Khóa luận Improving speaking skills for students in class 729 and 730 – The Asian International School (AHS – Cao Thang CAMPUS)

Ho Chi Minh City GRADUATION THESIS Major English Language Topic IMPROVING SPEAKING SKILLS FOR STUDENTS IN CLASS 7/29 AND 7/30 – THE ASIAN INTERNATIONAL SCHOOL (AHS – CAO THANG CAMPUS) Instructor: Nguyen Thanh Tuan, M.A Student: Nguyen Thi Tuyet Chi ID: 97011501077 CERTIFICATE OF ORIGINALITY I certify my authorship of the Bachelor’s Thesis submitted entitled: “IMPROVING SPEAKING SKILLS FOR STUDENTS IN CLASS 7/29 AND 7/30 – THE ASIAN INTERNATIONAL SCHOOL (AHS – CAO THANG CAMPUS)” In terms of the statement of requirements for Thesis in Bachelor’s programs issued by The Saigon International University (SIU) Ho Chi Minh City NGUYEN THI TUYET CHI RETENTION AND USE OF THE THESIS I am NGUYEN THI TUYET CHI, hereby asseverate that this presented Graduation Thesis is exclusively prepared by me without any copies from other works I also verify that the thesis is only prepared for my academic requirement not for any other purposes It might not be used with the interest of the opposite party of the corporation Ho Chi Minh City NGUYEN THI TUYET CHI ACKNOWLEDGEMENTS I had received many helps when I completed my Graduation Thesis Keeping in mind, I would like to express my deepest sense of gratitude and special thanks to Mr Nguyen Thanh Tuan, M.A, whose encouragement, guidance and willingness motivated me from the beginning to the end and supported me to finish this work On the one hand, I am using this opportunity to express my gratitude towards The Saigon International University (SIU) for providing me a professional learning environment and facilities On the other hand, I would like to give the appreciation from the bottom of my heart to all professors in the English Language major for giving enthusiasm and sympathies to teach and lift me to be a better student as I am today Moreover, my limited knowledge, shortcomings and mistakes cannot avoid so I expect to receive helpful advices from professors to make this study more perfect Besides, I am very grateful for the helps and supports from the managers and teachers at The Asian International Schools (AHS) By giving favorable conditions, I had a lot of opportunities to work, experience and investigate my study Last but not least, I also extend my special thanks to students of class 7/29 and 7/30 for joining in my research and giving me a great deal of valuable information which contribute the study In conclusion, I truly hope this study will make senses to the secondary school students/ teachers at AHS in general, and to the class 7/29, 7/30 in specific in improving English Speaking skills INSTRUCTOR’S COMMENTS …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Mark:……………………………… Signed:…………………………… ABSTRACT Speaking fluently is one of the ambitions that English learners desire to achieve For learners who learn English as a foreign language (EFL) or learn English as a second language (ESL), this aim is not that easy, they might have to face with a lot of difficulties and need to find appropriate learning methods to make them enjoy their learning process The objectives of this study are investigating the English speaking difficulties, troubles that secondary school students (grade 7) at The Asian International School (AHS) – Cao Thang Campus have; then, the researcher will reveal some effective teaching methods and practical solutions for teachers to solve these problems and support students improving their speaking abilities Using the descriptive and analytic methods, the population in this study is 38 students from two classes 7/29 and 7/30 at The Asian International School (AHS) – Cao Thang Campus in the year 2019 Keywords: English Speaking skills, EFL, ESL, difficulties, solutions _ NGUYEN THI TUYET CHI ID: 97011501077 Course: Class: 15DTA Major in English Language The Saigon International University (SIU) TABLE OF CONTENTS LIST OF TABLES .2 LIST OF ABBREVIATIONS CHAPTER 1: INTRODUCTION .4 Statement of the Problem Purpose of the Research Significance of the Research Research Questions 5 Limitation .6 The Scope of the Research .6 CHAPTER 2: LITERATURE REVIEW Definitions of Key Terms .7 1.1 What is English Speaking skill? .7 Review Previous Work 1.3 Some Difficulties of Secondary School Students in English Speaking skills 10 CHAPTER 3: METHODOLOGY 18 Research Design .18 Research Procedures 18 Participants .19 Sample Selection .21 Material Techniques 21 Data Selection 22 Reliability and Validity 22 Summary 23 CHAPTER 4: ANALYSIS AND DISCUSSION 24 Results from the questionnaire 24 1.1 Research question 24 1.2 Research question 25 1.3 Research question 3: .26 1.4 Research question 28 1.5 Research question 29 1.6 Research question 30 1.7 Research question 32 1.8 Research question 33 Summary .35 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 36 Conclusion 36 Recommendations for Further Research .37 Summary 37 REFERENCES 38 APPENDIX .41 LIST OF CHARTS Chart 1: Students’ perceived the most difficult skills in English subject p.25 Chart 2: Students’ interests in learning English Speaking lessons p.26 Chart 3: Students’ frequency of English speaking at school p.27 Chart 4: Students identified the most difficulty in English speaking p.28 Chart 5: Students’ opinion whether environment is the most important factors helping them improve speaking skills p.29 Chart 6: Students’ views about the