INTRODUCTION
Background of the study
The global spread of English has heightened its importance, particularly in Vietnam, where it is viewed as essential for securing desirable jobs, especially in foreign companies This has led to a growing demand for English language learning, emphasizing communication skills In response, the learner-centered approach and communicative language teaching have significantly influenced English education, prioritizing students' oral skills and active participation in class Teachers are now focused on encouraging students to engage in conversation during lessons Research indicates that students who frequently participate in oral activities and respond to teacher prompts tend to perform better academically (Naiman et al 1978, cited in Breen 2001).
At Hai Phong University, the Faculty of Economics and Business Administration recognizes the importance of English communication skills for students' future careers, particularly in a globalized work environment Despite years of implementing communicative language teaching, student participation in speaking classes has been limited This research focuses on the "case-study" activity from the "Market Leader" textbook, which is part of the official ESP syllabus, to explore how this approach can enhance English speaking skills among second-year Business Administration students.
Aims of the study and research questions
The "case-study" activity in the "Market Leader" textbook enhances students' writing, speaking, and problem-solving skills This research analyzes the effectiveness of the "case-study" activity in real learning environments to boost students' English speaking abilities To achieve this goal, the study focuses on specific research questions related to the implementation and outcomes of the activity.
1 To what extent do students participate actively in the “case-study” activity from the perspectives of 2 nd year students of Business Administration at Hai Phong University?
2 What are factors encouraging or inhibiting students to take part in the case- study activity?
3 What are the implications to enhance students‟ active participation in speaking lesson?
The scope of the study
The Market Leader textbook, adopted as the official syllabus for 2nd-year Business Administration students at Hai Phong University, seamlessly integrates case studies into each unit's business topics By doing so, it provides students with authentic opportunities to hone their speaking skills in real-world business scenarios, ultimately culminating in a writing task that reinforces their learning experience.
This research focuses on the oral tasks within a case-study activity, aiming to assess the degree of student participation, as well as the factors that encourage or inhibit their involvement It also explores students' desires and expectations regarding teacher activities that could enhance their active participation during speaking sessions The study is limited to a sample of 40 second-year students from the K11A class of Business Administration at Hai Phong University, allowing for specific and accurate insights into each student's learning experience The goal is to identify feasible solutions to encourage students to speak English more effectively.
Significance of the study
This study highlights the importance of learners' attitudes towards classroom participation, helping them recognize the factors that both encourage and hinder their engagement in case-study activities.
This research enables educators to identify the underlying obstacles and motivations of students, providing insights into their psychological characteristics and needs Additionally, it reveals students' expectations regarding potential changes in case-study activities, encouraging teachers to adapt their approaches to promote English speaking Furthermore, this study offers valuable information for future researchers interested in exploring this area further.
The methods of the study
This study employed a survey methodology, utilizing questionnaires and teacher self-observation to gather data By integrating both qualitative and quantitative approaches, the research aims to produce reliable and comprehensive results.
Organization of the thesis
The thesis consists of 3 main parts
Part 1: Introduction deals with the background, the aims and the research questions, the scope, the significance, the methods of the study, and the organization of the thesis
Chapter 1: Literature Review lays the theoretical foundation for the study by discussing Definition of Key terms and Framework
Chapter 2: Research Methodology details the methods which have been adopted and the procedures which have been followed when researchers conducted the study
Chapter 3: Presentation and analysis of data presents and discusses the degree of students‟ participation in the case-study activity and some demotivative factors affected their performance
Chapter 4: Findings and pedagogical implications presents the findings with comment and suggests what teachers should do to enlarge the students‟ participation in speaking activities
Part 3: Conclusion ends the study by summarizing the main points, revealing the limitations and suggesting further studies.
DEVELOPMENT
LITERATURE REVIEW
This chapter reviews the literature relevant to the study, focusing on the theoretical background and framework It begins with an overview that defines speaking and outlines the approaches and principles of teaching it, alongside a definition of student participation Additionally, the chapter discusses factors influencing student participation and the characteristics of effective oral activities, thereby establishing a comprehensive theoretical framework for the study.
There is a long history of the study of the speaking skill in language learning Many variants of speaking definition were provided by different linguistics
First of all, it is worthy to consider the Byrne‟s view He suggested that
Oral communication is a dynamic two-way process that involves both speaking and listening skills, where the speaker encodes the message and the listener decodes it This interaction highlights the productive aspect of speaking and the receptive aspect of understanding Additionally, it is important to recognize the clear differences between written and spoken language.
