research instruments
In order to obtain the required data, two data collection instruments including survey questionnaires and classroom observation were used in this study
This study involved the administration of three survey questionnaires, with the first two aimed at gathering data for a preliminary investigation One specific questionnaire, consisting of seven questions, targeted selected teachers and volunteers who have taught English speaking Its purpose was to gather insights on the current learning environment, identify challenges faced by students, and obtain recommendations for enhancing students' English speaking skills.
A survey consisting of eight questions was conducted among major English students to gather their opinions on speaking lessons, identify factors influencing their speaking competence, and understand their expectations for improving speaking skills Additionally, a third questionnaire aimed to assess students' attitudes towards the use of role-play activities in enhancing their speaking abilities To ensure the reliability of the questionnaires, the questions were crafted in various formats, including both open-ended and close-ended types Ultimately, seven questions were administered, leading to successful completion and yielding meaningful results.
The classroom observation in this study was made via the teacher’s note taking during the pilot teaching
CHAPTER THREE: DATA ANALYSIS, RESEARCH FINDINGS AND
This chapter is divided into three key sections: data analysis, research findings, and discussion Initially, it presents an analysis of the questionnaires completed by teachers and students, along with insights from a preliminary investigation, highlighting the critical need for an action plan that incorporates role play activities Next, it discusses the outcomes of implementing this action plan over two cycles of role play activities in speaking classes Finally, the chapter concludes with a discussion that addresses the research questions based on the findings.
Preliminary investigation
3.1.1 Data analysis of teachers’ and students’ survey questionnaires
This section analyzes the data collected from English teachers and students at Phenikaa University, presenting the findings in percentage form Among the seven questions posed to teachers, questions 5, 6, and 7 allowed for multiple responses, while students could choose more than one option for questions 6, 7, and 8 The results reflect the attitudes of both teachers and students towards the English subject, speaking skills, instructional materials, and students' speaking competence, with specific focus on participation in speaking activities as indicated in question 3 of the student survey Additionally, questions regarding the challenges faced by both teachers and students during the teaching and learning processes were addressed in questions 5 and 6, respectively The final questions in both surveys examined teaching techniques employed by educators and the corresponding responses from students.
Table 1: Teacher’s and student’s attitudes towards speaking skill and the role of teaching and learning speaking skill
Options % of Ts % of Ss Options % of Ts % of Ss
Speaking 5 7 Not very important 7 3 writing 4 6 Not important at all 0 0
The data indicates that a majority of teachers (57%) and students (47%) prioritize listening skills over speaking skills Nevertheless, a significant number recognize the importance of speaking, with 37% of teachers and 57% of students considering English speaking skills essential for students' learning Notably, there is a consensus among both groups, as none believe that speaking skills are unimportant.
Chart 1: Teacher’s and student’s self-assessment towards students’ speaking competence level
The chart reveals that a significant number of teachers and students lack confidence in speaking competence, with 65% of teachers acknowledging that their students' abilities are only average Furthermore, over half of the students (58%) concur with this assessment, and none of the students rated their English speaking skills as very good or excellent, a sentiment shared by all the teachers.
Poor Average Good Very good Exellent
Table 2: Teacher’s and student’s attitudes towards speaking material
The data reveals that over half of the teachers (55%) and a significant majority of students (78%) at Phenikaa University found the current learning materials too challenging for their level, particularly struggling with complex topics such as Rules, Rebel, Weird, and Wheels This indicates a negative perception of the teaching and learning resources among both teachers and students, highlighting the necessity for selecting materials that align better with students' knowledge and abilities.
Chart 2: Teacher’s and student s difficulties in teaching and learning English speaking
Teacher's difficults in teaching speaking skills
Students's high anxiety and low self - confidence
Students's limited vocabulary and their native language Students's low motivation
The data reveals that both teachers and students encountered significant challenges in the teaching and learning of speaking skills, primarily due to high anxiety and low self-confidence, which affected 40% of students and 51% of teachers Additionally, 26% of teachers and 20% of students identified limited vocabulary and the influence of their native language as barriers to effective communication Therefore, it is essential for teachers to identify and implement effective teaching methods to alleviate these difficulties and enhance student participation in speaking activities.
Student's difficults in learning speaking skills
Students's high anxiety and low self- confident
Student's limited vocabulary and the influence of their native language
Table 3: Teacher’s techniques to encourage students to speak and improve their
5 9 4 9 Try to speak much English
Involve Ss in the real
English course in a language center
Teachers have implemented various techniques to enhance student participation in English speaking activities, with 28% suggesting that introducing engaging topics could increase student interest, although only 22% of students expressed a desire for this approach Both teachers and students at Phenikaa University favor real-life English scenarios, with 29% of teachers and 38% of students supporting this method Overall, the data indicates that the diverse speaking techniques experienced by teachers and students contribute positively to improving speaking skills, highlighting the importance of varied strategies in language learning.
After analyzing the survey results from both teachers and students, it became evident that they frequently face challenges in the teaching and learning of English speaking skills.