integration of listening skills and speaking skills p.30 Chart 7: Students indicated the best way to develop English Speaking skills p.32 Chart 8: Students indicated the most effective teaching aids to enhance their speaking abilities p.34 LIST OF ABBREVIATIONS AHS: The Asian International School SIU: The Saigon International University EFL: English as a Foreign Language ESL: English as a Second Language The integration between listening and speaking is mentioned in Chapter two; thus, the author needs to confirm if this theory makes sense to the students or not The participants who taking part in the survey were asked to answer the question “Do you think improving listening skills help students in speaking skills”? Can students develop speaking skills by improving listening skills? No 17% Yes 50% Not really 33% Chart 6: Students’ views about the integration of listening skills and speaking skills Comments: It can be summarized from the collected data that half of the students thought speaking skills can be improved by developing listening skills There were 33% hesitated about the statements, while 17% of them disagreed that listening and speaking skills have a strict integration The gathered data proves that it is quite necessary to improve listening skills in other to enhance speaking abilities Because these two skills have a quite strict integration, they support each other, so that improving listening and speaking at the same time is suggested if students want to be eloquent in English speaking 31 In addition, developing listening skills will support students solving the difficulties discussed in the chart (Lack of vocabulary, Pronunciation mistakes) 1.7 Research question Following the problems mentioned in the previous part, the researcher wants to select the most effective solutions that will enhance students’ interests and boost their abilities in English speaking skills The question ”In your opinion, which is the most effective way to improve speaking skills?” was suggested The answers for this question are relevant to the contents, which are presented in the previous chapter The answers include: Improve Speaking skills through Listening skills; Play games; Using videos, firms, movies; and Create speaking habits The most effective way to improve speaking skills 10% 31% 21% Improve Speaking skills through Listening skills Play games Use games, videos, films, movies as teaching aids Create speaking habits 38% Chart 7: Students indicated the best way to develop English Speaking skills 32 Comments: Based on chart above, 38% of students claimed that watching videos, firms and movies as teaching aid are the best solutions to improve English Speaking skills About 31% of them believed creating speaking habits will make sense Also 21% of the respondents thought they could develop speaking skills by playing games Last but not least, the least practical way belonged to improve listening skills to attain good speaking skills (10%) It can be summarized from the analyzed data that students prefer watching videos, firms or movies the most The teachers are highly recommended using more videos as teaching methods to expand students’ knowledge Moreover, designing games related to the lessons is suggested As grade students, their characters are active and naughty also, they enjoy playing games, so that teachers should create effective activities that provide students not only knowledge but also entertainments and amusements On the other hand, students reported that they like to speak as much as they can, they thought their speaking skills will be improved then they are have good speaking habits Teachers ought to force and encourage students to speak in both insides and outsides the classrooms Last but not least, improving listening skills seem not to be the most effective way, may be students feel bored when learning listening lessons In contrast, they especially like to watch videos, firms and movies, the finest solution for the teachers is finding quality/ funny/ amusing videos, which contribute and provide enough knowledge relevant to the lessons, because the fact that by watching firms, videos students are able to develop their listening skills and entertain as well 1.8 Research question 33 To attain the aims of the study, the researcher investigates the students’ requirements about teaching methods that the teachers should apply in the lessons The question is “Which teaching aids you expect the teachers should use to help you improve your speaking skills?” The responses include: Give interesting topics; Give interesting videos, short films to watch; Let students practice speaking with friends and Face-to-face speaking with teachers The teaching aids students expect teacher should use to improve speaking skills Give interesting topics Let students practice speaking with friends Give interesting videos, short firms to watch Face-to-face practice speaking with teacher 18% 36% 15% 31% Chart 8: Students indicated the most effective teaching aids to enhance their speaking abilities Comments: Based on the data collected from the questionnaires, the researcher recognizes that most 1/3 the number of participants believed they could see their progress if teachers give them interesting speaking topics (36%) The chart reveals that students prefer watching 34 videos, short firm (31%) Also 18% of the students liked face-to-face practice with teachers and 15% liked practicing