Rationale of the study
In today's globalized world, proficiency in English, the international language, is crucial for effective communication and accessing vast knowledge Recognizing this importance, English has become a mandatory subject in the Vietnamese curriculum, leading to significant attention in its teaching and learning Since the 2006-2007 academic year, there has been a notable shift in foreign language education, moving away from the traditional grammar-translation method to a communicative approach This modern method emphasizes the development of communication skills across four key areas: reading, writing, listening, and speaking.
Speaking is a crucial language skill that determines an individual's proficiency in a language, as highlighted by Pattison (1992), who notes that knowledge of a language is often equated with the ability to speak it However, in Vietnamese high schools, the teaching and learning of English face significant challenges, particularly in developing speaking skills.
As an English teacher at Ly Thuong Kiet Upper Secondary School in Bac Giang for over a decade, the researcher has observed that many students excel in written language structure but struggle with oral expression Students often feel passive during speaking lessons, fearing to be called upon, preferring to listen rather than speak, and sometimes opting to remain silent to avoid punishment This low participation in speaking activities may hinder their speaking performance and limit their potential as global citizens due to inadequate communicative skills in English Contributing factors include limited vocabulary, insufficient background knowledge on topics, low self-confidence, lack of motivation, inadequate practice opportunities, and unengaging speaking activities organized by teachers.
Many researchers and educators face challenges in organizing effective speaking activities, often feeling frustrated by their inability to engage students While a few students actively participate, many remain silent or distracted, highlighting the need for teachers to explore strategies that encourage greater involvement in speaking exercises.
“Why don‟t many students of English get involved actively in speaking lessons?” and
“What activities will be effective in increasing students‟ participation during speaking lessons?”
The above reasons have inspired the author to conduct the research entitled “Using stimulation activities to enhance 10 th grade students‟ participation in speaking lessons”.
Aims of the study
This research focuses on enhancing student engagement in speaking lessons at Ly Thuong Kiet High School through the implementation of stimulation activities The objectives include identifying factors that hinder student participation in speaking activities, exploring various stimulation techniques to boost involvement in oral tasks, and assessing the effectiveness of these methods through action research.
Research questions
To achieve the aims mentioned above, the following two research questions are addressed:
1 What are the factors that limit students‟ participation in speaking lessons?
2 How effective are stimulation activities in enhancing students‟ participation in speaking lessons?
Scope of the study
This study is concerned with the using of stimulation activities to enhance students‟ participation in speaking lessons to the students in the researcher‟s own class - grade 10 at
Ly Thuong Kiet High School
This paper, therefore, placed strong emphasis on the 10 h grade students‟ involvement and the techniques to improve students‟ participation in speaking class
In addition, it is noteworthy that students‟ participation is easily affected by the students‟ factors (attitudes, motivation, language levels,…), teachers‟ factors
( characteristics, methodology ) and classroom factors In this study, the researcher focused on teaching techniques having influence on students‟ participation.
Methods of the study
This research utilizes action research to enhance the teaching and learning of speaking skills in the teacher-researcher's classroom To gather data, methods such as questionnaires and class observation sheets will be implemented throughout the study.
Design of the study
PART A: INTRODUCTION provides a general introduction, introducing the background for the research topic and its aims, research questions and the design of the thesis
PART B: DEVELOPMENT is the main part of the thesis It consists of three chapters namely Literature Review, Methodology and Findings and Discussion
Chapter 1: Literature Review explores key aspects of speaking, including its definition, significance, characteristics of effective speaking lessons, and factors that hinder student participation It also delves into stimulation activities, outlining their definitions and various types The chapter concludes with a discussion of previous studies that have examined the use of stimulation activities in enhancing speaking lessons.
Chapter 2: Methodology outlines the research approach utilized in the study, detailing essential components of action research It provides background information on the participants and the study's setting, describes the data collection instruments employed, and explains the procedures followed for data collection.
Chapter 3: Findings and Discussion provides an in-depth analysis of the data collected in relation to the research questions This chapter includes a comprehensive description of the data analysis derived from survey questionnaires and class observations It explores various explanations, interpretations, and discussions of the study's findings Additionally, the chapter outlines the action research procedure utilized in the study.
In conclusion, this study summarizes key findings regarding the use of stimulation activities in English speaking lessons, highlighting their implications for teaching practices It acknowledges the limitations of the research and offers recommendations for effectively integrating these activities into lessons Additionally, the chapter suggests avenues for further research to enhance understanding and application of stimulation techniques in language education.
LITERATURE REVIEW
General issues
Language skills encompass four interrelated abilities: listening, speaking, reading, and writing Listening and reading are classified as receptive skills, while speaking and writing are productive skills (Byrne, 1991) Among these, speaking is crucial as it serves as the primary indicator of an individual's proficiency in a language.
Speaking is a dynamic process that involves constructing and sharing meaning through both verbal and non-verbal symbols across various contexts Researchers like Chaney (1988) emphasize that this process is essential for effective communication, while Brown (1994) and Burn and Joyce (1997) highlight its interactive nature, which encompasses the production, reception, and processing of information.
According to Mc Donough and Shaw (1993), speaking serves as a vital means of expressing ideas and opinions, conveying desires, negotiating solutions to problems, and fostering social relationships and friendships Long and Richard further emphasize the significance of effective communication in these contexts.
(1982) says speaking is a complex set of ability that involve many component, including pronunciations, listening and grammar skill
So far many linguists have identified stages in teaching spoken language Byrne (1991) in
“Teaching Oral English” divides the process of teaching spoken language into the stages: the presentation stage, the practice stage and the production stage Harmer (1983: 50) in
The process of English Language Teaching involves three key stages: introducing new language, practicing it, and engaging in communicative activities According to Matthews et al (1985:17) in "At the Chalkface," teaching spoken language also comprises three stages: presentation, practice, and production.
Teaching spoken language can be effectively divided into three key stages: the presentation stage, the practice stage, and the production stage Each of these stages serves a distinct purpose and incorporates specific activities tailored to enhance language acquisition An overview of these stages highlights their individual significance in the learning process.
The presentation stage is crucial for students to understand the relevance of new language items, focusing on meaning, pronunciation, stress, intonation, spelling, and grammar During this phase, students engage passively, practicing through role-play and discussing prose based on prior responses The teacher acts as an informant, introducing new vocabulary and grammatical structures to facilitate learning.
