AN EXPLORATION ON STUDENTS’ ATTITUDES TOWARDS COMMUNICATIVE AND NON COMMUNICATIVE CLASSROOM ACTIVITIES

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGÔ THỊ HẠNH AN EXPLORATION ON STUDENTS’ ATTITUDES TOWARDS COMMUNICATIVE AND NONCOMMUNICATIVE CLASSROOM ACTIVITIES MASTER’S THESIS IN EDUCATION Nghệ An , 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - NGO THI HANH AN EXPLORATION ON STUDENTS’ ATTITUDES TOWARDS COMMUNICATIVE AND NONCOMMUNICATIVE CLASSROOM ACTIVITIES Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER’ S THESIS IN EDUCATION SUPERVISOR: Assoc Prof Dr Le Van Canh Nghệ An, 2017 ACKNOWLEDGEMENT I would first like to thank my thesis advisor Assoc Prof., Dr Le Van Canh at University of Languages and International Studies – VNU for the continuous support of my MA study and research, for his patience, motivation, enthusiasm, and immense knowledge His guidance helped me in all the time of research and writing of this thesis I could not have imagined having a better advisor and mentor for my M.A study The door to Dr Le Van Canh’s office was always open whenever I ran into a trouble spot or had a question about my research or writing He consistently allowed this paper to be my own work, but steered me in the right the direction whenever he thought I needed it Besides my advisor, I would like to thank the rest of my thesis committee: Assoc Prof., Dr Ngo Đinh Phuong, Dr Nguyen Quang Hai, Dr Nguyen Thi Quyet and Dr Tran Thi Ngoc Yen, for their encouragement, insightful comments, and hard questions I would also like to thank my fellow teachers for giving me encouragement as the second reader of this thesis, and I am gratefully indebted to his/her for his/her very valuable comments on this thesis And a very special gratitude goes out to all 75 grade 12 students at Nong cong Continuing Central of Education who agreed to participate in the survey by signing the letter of consent Finally, I must express my very profound gratitude to my parents and to my husband and our two children for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them Thank you STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere TABLE OF CONTENT Page ACKNOWLEDEGMENT ………………………………………………………… i STATEMENT OF AUTHORSHIP… ………………………………………… ….ii TABLE OF CONTENT …………………………………………………………iii LIST OF TABLES………………………………………………………………… v ABSTRACT ……………………………………………………………………… vi CHAPTER I INTRODUCTION …… ……………………………………………1 1.1.Rationale of the study ………………………………………………………….1 1.2.Aims and objectives of the study……………………………………………… 1.3 Research Question………………………………………………………… ….2 1.4 Organization of the study……………………………………………………….2 CHAPTER II.LITERATURE REVIEW ……………………………………… .3 2.1 Context of study .3 2.2 Attitude 2.3 Why study learners’ attitudes? 2.3.1.Communicative language teaching 2.3.2.Some major features of Communicative Language Teaching .8 2.3.3.Communicative activities 12 2.3.4.Advantages of CLT 12 2.3.5.Disadvantages of CLT…………………………………… ………………13 2.4 Studies on students’ attitudes towards communicative and non-communicative activities………………………………………………………… 15 CHAPTER III : METHODOLOGY 20 3.1 Survey …………………………………………………… ………………….20 3.2 The questionnaire ……………………………………… ……………………21 3.3 The content validity ……………………………………… …………………22 3.4 The reliability …………………………………………… ………………….23 3.5 Data analysis 23 3.6.Procedure…………………………………………………… ……………… 24 3.6.1 Timeline……………………………………………………… ……………24 3.6.2 Participants…………………………………………………… ……………26 CHAPTER IV: THE RESULTS .27 4.1 Students' attitudes towards learning English 27 4.2 Students' attitudes towards the communicative and non-communicative activities in their learning English ………………………………… ………… 31 4.3 Students’ attitudes towards error correction …………………… ………… 37 4.4 Students’ attitudes towards teacher’ language use in the classroom ……… 41 4.5 The views of seventy-five high school students regarding the communicative and non-communicative activities in the EFL classroom…… .44 CHAPTER V:CONCLUSION………………………………… ……………….57 5.1 Conclusion……………………………………………………… …… ……57 5.2 Suggestions for future studies …………………………… …… ………… 58 References………………………………………………………………… …… 