The investigation revealed that students faced barriers to their speaking competence due to limited vocabulary, low self-confidence, low motivation, and inappropriate materials Despite teachers employing various techniques, the teaching methods proved ineffective and unengaging To enhance the situation, the author proposed implementing role play activities as an effective technique to improve speaking skills among English major students at Phenikaa University Consequently, an action plan was developed to incorporate role play activities into speaking lessons.
The action plan aimed to enhance the speaking skills of English major students at Phenikaa University through role play activities while also exploring their attitudes towards these methods in English teaching and learning The subsequent section will discuss the research findings derived from the analysis of the action's implementation.
Research findings and discussion from action implementation
Cycle 1 was carried out in the first four weeks after the present situation of teaching and learning English speaking to the English major students at Phenikaa University had been demonstrated in the preliminary investigation
3.2.1.1 Findings from the student’s speaking performance
Table 4: Results of students’ speaking performance in cycle 1
The analysis of the students' speaking performance, as detailed in the accompanying table, reveals that they encountered challenges in several key areas, including pronunciation, grammar, vocabulary, fluency, and comprehension Despite their efforts, mistakes were noted in these essential elements of effective communication.
In a recent pronunciation assessment, three students demonstrated poor levels, while eight students mispronounced one or two words, leading to unclear meanings and an overall average performance Conversely, seven students achieved a good level of pronunciation, with only minor errors in one or two words that did not impact the clarity of their message.
In a recent assessment of grammar proficiency, 2 students were identified at a poor level, while 6 students achieved an average level, making grammatical errors in nearly every sentence Another 6 students reached a good level, with one or two significant mistakes that impacted meaning Only 8 students attained a very good level, committing minimal errors that did not alter their message Notably, none of the students achieved an excellent level.
The students demonstrated a solid grasp of vocabulary, largely due to the effective language instruction provided by the teacher through listening and speaking tasks By utilizing cues and information from their role cards, they practiced with partners and confidently presented in front of the class As a result, 12 students achieved an average level of vocabulary proficiency, while 9 students excelled, showcasing their ability to use adequate vocabulary effectively.
3 students attained very good level; they used varied vocabulary None of the students was at poor or excellent level
Most students' fluency in speaking was significantly influenced by their mother tongue, leading to difficulties due to insufficient practice Fourteen students exhibited hesitation in their speech, resulting in unclear messages and an average proficiency level Nearly half of the students, totaling ten, frequently hesitated, often leaving sentences unfinished and repeating themselves, which placed them at a good level Only four students achieved a very good level of fluency, while another four were categorized as poor, indicating minor hesitations that did not severely impact their overall fluency None of the students reached an excellent level of speaking proficiency.
In a recent comprehension assessment, 7 students at an average level could only grasp the material when it was presented slowly and with frequent repetitions In contrast, 8 students at a good level understood most of the content when delivered at a slower-than-normal pace with repetition Only 3 students achieved a very good level, comprehending nearly everything at normal speed, while 2 students struggled significantly, failing to understand most of the material at that pace Notably, none of the students reached an excellent level of comprehension.
3.2.1.2 Findings on the student’s self-confidence
The observation data revealed insights into students' self-confidence during the teaching and learning process In the first cycle, 20 students felt at ease while speaking, showing no signs of nervousness, while an additional 24 students demonstrated similar comfort levels Furthermore, 23 students exhibited a reduced reliance on their mother tongue, indicating a positive shift in their language use.
The study assessed the effectiveness of role play activities in improving students' speaking performance, categorizing their skills as poor, average, good, very good, or excellent Success was defined as at least 60% of students achieving a good level in key areas such as pronunciation, grammar, vocabulary, fluency, and comprehension Additionally, for self-confidence, success required 60% of students to meet four out of five indicators when participating in class discussions However, the results indicated that the implementation of role play activities did not meet the success criteria in the first cycle, as the self-confidence benchmark was not achieved.
High school English teachers often prioritize other aspects of language instruction over speaking skills, leading to insufficient correction of students' pronunciation errors.
Students often experience shyness when speaking English in front of the class, leading to grammatical mistakes despite their strong grasp of grammar Factors such as limited preparation time for role play activities, restricted vocabulary, the influence of their mother tongue, and low listening skills negatively affect their speaking performance and self-confidence.
On the basis of the fact above and its reasons, the author gave a few reflections to do better in the next cycle
To encourage students to speak English confidently in class, the teacher must demonstrate greater motivation, helping to alleviate their fear of making grammatical mistakes.
Teachers should prioritize correcting pronunciation mistakes to enhance students' speaking skills Additionally, it is crucial to allocate more time for students to practice with partners before performing in front of the class, fostering confidence and improving their overall presentation abilities.
Following an unsuccessful initial cycle of role play activities in speaking lessons, the author opted to implement cycle 2 over the next four weeks, incorporating insights gained from the first cycle This new cycle focused on evaluating students' speaking performance, enhancing their self-confidence, and gathering feedback through questionnaires and reflections.
3.2.2.1 Findings on the student’s speaking performance
The analysis of students' speaking performance revealed a significant improvement overall While some students continued to make errors in areas such as pronunciation, grammar, vocabulary, fluency, and comprehension, the number of students making these mistakes has decreased.
Table 5: Results of students’ speaking performance in cycle 2