The practice stage is essential for students to effectively use newly introduced language within a controlled environment, enhancing their ability to memorize and understand its meaning (Matthews et al.) This stage also aims to boost students' confidence in using the new language During controlled practice, the teacher directs the activities and specifies the expected language output, while in guided practice, the teacher provides situational prompts and corrects mistakes, allowing students more freedom to collaborate and express themselves using visual or written cues Ultimately, as Ur (1996) suggests, the goal of this phase is to improve students' fluency.
The production stage in language learning encourages students to creatively use new vocabulary and grammar, integrating it with previously acquired knowledge in spontaneous contexts During this phase, the teacher transitions from an instructor to a supportive role, acting as a monitor and consultant while minimizing interference This approach fosters confidence and motivation among learners, allowing them to engage in independent, paired, or group activities.
To enhance learners' speaking abilities effectively, teachers should implement a structured approach consisting of three sequential stages It is crucial for educators to take into account factors such as time constraints, the varying proficiency levels of students, their motivation, and the materials being utilized when designing speaking activities.
1.1.3 Characteristics of a successful speaking activity
Effective spoken language activities can vary in difficulty, as noted by Brown (2001: 2700) To enhance speaking skills, it's essential to provide students with ample opportunities to engage in conversation Allowing sufficient time for students to express themselves fosters an optimal environment for oral activities, ultimately leading to more successful speaking experiences.
According to Ur (1996: 120), successful speaking activities possess several key characteristics: learners engage in extensive conversation, participation is balanced among all individuals, motivation levels are elevated, and the language used is appropriate for the context.
Learners talk a lot
in fact occupied by learner talk This may be obvious, but often most time is taken up with teacher‟s talk or pauses.
Participation is even
participants It means that all students get a chance to speak and contributions are fairly evenly distributed.
Motivation is high
and have something new to say about it, or because they want to contribute to achieving a task objective.
Language is of an acceptable level
Friederike Klippel shares similarities with Ur regarding effective speaking lessons, emphasizing message-oriented communication that highlights the use of the target language as a means of communication Her approach prioritizes learner-centered activities that focus on students' feelings, purposes, and ideas, fostering an environment of active learning Additionally, she advocates for cooperation and empathy to enhance student participation in the speaking process, ensuring a more engaging and impactful learning experience.
Successful speaking activities prioritize maximizing learners' speaking time while ensuring that every student has equal opportunities to express themselves.
Speaking activities in English classes often encounter significant challenges that can hinder their effectiveness As noted by Ur (1996: 121), learners may experience issues such as student inhibition, lack of ideas, minimal participation, unclear themes, and reliance on their mother tongue Addressing these problems is crucial for enhancing student engagement and improving speaking skills in the classroom.
Speaking activities can induce stage fright in students as they are required to focus on their audience Concerns about making mistakes, facing criticism, or losing face in front of peers can heighten anxiety Additionally, some students may feel uncomfortable with the attention that comes with delivering a speech.
Students often struggle to engage in discussions when they feel disconnected from the topic, leading to boredom and a lack of motivation This disinterest can stem from a perception that the subject matter is irrelevant to their experiences Additionally, many students lack confidence in their speaking abilities and believe their language skills are inadequate to convey their thoughts effectively, further hindering their participation in speaking activities.
Uneven participation in English classes poses a significant challenge for teachers, as dominant students often overshadow their more reserved peers These assertive students frequently interrupt or seek the teacher's attention, creating an environment that discourages timid learners from engaging actively in discussions As a result, quieter students may prefer to observe rather than participate, hindering their language development and overall classroom dynamics.
When learners share the same mother tongue, they often default to using it, as it feels more natural and comfortable This tendency can be problematic, especially if the language level is too advanced or if the tasks are overly simplistic, leading to disengagement and a return to their first language.
Overcoming challenges in speaking classes is essential for creating engaging speaking activities that encourage high learner motivation and participation This necessitates significant effort from teachers in the design and execution of these activities.
1.2 Students’ participation in speaking activities
Student participation refers to their engagement in classroom activities, particularly oral tasks This involvement can be categorized into three types of interactions: students interacting with their teacher, students collaborating with one another, and students engaging with the learning materials.
Effective student-teacher interaction is characterized by care, communication, and collaboration within the classroom Active participation goes beyond mere attendance; it involves engaging in lessons and demonstrating enthusiasm for learning However, students often exhibit self-centered behavior during class activities, which can impact their overall involvement.
Student interaction is fostered through collaborative discussions in small groups, where they support and learn from one another Effective interaction relies on cooperation and active participation in assigned tasks When students feel comfortable and enjoy working together, they are more motivated to put forth their best efforts to achieve their goals.
Student participation is significantly influenced by the interaction between students and engaging materials When lessons feature interesting content, students are more likely to become actively involved Conversely, if students do not comprehend the tasks or find them uninteresting, their participation in class activities may diminish.
For a successful lesson, it is essential that students actively and evenly participate in classroom activities However, various factors related to students, teachers, and the classroom environment can influence this participation in oral activities.
1.3 Factors affecting students’ participation in speaking activities
According to Willing (1987, as cited in Bailey 2005:169-170), learners can be categorized into four distinct groups based on their behaviors: concrete learners, who focus on the social aspects of language learning; analytical learners, who prefer individual work on reading and grammar; communicative learners, who are eager to engage in conversation with others; and authority-oriented learners, who tend to be independent and favor non-communicative classroom environments.
Willing's classification indicates that when most students in a class belong to concrete and authority-oriented groups, their participation in oral activities tends to be low.
METHODOLOGY
Action research and key elements of an action research
Action research is increasingly important in language education, combining systematic investigation with practical action to address classroom issues It focuses on collecting and analyzing data to enhance understanding and implement improvements (Richards, 2005) This approach is situational, targeting specific problems within a particular educational context, with the ultimate goal of improving current practices (Cohen & Manion, 1985) Action researchers are motivated by the desire to identify better methods for teaching and learning.