59 Appendix A……………………………………………………………… ……….66 LIST OF TABLES Page 24 Table 0: The timeline of the study………………………………………………… Table 4.1 Students’ attitudes towards forms-focused (non-communicative) activities…………………………………………………………………………… 27 Table 4.2 : Descriptive statistics (Mean and SD) of students’ attitudes towards non-communicative activities……………………………………………………… 29 Table 4.3 Students’ attitudes towards meaning-focused activities………… …… 31 Table 4.4 : Descriptive statistics (Mean and SD) of Students’ attitudes about communicative……………………………………………………………………… 34 Table 4.5 Students’ attitudes towards error correction…………………………… 37 Table 4.6 : Descriptive statistics and (Mean and SD) of Students’ attitudes towards error correction…………………………………………………………… Table 4.7 Students’ attitudes towards teacher’ language use in the classroom Table 4.8 : Descriptive statistics and (Mean and SD) of Students’ attitudes Table 4.9 Students’ attitudes towards learning English activities…………… … Table 4.10 : Descriptive statistics and (Mean and SD) of Students’ attitudes….… ABSTRACT 39 41 43 44 52 The present study explores the views of seventy-five high school students regarding the communicative and non-communicative activities in the EFL classroom Data were collected by means of a questionnaire The results suggest that Vietnamese EFL teachers need to find ways of understand their students in an attempt to make changes that will take students’ previous educational habits into consideration It is obvious, from the study, that students in non-English speaking countries make better use of communicative language teaching (CLT) if communicative activities and noncommunicative activities are combined in English classrooms In other words, aligning the communicative approach with traditional teaching structures is beneficial for EFL students Findings also suggest that oral activities which require student to make a speech in front of students were seen as most anxiety provoking to the learners, whereas group-oriented activities increased the possibility of producing less anxiety CHAPTER I INTRODUCTION Since the 1970s, Communicative Language Teaching (CLT) has become a dominant approach to language teaching The central characteristics of CLT is that “almost everything that is done is done with communicative intent” (Larsen-Freeman cited in Rao 2002, p 81) The problem is how to make efficient use of the limited class time to develop students’ communicative competence (Singh & Li, 2005) Widdowson (1978) claimed that an over emphasis on grammar would prevent learners from developing their communicative competence Snow (1996) indicated that students learn effectively about language when they take part actively in the communication with language rather than on passively accepting what the teacher says 1.1 Rationale of the study According to the review of literature, numerous studies have been carried out on the issue of the communicative and non- communicative activities preferred by the learners and their anxiety level related to each activity However, in Vietnam, investigations on the learners' attitudes to the communicative and non- communicative activities are limited, especially in the context of high schools that are situated in the rural areas, where exposure to the target language and opportunities to use the language are almost non-existent Therefore, this study aimed to fill the gap mentioned above 1.2 Aims and objectives of the study The purpose of this study is to explore the attitudes of Vietnamese high school students in order to better understand the appropriateness and effectiveness of communicative and non-communicative activities in their EFL classes 1.3 Research Question This survey research is conducted to answer the following research questions: What are the students’ attitudes towards the role of English in their future life? What are the students’ attitudes towards forms-focused and meaning-focused activities in the EFL classroom? Which type of error correction: teacher correction, peer-correction or selfcorrection would the students prefer? Which language would they prefer the teacher to use in teaching: Vietnamese or English? 