(SKKN 2022) Organizing meaningful activities to improve Speaking competence for 11th grade students At quang xuong ii high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING QUANG XUONG II HIGH SCHOOL TEACHING EXPERIENCE TITLE: ORGANIZING MEANINGFUL ACTIVITIES TO IMPROVE SPEAKING COMPETENCE FOR 11TH GRADE STUDENTS AT QUANG XUONG II HIGH SCHOOL Written by: ĐỖ THỊ PHƯƠNG Group: English Quang Xuong II High School CONTENTS I INTRODUCTION Background/context………………………………………………… The scope of the research…………………………………….……… Rationale/reasons for choosing the topic…………………………… Research aims ………………………………………………… III CONTENTS 1.REALITY OF TEACHING AND LEARNING SPEAKING…… RESEARCH CONTENTS ………………………………………… 2.1 Research procedures/definitions of terms………………………… 2.2 Advantages and disadvantages of meaningful activities………… 2.3 Evaluation of the research………………………………………… 2.3.1 Novelty of the research………………………………………… 2.3.2 Effectiveness…………………………………………… 2.3.3 Applicability of the research…………………………………… ADAPTATION: LESSONS WITH MEANINGFUL ACTIVITIES 3.1 Apply game “mind- map” for a presentation about some famous people’ background (unit 3- grade 10) 3.2 Using game “finding synonyms and antonyms” 3.3 Cross-border classroom 3.4 Using English for interdisciplinary learning activities 3.5 Movie dubbing III CONCLUSION……………………………………………………… REFERENCES……………………………………………………… APPENDIX Appendix 1: Research design…………………….…………………… 1 Appendix 2: Students’ Survey……………………….………………… 13 14 16 17 18 Appendix 3: Teacher’s Survey……………………….………………… 4 7 7 7 9 10 11 11 12 ABBREVIATION LIST TESOL: Teaching English to Speakers of Other Languages IELTS: International English Language Testing System TOEFL: Test of English as a Foreign Language TOEIC: Test of English for International Communication THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Organizing meaningful activities to improve speaking competence for 11th grade students at Quang Xuong II High school Lĩnh vực áp dụng sáng kiến: Phương pháp dạy tiếng Anh Tác giả: - Họ tên: Đỗ Thị Phương - Trình độ chuyên môn: ĐH Sư Phạm Tiếng Anh - Chức vụ, đơn vị cơng tác: Tổ phó chun mơn tổ tiếng Anh, Trường THPT Quảng Xương II - Điện thoại: 0943686998 Email: Dophuongqx2@gmail.com ORGANIZING MEANINGFUL ACTIVITIES TO IMPROVE SPEAKING COMPETENCE FOR 11TH GRADE STUDENTS AT QUANG XUONG II HIGH SCHOOL I INTRODUCTION My interest in the improvement of high school students’ spoken competence started when the priciple of Quang Xuong II high school initiated the new idea called “Khai Phong” which aimed at improving the students’ learning ability in all subjects at my school in the school year 2020-2021, especially in English As an attempt to improve high school students’ competence as well as language skills, I my best to carry out this mini-research with empirical methods, and I hold the belief that I can make an innovation in English language teaching and learning at Quang Xuong II High School, where there are over 1000 students wanting to become competent English speakers This research focuses on the expected effectiveness of using meaningful activities in improving 11th grade students’ spoken competence Background /context Thanh Hoa is a developing province in the Central of Viet Nam, where many foreign businessmen and visitors come to work in industrial zones like Nghi Son, to business and to be on holiday at Sam Son beach and other places of scenic beauty These foreigners need to use English to communicate with their colleagues, office workers, local residents That is why English has been considered to be the most popular and important language for adults at work and young people at school or university The province has over 100 high schools, and Quang Xuong II High School is one of the twenty best high schools in Thanh Hoa Each year, the school has hundreds of students who are good at many subjects including mathematics, chemistry, physics and biology, but their English communicative competence must be carefully taken into consideration to some extents In informal discussions with students and teachers of English and in other subjects in the school, I have recognized that problems facing the reality of teaching and learning speaking are that real communication is not always achieved Most form is focused and display questions are often exploited The teachers make questions available in the textbooks in order to complete their lesson plan Therefore, the students meet difficulty achieving good results in IELTS, TOEFL and TOEIC tests The scope of the research The research consists of an introduction, a review of worthwhile literature related to the independent variable: “meaningful activities” and their benefits, a description of students’ learning styles, learning habits, preferences and their views of these speaking activities The final parts of the research paper are sections about research methodology, anticipated outcomes and possible problems which may come up during the research together with a short conclusion The application of meaningful activities will be carried out among a class of thirtyfive 10-graders at Quang Xuong II High School The students will be tested on orally communicative ability before and after the techniques called “meaningful activities” are applied in the classroom in order to see how much improvement the students gain Both teachers’ attitudes and students’ feelings towards meaningful activities as teaching and learning tools will be reflected through interviews and questionnaires respectively This will prove, to some extent, the usefulness and the feasibility of these activities in English