Nunan (1992) defines the framework of a research as consisting of seven steps as follows:
- Step 1: Initiation (Identify the problem)
- Step 2: Preliminary investigation (Collect data through a variety of means)
- Step 3: Hypothesis (Develop research questions)
- Step 4: Intervention (Devise strategies and innovation to be implemented)
- Step 5: Evaluation (Collect data again and analyze it to work out the findings)
- Step 6: Dissemination (Report the result by running workshops or issuing a paper)
- Step 7: Follow-up (Find alternative methods to solve the same problem)
Rationale for the use of an action research
Collaboration is essential in action research, involving teachers, colleagues, and students who engage in open discussions to identify and solve problems together This cooperative approach fosters a supportive environment for implementing classroom-centered action research projects, with active participation from students playing a crucial role in the process.
This research, conducted by an English teacher, identified a significant issue during the first semester: students showed a lack of interest and enthusiasm in speaking lessons, often participating passively and demonstrating poor speaking skills Many students only spoke when prompted by the teacher The aim of this study was to enhance students' speaking performance and encourage active participation through stimulating activities, fostering a desire to express their opinions during speaking tasks This aligns with the principles of action research, which seeks to implement positive changes in the classroom environment.
This action study was carried out in my classroom to promote professional development by transforming my teaching methods, ultimately aimed at increasing student participation and improving their English speaking skills.
Description of the context of the research
2.3.1 An overview of Ly Thuong Liet High School
Ly Thuong Kiet High School, established in 2002, is situated in a remote mountainous rural commune, far from the center of Bac Giang city The school accommodates over 1,100 students across 24 classes from grades 10 to 12 It boasts a dedicated teaching staff of 60 experienced educators, including seven English teachers, all with a minimum of nine years of teaching experience across 11 compulsory subjects.
2.3.2 The teaching program and materials
At Ly Thuong Kiet High School, English is a mandatory subject within the curriculum, with the syllabus and textbooks, including "Tiếng Anh 10," "Tiếng Anh 11," and "Tiếng Anh 12," established by the Ministry of Education and Training.
The "Tiếng Anh 10" textbook, authored by Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, and others, is the standard resource for teaching English to 10th-grade students in Vietnam, first published in 2006 This textbook builds upon the English curriculum from lower secondary education and is designed for a comprehensive program spanning two semesters, totaling 105 periods, with three 45-minute classes each week.
The textbook utilizes a theme-based approach, featuring 16 units, each centered around a specific theme Each unit consists of five parts: reading, speaking, listening, writing, and language focus, providing a diverse range of exercises for practice Additionally, a "Test yourself" section follows every three units to assess students' understanding and progress As outlined by the Ministry of Education and Training (2005: 19-25), students are expected to achieve specific competencies by the end of the 10th grade.
To effectively comprehend spoken content, learners should focus on identifying the main ideas and specific information within monologues or dialogues, which should range between 120 to 150 words on familiar topics Additionally, it is essential for them to understand texts presented at a slower pace, allowing for better retention and clarity of the material being discussed.
In order to effectively communicate in English, it is essential to ask and answer questions while exchanging information about familiar topics This includes performing basic language functions such as giving instructions, expressing opinions, and asking for or providing directions and information Mastering these skills will enhance your ability to engage in simple conversations and navigate various situations confidently.
To effectively grasp texts ranging from 190 to 230 words on familiar topics, it is essential to identify the main ideas and comprehend the details within the content Enhancing vocabulary understanding can be achieved through various exercises such as gap-filling, matching, and exploring synonyms and antonyms These strategies not only improve reading comprehension but also enrich language skills, enabling learners to engage more deeply with the material.
To write texts (of about 100-120 words) relating to the topics based on models or prompts for personal or basic communicative purposes
The speaking lesson, positioned as the second component in each unit following the reading lesson, employs theme-based and task-based approaches The textbook offers a diverse range of topics and speaking tasks designed to enhance students' speaking skills effectively.
Description of the research
The study was conducted with the participants of 40 students in class 10A2 at
At Ly Thuong Kiet High School, 40 students in the 10th grade, aged 16, participated in an English language observation session conducted by three experienced teachers Hailing from various rural villages, primarily in hilly and mountainous regions, these students have limited opportunities to practice English outside the classroom, with most having at least five years of formal English education Despite this background, many students exhibit a lack of confidence in speaking, often appearing shy and hesitant during oral presentations The observing teachers, who have over a decade of experience in teaching English, noted that the students frequently remain silent and anxious when required to engage in speaking activities.
The results of the study were developed on the basis of empirical data collected through two instruments: survey questionnaires and observations
Questionnaire 1: (See Appendix 1) was conducted at the first week of the research with 40 students The questionnaire aimed to investigate students‟ attitudes towards speaking skill, their learning styles, factors from themselves and from their previous teachers that affected their participation, and their preferences for classroom speaking activities The results from the questionnaire could help the researcher identify possible reasons for students‟ poor participation
Questionnaire 2: In order to find out students‟ attitude towards speaking skill and their assessments of teaching method after 6 weeks of implementation, the effectiveness of stimulation activities in increasing their participation, students‟ desire of techniques to boost them to learn speaking skill
To ensure students comprehended the questions thoroughly, the researcher dedicated approximately 20 minutes to guide them in answering and clarifying complex terms while distributing the questionnaires.
* Observation (Appendix 2): Class observation is another method to collect data for the study The observation was carried out in class 10A2 in the second semester of the school year 2013 – 2014
The observation sheet, adapted from Hopkins (1985) and Gina Wisker's Postgraduate Research Handbook (2001), is designed to assess the frequency and nature of student participation in both regular instructional and speaking lessons through stimulation activities Three English teachers conducted observations, focusing on four tables of three or four students during each lesson The observers received clear explanations regarding the focal topic, the study's objectives, and the use of observation forms.
Besides, they were always given the lesson plan before every lesson so that they could prepare well for the observation
Observations were carried out before and after the intervention, with data from observation sheets analyzed to highlight differences in student participation levels This analysis enabled the researcher to draw conclusions regarding the extent of improvement in student engagement following the implementation of stimulation activities.
Initially, the gathered data was organized based on the survey questions, serving as a valuable resource to identify the primary reasons for students' low participation The key findings from the questionnaires were highlighted in the data discussion.
The study analyzed observational data to determine the frequency and nature of student participation in speaking lessons A total of five class observations were conducted, including two during the preliminary stage and three during the intervention stage.
