Rationale for the study 1
English has emerged as a global language essential for communication, facilitating access to current information and fostering international relationships Its significance spans various sectors, including tourism, education, trade, science, and the economy In Vietnam, English is a mandatory subject in senior secondary schools and universities, reflecting its importance in the modern world.
Speaking skill is crucial in English language teaching in Vietnam, as highlighted by Nunan (1991), who stated that language learning success is gauged by conversational ability in the target language For numerous students, speaking is the most vital skill among the four language skills, particularly in the context of learning English as a second language.
Many EFL students, particularly in Vietnam, struggle to develop effective communication skills in English due to a lack of real-life practice opportunities In most classrooms, students primarily listen to lectures rather than engage in meaningful conversations Although teachers may incorporate speaking tasks from textbooks, these activities often fail to generate a genuine need for communication among students.
In my teaching experience, I identified key issues affecting Vietnamese students' speaking skills Firstly, their speaking proficiency is hindered by inadequate grammar, pronunciation challenges, and limited vocabulary, coupled with a lack of motivation during speaking lessons Secondly, students often hesitate to engage in speaking activities due to a scarcity of ideas and the unengaging nature of the speaking tasks presented.
To enhance students' speaking skills and motivation in learning, interactive techniques are essential One effective approach is Information-gap activities (IGA), as described by Doff (1988) These activities require learners to communicate and collaborate to fill in missing information, providing them with a clear purpose to speak When designed to mirror real-life situations, IGA not only encourage student engagement but also equip them for genuine communication beyond the classroom.
The research titled "Using Information Gap Activities to Promote Students' Motivation and Participation in Speaking Lessons for Second-Year Students at USSH, VNU" aims to address the need for enhanced speaking skills among students This study seeks to contribute to the effective implementation of Information Gap Activities, fostering greater motivation and engagement in speaking lessons at USSH.
Aims and research questions 2
Aims 2 2.2 Research question 2 III Scope of the study 3
The study is specially targeted at finding out the effect of IGA on the students‟ motivation and participation in speaking lesson
Regarding the goals of the study, the following research questions are put forward:
1 Can IGA help increase students‟ motivation in the speaking lessons?If yes, to what extent?
2 Can IGA help increase students‟ participation in the speaking lessons? If yes, to what extent?
III Scope of the study
The Interactive Group Activities (IGA) have significantly benefited students by enhancing their speaking skills, boosting motivation, and increasing their confidence in communication This study specifically examines the impact of IGA on student motivation and participation in speaking classes, focusing on a sample of 60 students from two English classes at the University of Social Sciences and Humanities (USSH).
Method 3
This quasi-experimental research aimed to collect data through surveys and classroom observations by dividing participants into a control group and an experimental group The experimental group engaged in speaking lessons utilizing information gap activities, while the control group followed traditional teaching methods with textbook tasks The researcher conducted observations and distributed questionnaires to gather data, ultimately comparing the results from both groups to address the research questions.
Significance of the study 3
This study aims to enhance English teachers at USSH's understanding of the benefits of using Interactive Group Activities (IGA) in teaching speaking skills It seeks to provide valuable insights that will help educators effectively boost student participation and motivation during speaking lessons in English.
Organization of the study 4
Research approach 23
This study utilized a quasi-experimental method to investigate the impact of information gap activities on the motivation and participation of second-year students in speaking lessons at USSH According to Creswell (2007), experimental studies aim to assess the causal effects of programs or interventions on participants Given the challenges of artificially creating groups and the potential disruption of classroom learning through random assignment, the researcher opted for a quasi-experimental approach using intact student groups at the university.
This study investigated the impact of information gap activities on students' on-task behavior, observed motivation, and self-reported motivation over four weeks, utilizing the New English File - Intermediate textbook Participants were divided into a control group and an experimental group, where both groups received similar lesson content but differed in the type of speaking tasks employed An experienced teacher facilitated the study, delivering traditional tasks in the control group while implementing information gap activities in the experimental group, aiming to determine the effectiveness of these activities on student engagement and motivation.
