INTRODUCTION
Rationale of the study
Improving teaching methodologies is increasingly vital, particularly in non-major English universities where many students struggle with English speaking skills This thesis explores the application of the Content-Based Instruction (CBI) Method for third-year tourism students at a public university in Hanoi, Vietnam, due to its proven effectiveness The textbook "English for International Tourism" has been utilized for years and offers engaging content for teaching speaking; however, it fails to meet students' real-world needs as many remain reluctant to participate in class discussions despite teachers' efforts to encourage them Rivers (1981) emphasizes the importance of speaking in communication, noting that it is used twice as much as reading and writing.
Communication is essential in human life, as it enables the sharing of information and fosters relationships Its significance is evident in our daily interactions with family, friends, colleagues, and even strangers Learning effective communication skills is crucial for enhancing our lives and building meaningful connections.
Mastering speaking skills is essential for students in the Tourism Faculty, as it enables them to effectively communicate with visitors and customers This proficiency allows students to express their ideas clearly and introduce relevant information confidently.
To become an effective international tour guide, students must possess strong speaking skills and in-depth knowledge of the attractions included in their tour programs.
To succeed in the tourism industry, students in Hanoi must expand their knowledge beyond textbooks, particularly in tour information Enhancing their speaking skills through additional materials in the "English for International Tourism" course, utilizing the Content-Based Instruction (CBI) method, is crucial This belief inspired the author's action research, titled "Applying Content-Based Instruction to Develop Speaking Skills for Students Majoring in Tourism at a Public University in Hanoi," aimed at discovering effective strategies to improve students' speaking abilities.
Aims and objectives of the study
This research focused on the effective application of the Content-Based Instruction (CBI) method to enhance speaking skills among third-year students in the Tourism Faculty The study aimed to assess how CBI could improve students' abilities in speaking and making presentations Additionally, it sought to analyze students' attitudes towards the implementation of CBI, identifying the underlying causes of challenges faced in their speaking skills development.
Research questions
To achieve the aims and objectives mentioned above, the following research questions were addressed:
1 To what extend is CBI implemented to develop speaking skills for students at the Faculty of Tourism at a university?
2 What are students’ attitudes toward CBI implementation?
Scope of the study
This study examines the impact of content-based instruction on enhancing students' speaking skills, amidst the various activities and teaching methods available for improving speaking proficiency.
This study focused on third-year Tourism faculty students at a public university in Hanoi, who possess Pre-intermediate speaking skills The students utilized the course book "English for International Tourism" by Strutt (2003) as part of their learning process.
Significance of the study
This study aims to enhance the popularity of Content-based Instruction (CBI) in Vietnam, contributing to the field of English for Specific Purposes (ESP) By exploring both the advantages and disadvantages of CBI, this research offers English teachers a new perspective on its application, ultimately enriching their instructional methods and improving educational outcomes.
This thesis explores the application of Content-Based Instruction (CBI) in teaching speaking skills to Tourism majors and examines students' attitudes towards this method It aims to provide effective strategies for implementing CBI in the classroom to enhance student engagement and learning outcomes.
Organization of the thesis
The study consists of five chapters: they are introduction; literature review; methodology; data analysis and findings and conclusion
Chapter 1 is the introduction presenting the rationale, aims, objectives, research questions, scope, significance, and design of the study
Chapter 2 is the literature review that reviews theoretical issues related to the nature of Content-based instruction, speaking skills, the importance of reading strategies, teaching speaking strategies, and their classifications
Chapter 3 is about the methodology of the study, including the background information of the context where the study is conducted, the subject, the instruments used to collect data, and the procedures of data collection
Chapter 4 focuses on data analysis and findings, providing a comprehensive overview of the data analysis process It summarizes the key findings of the study and offers an in-depth discussion of these results Additionally, this chapter includes explanations and interpretations to enhance understanding of the findings.