Unit 10: Conservation, Unit 11: National Parks in Tiếng Anh 10 textbook were taught as usual; three 3 experimental lessons ( Unit 12: Music, Unit 13: Films and
Cinema, Unit 14: The World Cup) were taught with the use of stimulation activities
All the features and numbers were then presented in tables and charts
2.4.5 Brief description of the three lessons
In three experimental lessons, stimulation activities were implemented for the 10A2 students to enhance their speaking skills, emphasizing increased student participation during speaking periods.
Before the three lessons, the researcher emphasized to the students the importance of active participation in speaking activities, noting that their lack of enthusiasm could hinder their learning outcomes She highlighted that effective spoken lessons rely on enthusiastic involvement, which is crucial for improving their speaking skills The lesson was structured into three key stages: pre-speaking, while-speaking, and post-speaking.
The pre-speaking stage plays a crucial role in engaging students' interest in speaking activities This phase not only serves as a warm-up but also prepares students by introducing essential vocabulary and structures Additionally, it fosters an encouraging English classroom atmosphere through organized activities, setting the stage for effective communication practice.
In while - speaking stage , students participated in the speaking tasks, the researcher would act as the facilitator (went around, took notes, provided help if necessary, encouraged too shy students)
The post-speaking stage occurs when students present their speaking performances to the teacher and the class During this phase, the researcher provides feedback and evaluates the students' performances The primary goal of this activity is to encourage student engagement in speaking and to promote self-expression The researcher emphasizes fluency, natural speaking, and accuracy in her feedback to enhance students' speaking skills.
FINDINGS AND DISCUSSION
Findings from questionnaire 1 and observation of the two ordinary lessons
Research question 1: What are the factors that limit students’ participation in speaking lessons?
Students’ appreciation of English speaking skill and speaking activities
Chart 1: Students’ appreciation of English speaking skill and speaking activities
(A= importance of speaking skill; B= interest in speaking skill;
According to Chart 1(A), 75% of students recognize the significance of speaking skills, while 17.5% consider them somewhat important, and only 7.5% deem them unimportant Overall, a majority of students value English highly; however, this appreciation contrasts with their low participation in classroom activities.
According to Chart 1 (B), a significant 57.5% of respondents expressed no interest in learning speaking lessons, while 22.5% showed only a slight interest Notably, only 5% of students found the speaking skill to be very interesting, indicating a general lack of enthusiasm for developing speaking skills among the participants.
The data from Chart 1(C) indicates that a significant number of students lack interest in speaking lessons, with 65% finding the activities unengaging Only 22.5% of participants consider the speaking tasks appropriate for their skill level, while a mere 12.5% find them interesting To enhance student engagement in speaking lessons, it is essential for teachers to employ effective teaching methods, diverse techniques, and a passionate approach to create creative and stimulating activities that encourage participation.
Most students recognize the importance of English speaking skills, yet there is a noticeable lack of interest in participating in speaking activities during class This discrepancy may stem from the nature of these activities, which may not be engaging or appropriate for all learners Therefore, it raises the question of how to effectively involve students in speaking activities within the classroom.
Students’ level of participation in speaking activities
Chart 2 indicates that nearly 50% of participants rarely engaged in speaking lessons, primarily remaining silent and listening to others unless prompted by their teachers About 30% of the subjects occasionally participated, influenced by their interest in specific topics or activities Additionally, 17.5% of participants often spoke English, while only 5% consistently demonstrated active involvement in speaking activities.
Chart 2: Students’ level of participation in speaking activities
Together with questionnaire, Class Observation before the treatment also revealed the level of students‟ participation The observers observed whole class participation in Unit
In a study utilizing the Class Observation Sheet for Units 10 and 11, it was found that 42.5% of students were off-task in Unit 10, while 45% were off-task in Unit 11 Although the remaining students were marked as on-task, their speaking turns were limited, with only 37 and 46 instances of speaking recorded for the two units, respectively Additionally, participants frequently relied on their mother tongue during the lessons and often responded to questions with simple affirmations or negations, such as "Yes" or "No."
Table 1: Students’ on-task/off-task behavior
In summary, it is evident that students exhibit low and inconsistent participation levels in speaking classes This raises important questions about the factors contributing to their reluctance to engage in oral activities and the strategies teachers can implement to improve student participation.
3.1.2 Causes of students’ low participation in oral activities
3.1.2.1 Students’ motivation, learning styles, anxiety in speaking lessons
In a speaking lesson survey, 27.5% of respondents reported remaining silent to avoid disturbing others, while a significant majority, 70% and 72.5%, indicated they only answered easy questions or spoke when prompted by the teacher Additionally, 45% of participants admitted to knowing answers but refrained from speaking due to shyness, and 47.5% preferred to use their mother tongue Only 5% volunteered to speak frequently, and 65% participated in oral activities primarily for grades, with just 22.5% aiming to enhance their communication skills through these activities The data highlights students' low motivation, passive learning styles, anxiety, and language proficiency issues, all of which negatively impact their speaking outcomes.
3.1.2.2 Affecting factors of students’ low participation in speaking lessons
A significant number of students (62.5%) are hesitant to speak due to fear of making mistakes and losing face, while over half struggle with speaking in class because they are unaccustomed to it This reluctance indicates a tendency towards passivity, particularly among students from rural areas, who prefer safer learning methods such as listening and note-taking over active participation in foreign language lessons Additionally, 47.5% of students feel that their learning goals demotivate them from speaking, and 57.5% lack the self-confidence necessary for participation Common obstacles include difficulties in generating ideas and limited vocabulary, affecting 55% and 67.5% of students, respectively Furthermore, 12.5% cite insufficient preparation time, and 17.5% point to large class sizes as factors that hinder their willingness to speak Lastly, 60% of students believe that uninspiring teaching methods contribute to their lack of engagement in speaking activities.
3.1.2.3 Teacher’s teaching methods in speaking class
Table 4 (Appendix 3) is the statistics about students‟ comments on their previous teachers‟ teaching methods
A significant 87.5% of students reported that their teachers focused more on teaching grammatical rules than on speaking English Additionally, 82.5% of students indicated that speaking activities in textbooks were the primary method used by their teachers Only 17.5% of students noted that their previous teachers created extra activities or adapted tasks to enhance speaking skills A concerning 85% of participants expressed frustration over being interrupted while speaking, and 65% felt that teachers favored stronger students, neglecting weaker ones Furthermore, 55% of students observed that many teachers did not use English in class, leading to increased reliance on their mother tongue The lack of teacher engagement during speaking practice, with many choosing to observe rather than assist, contributed to 47.5% of students believing that teachers struggled to monitor large classes effectively Moreover, 40% of students felt that teachers often overlooked the importance of praising students, which is vital for motivation Overall, the methods employed by teachers significantly impact student participation and willingness to engage in speaking activities, with issues such as interruptions, a focus on grammar, and a lack of engaging activities contributing to students' reluctance to speak.