Participants 23
The research focuses on second-year students from the University of Social Sciences and Humanities, primarily because they are enrolled in a non-major English program at a B1 intermediate level Having acquired a foundational vocabulary and basic structures, these students are now ready to enhance their speaking skills' accuracy and fluency Additionally, their enthusiasm and willingness to engage in class activities make them ideal participants for this study, as they actively use English in various situations and collaborate effectively.
For this small-scale research study, 60 second-year students from two classes, FLF 1107 16 and FLF 1107 22 at USSH, participated in the data collection process These classes were designated as the experimental and control groups, with each group being taught by a different instructor The experimental group engaged in learning through information-gap activities, while the control group followed a traditional teaching method that utilized speaking tasks from the textbook.
A teacher from the University of Social Studies and Humanities (USSH) participated in this study, bringing four years of experience in English instruction She holds a Master’s degree in English teaching, highlighting her expertise in the field.
Each group consists of 30 intermediate English proficiency students from diverse majors, including psychology, literature, and sociology The distribution of students across these majors is relatively balanced in each class.
Literature Sociology History Journalism Physiology Psychology
Table 1: Distribution of majors in each group
Both groups exhibit similar backgrounds in terms of years spent studying English, with their speaking scores on the B1 unit exam showing only slight differences The experimental group has a marginally lower score compared to the control group.
Table 2: Background of the students
Table 3: Speaking score in B1 unit exam
Thus, it can be ensured that there is no significant differences between two groups
In one class, the teacher implemented IGA, while in another class, textbook tasks were utilized To gather a comprehensive set of reliable and valid data for the study, a combination of class observations and self-report questionnaires from students was employed as the primary data collection method.
Questionnaires offer remarkable efficiency in terms of time, effort, and cost for researchers (Hoang & Nguyen, 2006) Once distributed, data can be collected from a large number of respondents in under an hour Furthermore, modern software simplifies the analysis process, making it less labor-intensive compared to the complexities of interview data Additionally, the financial resources required for conducting and analyzing questionnaires are minimal Given these advantages, questionnaires are particularly suitable for small-scale research projects with time constraints.
The questionnaire aims to determine whether IGA enhances student motivation and consists of five key components: interest/enjoyment, perceived competence, effort/importance, pressure/tension, and value/usefulness It is based on the Intrinsic Motivation Inventory developed by R Ryan, Mims, and Koestner in 1983, which evaluates the intrinsic motivation levels of individuals engaged in achievement-oriented tasks Students respond to statements using a 5-point Likert scale, from strongly agree to strongly disagree Additionally, classroom observations are conducted to gather further insights.
Observation serves as a valuable tool for gathering information without direct questioning, as noted by Vajendra and Malick (1999) It is one of the key instruments utilized for data collection in research.
Observation Sheet 1, adapted from Nunan (1989), was utilized to evaluate the overall class motivation generated by information gap activities This assessment focused on various factors, including learner interest, enthusiasm, persistence, concentration, and enjoyment during class Each item was rated on a scale from one (low) to five (high), with a maximum achievable score of 40 points.
An observation sheet adapted from Hopkins (1985) was utilized to evaluate students' on-task behavior, allowing the researcher to infer participation levels in the classroom The assessment tool featured twelve columns and thirty rows, representing thirty students per class The researcher discreetly positioned herself in the classroom and began observations after students had worked for two minutes Each student was observed individually in a clockwise manner for five seconds, receiving a score of "1" for on-task behavior and "0" for off-task behavior This process continued until all students had been assessed twelve times.
Data collection procedure 27
The research results were derived from data collected across three key phases: pre-intervention, during intervention, and post-intervention The timeline below illustrates the application of various instruments utilized throughout the data collection process.
Pre-intervention While-intervention(4 weeks) Post-intervention
Observation sheet 1 Observation sheet 1 Self-report questionaire Observation sheet 2 Observation sheet 2
The data collection process begins with careful preparation, which includes designing lesson plans and speaking tasks based on the New English File - Intermediate textbook for two classes While the lesson content remains consistent across both groups, the speaking tasks differ: the control group uses textbook activities, whereas the experimental group engages in information gap activities sourced from the teacher's book and other materials Additionally, questionnaires and observation sheets were created, followed by pilot tests with three voluntary students from class FLF 1107 22 to gather feedback on the instruments An experienced teacher also reviewed the questionnaire items and observation sheets, enabling the researcher to refine and finalize these tools for effective data collection.