“…in contrast to the written language, where sentences are carefully structured and linked together, speech is characterized by incomplete and sometimes ungrammatical utterances and by frequent false and repetitions”
Bygates (1987) emphasizes that speech differs significantly from writing, describing the act of speaking like a book as both "disagreeable and difficult." The key distinctions lie in conditions and reciprocity In spoken communication, factors such as time constraints, planning, memory, and the pressure of real-time production influence the language used Additionally, speakers can gauge listeners' reactions, allowing them to adjust their messages accordingly Conversely, writing requires authors to anticipate readers' understanding and preferences, as they cannot receive immediate feedback like speakers do.
From these two first points of view, it is clearly seen that the researchers have defined speaking basing on the emphasis on the differences between spoken and written language
Brown and Yule (1983) highlighted that spoken language is characterized by short, fragmented utterances and varied pronunciations Florez (1999, as cited in Bailey, 2005) described speaking as an interactive process that involves both producing and receiving information to construct meaning This process is spontaneous, open-ended, and evolving, yet it maintains a level of predictability.
Speaking is fundamentally an oral skill characterized by its productive, spontaneous, and comprehensible nature This study adopts Byrne's comprehensive definition of speaking as the foundational basis for its research development.
1.1.2 Teaching speaking according to communicative approach
The focus on communicative proficiency rather than the mastery is the most striking feature provided in the theory of Communicative Language
In the 1970s, language teaching evolved to prioritize communicative competence, emphasizing the importance of speaking in curriculum design (Richards, 1986) This approach encourages learners to enhance their oral skills through communication activities, fostering greater independence while being guided by the teacher, who facilitates the communication process To effectively develop communicative competencies, students should focus on five essential functional areas: controlling, sharing feelings, informing-responding, ritualizing, and imagining, as suggested by Thai and Suhor based on Brown's research (1976) Consequently, the development of communicative skills extends beyond the classroom, integrating everyday interactions and social experiences.
Teaching a language is often perceived as a straightforward process, leading many language schools to hire native speakers without teaching certifications for conversational English instruction (Nunan, 2003) However, teaching speaking in a foreign language is complex and requires adherence to specific principles Teachers must recognize the distinctions between second language (L2) and foreign language learning contexts They should create opportunities for student interaction through group and pair work, emphasizing both fluency and accuracy while minimizing their own speaking time Additionally, a well-structured lesson plan is crucial for effective speaking sessions, incorporating tasks that encourage negotiation of meaning and carefully designed activities that promote both transactional and interactional speaking skills.
Burns and Joyce (1997) emphasized the importance of teaching speaking through four essential guidelines Firstly, learners must grasp the cultural and social purposes of spoken interactions, which can be categorized as transactional or interactional Secondly, understanding how context shapes language use is crucial Additionally, vocabulary, grammar, and pronunciation should be taught within the context of real-life usage Lastly, analyzing spoken discourse types helps learners recognize typical structures and grammatical patterns.
Nunan offers comprehensive guidelines for planning speaking lessons, while Bums and Joyce highlight the importance of context in teaching speaking, alongside the communicative goals of learners Speaking encompasses more than just vocabulary and structure; it involves expressing one's unique thoughts and perspectives This essential concept should be a fundamental consideration for teachers when designing speaking activities.
1.1.4 Speaking difficulties of language learners
Burn and Joyce (1997) identify three primary factors contributing to students' reluctance to engage in speaking tasks in the classroom: cultural, linguistic, and psychological Cultural factors stem from learners' previous experiences and unfamiliarity with the social norms of the target language, leading to various challenges Linguistic factors involve difficulties in transitioning from the learners' first language to the target language, particularly regarding sounds, rhythms, and stress patterns, which can hinder spoken communication Lastly, psychological factors such as cultural shocks, negative past experiences, lack of motivation, and feelings of anxiety or shyness significantly impact learners' willingness to participate in speaking activities.
Tsui (1996) conducted a case study in a secondary school classroom in Hong Kong and identified five key factors contributing to students' reluctance to participate in class discussions.