Chapter 5 is the conclusion of the study, it provides a summary of the main issues and conclusion Furthermore, the limitations as well as some recommendations for further research are also discussed in this part
LITERATURE REVIEW
Content-based instruction
2.1.1 Definitions of Content-based instruction
Content-based instruction (CBI) is a second language teaching approach that prioritizes the content or information students will learn rather than focusing solely on linguistic elements (Richards & Rodgers, 2001) Brinton et al (1989) describe CBI as an integrated method that combines specific content with language instruction, aiming to enhance students' language learning success The CBI curriculum is tailored to meet the academic needs of students, emphasizing the acquisition of knowledge through language learning while developing their academic language skills.
Snow (2001) highlights the relationship between Content-Based Instruction (CBI) and the English for Specific Purposes (ESP) tradition, where educational materials and curricula are tailored to meet the pre-identified needs of learners The primary goal is to equip students for success in their academic pursuits.
According to Krahnke (1987), Content-Based Instruction (CBI) involves teaching content or information in a language, where the language acquisition occurs naturally, with minimal or no explicit focus on teaching the language separately from the content.
Grabe and Stoller (1997) highlight the interdependence of content and language in Content-Based Instruction (CBI), stating that language serves as a medium for learning content, while content provides a foundation for language acquisition Building on this perspective, Richards and Rodgers (2001) underscore the significance of utilizing language as a tool for knowledge acquisition within the CBI framework.
6 pointing out the three common assumptions about language and language learning in CBI as follows:
1 Language is text and discourse-based: language learning is beyond the formation of sentences, and the knowledge to be conveyed or comprehended underlies the nature of language in CBI
2 Language use draws on integrated skills: In CBI, language is the use of all skills reflecting the real world
3 Language is purposeful: Language is learned or taught for a specific purpose due to the expectations or needs of learners (p.208) According to Briton, Snow, and Weshe (1989), the application of CBI in language teaching incorporates the practical experiences and theories of several types of language teaching models in which the target language is developed through subject matter content Examples are Language Across the Curriculum, Language for Specific Purposes, and Immersion Education Programs (Briton, Snow & Weshe,1989; Richards & Rodgers, 2001)
Language for specific purposes serves as a prime example of a content-based language model designed to equip learners for real-world demands Initially developed in Britain within universities and professional settings, this approach targets adults with clear second language objectives (Briton, Snow, and Weshe, 1989).
Content-Based Instruction (CBI) has been extensively utilized in language teaching since the 1980s, particularly in contexts like English for Specific Purposes (ESP) and Language for Specific Purposes (LSP) Rather than being a method, CBI is an approach that encompasses various techniques and activities The use of authentic materials is highly recommended to enhance learning experiences Additionally, CBI allows educators to align their teaching with learners' interests and needs, providing engaging and meaningful content.
2.1.2 Types of Content-based instruction
Brinton et al (1989) stated that CBI has three common models in elementary, secondary, and university education: the theme-based model, the
7 sheltered model, and the adjunct model According to Richards and Rodgers
In addition to the existing models of Content-Based Instruction (CBI), such as team-teaching and skills-based approaches, this thesis will explore the three models proposed by Briton et al (1989) These models are significant in educational settings and provide a comprehensive framework for understanding CBI methodologies.
The theme-based model of Content-Based Instruction (CBI) organizes language courses around specific themes or topics, integrating all language skills into the teaching process (Briton et al., 1989) Unlike traditional language courses that focus on single activities tied to specific topics, this model encourages a more holistic approach to language learning (Snow, 2001) Snow (2001) notes that the theme-based model is particularly effective for college and university students from diverse backgrounds who share a common objective of acquiring academic English skills.
The theme-based model is mainly applied in adult schools, language institutions, and all other language programs It is suitable for low to advanced students
The sheltered content instruction model focuses on ensuring that students comprehend the material while they are still acquiring the target language Teachers adapt lessons by modifying vocabulary and pacing to enhance understanding Additionally, they dedicate time to clarify concepts related to specific lessons (Brinton, 2003) As noted by Richards and Rodgers (2001), teachers are considered content experts, and the strategies employed in this model make the lesson content more accessible to students (Stryker & Leaver, 1997).