1.4 Organization of the study In order to answer the questions, I first contextualize this study with relevant literature in Chapter Chapter specifies about the study, the questionnaire, the content validity and the reliability of this survey Furthermore, the chapter outlines the analysis methods used In chapter 4, I detail the findings for each research question and discuss them with the data in each table Finally, Chapter offers the conclusion and suggestion for future studies 10 Franklin, C E M (1990).Teaching in the target language: Problems and prospects Language Learning Journal, 2, 20-24 Galloway, A (1993) Communicative language teaching: An introduction and sample activities ERIC Digest ED 357642 Garrett, P & Shortall, T (2002) Learners’ evaluations of teacher-fronted and studentcentred classroom activities Language Teaching Research, 6(1), 25- 57 Green, J 1993 Student Attitudes toward Communicative and Non-Communicative Activities: Do enjoyment and effectiveness go together? The Modern Language Journal, 77,1-10 Harmer, J (2007) The Practice of English Language Teaching England: Longman Hawkey, R (2006) Teacher and learner perceptions of language learning activity ELT Journal, 63, 97-108 Howatt, A (1984) A history of English languge teaching Oxford: Oxford University Press Hung, C H (1997) Understanding the culture of EFL in Taiwan: The qualitative inquiry In J Katchen & Y N Leung (Eds.), The Proceedings of the Fifth International Symposium on English Teaching (pp.19-26) Taipei: Crane Publishing Inceỗay, G and Inceỗay, V (2009) Turkish university students’ perceptions of communicative and noncommunicative activities in EFL classroom Science Direct, 1, 618-622 Johnson, K., & Morrow, K.(1981).Communication in the classroom Essex: Longman 67 Jordan, R R (1997) English for academic purposes: A guide and resource book for teachers Cambridge: Cambridge University Press Kern, R G (1995) Learner’s and teacher’s beliefs about language learning Foreign Language Annals, 28(1), 71-92 Khoi, M A., & Iwashita, N (2012).A comparison of learners’ and teachers’ attitudes towards communicative language teaching at two universities in Vietnam University of Sydney Papers in TESOL, 7, 25-49 Kumaravadivelu, B (1991) Language-learning tasks: Teacher intention and learner interpretation ELT Journal, 45 (2), 98-107 Larsen-Freeman, D.(2000).Techniques and Principles in Language Teaching New York: Oxford University Press Le, V.C (2007) A historical review of English language education in Vietnam In Y H Choi & B Spolsky (Eds.),English education in Asia: History and practice (pp 167180) Seoul, Korea: Asia TEFL Littlewood, W (1981) Communicative Language Teaching Cambridge: Cambridge University Press Macaro, E (1997) Target language, collaborative learning and autonomy Celvedon, England: Multilingual Matters Makarova, V (1997) Discovering phonetics The Language Teacher Online, 21(3) Japan: TLT Online Editor Retrieved October 1, 2000 from: http://Langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/mar/phonetic.html Nachmias, C & Nachmias, D (1981) Research methods in the social sciences London: Edward Arnold 68 Nunan, D (1988a) The learner-centered curriculum Cambridge: Cambridge University Press [-12-] Nunan, D (1988b) Syllabus design Oxford: Oxford University Press Nunan, D (1989) Hidden agendas: The role of the learner in programme implementation In R K Johnson (Ed.), The second language curriculum (pp 176186) Cambridge: Cambridge University Press Nunan, D.(1991) Language Teaching Methodology: A Textbook for Teachers New York: Prentice-Hall Peacock, M (1998) The links between learners’ beliefs, teachers’ beliefs, and EFL proficiency Working Paper 10/1.City University of Hong Kong Pham, H.H (2007) Communicative language teaching Unity in diversity ELT Journal 58(1), 50-57 Quinn, T (1984) Functional approaches in language pedagogy Annual Review of Applied Linguistics, 5, 60-80 Rao, Z (2002) Chinese students’ perceptions of communicative and noncommunicative activities in EFL classroom System, 30 (1), 85-105 Rifkin, B (2000) Revisiting beliefs about foreign language learning Foreign Language Annals, 33 (4), 394-409 Richards, J C & Rodgers, T.