(1) Students‟ perceived low proficiency in English
(2) Students‟ fear of mistakes and derision
Language learners, particularly those in non-English speaking countries like Vietnam, face numerous challenges in their pursuit of English proficiency One major obstacle is the limited opportunity to practice English outside the classroom, resulting in a confined learning environment where English is only spoken during lessons Upon leaving the classroom, learners return to their daily lives, where they predominantly communicate with family and colleagues in their native language, Vietnamese Consequently, the absence of a real English communication environment poses a significant challenge for Vietnamese students, hindering their ability to develop practical language skills.
At the University of Waterloo's Center for Teaching Excellence, educators define student participation as an extensive dialogue involving the entire class, encompassing interactions between instructors and students as well as peer discussions Green (2008) emphasizes that students often equate participation with active involvement in class, which includes expressing interest and engaging in classroom activities Teachers, on the other hand, focus on students' ability to interact freely with both peers and instructors, contributing to discussions, asking questions, and responding to prompts Allwright (1984) identifies three types of oral engagement in language lessons: 'compliance,' where student responses are largely guided by the teacher; 'navigation,' where students take the lead to clarify misunderstandings; and 'negotiation,' where roles become more balanced, allowing for collaborative decision-making.
Classroom interaction, as defined by Luu and Nguyen (2010), consists of two main types: non-verbal and verbal Non-verbal interaction involves students' behavioral responses, such as head nodding, hand raising, eye contact, and body gestures In contrast, verbal interaction encompasses both written and oral communication; the former involves students articulating their ideas in writing, while the latter includes speaking with peers, answering questions, making comments, and engaging in discussions.
In this study, the researcher adopts the interpretation of Luu and Nguyen (2010) as a basis for further discussion Student participation is defined specifically as oral interaction, which encompasses voluntarily answering teachers' questions, sharing opinions on class topics, making spontaneous contributions, providing commentary, asking questions, and engaging in group discussions.
1.2.2 Factors affecting students’ participation in oral activities
RESEARCH METHODOLOGY
This chapter outlines the methodology of the study, detailing the participants, instruments, and the procedures for data collection and analysis, building on the theoretical foundation established in the previous chapter.
2.1 The setting of the study
Established in November 2007, the Faculty of Economics and Business Administration at Hai Phong University evolved from the Economics and Management Department of the Faculty of In-service Training Its primary mission is to cultivate highly qualified human resources that meet the demands of international economic integration and national development, while also providing top-notch consulting services in economics and business administration for enterprises The faculty offers diverse training programs across various levels, with the Business Administration Department consistently attracting a significant number of candidates during the entrance exams, featuring three classes each for K9, K10, K11, and K12.
The study focused on the K11A class, consisting of 40 students aged primarily between 19 and 21 To qualify for the entrance exam in their chosen field, these students must demonstrate proficiency in Mathematics, Literature, and English, which indicates a solid foundational level in English language skills.
The text book “Market Leader”, the official ESP syllabus is taught for the
The Market Leader course, designed for second-year Business Administration students, offers an elementary level of business English tailored for professionals and students alike Developed in partnership with the Financial Times, a premier source of global business information, the course comprises 12 engaging units that cover essential topics relevant to international business.
Each unit has 7 main parts, including
+ Starting up which offer a variety of interesting activities in which students discuss the topic and exchange ideas about it
+ Vocabulary which provides students with important new words and phrases that learners can use when carrying out unit‟s tasks
+ Discussion helps to build up learners‟ confidence in using English and improve the fluency through interesting discussion activities
+ Reading with adapted articles on a variety of topics from the Financial Times and other newspaper will develop students‟ reading skills and essential English vocabulary
+ Listening part develops students with listening skills such as listening for information or note-taking
+ Skills will develop essential business communication skills such as making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations
The final component of each unit is a case study that addresses realistic business challenges, enabling students to apply the language and communication skills they have acquired These case studies offer valuable opportunities for students to practice speaking in authentic business scenarios Additionally, each case study concludes with a writing task, equipping students with essential writing skills needed in the business environment.
One semester will last for 15 weeks with 3 periods of ESP for each week, so that case studies are often taught and learnt within one period-45 minutes
The other periods are spent on teaching and learning others parts and skills of the unit
The study emphasizes the significance of student participation in using case studies to enhance English speaking skills A total of 40 students from the K11A class, who completed the questionnaires, participated in the survey These students reported studying English for a minimum of 4 years and a maximum of 10 years, with the majority indicating a study duration of 7 to 8 years They are considered the primary focus of the research, as they experience low participation rates during speaking activities, which is a key factor contributing to their limited proficiency in English communication skills.