Then, the researcher observed two normal speaking lessons in two groups with the use of speaking tasks in the textbook The researcher used the observation sheet
The objective of this stage is to assess and compare the levels of motivation and participation between two groups, ensuring that there is no significant difference observed in these metrics.
In a four-week experimental teaching program, students participated in eight speaking lessons led by a cooperative teacher The experimental group utilized Interactive Group Activities (IGA), while the control group experienced traditional teaching methods without IGA To collect data, two observation sheets were used, allowing the researcher to monitor and record student motivation and participation in speaking activities during each lesson.
Following the experimental teaching process, self-report questionnaires were administered to two student groups to assess their overall motivation in class Prior to distribution, researchers provided a clear explanation of the study and key terms to prevent misunderstandings Frequent exchanges of questions between students and researchers ensured comprehension and accuracy in the collected data This information allowed the researchers to identify any differences in student motivation between the two groups after the treatment.
The collected data was organized based on two key research questions, categorizing the information from questionnaires and class observations into two main groups: student motivation and class participation.
To be specific, the self-report questionaire and the first observation sheet were to answer the first question, whereas the second observation helped to solve the second one
Quantitative data analysis was employed to evaluate the survey questionnaire responses, converting the collected data into numerical formats The responses from students were categorized based on their levels of agreement, ranging from strongly agree to strongly disagree, across two distinct groups Mean scores for each statement were calculated for both the controlled and experimental groups The researcher then compared these mean scores to identify any differences in motivation levels between the experimental group and the control group.
The study utilized a quantitative data analysis method to assess overall student motivation in speaking classes By analyzing the data from observation sheet 1, the researcher calculated the mean scores for each group across eight lessons This allowed for a comparison of mean scores between the two groups, revealing differences in their levels of motivation.
The analysis of observation sheet 2 provided insights into student participation in class by converting on-task and off-task times into percentages The researcher then compared the on-task percentages of two different student groups to assess their engagement levels.
CHAPTER III: RESULT AND DISCUSSION 3.1 Data collected from the pre-intervention stage
The researcher conducted observations of two lessons across different groups utilizing standard tasks from the textbook Through the analysis of two observation sheets, the study assessed the levels of student motivation and participation in speaking activities within these groups.
TT Observed items The control group
1 Students‟ involvement in the speaking activities 3 2
2 Students‟ concentration on the speaking activities 1 2
3 Students‟ enjoyment of the activities 2 2
4 Students‟ persistent attention to the activities 1 2
6 Students‟ degree of interest in the activities 2 1
7 Degree of challenge of the activities 1 1
8 Degree of appropriateness of the activities 3 3
Table 3.1.1.Motivation in two groups in pre-intervention stage
The analysis of observation sheet 1 reveals that there is no significant difference in motivation levels between the two groups, as their total scores were nearly identical, with one group scoring 16 and the other 15.
TT Total times scanned Times on task Percentage
Table 3.1.2.Students’ times on task in two groups in pre-intervention stage
Results and discussion 31 3.1 Data collected from the pre-intervention stage 31
Data collected from the while-intervention stage 32
3.2.1 Students’ motivation in speaking tasks in two groups
Thanks to the self-report questionnaires and the classroom observation sheet 1, the motivation of students in speaking tasks in two groups were found out
3.2.1.1 Data from the self-report questionaire
Chart 1: Students’ motivation in the control group
The data indicates that the motivation levels of students in the control group were relatively low, as evidenced by mean scores that fell below expectations for the task.
3 In the first category of interest/ enjoyment, it can be easily seen that students in the control group did not feel much interested in the speaking task in the textbook
Students' motivation in the control group
The survey results indicate that students expressed strong disagreement regarding their perceived competence in the speaking task, with a mean score of 1.8 Similarly, they reported dissatisfaction with their performance, reflected in a mean score of 2.1 Additionally, their effort was minimal, as shown by a mean of 1.9, suggesting they did not invest much into the task In terms of pressure, students maintained a neutral stance, with a mean score of 2.9, indicating they felt relatively comfortable while completing the task Finally, data from statements 5 to 9 reveal that students did not perceive the speaking task as beneficial, resulting in a mean score of 2.3.