(2001) Approaches and methods in language teaching: A description and analysis Cambridge: Cambridge University Press Rudduck, J (1991) Innovation and change Buckingham: Milton Keynes, Open University Press 69 Savignon, S And Wang, C (2003) Communicative language teaching in EFL contexts: Learner attitudes and perceptions IRAL, 41 , 223–249 Singh, M., & Li, L (2005) Communicative language teaching in China: Misconceptions, applications and perceptions Australian Association for research in education Spratt, M (1999) How good are we at knowing what learners like? System, 27, 141155 Sullivan, P (1996) English language teaching in Vietnam: an appropriation of communicative methodologies Unpublished doctoral thesis, University of California Swain, M., & Lapkin, S (2000) Task-based second language learning: The use of the first language Cambridge: Cambridge University Press Talebinezhad, M R & Aliakbari, M (2002) Evaluation and justification of a paradigm shift in the current ELT models in Iran Linguistik online, 10, 1/2002 Retrieved September 20, 2002 http://www.linguistik-online.de/10_02/talebinezhadaliakbari.html Thompson, G (1996) Some misconceptions about communicative language teaching ELT Journal, 44, 25-37 Van Lier, L (1996) Interaction in the Language classroom: Awareness, autonomy and authenticity New York: Longman Widdowson, H G (1978) Teaching language as communication Oxford: Oxford University Press Wright, T (1990) Understanding classroom role relationships In J C Richards & D Nunan (Eds.), Second language teacher education (pp 82-97) Cambridge: Cambridge University Press 70 71 APPENDIX A QUESTIONNAIRE ON STUDENTS’ PREFERRED ENGLISH CLASSROOM ACTIVITIES PHIẾU KHẢO SÁT VỀ SỞ THÍCH CỦA HỌC SINH ĐỐI VỚI CÁC HOẠT ĐỘNG TRONG LỚP HỌC TIẾNG ANH Các em thân mến, Để giúp em học tiếng Anh tốt hơn, cô muốn tìm hiểu sở thích em hoạt động học tiếng Anh lớp Mong em trả lời câu hỏi cách trung thực Phiếu khảo sát không ghi tên em câu trả lời em không ảnh hưởng đến kết đánh giá học tập em.Cám ơn hợp tác em Em trả lời câu hỏi cách đánh dấu (√) vào thích hợp Strongly Disagr No Agre Stro disagree ee idea e ngly (Rất (Khôn không g đồng đồng ý) (em khơn g có (Đồn g ý) agre e (Rất (1) ý) ý đồn kiến g ý) gì) (3) (2) 1.English teaching should focus on communication, with grammar explained when necessary.(Dạy tiếng Anh cần đặt trọng tâm vào giao tiếp cịn ngữ pháp giảng giải cần thiết.) 2.English teaching should focus on learning and memorizing vocabulary and grammar rules (Dạy tiếng Anh cần đặt trọng tâm vào việc ghi nhớ từ vựng ngữ pháp.) 3.I like to watch some English language films or videos and discuss them in groups under the teacher's guidance.(Em thích xem phim băng video tiếng Anh thảo luận nội dung xem nhóm theo (4) (5) hướng dẫn cô giáo.) I like the teacher to divide us into pairs, in which I have to ask my partner questions, and answer the questions my partner asks me in English.(Em thích giáo chia lớp thành cặp đơi để em hỏi bạn cặp câu hỏi trả lời câu hỏi bạn tiếng Anh.) 5.I like to participate in large group activities in class so that we have more opportunities to speak English.(Em thích tham gia vào hoạt động nhóm lớp để chúng em có nhiều hội nói tiếng Anh.) I like the teacher to divide us into small groups in which I and my classmates talk about things we like and things we dislike (Em thích giáo chia lớp thành nhóm nhỏ để em bạn lớp nói điều chúng em thích điều chúng em khơng thích.) I like to practice conversations individually with the teacher in the class.(Em thích thực hành giao tiếp với cô giáo lớp.) I like my teacher to spend a lot of time on teaching grammar rules and translations.(Em thích giáo dành nhiều thời gian cho việc dạy qui tắc ngữ pháp dịch thuật.) I like the teacher to explain a grammatical rule that is printed in the textbook in English, and then give us examples in English as well (Em thích giáo giải thích quy tắc ngữ pháp in sách giáo khoa tiếng Anh, sau đưa ví dụ ln tiếng Anh cho chúng em.) 10 I like the teacher to speak Vietnamese when explaining a grammatical rule that is printed in the textbook, and then give examples in English.