For a collection of sufficient reliable and vivid data for the study, questionnaires and classroom observation were utilized as methods of the qualitative approach
The questionnaires, crafted in English, commenced with a concise overview of the research topic and a request for personal details To enhance understanding and data analysis, the researcher incorporated a mix of open-ended and closed-ended questions These questionnaires are specifically tailored for a targeted area of investigation.
1 Students‟ degree of participation in the “case-study” activity
2 Factors encouraging students to speak in the case study activity
3 Factors inhibiting students to speak in the case study activity
The researcher utilized the practicum to observe five case study periods of the K11A class, focusing on various oral tasks This observation provided crucial insights that reinforced the data collected through questionnaires, aimed at assessing students' participation in case study activities Consequently, this approach enhanced the validity of the gathered information and the findings derived from it.
The procedure of data collection could be put into 3 phrases as follows: Phase 1: Preparation
During this phase, the researcher successfully designed the questionnaires and observation sheets, made necessary adaptations to finalize the data collection instruments, and established a schedule for data collection.
During a five-period case study, the researcher analyzed the K11A class's performance in various oral tasks, where students were organized into groups of five Each speaking task lasted 10 minutes, allowing each student a minimum of 2 minutes to express themselves The teacher and group leaders meticulously monitored and recorded the speaking time of each group member for every task.
Upon receiving the student timetable, the researcher distributed questionnaires to the K11A class They provided a brief explanation of the study's purpose and urged students to respond honestly and thoughtfully, aiming to enhance their academic performance.
The classroom observation data was organized into four segments of speaking time, aligning with the research questions for effective analysis The questionnaires, designed in sections based on these questions, facilitated the classification of the gathered information After carefully reviewing students' responses, the researcher categorized the factors, synthesizing the data from the questionnaires into diagrams and tables that corresponded to each research question.
The data analysis methods employed were effective in yielding comprehensive and rich insights, leading to surprising and interesting findings that will be discussed in the following chapter.
PRESENTATION AND ANALYSIS OF DATA
This chapter analyzes data related to three key issues: the level of student participation in the case-study activity, the factors influencing this participation—both encouraging and inhibiting—and the students' preferences for better adaptation to the case-study approach This analysis serves as a crucial foundation for the findings presented in the subsequent section of the study.
3.1 Students' degree of participation in the "case-study" activities
3.1.1 Students’ speaking time per task
ST ≤ 1 1' < ST < 2' 2 ≤ ST ≤ 3' ST ≥ 3' week 1 Unit 1 - Task 4 15 13 12 0 week 2 Unit 2 - Task 2 10 15 13 2 week 3 Unit 3 - Task 2 9 13 16 2 week 4 Unit 4 - Task 3 6 10 19 5 week 5 Unit 5 - Task 3 3 13 19 6
Table 5: Student's speaking time per task
The analysis of student speaking time across Units 1 to 5 reveals a consistent increase in participation In Unit 1, during task 4, 15 students exhibited minimal engagement, with speaking times under one minute However, by Unit 2, task 2, this number decreased to 10 students, indicating improved involvement Notably, 12 students achieved speaking times exceeding one minute, highlighting a positive trend in their speaking activity as the lessons progressed.
In the third week of the self-observation process, 16 students engaged in speaking activities for 2 to 3 minutes during task 2 of unit 3 By the last two weeks, progress was evident as 19 students participated in task 3 of unit 4, with many speaking for 2 to 3 minutes, and 5 students exceeding 3 minutes The final week mirrored this trend, with only 3 students speaking for less than 1 minute per task, while 6 students managed to speak for over 3 minutes.
Overall, the case-study activity has had beneficial impact on students It is obvious that their degree of participation increasingly rises lesson by lesson
Chart 1: Degree of students’ participation in the case study activity
A I'm willing to speak English in any "case-study" activities
B I like speaking English when appointed by the teacher
C I only like to speak English with friend at the same table
D I like to speak English when I have already prepared the speaking content at home
E I'm shy when participating in the "case-study" activities
A significant majority of students, 53%, express a willingness to speak English during "case-study" activities, indicating a strong preference for active participation In contrast, 19% prefer to speak English only after preparing their content at home, while 15% are comfortable speaking when prompted by the teacher Additionally, 8% of respondents enjoy speaking English only with friends at their table Lastly, a small portion of students feel shy about participating in case-study activities, highlighting varying levels of confidence among peers.