Chart 2 Students’ motivation in the experimental group
The chart clearly indicates that students in the experimental group exhibited high motivation levels, with mean scores exceeding 3.5 Specifically, they demonstrated significant interest in the IGA task, achieving a mean score of 4.0 Additionally, they expressed high satisfaction with their performance, reflected by a mean score of 3.7, and invested considerable effort into completing the task, as evidenced by a mean score of 3.9.
The experimental group students reported a mean motivation score of 4.3, indicating they felt little pressure in completing tasks Most participants recognized the benefits of the information gap activity (mean = 3.9), particularly noting that it fostered a genuine need for communication and enhanced their speaking skills, with mean scores of 4.1 and 4.2, respectively Additionally, 43% of students strongly agreed that IGA encouraged them to converse in English for extended periods, while 37% felt they could contribute effectively to discussions Furthermore, a significant number of students (mean score of 3.7) acknowledged that IGA allowed them to apply theoretical knowledge in practical scenarios.
Chart 3: Students’ motivation in two groups
The graph illustrates the motivation levels of students during a speaking task conducted in both the control and experimental groups Notably, the experimental group demonstrated significantly higher motivation compared to the control group.
The experimental group demonstrated greater interest and effort in the task, resulting in higher satisfaction with their performance and a better understanding of the benefits of information gap activities Both the experimental and control groups reported low levels of anxiety; however, the experimental group showed significantly more motivation towards the task compared to the control group.
3.2.1.2 Data from the observation sheet 1
Observation sheet 1 assessed overall class motivation during eight speaking lessons across two groups, utilizing an 8-item scale rated from 1 to 5 The maximum possible score for each lesson was 40, while the average score for each item was 3, resulting in a standard score of 24.
Chart 4: Overall class motivation in the control group
The chart indicates a general lack of motivation within the class, with an initial increase in motivation during Lesson 2, scoring 18 However, this was followed by a decline in Lesson 3, which scored 17 From Lessons 4 to 8, motivation continued to decrease, culminating in a low of 12 in Lesson 8 Notably, all scores across the eight lessons fell below the standard score of 24.
The analysis of observation sheet data, as illustrated in Chart 4, revealed that students in the control group exhibited low levels of participation during speaking lessons, leading to a lack of motivation in the activities.
Chart 5: Overall class motivation in the experimental group
Chart 5 presents the information of the overall classroom motivation for the students in the experimental group from Observation sheet 1 As can be seen from the chart, overall class motivation was on an increase from week 1 to week 3 The sum of score in lesson 1 was 22 indicated that the class was a little motivated as a whole Then, the students were more and more motivated, which was indicated by the increasing scores in the following lesson in week 2 and week 3 The score of motivation reached the peak of 36 in lesson 6 After that, all the students were less motivated, which was shown by the slight reduction in the scores from 36 in lesson
On the whole, overall class motivation gradually increased in the first six lessons and also was the highest in week 6 Then, it decreased slightly in the last
The experimental group engaged in two lessons that included appropriate tasks; however, students reported finding the tasks less interesting This decline in interest may be attributed to the prolonged use of the same activities.
Chart 6: The level of overall motivation in two groups
The graph illustrates the motivation levels of students across eight lessons in two groups The experimental group exhibited a consistent increase in motivation during the first three weeks, peaking at lesson six with a score of 36, followed by a slight decline in the final two lessons In contrast, the control group showed minimal interest in the speaking task, with fluctuating motivation levels during the first five lessons and a downward trend in the last four, culminating in a low score of 12 in the final lesson Overall, the experimental group demonstrated significantly higher motivation levels compared to the control group.
Analysis of the self-report questionnaire and observation sheet reveals that students in the experimental group demonstrated greater focus and effort in completing tasks This study concludes that IGA significantly enhances student motivation.