In the sheltered model, the content courses are given by a content specialist who is a native speaker of the target language to a segregated group of
To ensure comprehensibility for ESL students, teachers must use language that is appropriate for their proficiency levels (Brinton et al., 1989; Richards & Rodgers, 2001) Additionally, sheltered courses should incorporate carefully selected texts and make necessary linguistic adjustments to enhance understanding (Brinton et al., 1989).
The adjunct model integrates language and content courses, sharing common objectives and assignments (Brinton et al., 1989) This approach requires learners to enroll in both courses simultaneously, enhancing non-native learners' success in content areas (Snow, 2001) Additionally, adjunct courses aim to boost the self-confidence of non-native students by engaging them in practical language tasks (Stryker & Leaver, 1997) The model is particularly effective for learners at high intermediate to advanced levels (Brinton et al., 1989).
In summary, the three models of content-based instruction (CBI) share key features, including the use of authentic tasks and materials, as well as principles that aid students in engaging with content This thesis specifically focuses on the theme-based model, which emphasizes a contextualized second language learning environment through subject matter It reviews the theme-based approach, covering program design, curriculum development, and instructional practices The effectiveness of this approach was evaluated using questionnaires and teaching diaries Theme-based teaching integrates various activities and skill areas around a central theme, providing significant advantages in language learning.
Cameron (2001) highlights that context-based teaching enhances language learning by facilitating the easy acquisition of new vocabulary, as it offers a meaningful framework for comprehension and promotes the natural use of various discourse types, both in written and spoken forms.
2.1.3 Benefits and Challenges of Content-based instruction
Like other approaches, CBI is not absolutely the perfect method It has both benefits and challenges in teaching and learning
2.1.3.1 Benefits of Content-based instruction
Grabe and Stoller (1997) emphasize that maintaining student motivation and interest is essential for effective content-based instruction These factors play a vital role in enabling learners to engage successfully in challenging and informative activities, which in turn helps them develop complex skills such as listening, speaking, reading, and writing.
Teaching speaking skills
To understand speaking skills, we must first define speaking itself According to Lindsay and Knight (2006), speaking involves more than just producing sounds and constructing grammatically correct phrases; it is an interactive process that facilitates communication and the sharing of messages between individuals Essentially, speaking serves as a means for two people to exchange information, ask questions, and engage in dialogue Recognized as one of the most commonly utilized language arts globally, the art of speaking encompasses a complex set of skills, typically comprising at least four key components.
Speaking is a vital skill that enables individuals to express their needs and emotions, as highlighted by Brown and Yule (1983) Effective communication involves not only sharing thoughts but also conveying requests for information or services Daily interactions often revolve around speaking, making it essential for learners to develop their English speaking skills Key areas for improvement include producing connected speech, enhancing interaction abilities, addressing knowledge gaps, and maintaining a balance between accuracy and fluency Chany and Burke (1998) emphasize that speaking involves constructing and sharing meaning through verbal and nonverbal symbols across various contexts.
Speaking is a vital productive language skill that enables individuals to produce meaningful sounds for effective communication (Siahaan, 2008) It involves the interaction between two or more participants, where each person takes on the roles of both speaker and listener, responding quickly to facilitate conversation (Fulcher, 2003) To enhance students' speaking abilities, English teachers should incorporate engaging communicative language activities and diverse media in the classroom, providing ample opportunities for practice.
According to (Bailey, 2000, p.25), speaking is a process of interaction where speakers intend to build meaning through producing, receiving, and processing information
Speaking skills are essential for effective communication, as they enable individuals to express their ideas, opinions, and feelings using language This skill facilitates the exchange of information and knowledge between people engaged in conversation.
Speaking skills encompass the ability to communicate effectively in any situation It's essential to understand your audience and engage them to achieve your desired outcomes However, possessing the ability to talk does not automatically qualify someone as a good speaker, presenter, lecturer, or negotiator.