classrooms Rationale Students acquire a foreign language through the four fundamental skills including listening, speaking, reading and writing Proficiency in each of these skills makes a great contribution to becoming a competent language user, but the ability to speak clearly and fluently can help learners to inform, express feelings, persuade and interact with others Therefore, teaching speaking plays a very important role in helping learners master the target language As a language teacher, I have recognized that real communication occurs in reallife contexts By using meaningful tasks, activities and practice in classes, students will have opportunities to communicate with each other in the target language It is the teacher’s job to create classroom environments where real-life communication takes place and meaningful tasks are exploited ● Research Focus The following diagram illustrates the relationship between the key variables of the study which serve as the research focus with the title: “Organizing meaningful activities to improve speaking competence to grade 11th students at Quang Xuong II High School” ● Research Questions and Variables - What is the effect of meaningful activities on the development of Grade 11 students’ spoken communication? - How will meaningful activities be effectively used in speaking classes ? - What are students’ opinions on meaningful activities: referential questions, discussions and simulations? Research aims (Purposes) The study aims at finding out about the effects of using meaningful activities on the development of high school students’ spoken discourse at the school The research also aims to identify students’ speaking problems with the hope that meaningful activities can help promote their spoken competence CONTENTS OF THE RESEARCH REALITY OF TEACHING AND LEARNING SPEAKING As a teacher of English for nearly twenty years, I usually have discussions with a number of students, I have learned that most of them really want to study English for communication However, they not have strategies for developing their oral communication The speaking problems that the teacher frequently deals with are students’ difficulty in expressing ideas and opinions Also, students are not often, II The use of meaningful activities Independent Variable High school students’ spoken Communication (Problems) Dependent Variable Students’ enhanced spoken discourse Teachers use meaningful activities This dependent variable is measured through speaking tests to help students with speaking during the lesson, encouraged to respond to questions for real information from their teachers and friends In my teaching experience, I have learnt that teaching speaking, a productive skill, is particularly vital because my students’ achievements in speaking will increase their intrinsic motivation to learn other language skills I also hold the belief that speaking is one of the most important parts of English language learning and teaching However, its significance is underevaluated by some students and teachers in the school They teach speaking just as a repetition drill for memorizing dialogues, useful expressions or language functions In fact, the goal of our teaching speaking is to improve students' communication skills, and through speaking with meaningful activities students can learn how to follow the social and cultural aspects appropriate for any situational context RESEARCH CONTENTS 2.1 Research procedures/ definitions of terms ● The Subject The sample includes two groups of year 15 students belonging to two different classes Each class has from 35 to 48 students who are divided into different groups The group engaged in meaningful activity lesson will form the experimental group, while the other, which carries on with normal lessons will form the control group A speaking pre-test will be carried out so as to show that the two groups have the same level of proficiency I will teach both groups for the second term of the school year 2021-2022, using meaningful activities with the experimental group and the control group will be taught as usual The two groups will be orally tested at the end of the second term so that I can get the scores for each student The test scores will be analyzed and considered as useful data for the findings The three teachers and I will make comparisons between the control group and the experimental group on their learning achievements in order to see the effect of meaningful activities on students’ development of spoken English Finally, data collection will be shared and discussed with the school administrators DATA COLLECTION The research will be carried out with three different methods for data collection The first tool is to prepare open-ended questions for the survey that the researcher is going to carry out A questionnaire which will find out about students’ attitudes to meaningful activities, their views of their speaking abilities and awareness of what meaningful activities will be about Then, I will interview the four teachers in my school The second thing I will is that I get my students to fill the questionnaire I have made to find a better way to teach and learn speaking The next thing I will is that I make a lesson plan in which meaningful activities are made effective use of The purpose of the questionnaire and the interview and classroom observation will be clearly explained to the students before the research starts ● Questionnaire As a questionnaire may play a central role in the data collection process, a welldesigned questionnaire is needed To this, I have to make a