The data reveals significant variations in student participation in case-study activities, with a notable majority showing active interest and engagement To maximize the effectiveness of these activities, it is essential for teachers to understand the factors that motivate and inhibit student involvement.
Fact ors enco urag ing stud ents to spea k in the "case-study" activity
Chart 2: Factors encouraging students to speak in the "case-study" activities
A Practicing with realistic business problems and situations
D Tasks in text books are mixed with games, role plays, etc
E Moderate and delicate error correction of the teacher
F The use of visual aids, taps, etc
G Working in groups with different friends
Statistics reveal that engaging with realistic business problems is the most significant factor motivating students to speak English during case-study activities, with 90% of respondents highlighting its importance Additionally, diverse and interesting topics, along with a competitive atmosphere, motivate 80% and 60% of students, respectively Furthermore, 50% of students find that incorporating games and role-plays into textbook tasks encourages them to participate in English conversation A moderate and gentle approach to error correction by teachers also inspires 53% of students to speak more The use of visual aids is a motivating factor for 40% of students, while collaboration in groups with different peers accounts for 30%.
In conclusion, the analysis of the data in Figure 2 reveals several key factors that motivate students to engage in speaking English during case-study activities, including realistic business challenges, diverse and engaging topics, and a competitive environment Consequently, educators should carefully consider these elements to enhance student participation in speaking lessons.
3.3 Factors inhibiting students to speak in the case - study activity
Chart 3: Factor inhibiting students to speak in the case-study activity
A Difficult text book instruction to understand and follow
E Difficulties in using power point to present the tasks
F Other students in team talk too much
G The lack of time to prepare
H Too fast speaking speed of the teacher
Over 60% of students struggle to comprehend and follow the complex instructions in case study activities presented in their textbooks Additionally, 50% of students identify a large vocabulary as a significant challenge, while 40% report difficulties with poor pronunciation These issues hinder their ability to effectively express ideas in real business situations.
Many students struggle with smooth speech due to poor pronunciation, which contributes to their lack of confidence—identified as a primary factor by 40% of respondents Additionally, 35% find tasks requiring PowerPoint presentations challenging, while 30% feel inhibited by other students who dominate discussions during oral activities Time constraints for preparation affect 10% of the students, and only 6% cite the teacher's fast speaking speed as a barrier to their participation.
Many students struggle with challenging textbook instructions, extensive vocabulary, and their own pronunciation issues, which hinder their learning experience Additionally, factors such as group dynamics, limited preparation time, and the speed at which teachers speak also impact the effectiveness of teaching and learning Addressing these challenges is essential for enhancing educational outcomes.
Chart 4 Students' expectant activities from the teacher
A Give feedback regularly using techniques as praise and grades
B Create opportunities to contact to foreigners in and outside class
D Create opportunities to exchange ideas and experiences in English to real successful businesspeople
F Motivate students by English songs, videos, funny stories or films
G Paraphrase the instructions in the textbook and make them easy to understand
A significant majority of participants, up to 95%, express the need for regular feedback from their teachers, particularly through praise and grades, to enhance their engagement in speaking lessons Additionally, 90% of students wish for opportunities to interact with foreigners both in and outside the classroom Creating a competitive atmosphere is important for 86% of respondents, while 70% value opportunities to exchange ideas with successful businesspeople in English Furthermore, 50% of students appreciate group work with diverse peers and seek motivation through English songs, videos, and games Lastly, half of the participants highlight the importance of clear instructions regarding difficult textbook content.
To enhance student participation in oral activities, teachers should foster a friendly and dynamic study environment that engages foreigners and business professionals, while incorporating praise and entertainment.
FINDINGS AND PEDAGOGICAL IMPLICATIONS
This chapter presents the key findings and pedagogical implications derived from the strategies and teaching techniques identified in previous linguistic research, focusing on their effective application in the case-study activity.
A recent analysis of questionnaires from 40 students and five classroom observations at the Economics and Business Administration Faculty of Hai Phong University has identified three key issues that require attention.