The control groupThe experimental group
3.2.2.Students’ participation in speaking tasks in two groups
3.2.2.1 Data collected from observation sheet 2
Observation Sheet 2 was utilized to measure students' on-task and off-task behaviors During each lesson, each of the 30 students was assessed 12 times, allowing for a comprehensive evaluation of their engagement levels Consequently, this method provided valuable insights into the highest instances of on-task behavior among the students.
12 x 30 = 360 (equal 100%) Using this calculation method, the results of the observation sheet 2 in the control group were presented in Table 7 and Chart 7
Chart 7: Students’ times on-task/off-task behaviour in the control group
Limitations of the study 41 I Suggestions for further studies 42
Despite the researcher‟s considerable effort, the study has certain limitations due to the time constraint and the researcher‟s limited ability
The study's findings may have limited applicability due to the small number of students and classes involved, making it challenging to generalize the results to a broader population of English as a second language learners Consequently, the conclusions drawn are primarily relevant to the specific context of the research.
The investigation of learners' motivation relied heavily on subjective tools like observation sheets and questionnaires Future research should incorporate additional data collection methods, such as video recordings and interviews, to enhance the depth and reliability of the findings.
The researcher acknowledges that various factors, such as students' personalities and previous learning experiences, influence motivation in speaking lessons Despite these limitations, the study aimed to maintain consistency by teaching both groups the same content with the same instructor The primary variable was the different types of speaking activities implemented in each class, which enhances the validity of the research findings.
In summary, the study faced unavoidable limitations due to the researcher's inexperience, time constraints, and limited authority Nevertheless, the researcher's diligent efforts in selecting and justifying the methodology significantly enhanced the reliability and validity of the findings.
III Suggestions for further studies
Other researchers can continue to carry out further studies on this issue
The research was conducted with a limited sample size of only 60 students, suggesting that future studies could benefit from a larger and more diverse participant pool By including more students and classes, researchers can obtain more comprehensive data for analysis, leading to more robust findings.
To enhance the reliability and validity of research, it is essential for other researchers to utilize a true-experimental design that involves the random assignment of students into two groups This approach ensures that any potential biases related to individual characteristics are evenly distributed, thereby strengthening the overall integrity of the study.
Further research could explore the impact of Information Gap Activities (IGA) on students' speaking skills and other competencies, offering a more comprehensive understanding of their effectiveness in second language learning and teaching.
Contributions of the studies 42
Overall, the research could be considerably helpful for educational administrators, teachers as well as researchers working on the related issues
Educational administrators can utilize the findings from this study to assess the effectiveness of speaking activities This information allows for thorough investigation and necessary adjustments to enhance these educational practices.
This study revealed valuable insights into students' reactions to activities, enabling teachers to refine their teaching methods for enhanced effectiveness The positive impact of information gap activities on students' motivation and participation in speaking lessons suggests that teachers should incorporate these activities more frequently to further engage and inspire their students.
Researchers interested in the implementation of information gap activities in second language teaching and learning can find this study to be a valuable reference, providing reliable and updated information Given that this topic has been explored in only a limited number of studies in Vietnam, this research serves as an important resource for both individuals and organizations engaged in this field.
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This questionnaire aims to gather data for my research on the effectiveness of information gap activities in enhancing student motivation and participation during speaking lessons Your self-reported insights on your motivation levels in these speaking activities are crucial for my study Please note that your responses will be used solely for research purposes Thank you for your cooperation!
Please answer the following questions by putting an “X” in the box of the appropriate number:
1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree
In speaking activities in speaking lessons …
I enjoyed doing these activities very much
I am satisfied with my performance at these activities
I put a lot of effort into these activities
PRESSURE/ I felt comfortable while working on these activities
These activities created the real need for me to communicate
These activities helped me to develop my speaking ability
These activities offered me a chance to talk in English for a long time
These activities helped me to practise what I have learnt in real conversation
These activities offered me a chance to contribute fairly even to the discussion
OBSERVATION SHEET 1 OVERALL CLASS MOTIVATION
(Adapted from Nunan 1989: 110) Observer: Date: Teacher: Time of class:
No of student present: Level of class: Group: Activity:
Observation focus: Levels of students' motivation generated by the tasks 3 is average mark for any one item
This observation sheet is designed to evaluate the overall class performance rather than individual students Please fill it out as the lesson concludes, selecting one response for each statement provided Additionally, feel free to include any final comments about the lesson at the bottom of the sheet.