draft plan, then consult my colleagues for some questions on the topic I want the questionnaire to be informative and appropriate for the subjects Before conducting the questionnaire, I will pilot it in another group that shares the same similarities to the sample The designed questionnaire is anonymous so that the students not conceal their feelings when they give comments on their teachers and their teaching The questionnaire which uses closed-and open-ended questions covers different kinds of students, their views on meaningful activities ● Interview Interviewing is chosen as one of the three main methods of data collection By asking teachers questions about views or opinions on using referential questions, discussions and simulations, and the approaches of teaching speaking It will take an hour for each interview In order to make the interviewees comfortable, the place for the interview and the purpose of the interview will be made clear to the four interviewees The main part of the interview includes asking teachers 13 questions and recording their answers by a good Sony recorder Each teacher will be interviewed once at the beginning of the study Open-ended questions are designed for the teacher’s interviews ● Classroom Observation I have designed 16 statements which describe the students’ learning styles, views and the teacher’s methods of teaching The observer will observe and record concrete details of what the teacher does in the lesson, methods of teaching and meaningful activities will be utilized in the classroom DATA ANALYSIS All the data will be analyzed by the four teachers The findings will be shared with the teaching group leader and the school administrators A workshop will soon be held in order to widely disseminate the findings of the research ● Questionnaire Analysis There are five items in the student survey, I will a tally count, then change it into percentages, using the tables about the students’ learning styles and views on meaningful activities The data will be carefully analyzed ● Class Observation Data Analysis Observations will be used to gain in-depth understanding and to avoid misinterpretation I will double read to gain the teacher’s views or beliefs about meaningful activities in teaching speaking, and the relationships among views and practices ● Interview Data Analysis Each interview will be recorded, coded and then transcribed and analyzed critically In looking across cases, I will look for themes and patterns which emerge from the data and code for the emerging themes Each teacher’s data analysis includes classifying, categorizing, labeling and organizing the emerging classifications REVIEWS OF LITERATURE The study aims to investigate the effects of meaningful activities on the development of students’ speaking skill The first thing that will be discussed is a brief review of literature related to the definition of meaningful activities: referential questions, discussions and simulations The second part will look at the advantages of meaningful activities to teaching speaking ● Referential questions In my experience, I often make referential questions in order to get students to communicate We should consider the question: “ What you think will happen to Everglades National Park if more chemicals are released into the water?”( English 10- page 114) In fact, this referential question encourages students to have personal ideas on a serious problem of pollution nowadays In defining referential questions, Brown (1983) explains that referential questions are questions you ask someone because you don't know the answer He also adds that this can mean questions teachers ask learners and learners ask each other Referential questions can be compared with display questions, for which the answer is already known by the asker Teachers make display questions to see if the students know the answer and to ask for language manipulation Brown (1983) states that “display questions” seek answers in which the information is already known by the teacher This type of elicitation has been criticised for its lack of authenticity since it is not commonly used in conversation outside the classroom In explaining the benefits of referential questions, Brock (1986) points out that referential questions are commonly used in regular conversation outside the classroom, so they are used to encourage students’ higher-order thinking skills and authentic use of the second language in the classroom Many researchers (Nunan, 1987; Suter, 2001; Morell, 2007) also emphasize that teachers’ use of referential questions can stimulate students to provide much longer and more complex responses than the use of display questions ● Discussions Davis (1993) says that using discussions as a main teaching technique allows us to stimulate critical thinking As we establish a rapport with our students, we can demonstrate that we appreciate their contributions, at the same time that we challenge them to think more deeply and to articulate their ideas more clearly Frequent questions, whether asked by the teacher or by the students, provide a means of measuring learning and exploring in-depth the key concepts of the course After the input or contents are delivered, a discussion should be organized for various reasons First, the students aim to come to a conclusion, share ideas about an event in their discussion groups Before the discussion, it is essential that the purpose of the discussion is clearly stated to the students In this way, the discussion points are relevant to the purpose Each group works on their topic for a given time