speaking with friends It is the fact that the speaking skills of students in class 7/29 and 7/30 are good in general, they enjoy speaking so the teachers should seek the interesting topics Additionally, it is necessary to know well the students’ personalities, habits and interests to select appropriate/ fascinating/ delightful topics; then guide them practicing speaking Similar to the result from chart 7, students would love to watch interesting/ informative videos, firms and movies, because besides entertainment purpose, they have opportunities to improve listening and speaking skills as well Thus, teacher can combine these two teaching methods together; for example, after watching given videos, the teachers ask students questions that relevant with the videos, then students are forced to describe, discuss or express their thought and opinions about the firms Last but not least, practice speaking face-to-face with teachers or friends is also a practical solution By speaking frequently, students can create speaking habits, which mentioned in the previous chart Summary This chapter conducts the analysis of the collected data, which be presented by charts The researcher has discussed about the gathered data Besides, the compare between the analyzed date and the previous studies has been completed to find the accurate results Finally, suggestions related to the problems and solutions have been identified 35 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS In this chapter, the researcher will present the conclusion of the important findings of the study Additionally, some limitations of the thesis will be shown Last but not least, the chapter ends with some recommendations for further research Conclusion The study was completed with the purposes of finding out difficulties that students in class 7/29 and 7/30 – The Asian International School (AHS) – Cao Thang Campus encounter in English Speaking skills Then, practical and effective solutions to solve the problems have been identified In general, the research proves that Speaking is not the most difficult skill for the target population The analyzed data also presents that the environment plays an important role in supporting students in their learning processes Additionally, with the reliable data, The Asian International School (AHS) has been confirmed by the students that the school provides a really great environment as well as professional education system and training programs and facilities, which assist students to achieve their studies’ goals and ambitions On the other hand, the integration between listening and speaking skills has been proved by validity data Although speaking is not the most difficult skill for these students, they still have some difficulties in their learning processes Specifically, the pronunciation mistakes, the fear of making mistakes and lack of vocabulary have been found the main problems that students encounter 36 By comparing the gathered data, the researcher figures out the specific solutions that will make sense in enhancing student’s abilities Watching videos, firms, movies; playing games and creating speaking habits are the most effective ways to improve students’ not only speaking skills but also other skills Moreover, the students also affirmed that they are satisfied with the school and the teachers’ supports by providing them a professional environment which always encouraging and motivating them in their studying Thus, these students indicate some teaching methods/ aids that the teachers can use to improve and push their speaking skills up to higher levels The practical solutions have been suggested: giving interesting speaking topics; providing informative and amusing videos, short firms, movies into the lessons and creating speaking habits In short, the study’s objectives have been successfully investigated The analysis and the gathered data are strictly connected As a result, the validity and reliability of the thesis paper have been verified Recommendations for Further Research The further research would be more interesting if the scope of the research is wider The wider range of population, the more variety of participants in the future investigations are highly recommended With the purpose of enhancing research skills, the more difficult topics and objectives should be proposed Summary This chapter presented a summary of whole results the present research Last but not least, the recommendations for further research were produced 37 REFERENCES Adi, B (2010) Quantitative research: Definition, Methods, Types and Example Retrieved from http://www.questionpro.com American Psychological Asscociation Shyness Retrieved from http://www.apa.com Berger, V (2015) Lack of Confidence And Help Retrieved from https://www.psychologistanywhereanytime.com Browen, T (2005) Methodology: Students: An article Offering Suggestions and Advice and Teaching Shy Students Brown, H D (1994) Teaching by principles: An interactive approach to language BusinessDictionary What is solution? definition and meaning BusinessDictionary Retrieved from http://www.businessdictionary.com Cambridge Dictionary Cambridge University Press Meaning of difficulty in English Retrieved from http://dictionary.cambridge.org Canning, W C (2000) Practical aspects of using video in the Foreign Language Classroom The Internet TESL Journal, 6(11) Dornyei, Z (2011) Motivational Strategies in the Language Classroom