1 Mark how involved in the learning task the students are
Not very involved 1 2 3 4 5 Very involved
2.Mark the level of student concentration on the learning task
3.The students are enjoying the activity
4 The students are paying persistent (extended) attention to the learning task
5 Mark the students‟ activity level ( effort/ intensity of application)
6 The students find the speaking activities interesting
7 The speaking activities in use are challenging for the students
8 The speaking activities in use are appropriate for students
STUDENTS‟ ON-TASK BEHAVIOR (Adapted from Hopkins, 1985)
Observer: Dates: Teacher: Time of class:
No of students present: Group: Type of task: Level of class:
Categories: 1 = student on-task; 0 = student off-task
On-task: participate in the speaking activities
Off-task: do not participate in the speaking activities
- This observation is designed to measure levels of students‟ motivation
- Do not participate in the lesson Place yourself in an unobtrusive position in the classroom
- Start the observation when the students have been working for 2 minutes
- Observe students one by one Identify students by name
- Every five seconds, write down the category best describing the observed students' activity at that moment, then pass on the next students
- Write the numbers in sequence down the observation sheet
- Continue until all students have been observed 12 times, then complete
1 File 3A Modern manners Group discussion
2 File 3B Judging by appearances Describe a person
3 File 3C If at first you don‟t succeed, Discusion
4 File 4A Back to school, aged 35 Giving opinion
5 File 4B In an ideal world Describe your house
6 File 4C Still friends? Compare opinions
7 File 5A Slow down, you move too fast Giving opinion
8 File 5B Same planet, different worlds Discussion
1 File 3A Modern manners Exchange personal information
2 File 3B Judging by appearances Spot the differences
3 File 3C If at first you don‟t succeed, Store inventory
4 File 4A Back to school, aged 35 Completing the grid
5 File 4B In an ideal world Guessing games
6 File 4C Still friends? Exchange personal information
7 File 5A Slow down, you move too fast Guessing games
8 File 5B Same planet, different worlds Spot the differences
2 Content: File 3B Judging by appearances
After the lesson, Ss will be able to
- learn vocabulary of describing people
6 Materials: Textbook, handouts, pictures, projector
Ss have been taught the simple present tense
Stages Teacher’s activities Students’ activities
- Prepares some pictures of famous people
- Shows the picture to all class
- Asks Ss to describe some special feature of the people
-Look at the picture -Listen to T‟s instruction
-Describe some special features of these famous people
- Teaches some vocabulary related to people description
(clothes, hair, height and build )
Gives the picture of a famous singer “Britney Spear”
- Ask Ss to describe the pictures in pairs
- Calls some students to present their answer to the class
-Work in pairs and exchange ideas
-Two Ss stand up and make conversation
-Listen to T and take notes suggests for improvement
- Asks Ss to look at the listening part 3.5 in the textbook
- Asks Ss to describe four men ( hair, beard, moustache)
“Look at the picture of four men and listen Take notes some key information to find out who is the bank robber?”
- Asks students to give their answer
-Describe four men in the picture
-Listen to the disk -Answer the teacher‟s questions
3 Content: File 3B Judging by appearances
After the lesson, Ss will be able to
- learn vocabulary of describing people
Ss have been taught the simple present tense
Stages Teacher’s activities Students’ activities
- Prepares some pictures of famous people
- Divides the class into two teams
- Explains the rules of the game
- Gives each team pictures of three famous people
- Asks a representative of each team to come in front of the class
- Gives this student a picture of 3 famous people arranged in a definite order
-Ask Ss to describe the pictures to the other members of the team
- Asks another member of the team to come to the board and stick the pictures in the correct order
- Check the order of the pictures and praise the winning team
-A representative of each team comes in front of the class
- These student look at the picture
- Ss describes the pictures to the other members of the team
- The other member has to guess and stick the pictures on the blackboard in the right order
- Teach some vocabulary related to people description
(clothes, hair, height and build )
- Listen to teacher -Take notes in their notebook
- Asks Ss to work in pair
- Gives out the sheets (make sure students can‟t see each other sheet)
In this task, both participants have identical images that have been altered, containing ten differences between them Each person must describe their picture in detail while asking questions to identify these differences collaboratively.