period, and then presents their opinions to the class It is essential that the talking time should be equally divided among group members Finally, the class 10 decides on the winning group that can express the idea in the best way This activity fosters critical thinking and quick decision making ● Simulations By definition, role plays and simulations are forms of experiential learning (Russell: 2009) Learners take on different roles, assuming a profile of a character or personality, and interact and participate in diverse and complex settings He also defines simulations are similar to role-plays, but what makes simulations different from role-plays is that they are more elaborate In simulations, students can bring items to the class to create a realistic environment For example, if a student is allowed to act as a journalist, he or she can bring a microphone to interview people Simulations bring benefits to the teacher and students They are entertaining and motivate the students to learn Harmer (1984) stresses that simulation activities increase the self-confidence of hesitant students, because in simulation activities, they will have a different role and not have to speak for themselves, which means they not have to take the same responsibility 2.2 Advantages and disadvantages of meaningful activities Meaningful activities are used to encourage students to concentrate on meaning, understanding, not memorization Therefore, meaningful activities or practice can increase active learning, such as problem-solving, collaborative learning and decision making However, meaningful activities can have some problems that should be considered Students who lack prior knowledge will get very little active learning and meaningful activities are not very appropriate for test or exam preparation Therefore, we should help our students get familiar with these active learning activities by using clear instructions and scaffolding It is the teacher job to decide on when meaningful activities should be exploited and when they are relevant to the students’ needs 2.3 Evaluation of the research 2.3.1 Novelty of the research (Innovations) I expect that after the experimental process, lessons with meaningful activities will enable the experimental group to produce better developed spoken English than the control group in the post-test, in terms of the following features: real information, fluency, language function, organization of the spoken discourse I am in the hope that the teaching of speaking with referential questions, discussions and simulations can really increase the experimental group’s self-awareness through observing and clarifying feelings and thoughts Besides, some low-motivated students may also get benefits from the approach of speaking with the above-mentioned activities 2.3.2 Effectiveness The study of the effects of meaningful activities on the development of high school students’ speaking are of great importance for several reasons First, understanding relationship between the students’ speaking problems and the use of meaningful activities can help to improve their orally communicative competence Second, the 11 researcher has opportunities to set up members of reflective teachers who can help other teachers to solve the speaking problems of students at the same levels from other schools Finally, the research findings will also help the administrators to have new policy in teaching and learning English in the school The research on meaningful activities in teaching speaking is manageable and will support all the teachers’ professional development 2.3.3 Applicability of the research The results of the research will provide high school teachers in Viet Nam with valuable suggestions in English teaching and learning More importantly, students’ spoken competence can assist other language skills, such as writing and listening Meaningful activities are expected to use for all students from secondary students to high school ones The research will bring about improvements in my teaching practices and implement some changes in all high schools and secondary schools in Thanh Hoa Province ADAPTATION: LESSONS WITH MEANINGFUL ACTIVITIES The following questions and activities are redesigned to help students make good use of referential questions in helping students exchange real information These referential questions make the learning of speaking more meaningful for high school students 3.1 Apply game “mind- map” for a presentation about some famous people’ background (unit 3- grade 10) Mind mapping is a technique that can help students become more effective English learners It helps students to improve their vocabulary, grammar, and creative thinking Students don’t need to learn those endless lists of vocabulary by heart or worry about understanding every single element of grammar Mind maps are also tools that can improve learners’ English in a way that feels more natural and reflects how learners’ brain really works - In order to use this technique, I divided the class into four groups, each group presented the advantages and disadvantages of a device such as a smart phone, a TV, a computer and so so Before showing the presentation, I guided students to find out some questions: When and where was he/she born? What makes him/her famous? Here are some handouts of class B6 students 12 3.2 Using game “finding synonyms and antonyms” - Playing a game of “closet and opposite words” with other students helps them learn more words while enjoying the game - One person says a word, and the other calls out a word with the opposite meaning or closet