Speaking skills are essential for effective communication, enabling speakers to convey their messages passionately and convincingly As a productive skill in the oral mode, strong speaking abilities enhance the clarity and impact of one's communication.
Effective speaking skills involve articulating words clearly so that listeners can easily understand the message A proficient speaker conveys information in a clear and engaging manner, making these skills particularly crucial for language learners, especially those aspiring to become international tour guides Mastering language is essential, as it serves as the primary tool for effective communication.
Effective communication is essential for expressing ideas and understanding others, primarily occurring through speech Language serves as a vital tool within our communities, utilized in various contexts, including workplaces like medical and language laboratories To ensure clear and effective communication, individuals must speak accurately, as any gaps can lead to misunderstandings and issues Therefore, purposeful training in speaking skills is crucial for the smooth operation of any system.
To become a skilled communicator, proficiency in the four language skills—listening, speaking, reading, and writing—is essential However, mastering speaking offers unique advantages, allowing individuals to articulate their thoughts, opinions, and feelings effectively This ability not only enhances personal expression but also fosters a deeper understanding when sharing ideas with others, highlighting the joy of meaningful communication.
18 ourselves, as Robert Frost once said: ‗‗I am a writer of books in retrospect, I talk to understand, I teach to learn.‘‘ Undoubtedly, clarity in speech reflects clear thinking
An effective speaker captivates and maintains audience attention throughout their message Strong speaking skills are crucial for career success and significantly enrich personal life as well.
Effective communication is the cornerstone of human relationships, beginning with strangers engaging in conversation to foster connections Through communication, individuals express their thoughts and emotions while gaining insight into the feelings of others This mutual understanding can lead to the development of affection or animosity, ultimately shaping positive or negative relationships.
2.2.2 Speaking skills for tour guides
According to Sari Luoma (2004) in "Assessing Speaking" (Cambridge Language Assessment), the basic types of speaking include imitative, intensive, and responsive The responsive speaking skill is particularly suitable for tour guides, as it emphasizes interaction and comprehension through brief conversations This includes eliciting open-ended responses, such as asking for opinions on the weather, giving instructions on making a typical dish, or paraphrasing a story and asking for a summary in two or three sentences (p 162).
Speaking is regarded as the fundamental method of human communication (Celce-Murcia, 2003) Brown and Yule have advocated for the connection between interactional and transactional language uses.
There is a variety of teaching methods for speaking skills, yet communicative language teaching methods are less common According to Brown (2004), effective principles for teaching speaking include focusing on both fluency and accuracy based on learning objectives, motivating students with engaging techniques, and authenticating language use in relevant contexts Additionally, providing constructive feedback, leveraging the connection between speaking and listening, allowing ample communication opportunities, and encouraging the development of personal speaking strategies are essential Various lecturers employ different methods, with some emphasizing general communication skills and meaningful expression over grammatical precision, while others prioritize accurate grammar and pronunciation from the outset (Richards & Rogers, 1986) These methods are further detailed in Pollard's book (2008).
Communicative Approach: This method is based on the theory of language acquisition that pointed out the language use rather than the study of grammar
The article highlights the importance of fostering environments that encourage students to express themselves, similar to the natural communication seen in childhood Key strategies employed in this approach include using authentic materials, scrambled sentences, language games, picture strip stories, and role play to enhance student engagement and interaction.
Previous studies
Numerous studies have explored the implementation of Content-Based Instruction (CBI) in language teaching globally; however, there is a notable lack of research focusing on its application within Vietnam, particularly among third-year students in the Faculty of Culture and Tourism.
2.3.1 Previous studies in the world
In his 2015 study, Bugis explored the effectiveness of Content-Based Instruction (CBI) in enhancing English speaking skills among Tenth Grade students at SMA Negeri Sawa The research aimed to assess both the improvement in speaking abilities and the motivational impact of CBI on students Utilizing a pre-experimental design, the findings indicated that CBI significantly enhanced students' speaking skills and increased their interest in engaging with the learning process through this instructional method.