Cambridge university press, 77-89 Eva, F (2017) The influence of English song towards students’ vocabulary mastery and students’ motivation Retrived from http://www.researchgate.net Harmer, J (2001) The Price of English Language Teaching Longman Hiphiphurahura, (2017) Students’ difficulties in Speaking English and How to Solve It [Web log post] Retrieved from http://diaingpadmi.wordpress.com Jehan, M A (2014) The Effect of Using a Videoconference-based Strategy on UNRWA 9th Graders’ English Speaking Skills and their Attitudes toward Speaking Retrieved from http://library.iugaza.edu.ps 38 Labaree, RV (2009) Quantitative Methods – Organizing Your Social Research Paper: Quantitative Methods USC Libraries USC University of Southern California Retrieved from http://libguides.usc.edu Lyon, D (2017) How Many People Speak English, And Where Is It Spoken? Babbel magazine Retrieved from http://www.babbel.com Marilyn, A (2006) Language Development in School-Age Children, Adolescents and Adults Retrieved from http://www.researchgate.net Mohammed, I H (2015) Teaching Productive Skills to the Students: A Secondary Level Scenario Retrieved April 10, 2019 from http://core.ac.uk Nadir A K (2016) Investigating Speaking Difficulties that Encounter Students at Secondary Schools Retrieved from http://repository.sustech.edu Novia, R., Machalena, V., & Zuraida (2016) Using Games to Enhance Speaking Performance of the Seventh Grade Students of SMP Negeri 43 Palambang Oxford’s Learner Dictionaries Definitions of speak Retrieved from https://www.oxfordlearnersdictionaries.com Poulsen, M (2010) What is “game based learning”? Retrieved from http://www.mathiaspoulsen.com Rivers 1970 Teaching Foreign-language Skills: University of Chicago Press Saci, S (2013) Using Video Technique to Develop Students’ Speaking Skill Retrieved from http://pdfs.semanticscholar.org Saurik (2011) Learning English The Easy way! Retrieved from http://guides.wikinut.com Shiva YB (2018) Is the environment important for learning English? Retrieved from https://www.quora.com Smith, L (2008) Games to motivate students to Learn Retrieved from http://voices.yahoo.com Sukhneet, K B (2017) Ways in Which English Speaking Environment Enhances the English Language Skills Retrieved from http://medium.com 39 Tien Dung, N (2014) Some common pronunciation problems facing Vietnamese learners of English Received from http://thuvienso.bvu.edu.vn Trung Hieu (2011) Students lack of confidence to use English Vietnam News Retrieved from http://vietnamnews.com Wilson, W R (1979) Feeling more than we can know: Exposure effects without learning Journal of Personality and Social Psychology, 37, 811–821 Yuniarti (2011) The Influence of using song as the instructional media toward the students’ vocabulary mastery of fifth graders at SDN 01 Taman Cari Academic Year 2010/2011 40 APPENDIX QUESTIONNAIRE ENGLISH SPEAKING SURVEY Dear students, I am Nguyen Thi Tuyet Chi, a senior English-majored student of The Saigon International University (SIU) I am researching a study entitled: “Improving Speaking skills for Students in class 7/29 and 7/30 – The Asian International School (AHS) – Cao Thang Campus The objectives of this study consist of investigating English Speaking difficulties and finding practical solutions to solve these problems Your response will only be used for research purposes I really appreciate your helps and contributions when participating in this investigation Please spend a little bit of your time to honestly complete this questionnaire Which skills are difficult for you to learn? (Check all that apply)  Listening  Speaking 41  Reading  Writing Do you feel interest in learning speaking lessons at school? (Mark only one)  Yes  Not really (50/50)  No Do you spend much time to practice speaking English at school? (Mark only one)  Very little  Little  Enough  Much  Very much Which is the most difficulty for you in speaking English? (Mark only one)  Lack of environment  Lack of confidence  Lack of vocabulary  Fear of making mistakes  Pronunciation mistakes Do you think that environment is the most important factor helping students improve speaking skill? (Mark only one) 42  Yes  Not really (50/50)  No Do you think improving listening skills will help students in speaking skills? (Mark only one)  Yes  Not really (50/50)  No In your opinion, what is the most effective way to improve speaking skills? (Mark only one)  Improve speaking skills through listening skills  Play games  Use games, videos, films, movies as teaching aids  Create speaking habits Which teaching aids you expect the teachers should use to help you improve speaking skills? (Check all that apply)  Give interesting topics  Give interesting videos, short firms to watch  Let students practice speaking with friends  Face-to-face practice speaking with teachers 43 44 45 ...Ho Chi Minh City GRADUATION THESIS Major English Language Topic IMPROVING SPEAKING SKILLS FOR STUDENTS IN CLASS 7/29 AND 7/30 – THE ASIAN INTERNATIONAL SCHOOL (AHS – CAO THANG CAMPUS) Instructor:... ORIGINALITY I certify my authorship of the Bachelor’s Thesis submitted entitled: ? ?IMPROVING SPEAKING SKILLS FOR STUDENTS IN CLASS 7/29 AND 7/30 – THE ASIAN INTERNATIONAL SCHOOL (AHS – CAO THANG CAMPUS)? ??... of The Saigon International University (SIU) I am researching a study entitled: ? ?Improving Speaking skills for Students in class 7/29 and 7/30 – The Asian International School (AHS) – Cao Thang