3.1.2.4.The most influential factor on student’ participation in class
Chart 3 : affecting factors on student’ participation
(A = The attitude of teachers; B = The abundance of games and activities; C = The classroom atmosphere; D = The level of difficulty of tasks)
A survey revealed that 57.5% of students believe that the availability of games and activities significantly enhances their participation in speaking classes Following this, 17.5% of students cited the teacher's attitude as influential, while 15% pointed to the difficulty level of tasks In contrast, only 10% felt that the classroom atmosphere impacted their engagement This indicates that students are drawn to interactive and enjoyable activities, which can effectively boost their motivation and involvement in the learning process.
In conclusion, various factors contribute to students' reluctance to engage in oral activities, including limited vocabulary, unclear learning goals, inadequate language proficiency, and ineffective learning habits Among these, the teacher's teaching methods play a significant role in influencing student participation in speaking lessons To enhance student motivation and overcome these challenges, it is crucial for teachers to adopt more engaging and dynamic teaching techniques By doing so, students are likely to become more enthusiastic about lessons, expand their vocabulary, generate new ideas, shift away from passive learning habits, and gain confidence in their speaking abilities.
3.1.3 Students’ desires of teacher’s teaching methods to increase their participation in speaking lessons
The answers from students to question 10 help the researcher know the students‟ desires of teacher‟s teaching methods to enhance their participation in learning speaking lesson
A significant 87.5% of participants expressed a desire for their teachers to provide clear vocabulary, structures, and instructions, along with engaging speaking activities that enhance their involvement in lessons Furthermore, 80% appreciated the adaptation of speaking tasks to better suit varying student abilities and the equitable attention to students of different levels Additionally, 70% preferred that teachers refrain from interrupting them during mistakes, opting instead for supportive guidance, while 77% valued teachers who circulate to offer help However, only 67.5% felt motivated by teachers who encourage participation in oral activities through grades and compliments.
Action research procedures
Nunan's action research model (1992) was chosen for this study due to its clarity and suitability for the researcher’s limited timeframe Conducted over three months during the second semester of the 2013-2014 school year, from January to April, the research involved 40 students from the 10A2 class The action research process was structured into five distinct steps.
Step 1: Problem Identification (the first semester)
In the first semester of the 2013-2014 school year, the researcher observed that her students were passive during speaking lessons, showing low participation despite encouragement from the teacher This issue was not isolated, as discussions with colleagues revealed that many English teachers at her school faced similar challenges with student engagement in speaking activities As a result, the researcher sought to identify the levels of student participation and the factors contributing to their reluctance to speak, leading to the formulation of her first research question.
“ What are the factors that limit student’s participation in speaking lessons?”
Step 2: Preliminary Investigation ( first 3 weeks)
In the initial three weeks of the program, data on student participation and the factors influencing it during English speaking lessons were gathered to validate the identified issues This was achieved through the use of Questionnaire 1 (Appendix 1) Furthermore, the researcher-teacher facilitated the speaking lessons for Unit X.
In a typical setting, lessons in 10 and Unit 11 were conducted without any treatment, while three teachers from the English Group were invited to observe these sessions The frequency and nature of student participation during these standard instructional activities were meticulously recorded using a Classroom Observation Sheet (Appendix 2) The findings from these observations will be instrumental for subsequent analysis, allowing for a comparison of student participation before and after the intervention.
The initial data analysis indicated that student participation was generally low, primarily due to unengaging teaching methods Consequently, the researcher sought solutions to these issues, resulting in the formulation of the following hypothesis.
Stimulation activities (Role Play, Games, Story Completion, Information Gap activities, Discussions, , etc.,) would effectively enhance students’ participation in English speaking lessons
To enhance student participation in speaking lessons, the researcher aims to address the issue of student silence by implementing diverse teaching methods By designing engaging activities, the goal is to encourage active involvement and boost participation among students during lessons.
Based on data analysis from the questionnaire, observations, and literature review on participation and speaking activities, lesson plans were developed to incorporate stimulating activities that encourage active student involvement in speaking lessons.
Plan implementation: The researcher designed the speaking lesson plans of three units: Unit 12: Music; Unit 13: Film and Cinema and Unit14: The World Cup (Appendix
In the speaking lessons, stimulation activities were implemented to enhance student motivation and engagement Newly designed lesson plans were utilized with the same group of students, focusing on a structured approach to these activities Observations were conducted using an Observation Sheet to assess students' on-task and off-task behaviors during speaking activities, as well as to evaluate the impact of stimulation activities on their participation levels Following the intervention, a questionnaire was administered to gather students' feedback on their experiences with the recent speaking lessons, their perceptions of the teaching methods, and the effectiveness of the stimulation activities in boosting their participation, along with their preferences for techniques that encourage them to speak more actively.
In this step, the second research question formed was: “ How effective are the stimulation activities in enhancing students’ participation in speaking lessons?”
3.2.3 Discussion of the lessons’ effectiveness
Research question 2: How effective are stimulation activities in enhancing students’ participation in speaking lessons?
After collecting data from observation sheets of three experimental lessons and two conventional instructional lessons, the researcher analyzed this information to evaluate the effectiveness of the suggested solutions in the action plan This comparison served as evidence of the impact of the implemented changes Additionally, Questionnaire 2 was analyzed to gather insights into students' feelings about recent speaking lessons, their assessments of the teaching methods, and the effectiveness of stimulating activities in enhancing participation Students' responses provided a clearer evaluation of the suggested activities' effectiveness, which informed the discussion of research question 2.
3.2.3.1 Presentation and discussion of class observation data
To analyze the changes in student participation during speaking lessons, observation sheets were utilized across five sessions The findings will reveal students' on-task and off-task behaviors, including the level of involvement, the frequency of speaking opportunities, and the overall nature of their participation.