Li (2011) investigated the impact of content-based instruction (CBI) on students' speaking skills and the overall classroom environment The findings revealed that CBI significantly enhanced students' speaking abilities, leading to increased confidence in communication and a reduction in the use of their mother tongue Additionally, the classroom atmosphere became more dynamic, with students actively engaging in speaking activities, resulting in heightened motivation and enjoyment in learning Ultimately, the study demonstrated that CBI is an effective approach for improving students' speaking competency.
In the thesis "The Application of Content-based Instruction to Tourism English Audio-Oral Teaching," Xin (2016) argues that current tourism English instruction fails to meet market demands Content-based instruction (CBI) effectively integrates language teaching with specific subject content, organizing activities around relevant topics to enhance student interest and motivation The author demonstrates that implementing CBI in English instruction for tourism students significantly improves their foreign language learning outcomes.
The author aims to implement the theme-based model of Content-Based Instruction (CBI) in speaking courses for tourism students, drawing on extensive research and methodologies related to CBI This model has proven effective for college and university students from diverse backgrounds who share a common goal of enhancing their academic English skills (Snow, 2001) Furthermore, the theme-based approach is particularly well-suited for adult education and various language programs, making it ideal for learners ranging from low to advanced proficiency levels.
The CBI approach focuses on enhancing students' language proficiency alongside their content knowledge (Butler, 2005, p 229) In this course, language instruction is structured around specific themes or topics, allowing for the integration of various skills Consequently, teachers organize language learning activities in innovative ways that align with these themes, fostering a more cohesive learning experience.
In Vietnam, research on Content-Based Instruction (CBI) is limited, particularly regarding its application in teaching speaking skills to tourism students One notable study is Mai's (2014) thesis, "Using a Content-Based Approach to Teaching Environmental English to Students: Action Research," which explores the effectiveness of CBI for students majoring in environmental studies at the Central College of Natural Resources.
The thesis aimed to examine how the attitudes of students at Central College of Natural Resources and Environment towards English skills and English for Specific Purposes (ESP) changed after implementing a content-based approach to teaching Environmental English The study found that this approach significantly improved students' understanding of specific terminology and enhanced their overall English skills, particularly for those at the elementary level These positive outcomes demonstrate the effectiveness of the content-based instruction in facilitating the learning of Environmental English among students in their respective fields of study.
In 2007, Do conducted an experiment at Nam Định College of Construction to examine the impact of language games on students' retention of English for Specific Purposes (ESP) vocabulary The study involved three tests, with results analyzed using Paired Samples T-test and Independent t-test Findings revealed that language games significantly enhanced students' retention of ESP vocabulary, highlighting a notable difference between strong and weak students Consequently, it is recommended that teachers prepare more thoroughly when conducting classes.
In her 2014 thesis, "Improving Students' Vocabulary Retention Through Content-Based Instruction," Nguyen examined the impact of content-based instruction on vocabulary retention among freshmen at Ha Long College of Arts, Culture, and Tourism The study revealed significant enhancements in students' ability to memorize vocabulary, suggesting that content-based instruction is an effective method for future vocabulary learning and teaching.
In summary, previous research on Content-Based Instruction (CBI) has enabled the author to deepen their understanding of its theories and models However, the application of CBI to enhance speaking skills among students in tourism faculties at universities remains underexplored This presents a valuable opportunity for the author to investigate this area further Previous studies have demonstrated that CBI effectively engages students in the learning process, yet its implementation in Vietnam is still limited.
Summary
This chapter provides a comprehensive overview of relevant literature, beginning with an exploration of speaking skills, their significance, and the various types involved It then delves into Content-Based Instruction (CBI), discussing its different types, as well as the benefits and challenges associated with its implementation.