meaning For instance, player one says "hot", so player two says "cold" Or player two might think of different words that also mean cold, like "freezing" or "chilly" - In order to play this game, I choose 10 students One will read each word, the other will find the closet words or opposite words If he/she can't answer, he/she will be hit in the head These words I prepared for students This activity helps students form and respond quickly to words they hear In addition, it also helps students feel comfortable when playing this game according to the criteria “learning in playing” Here are some pictures cut from students’ videos: 13 3.3 Cross-border classroom - It is a model of schools around the globe connected by many subjects such as Mathematics, Physics, Chemistry, Biology, English, History , (These are teachers of schools around the world, all verified through Microsoft's innovative teacher forum.) - To apply cross-border classroom with a foreign teacher: First, I find some foreign teachers on facebook and make friend with them Second, I make an appointment (time, place) Third, I will prepare some topics to students can discuss with the foreign teacher such as : introduce yourself, introduce the country, weather, cuisine in each country, … When participating in an educational forum, students can choose the right teacher and subject for their students Through this class, students have the opportunity to learn not only their English knowledge, increase their practical listening and speaking skills, but also cultural exchanges with teachers and foreign friends Once, students hold a meaningful activity by talking with a foreigner about Tet and some special holidays in Vietnam as well as in other countries (Unit Celebrations) 14 3.4 Using English for interdisciplinary learning activities - Integration is one of the modern teaching trends that are being researched and applied in educational programs in many countries around the world and in Vietnam in recent years - Integration is understood as a systematic combination, at different levels of knowledge and skills of different subjects on the basis of theoretical and practical relationships mentioned - It is possible to integrate other science subjects together such as: Physics Chemistry - Biology, Literature - History - Geography - In here we apply the interdisciplinary combination between Geography and English I divide class into groups, give each group assignment is preparing a presentation about a famous place they know - Prepare images, content and record Before recording, they will give the written paper to me to edit After recording, please submit their work for me to comment on pronunciation and intonation Here are some pictures extracted from a video in which students talk about the weather around VN (Unit 10 Nature in danger) 15 Movie dubbing - Film dubbing (Voiceover) is not a new learning method, this is a method of practicing pronunciation by subconscious mechanisms, it's like a Vietnamese child learning Vietnamese Starting from listening to the correct dialogue of the character, the student reads along, and then immerses himself in the character's emotions This helps the student learn and pronounce naturally in many different tones, helps learners to passively absorb into the subconscious, then reflexively speak out consciously Before recording, the students will role play the characters in the dialogue with the teachers, so that the pronunciation is the best At the dubbing stage, students will be required to have higher requirements, not only with standard pronunciation, but also with emotions and intonation similar to the character they are playing This is really interesting, because the video may be the same, but each student with a different voice and expression, brings to life the character in different ways This has made students eagerly learn English through movie dubbing For this activity, I divide the class into group, each group will choose one film they like to dub They have one week to choose film, casting, practice and record the dialogue 16 CONCLUSION The ability to communicate effectively in second or language learning contributes to the success of the students at school and the success later in their reality of life Therefore, it is essential that language teachers focus on helping students to make good use of spoken English rather than getting them to memorize grammatical rules It is the teacher’s responsibility for providing a rich environment where meaningful activities and meaningful practice take place In consideration of this aim, various meaningful speaking activities including discussions, simulations and referential questions are able to make a contribution to the development of students’ communicative competence necessary for life Meaningful activities are really worthwhile learning tools for both students and teachers Students not only have more opportunities to interact with their partners who try their best to make use of English communicatively, but students' English speaking, listening, and understanding will also improve Meaningful activities lighten up the atmospheres and brings dynamic climate to the classroom Students learn to use the language in a more realistic and natural way A a result, they can become more aware of the usefulness and practicality of English, especially spoken English Meaningful activities would be, in fact, useful teaching techniques which should be applied by most teachers in the classrooms where English is spoken as a foreign language in the Vietnamese environments III 17 REFERENCES - Brock, C.A 1986 The