Number of students’ participating and their speaking times in speaking lessons
The Class Observation Sheet findings highlight a significant increase in student participation during speaking lessons that incorporated stimulation activities Prior to the treatment, only 19 and 22 students engaged in two standard lessons, resulting in 37 and 46 speaking turns, respectively, indicating that nearly half of the students were disengaged However, after implementing stimulation activities, participation surged, with 32 students making 94 speaking turns in the first treated lesson This upward trend continued in the second lesson, where 37 students contributed 105 speaking turns, and culminated in the final lesson, which saw full engagement from all 40 students and a total of 111 speaking turns.
Units Off-task On -task Speaking turns
Table 6: Students’ on- task/off-task behavior and their turn of speaking
Class observations revealed that the number of students participating in speaking lessons and their speaking turns significantly exceeded those in traditional instructional settings This indicates that stimulation activities effectively enhance student engagement in English speaking classes Clearly, these activities not only boost participation but also make the classroom environment more dynamic Therefore, teachers should incorporate stimulation activities more frequently to foster active involvement in speaking lessons.
While a high quantity of participation does not guarantee quality, it is crucial to assess the nature of participants' involvement in speaking lessons through stimulating activities This study emphasizes the importance of understanding how stimulation can enhance learners' engagement and ultimately contribute to their real progress in speaking classes.
Observations from two students during Units 10 and 11 revealed that most students primarily engaged by listening to the teacher's instructions for speaking tasks, utilizing simple patterns provided for specific scenarios in the textbook When interacting with peers, few students took the initiative to expand conversations, often concluding discussions quickly and responding with minimal input, such as "Yes," "No," or "I agree/disagree," without elaborating on their thoughts For instance, in a speaking lesson from Unit 10, when tasked with discussing opinions about new types of zoos, one student remarked, "In the zoo of new kind, animals may have better food," while his partner's response lacked depth, highlighting a tendency toward limited conversational engagement.
In conversations, both speakers and listeners seldom sought clarification or explanation from one another Only a few proficient students were able to provide comprehensive answers, express disagreement with justifications, and ask for further information Additionally, the frequent use of their mother tongue indicated that many students were not fully engaged in the activities.
Discussion of the research questions
Basing on the results found in the survey questionnaire, the observation sheets, two questions of the research can be answered as follows:
Question 1: What are the factors that limit students’ participation in speaking lessons?
As analyzed above, there have been some causes leading to students‟ participation derived from both students and teachers
Students exhibit a low awareness of the necessity of learning English, resulting in varying levels of language proficiency and motivation, which hinders their engagement in lessons While few possess intrinsic motivation, many are driven by extrinsic factors, viewing English as a compulsory subject necessary for achieving good marks and fulfilling course requirements This mindset contributes to their low participation in speaking activities, as they tend to adopt passive learning styles and lack the habit of orally reviewing what they have learned Instead, they prefer focusing on grammar exercises and reading comprehension, often neglecting speaking skills, which leads to the belief that practicing spoken English in class is a waste of time.
Students often exhibit shyness and fear of making mistakes, which significantly hinders their participation in speaking lessons This lack of confidence leads them to remain silent, viewing it as a safer option to complete their classes Additionally, their self-doubt regarding their English proficiency and pronunciation further discourages them from speaking in front of their peers.
Teachers' methods in speaking classes often hinder student participation by focusing excessively on grammar and using Vietnamese instead of encouraging English use Immediate correction of mistakes during speaking discourages engagement, while a lack of relatable topics and insufficient monitoring of activities contribute to poor involvement Additionally, failing to address the diverse needs of students and lacking enthusiasm and responsibility further diminish student participation in speaking lessons.
Question 2: How effective are stimulation activities in enhancing students’ participation in speaking lessons?
The findings of the study showed that teacher‟s designing stimulation activities in teaching speaking had improved students‟ participation remarkably
The implementation of stimulation activities in speaking lessons led to a significant increase in student participation, with engagement rising from 47% to over 80% during the first experimental lesson and reaching 100% by the last lesson Initially, participation was primarily from good and some average students, but the new approach notably motivated previously disengaged weak students to actively partake in speaking activities, resulting in a remarkable increase in their speaking turns.
Incorporating stimulation activities significantly enhanced student participation in English lessons Engaging in games, role plays, and discussions allowed students to practice their language skills, express their ideas, and interact with peers, fostering teambuilding and cooperation While strong and average students thrived and showcased their language abilities, weaker students still relied heavily on Vietnamese, indicating room for improvement Overall, the use of stimulation activities has notably increased both the quantity and quality of student involvement in speaking lessons.
Summary
Chapter 3 presents an analysis of data from questionnaires and class observations, demonstrating the effectiveness of stimulation activities in enhancing student participation both quantitatively and qualitatively The discussion addresses the two research questions, providing comprehensive reasons for the observed improvements Additionally, the researcher reflects on the insights gained during the action research, leading to conclusions, limitations, and suggestions for future studies in the subsequent section.
This section summarizes the key conclusions of the study, highlights the limitations of the current research, and offers recommendations for future investigations.
Conclusions
The issue of low participation in English speaking lessons among tenth-grade students at Ly Thuong Kiet High School prompted this action research aimed at improving student engagement Utilizing survey questionnaires and classroom observations as data collection tools, the researcher synthesized and analyzed the findings to address two key research questions The conclusions drawn from the preceding discussion highlight the effectiveness of these methods in understanding and enhancing student involvement in speaking classes.
Students' poor participation in speaking lessons is influenced by both their own challenges and their teachers' approaches Factors such as low motivation, limited language proficiency, and inactive learning habits contribute to students' lack of enthusiasm Additionally, teachers often emphasize grammatical rules over practical language use, which restricts opportunities for students to practice speaking Furthermore, the teachers' failure to adapt speaking tasks and design engaging activities negatively affects student engagement in developing their speaking skills.
The implementation of stimulation activities in the speaking class significantly enhanced both the quantity and quality of student participation By the conclusion of the intervention program, 100% of students were actively engaged and on task.
In conclusion, the action research revealed that implementing stimulation activities significantly enhanced student participation in speaking lessons, resulting in increased engagement and interest Positive feedback from students regarding the teacher's innovative teaching methods greatly motivated the researcher-teacher throughout the study.