The thesis highlights that Tourism English education continues to rely on traditional teaching methods, emphasizing theoretical knowledge over practical application, particularly in speaking skills This approach has resulted in students struggling to effectively communicate in real-world tourism scenarios.
To enhance effective English communication and address the lack of professional skills among learners, it is crucial to shift away from traditional teaching methodologies This study focuses on implementing Content-Based Instruction (CBI) in teaching speaking skills, aiming to better equip students for their future occupations by allowing them to flexibly apply their English language knowledge in practical contexts.
This chapter provides a concise overview of prior research connected to the thesis, highlighting that while numerous studies have focused on Content-Based Instruction (CBI), there is a lack of research specifically addressing the teaching of English to Tourism students Consequently, this study aims to implement CBI among university students to assess its effectiveness in this context.
Based on the literature review of the teaching models, I decided to take the following principles in CBI teaching:
The CBI method aims to achieve dual objectives: content learning and language learning, ensuring that each lesson incorporates both aspects This approach emphasizes "learning by doing" and places language within its contextual framework, effectively addressing multiple educational goals simultaneously.
Pedagogical approaches and teaching formats: Language learning tasks and methods depend on those favored by the instructor
Content-Based Instruction (CBI) lesson plans serve as essential guides for teachers, motivating students to engage in language learning through topics of interest These lessons integrate language acquisition with subject material, allowing students to achieve content objectives in their second language (L2) Tailored to meet students' needs, CBI lessons culminate in a final project that reflects the unit's content Additionally, they incorporate a variety of engaging activities, including videos, readings, newspapers, charts, graphs, and radio programs, ensuring a comprehensive and interactive learning experience.
The following chapter will present a detailed methodology for the thesis
METHODOLOGY
Context of the study
This thesis investigates the effectiveness of Content-based Instruction in enhancing speaking skills among Tourism students at a public university in Hanoi The research is designed to address key questions regarding the impact of this instructional approach on students' language proficiency.
1 To what extend is CBI implemented to develop speaking skills for students at the Faculty of Tourism at a university?
2 What are students’ attitudes toward CBI implementation?
The Faculty of Culture and Tourism at X University in Hanoi, Vietnam, established in 1996, is relatively young and is actively working to enhance the quality of English language learning for its students.
The faculty aims to supply high-quality personnel for the tourism industry, catering to both domestic and international markets Therefore, it is essential and urgent to teach and learn English effectively to achieve optimal results.
The relatively young faculty at X University has resulted in a diverse range of student quality, particularly in English proficiency Many students, having recently completed high school, lack adequate preparation in English speaking skills, as high school curricula often do not emphasize this area Consequently, upon entering university, these students require additional time to develop their English speaking abilities to meet both academic demands and market expectations.
Below is the Students‘ roadmap to learning English:
Figure 1: Students‘ roadmap to learning English in the Faculty of Culture and Tourism
This course aims to equip students with fundamental knowledge of the tourism industry, focusing on hotels, including types of accommodations, facilities, and services Students will learn about various hotel roles, such as receptionist, housekeeping, and bellman, including the tasks, quality requirements, and skills needed for each position Additionally, the course emphasizes the development of English language proficiency, particularly in speaking, to enhance communication with guests, effectively process information, solve problems, and deliver presentations during sightseeing activities.
Students from various provinces and cities often view English as just another school subject However, it is essential to recognize that English is a crucial skill for their future careers.
Teaching and learning English present significant challenges for both educators and learners Many teachers continue to utilize traditional teaching methods, while students often engage in passive learning during lessons.
As a result, the effectiveness of both teaching and learning is not high
The study involves 33 third-year Tourism major students from the same class, along with a course instructor serving as an observer, at a public university in Hanoi's Faculty of Culture and Tourism This setup aims to address the research objectives and answer the key questions posed.
The study involved ten male and twenty-three female students, aged 19 to 21, all of whom have been learning English for a minimum of eight years since secondary school By this time, they had successfully passed the A2 and B1 English proficiency levels and were engaged in English for Specific Purposes (ESP) courses.