effects of referential questions on ESL classroom discourse TESOL Quarterly 20-1: 47-59 - Brown, G and G Yule 1983 Teaching the Spoken Language Cambridge: Cambridge University Press - Davis, Barbara Gross Tools for Teaching San Francisco: Jossey-Bass, 1993 - Harmer, J 1984 The Practice of English Language Teaching London: Longman - McDonough, J and C Shaw 2003 Materials and Methods in ELT: a teacher’s guide Malden, MA; Oxford: Blackwell - Nunan, D., 2003 Practical English Language Teaching.NY:McGraw-Hill - Russell, C 2009 A systemic framework for managing e-learning adoption in campus universities: individual strategies in an institutional context ALT-J Research in Learning Technology, 17, 1, 3–19 HỘI ĐỒNG CÔNG NHẬN SÁNG KIẾN Thanh Hoá, ngày 02 tháng năm 2022 TÁC GIẢ SÁNG KIẾN Đỗ Thị Phương 18 APPENDIX: RESEARCH DESIGN Appendix 1: Research Question Research Questions Research Instruments What is the effect of -Oral Pretest meaningful activities on -Oral Post-test the development of Grade 10 students’ -Observation spoken communication? How will meaningful activities be effectively used in speaking classes ? Subjects of - Grade 10 -Frequency students count -Age:15-16 -Percentage English - Transcription proficiency: PreintermediateSite : Quang Xuong II High School, Thanh Hoa Province -Sample size: 70 (2 groups) 19 Tools Analysis 3.What are students’ opinions on meaningful activities: referential questions, discussions and simulations ? -Student questionnaire -Teacher interview Appendix 2: Students’ Survey (QUESTIONNAIRE) The purpose of this questionnaire is to investigate students’ opinions on meaningful activities in the classroom Your responses will provide important information that helps the school have better ways to teach speaking Altogether there are 35 items in the questionnaire - Do not write your name on the questionnaire Please indicate your views /attitudes to the following areas by circling the appropriate number How often would you like the following teaching methods in your class ? Never Occasionally Sometimes Usually Always Doing exercises Making questions Translation Giving a presentation 5 Playing a role Pretending to be a singer Others (please specify)……………………………………… 20 B What would you feel about meaningful activities: referential questions, discussions and simulations? Put a tick in the box to describe your views on Meaningful activities Meaningful activities are useless Yes No Meaningful activities help us with real information Yes No Meaningful activities are interesting Yes No Meaningful activities help us co-operate with others Yes No Meaningful activities help me speak fluently Yes No Others (please specify) ………………………………………………… C How would you like to study speaking English ? I not like it at all I not like it very much This is O.K I quite like it I like it very much Working only by myself Working in one large group Working on exercises Working on meaningful activities 5 Discussing with others Others (please specify)…………………………………………… D What topics would you like to discuss in a speaking class ? Put a tick in the box that describes what you like Jobs Friends The environment Fashion Diseases Sports Others (please specify): ……………………………………………… 21 E To what extent would you like the following areas in your speaking lesson ? Please indicate your attitudes to the following areas by circling the appropriate number I not like it at all I not like it very much This is O.K I quite like it I like it very much 1.Vocabulary Grammar 5 Discussion Dialogue 5 Monologue Presentation Referential questions Display questions Table 2: The results of survey about the English speaking skill of students at the end of the 2021 - 2022 school year (192 members) Total Below Average Excellent Good Average Num ber % Numb er % Numb er % Numb er % Grade 12 42 16,67 20 47,62 14 33,33 2,38 11 75 12 16 32 42,67 24 32 9,33 22 10 75 15 20 33 44 17 22,67 10 13,3 Appendix 3: Teacher’s Survey (Interview Questions) The purpose of this survey is to find out about how you use meaningful activities in the speaking class Your responses will help us to improve our teaching of speaking English Please feel free to answer the questions What language skill you think is the most important in English teaching? Why ? What you think some of speaking strategies of the students are? 3.What techniques and activities would you use to improve students’ interactional skill and transactional skill? In your opinion, what is the purpose of meaningful activities: referential questions/ discussions and simulations? What difficulties would you encounter when carrying out meaningful activities? Do you know how your students feel when they conduct meaningful activities? How often would you use meaningful activities in class? How would you know whether meaningful activities work or not? What kind of preparation you usually need for using meaningful activities in speaking classes? 10 How can you make students involved in meaningful activities? 23 ... ? ?Organizing meaningful activities to improve speaking competence to grade 11th students at Quang Xuong II High School? ?? ● Research Questions and Variables - What is the effect of meaningful activities. .. Quảng Xương II - Điện thoại: 0943686998 Email: Dophuongqx2@gmail.com ORGANIZING MEANINGFUL ACTIVITIES TO IMPROVE SPEAKING COMPETENCE FOR 11TH GRADE STUDENTS AT QUANG XUONG II HIGH SCHOOL I INTRODUCTION... CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Organizing meaningful activities to improve speaking competence for 11th grade students at Quang Xuong II High school Lĩnh vực áp dụng sáng kiến: Phương pháp