- Asks Ss to work in pair and exchange their ideas
-Calls two Ss to stand up and make conversation
-Corrects the mistakes and point out ten differences in two pictures
-Work in pairs -Look at their sheets
-Work in pairs and exchange ideas
-Two Ss stand up and make conversation -Listen to T and take notes
- Ask Ss to look at the listening part 3.5 in the textbook
- Ask Ss to describe four men.(hair, beard,moustache)
“Look at the picture of four men and listen Listen and take notes some key information to find out who is the bank robber?”
- Asks students to give their answer
-Describe four men in the picture
-Listen to the disk -Answer the teacher‟s questions
DATA FROM SELF-REPORT QUESTIONAIRE
Table 1: Motivation of students in speaking tasks in the control group
1 I enjoyed doing these activities very much 14 11 3 2 0 1.8
2 I am satisfied with my performance at these activities 10 13 3 3 1 2.1
3 I put a lot of effort into these activities 15 9 2 3 1 1.9
4 I felt comfortable while working on these activities 2 2 12 4 6 2.9
5 These activities created the real need for me to communicate
6 These activities helped me to develop my speaking ability
7 These activities offered me a chance to talk in English for a long time
8 These activities helped me to practise what I have learnt in real conversation
9 These activities offered me a chance to contribute fairly even to the discussion
DATA FROM THE SELF-REPORT QUESTIONAIRE
Table 2: Motivation of students in speaking tasks in the experimental group
1 I enjoyed doing these activities very much 2 3 2 8 15 4.0
2 I am satisfied with my performance at these activities 3 2 4 14 7 3.7
3 I put a lot of effort into these activities 4 2 2 6 16 3.9
4 I felt comfortable while working on these activities 2 1 1 9 17 4.3
5 These activities created the real need for me to communicate
6 These activities helped me to develop my speaking ability
7 These activities offered me a chance to talk in English for a long time
8 These activities helped me to practise what I have learnt in real conversation
9 These activities offered me a chance to contribute fairly even to the discussion
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 3 is average mark for any item
3 For example: in Lesson 4, mark 2 is given to students‟ involvement in the speaking activities This means that the students were not very involved in the speaking activities
Table 3: The data on the overall class motivation in the control group
1 Students‟ involvement in the speaking activities
2 Students‟ concentration on the speaking activities
3 Students‟ enjoyment of the activities
4 Students‟ persistent attention to the activities
6 Students‟ degree of interest in the activities
7 Degree of challenge of the activities 1 2 2 2 2 2 1 1
8 Degree of appropriateness of the activities
Total mark ( 40 is the highest) 13 18 17 20 18 15 13 12
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 3 is average mark for any item
3 For example: in Lesson 4, mark 2 is given to students‟ involvement in the speaking activities This means that the students were not very involved in the speaking activities
Table 4: The data on the overall class motivationin the experimental group
1 Students‟ involvement in the speaking activities
2 Students‟ concentration on the speaking activities
3 Students‟ enjoyment of the activities
4 Students‟ persistent attention to the activities
6 Students‟ degree of interest in the activities
7 Degree of challenge of the activities
8 Degree of appropriateness of the activities
Total mark ( 40 is the highest ) 22 23 26 31 32 36 35 34
1 Each student was scanned 12 times
2 The more engaged on the speaking activities, the higher the number of times scanned to be on-task one could gain
3 For example: in Lesson 4, 8 students had 3 times scanned to be on-task out of 12 times scanned This means that those 8 students were engaged on the speaking activities during one fourth of the time given for the activities
The data on the students’ on-task/off-task behavior in the control group
Times on-task Percentage Times off-task Percentage