+ The positive impact of the case-study activity on the students
+ Factors encouraging students to speak English in the case-study activity + Students' expectant activities from the teacher
4.1.1 The positive impact of the case-study on the students
The findings from the survey questionnaires and 5 periods of classroom observation illustrates the beneficial influence of the case-study on the students
The initial key finding from the case-study activity highlights the students' speaking time, which showed a steady increase in duration per task over the course of five lessons spanning five weeks, as observed by the teacher.
In the initial two weeks, students struggled with the oral activities related to case-study tasks, dedicating minimal time to speaking and practicing basic structures from the textbook However, by the third week, they became more engaged, actively participating in case-study activities and showing a keen interest in speaking tasks Their efforts to express ideas in English improved significantly, leading to a notable increase in the number of students speaking for over three minutes, rising to five by the fourth week and six by the fifth week.
The high level of student participation indicates that case studies have a positive impact on learning Over half of the students are eager to engage in English during case study activities, while 19% prefer to prepare at home before speaking English.
A significant 53% of students demonstrated a strong commitment to speaking English during case-study activities, reflecting their high motivation and enthusiasm in speaking lessons, as noted through teacher self-observation.
According to Ur's theory on successful oral activities, which emphasizes learner engagement, participation, motivation, and language accuracy, case-study activities have a positive impact on students Haiphong University (HPU), a prominent institution for business administration, attracts numerous candidates annually, requiring them to pass exams in Mathematics, Literature, and English, resulting in a strong foundation in English language skills The significance of English is heightened by its potential to lead to better job opportunities and higher salaries, fostering positive attitudes toward learning the language Additionally, the case studies in the curriculum are tied to relevant business topics, presenting realistic challenges that encourage students to actively engage in language use and communication through various stimulating activities.
The positive influence of case studies on student participation in speaking lessons is clear It is essential for teachers to fully leverage this activity to enhance student motivation and implement effective methodologies for optimal results.
4.1.2 Factors affecting student's participation in the "case- study" activity
The statistical findings reveal four key factors that motivate students in case-study activities The most significant factor is the practice with realistic business problems, which accounts for 90% of the motivation Following this, diverse and engaging topics, along with a competitive atmosphere, contribute 80% and 60%, respectively Additionally, incorporating games and role plays into tasks serves as an important motivator Conversely, students identified several barriers to speaking English, including challenging textbook instructions, extensive vocabulary, poor pronunciation, and a lack of confidence Other hindrances include difficulties with PowerPoint, excessive talking from peers, insufficient preparation time, and the fast speaking pace of teachers, all of which negatively impact student participation.
These findings enable teachers to gain a deeper insight into their students' characteristics, which must be thoroughly analyzed and addressed to enhance learning outcomes.
Students greatly value regular feedback from their teachers, as it often comes in the form of praise or grades This feedback is crucial for helping students assess their current proficiency and identify areas for improvement in their English skills Additionally, constructive praise and fair grading serve as powerful motivators, inspiring students to engage more actively in speaking English.
Students today crave an active learning environment that offers more than just traditional classroom settings They seek opportunities to engage with native speakers, learn from exemplary business professionals, and collaborate with peers from diverse backgrounds and skill levels in a competitive and dynamic atmosphere, fostering teamwork and growth through varied tasks and projects.
Learners are eager to engage in diverse activities that combine tasks with games, role-plays, songs, and films Clear instructions from teachers during these activities enhance understanding and participation, significantly boosting motivation in case-study scenarios.
Many off-task and disruptive behaviors in the classroom stem from a lack of clear direction in activities Ambiguous instructions can frustrate both students and teachers, leading to feelings of failure and purposelessness When students do not receive concise instructions, they are more likely to drift away from tasks and engage in off-task behaviors, such as talking Effective classroom management relies on clear expectations and instructions A case study revealed that 60% of students struggle to understand complex textbook directives, highlighting the need for teachers to simplify their instructions to foster active participation in oral activities Jim (2005) proposed five steps to improve instructional clarity, emphasizing the importance of clear communication in enhancing student engagement and learning outcomes.
1 Become aware of your instruction-giving (listen to yourself, record yourself, ask others to watch you and give feedback)
2 For a while, preplan essential instructions, analyze the instructions beforehand so as to include essential instruction in simple, clear language and sequence it in a sensible order Use short sentences-one sentence for each key piece of information Don‟t say things that are visible or obvious (e.g I‟m giving you a piece of paper) Don‟t give the instruction that they don‟t need at that point (e.g what you will do after this activity is finished)