Implications
Active student participation is essential for the success of lessons, particularly in foreign language and speaking classes However, many students exhibit reluctance to engage, negatively impacting their learning outcomes This hesitance can stem from both students' self-awareness and ineffective teaching methods, such as a lack of engaging activities To enhance student involvement in English speaking lessons, teachers should diversify their techniques to motivate students and help them understand the importance of active participation for improving their communicative competence Additionally, it is crucial to enrich textbooks with interesting activities that captivate students and encourage them to engage more fully in learning to speak English.
Limitations of the study
Despite the researcher's efforts, the study has inherent limitations due to the short duration of the experimental lessons, which hinder a convincing demonstration of the new approach's effectiveness As an action research characterized by its situational nature, the findings are restricted by the small scale of the study, focusing solely on the researcher’s class and the specific learners involved Consequently, while the intervention proved effective in this particular setting, its applicability to other classes or contexts remains uncertain The researcher welcomes constructive feedback to enhance the quality of the research.
Suggestions for further research
Action research involves the researcher reflecting on outcomes and making necessary adjustments to enhance the effectiveness of applied techniques This process aligns with the identification of the researcher's problem Practically, the researcher will evaluate the stimulation activities implemented and prepare for required changes This action research serves as a foundation for improving lesson effectiveness The author advocates for the integration of stimulation activities in all English classes and across skills such as reading, writing, and listening at Ly Thuong Kiet High School to facilitate broader conclusions on their application.
Recommendations and suggestions
In the light of these findings, here are some recommendations and suggestions to the teachers of Ly Thuong Kiet High School:
To boost student engagement in speaking lessons, teachers must invest significant effort in creating programs that captivate students' interest Additionally, educators should be attuned to students' needs and occasionally provide supplementary activities to enhance their learning experience.
To enhance student motivation in speaking activities, it is essential to create more engaging lesson plans Incorporating stimulating activities frequently in spoken lessons can significantly reduce factors that hinder student participation.
Teachers play a crucial role in fostering student engagement by helping them recognize the importance of active participation in lessons By providing immediate praise and encouragement, educators can boost students' self-confidence, alleviating any fears or reluctance they may have This supportive environment empowers students to express themselves bravely and confidently in the classroom.
The course book could be improved with more interesting, suitable, realistic topics
To be more specific, teacher sometimes should spend time adapting the tasks by using games, role play and so on
Hopefully, the above results and implications of this study will encourage more research on the way to raise students‟ participation
1 Bộ Giáo Dục và Đào Tạo (2005) Tài Liệu Bồi Dưỡng Giáo Viên Tiếng Anh 10 Nhà
2 Hoàng Văn Vân (2006) Tiếng Anh 10 Nhà Xuất Bản Giáo Dục
1 Andrew Wright, David Betteridge and Michael Buckby (1984) Games for Language Learning Cambridge University Press,
2 Bailey, K M (2005) Practical English Language Teaching: Speaking: McGraw - Hill
3 Barry, K (1993) Beginning Teaching (2nd ed.) Wentworth Falls: Social Science Press
4 Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice hall Regents
5 Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research
7 Byrne, D (1986) Teaching Oral English: Longman
8 Byrne (1991) Teaching Oral English Longman
9 Carrier, Michael & The Centre for British Teachers (1980) Take 5 Games and Activities for the Language Learner (2d ed.) London: Nelson
10 Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8
11 Cohen, L., Manion, L.& Morrison.K.(2000) Research methods in education London:Routledge Falmer.Ellis, R., Tanaka, Y., & Yamazaki, A (1994), “Classroom interaction, comprehension, and the acquisition of word meanings”, Language Learning, (44)
12 Ellis, R (1985) Understanding Second Language Acquisition Oxford: Oxford
13 Ellis, R (1994) The study of second language acquisition Oxford: Oxford University Press
14 Ersoz, A (2000, June) Six games for EFL/ESL classroom The Internet TESL Journal, 6(6), retrieved February 11, 2005 from http://iteslj.org/Lessons/Ersoz-Games.html
15 Harmer, J (1983) The Practice of English Language Teaching
16 Harmer, J (2001) The Practice of English Language Teaching (3 rd ed.) Essex: Longman
17 Hopkins, D (1985) A teacher's guide to classroom research Philadelphia: Open
18 Friederike Klippel, (1984) Keep Talking: Communicative Fluency Activities for
Language Teaching Cambridge University Press,
19 Ladousse, P (1987) Role play Resource Book for Teachers Oxford
20 Littlewood, W (1981) Communicative Language Teaching Cambridge: Cambridge
22 Livingstone, Carol, Role play in language Learning Harlow: Longman 1983, 94 pp
23 Long M.H & Richards, J.C (1987 ) Methodology in TEOL USA: Heinle&Heinle
24 Matthews, A., Spratt, M., & Dangerfild, L (1985) At the Chalk face: Practical Techniques in Language Teaching London: Nelson
25 Nguyễn Thị Minh Hà, (2010) Enhancing third-year non-English major students’ participation in speaking lessons through collaborative activities at Hanoi University of Business and Technology, minor thesis, VNU-ULIS, Ha Noi
26 Nguyễn Thị Thu Hiền, (2013) Using task-based language teaching to increase students’ participation in speaking lessons: An action research at Đức Thiện
Vocational School, minor thesis, VNU-ULIS, Ha Noi
27 Nunan D (1992), Research Methods in Language Learning, Cambridge: CUP
28 Pattison, P (1992) Developing Communication Skills Cambridge: CUP
29 Richards, J.C and T.S.C Farrell (2005), Professional Development for Language Teachers, Cambridge : CUP
30 Scovel, T (1978) The Effect of Affect on Foreign Languge Learning: A review of the
31 Sikapang, Paulus (1993) Stimulation the Students to Speak English by Using Games in the Classroom Ujung Pandang
32 Tsui, A et al (1996) Reticence and anxiety in second language teaching In K Bailey and D Nunan (eds.) Voices from the Language Classroom Cambridge: Cambridge
33 Underwood, M (1987) Effective Class Management NewYork: Longman
34 Ur, P.(1981) Discussions that Work: Task-centered Fluency Practice Cambridge:
35 Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press
36 Wallace, M J (1998) Action research for language teachers Cambridge University
37 Wisker, Gina The Postgraduate Research Handbook (Basingstoke: Palgrave, 2001)
38 Zhang, X (2006) Speaking Skills and Anxiety CELEA
An Action Research of enhancing 10 th grade students’ participation in
English speaking lessons at Ly Thuong Kiet High School, Bac Giang by using stimulation activities
My name is Đoàn Thị Vân Yên, and I am pursuing my MA thesis on enhancing 10th grade students' participation in speaking lessons through stimulation activities at Ly Thuong Kiet High School in Bac Giang This research aims to evaluate the participation levels of 10th grade pupils in speaking lessons and to enhance the quality of future teaching and learning experiences.