The course utilized the pre-intermediate textbook "English for International Tourism" by Dubicka and O'Keeffe (2003), designed specifically for third-year students in their fifth semester, focusing on English language skills tailored for the tourism sector.
In English for Tourism 1, there were 9 weeks of 5 periods scheduled as follow: see Appendix 8 - Course schedule (9 weeks)
The "English for International Tourism (Pre-intermediate Student's Book)" is tailored for individuals seeking to enhance their English skills for careers in the hotel and tourism sectors It is ideal for learners with a foundational understanding of English and is effective for both monolingual and multilingual classroom environments.
The syllabus of this book is multi-layered
This book is designed to enhance students' professional skills by integrating a comprehensive grammar and vocabulary syllabus It systematically focuses on developing essential language abilities, including speaking, listening, and reading.
28 writing Besides, it takes an integrated approach to pronunciation and includes revision
The "English for International Tourism" pre-intermediate student’s book features fifteen units tailored to enhance students' skills in the hospitality and tourism sectors Each unit addresses key topics, including managing guest complaints, telephone communication, and order-taking in restaurants Additionally, the book incorporates focused grammar and vocabulary sections to support language learning and professional development in the industry.
After completing the course, students must master both language skills and essential tourism and hospitality knowledge This enables them to communicate confidently and effectively in various contexts, including receptionist interactions, restaurant service communications, and problem-solving within the industry.
The course emphasizes speaking skills, crucial for effective communication in hotels, restaurants, and the tourism industry It includes diverse speaking activities in the students' book, allowing students to practice language through realistic tasks tailored to various situations These tasks range from basic telephone conversations to complex problem-solving activities, ensuring students develop the appropriate language and level of professional formality needed in their field.
Research study
Integrating content and language in the teaching process is an innovative and practical approach that is gaining global recognition This method enables learners to engage with efficient and meaningful topics, enhancing their reflective skills and overall learning experience.
The study employed classroom action research, a self-reflective inquiry method used by participants in social contexts to enhance the effectiveness and fairness of their practices This approach aims to deepen their understanding of these practices and the environments in which they occur (Carr & Kemmis, 1986, p.162).
Cohen and Manion (2002) emphasized that action research is inherently situational, focusing on identifying and addressing problems within a specific context Its primary goal is to enhance the existing conditions in the educational environment where the research takes place Essentially, action research is practitioner-driven, stemming from genuine classroom challenges, and serves to solve problems, improve current practices, and generate new knowledge simultaneously.
Action research, while defined in various ways, is primarily focused on improving teaching practices This aligns with the aim of this study, which investigates how prediction strategies enhance students' reading skills Consequently, action research is selected as the most suitable approach for this investigation.
The research, conducted over nine weeks during the second semester, involved 33 students from the Tourism major class D2017 at the Faculty of Culture and Tourism This action research followed the action research cycle proposed by the author.
According to Mills (2003), the research cycle is a four-step process that includes identifying a focus area, collecting data, analyzing and interpreting that data, and developing an action plan This process is referred to as the "dialectic action research spiral."
Figure 3: Dialectic Action Research Spiral Mills (2003, pp.18-19)
Step 1: Identifying an area of focus
In teaching speaking lessons to third-year Tourism students, it became evident that many faced challenges in expressing themselves confidently in class A significant number of students struggled with vocabulary and were unsure how to articulate their thoughts Consequently, many resorted to using Google Translate to convert their ideas from Vietnamese to English, highlighting the need for improved speaking skills in the curriculum.
To address students' weaknesses, the author implemented a content-based instruction method in speaking lessons, allowing students to explore topics at home before class Focusing on engaging subjects like tourism and sightseeing in Hanoi, students prepare in advance, which enhances their confidence and readiness to participate in discussions during lessons.
Collecting data is a crucial step in research To address the thesis questions of "How" and "What," the author administered a questionnaire to gather feedback from students after the course.