(Em thích giáo nói tiếng Việt giải thích quy tắc ngữ pháp in sách giáo khoa , sau đưa ví dụ tiếng Anh.) 11 I like to an exercise in which I should find mistakes in grammar and correct the mistakes.(Em thích làm tập mà em tìm sửa lỗi sai ngữ pháp.) 12 I like the teacher to correct me when I make grammatical mistakes in spoken language (Em thích giáo sữa lỗi sai giúp em em mắc lỗi ngữ pháp văn nói.) 13 I like the teacher to correct all my mistakes while speaking Em thích giáo sửa tất lỗi sai ngữ pháp nói tiếng Anh (1) 14 While speaking, I like the teacher to correct only the serious errors that cause communication breakdown.(Trong nói, (2) (3) (4) (5) em thích giáo sửa lỗi sai nghiêm trọng nguyên nhân làm giao tiếp thất bại.) 15 I don't like to say anything in English until I can say it correctly Em khơng thích nói điều tiếng Anh em chúng cách chuẩn xác 16 I don't like to be corrected immediately while speaking English Em không thích sửa lỗi nói tiếng Anh 17 I want my classmates to correct my oral errors in group work Em thích bạn lớp sửa lỗi phần nói em theo nhóm 18 I like to a written exercise in which I am asked to fill in the correct forms of verbs in sentences.(Em thích làm tập tự luận mà em yêu cầu chia động từ câu.) 19 like my English teacher to use both Vietnamese and English in her explanations (Em thích giáo sử dụng tiếng Anh lẫn tiengs Việt giải thích vấn đề đó.) 20 I like to listen to my teacher speaking English all the time in class.(Em thích nghe giáo nói tồn tiếng Anh lớp.) 21 I like to listen to classmates giving oral presentations in English Em thích nghe bạn lớp nói tiếng Anh học 22 I like my teacher to organize us to discuss questions after we finish listening to a story or a passage Em thích giáo cho chúng em thảo luận câu hỏi sau chúng em nghe xong câu chuyện hay đoạn văn 23 I like my English teacher to let us listen more and speak more in class Em thích giáo viên tiếng Anh cho chúng em nghe nói nhiều lớp 24 I like to speak English with correct pronunciation Em thích phát âm nói tiếng Anh 25 I like to learn English through imitation/ repetition under the guidance of the teacher Em thích học tiếng Anh cách bắt chước nhắc lại theo hướng dẫn cô giáo 26 In English class, I like my teacher to ask students text-based and thought-provoking questions to keep the lesson interesting Trong học tiếng Anh em thích giáo hỏi câu hỏi để làm cho học thú vị 27.In English class, I like my teacher to ask students thought-provoking questions about the lesson content in order that students have chances to practice their spoken English Trong học tiếng Anh em thích giáo hỏi đọc câu hỏi học sinh phải động não để học sinh có nhiều hội thực hành nói tiếng Anh 28 I like my English teacher to translate some difficult paragraphs of English text, vocabulary and phrases into Vietnamese to enhance my comprehension and translation skills.(Em thích giáo dịch đoạn khó đọc tiếng Anh từ cụm từ khó tiếng Việt để em hiểu tốt nâng cao kỹ dịch em.) 29 I like to have a written test on what I have learned Em thích làm kiểm tra viết kiến thức em học 30 I like to have English oral tests.(Em thích kiểm tra nói tiếng Anh.) 31 I learn best when the teacher is very strict and controls the lesson Em học nhiều cố giáo nghiêm khắc kiểm soát lớp chặt chẽ giảng 32.I think that a good ability of using English is very important for my future.(Em thấy khả sử dụng tiếng Anh tốt quan trọng tương lai em.) ... can allow for group work activities and for teaching aids and materials (Burnaby and Sun, 1989) 22 2.4 Studies on students’ attitudes towards communicative and noncommunicative activities Many...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - NGO THI HANH AN EXPLORATION ON STUDENTS’ ATTITUDES TOWARDS COMMUNICATIVE AND NONCOMMUNICATIVE CLASSROOM ACTIVITIES Major: Teaching... combination of communicative and non -communicative activities in their English classroom Nevertheless, there exists a conflict between what communicative activities demand and what the EFL situation