34 each lesson in the class, the teacher wrote diaries to follow students‘ improvement or any problems, difficulties they may get
Step 3: Analyze and interpret data
After collecting data, analyzing, and interpreting data is the following step From the questionnaire at the end of the course, the author can know students‘ attitude toward CBI implementation
Step 4: Develop an action plan
After analyzing the data, the author identifies key issues and student attitudes, enabling targeted actions for improvement This phase involves sharing research findings, particularly on how Content-Based Instruction (CBI) enhances the quality of teaching and learning in speaking skills, as well as students' perceptions of CBI implementation.
Data collection instruments
This study utilized diverse data collection methods, including questionnaires for the experimental group and teaching diaries maintained by the researcher after each speaking lesson This combination of instruments offers a thorough insight into the students' speaking development before and after the implementation of Content-Based Instruction (CBI), as well as their attitudes towards CBI in English speaking instruction The subsequent section provides a detailed discussion of each data collection method employed in the research.
In this study, the researcher employs a questionnaire as a primary data collection tool due to its advantages This method facilitates the gathering of both quantitative and qualitative data, allowing all participants to express their attitudes Consequently, the researcher obtains more consistent and accurate data.
The investigator created a questionnaire consisting of 15 questions to gather data for the study, which was based on the theory of speaking lessons integrated with Content-Based Instruction (CBI).
The study involved a questionnaire designed to assess students' attitudes toward speaking lessons before and after a course focused on Content-Based Instruction (CBI) The initial questions aimed to gather data on students' perceptions of speaking in class, while questions 10 to 15 sought to evaluate changes in their attitudes and the effectiveness of CBI in enhancing speaking skills The remaining questions addressed students' views on the implementation of CBI in speaking lessons To ensure comprehension, the questionnaire was translated into Vietnamese and administered to the experimental class at the end of the course, reflecting the outcomes of the research.
Elliot (1991) highlights the significance of diaries as a research tool, encompassing the observations, feelings, and reflections of both students and teachers In this study, the researcher utilized a teaching diary to systematically address teaching challenges and to reflect on each lesson's outcomes This practice allowed for a deeper understanding of how to adjust teaching methods based on students' knowledge retention The diary also provided a private space for the researcher to candidly document classroom experiences, fostering honesty and accelerating the pursuit of improvement Following each speaking lesson that incorporated Content-Based Instruction (CBI), the researcher recorded quick notes and completed full diary entries in the evenings or the following days A total of six teaching diaries were maintained throughout the nine-week course, focusing on the implementation of the CBI method in speaking lessons.
In a study focused on enhancing the quality of teaching and learning, 36 lessons were analyzed to observe student reactions and the dynamics of the classroom The researcher found that teaching diaries, particularly those written after weeks 1, 11, and 12, did not yield valuable insights into Content-Based Instruction (CBI) Instead, the diaries primarily documented lesson procedures, student participation, reading materials, content verification, and suggested modifications The findings from these diaries were instrumental in evaluating the effectiveness of CBI on students' speaking skill development.
Data analysis methods
The thesis utilized two primary instruments for data collection: a student questionnaire and teaching diaries The questionnaire data were analyzed using descriptive statistics, emphasizing percentage-based findings, while the teaching diaries provided complementary insights.
The qualitative analysis of teaching diaries and questionnaires revealed key themes and patterns related to the course The diaries, which documented lesson activities in detail, highlighted several critical issues, including strategy instruction, lesson procedures, student participation, reading materials, and proposed changes for improvement.
Summary
This chapter outlines the research methodology employed in the study, detailing the setting at a public university's Faculty of Tourism and Culture, and describing the teaching and learning conditions The participants consisted of third-year students, both male and female, aged 19 to 21 Additionally, the chapter includes an analysis of the course material and presents the research design, which encompasses a structured four-step action plan: identifying an area of focus, collecting data, analyzing and interpreting the data, and developing an action plan Data collection instruments included student questionnaires and teaching diaries, alongside specified data analysis methods.