I would be grateful if you could spend some time completing this questionnaire survey You can be confident that you will not be identified in any discussion of the data
Put a tick ( √ ) in the column or the letter of the answer you have chosen or write the answer in the blanks
I STUDENTS’ LEVEL OF PARTICIPATION IN SPEAKING ACTIVITIES
1 How important is the speaking skill to you?
C Little important D Not important at all
2 How much do you feel interested in learning speaking English?
C Little interested D Not interested at all
3 What do you think about the speaking activities in class?
C all right D not very interesting
4 How often do you participate in speaking activities in class?
II CAUSES LEADING STUDENTS’ LOW PARTICIPATION IN ORAL
5 When you are in English speaking period, you………
A just keep silent to not disturb the others
B like to answer easy questions
C volunteer to answer as much as possible
D know the answers but too shy to volunteer
E say something when the teacher asks you
G speak when you are interested in speaking activities
H take part in oral activities only to get marks
I get involved in the lesson to improve communication skill
6 What followings make you hesitant to take part in speaking tasks in class?
(You can choose more than one options)
A Being afraid of losing face
B Not being accustomed to speaking in front of the class
C Learning goal is for tests ( without speaking skill) not for communication
D Boring teaching method(no extra speaking activities)
G Not enough time for preparation
H No chance to say because of large class size
7 Which of the following statements describes your previous teachers of English? (You can choose more than one option)
A Teachers followed the speaking tasks in the textbook all the time
B Teachers paid much attention to grammatical rules more than language use
C Teachers often organized interesting activities to stimulate students to speak
D Teachers adapted speaking tasks to make them suitable for their students
E Teachers often interrupted students to correct every grammatical or phonological mistake that they made while talking
F The teacher praised students and gave marks when they did well
G Teachers sometimes used English; he/she mainly used Vietnamese in speaking lessons
H Teachers asked students to practice while sitting at the desk and observed
I Teachers often called dominant students to speak He/ She seldom encouraged weak students to speak
J Teachers could not monitor whole class participation because of the large class size
8 According to you, which factor has the most influence on student’ participation in class ?
A The attitude of teachers B The abundance of games and activities
C The classroom atmosphere D The level of difficulty of tasks
III STUDENTS’ DESIRES OF TEACHERS’ TEACHING METHODS TO
INCREASE THEIR PARTICIPATION IN SPEAKING LESSONS
9.What do you think your teacher should do to improve your participation in speaking lessons?
A provide vocabulary/structure and clear instructions
C make suitable speaking task adaptation
D encourage students to speak by praising or giving marks/feedback
E Not interrupt to correct when you are speaking
F move around the class and support
G give both weak and good students equal chance to speak
An Action Research of enhancing 10 th grade students’ participation in
English speaking lessons at Ly Thuong Kiet High School, Bac Giang by using stimulation activities
My name is Đoàn Thị Vân Yên, and I am currently working on my MA thesis focused on enhancing 10th-grade students' participation in speaking lessons through stimulation activities at Ly Thuong Kiet High School in Bac Giang This research aims to evaluate the participation levels of 10th-grade pupils and to improve the quality of future teaching and learning experiences.
I would be grateful if you could spend some time completing this questionnaire survey You can be confident that you will not be identified in any discussion of the data
Put a tick ( √ ) next to the letter of your answer or write the answer in the blanks
I STUDENTS’ ATTITUDE TOWARDS SPEAKING SKILL
1 Rate your level of participation in recent speaking lessons
C reservedly D no participating at all
2 How do you feel when taking part in classroom speaking activities?
II STUDENTS’ ATTITUDE TOWARDS & ASSESSMENTS OF THE CHANGES
3 How do you evaluate recent speaking lessons?
4 What do you think about your teacher’s techniques?
III EFFECTIVENESS OF STIMULATION ACTIVITIES IN IMPROVING
5 To what extent do you think that stimulation activities improved your involvement in speaking skill? Please evaluate the effectiveness of stimulation activities in speaking lessons by using one number in the following scale
Poor not bad Fair Good Excellent
IV STUDENTS’ DESIRE OF TECHNIQUES TO RAISE THEIR
6 Which of the below stimulation activities do you like most in the speaking class ? stimulation activities
Number of students Strongly like Like All right Dislike Strongly dislike
Date and time of observation: ………
Lesson: ordinary instructional with stimulation activities
Total number of students observed: ………
This sheet is used by 3 teachers invited to observe class (they are non-participants)
This sheet focuses on both frequency and nature of participation
Observers observe students during speaking lessons
Observers write Student Code at first column, then tick in the corresponding column
Each observer observes 3 tables of 3 or 4 students in front of them
On-task : being engaged in speaking activities
Off-task : not being engaged in speaking activities (for example, having private talks, daydreaming, working at other subjects, physically bothering other students, attempting to draw attention etc.)
Teambuilding: correcting peers’ mistakes, encouraging, consulting, tutoring etc
Asking for explanation and clarificatio n
Simply agreemen t agreemen t with developm ent simply disagreeme nt
Question 5 Options (Tick what describes you ) Result s (%)
A just keep silent to not disturb the others 27.5
B like to answer easy questions 70
C volunteer to answer as much as possible 5
D know the answers but too shy to volunteer 45
E say something when the teacher asks you 72.5
G speak when you are interested in speaking activities 55
H take part in oral activities only to get marks 65
I get involved in the lesson to improve communication skill 22.5
Table 2: Students’ motivation, learning styles, anxiety
Question 6 Options (You can choose more than one options) Results
What followings make you hesitant to take part in speaking tasks in class?
A Being afraid of losing face 62.5
B Not being accustomed to speaking in front of the class 52.5
C Learning goal is for tests ( without speaking skill) not for communication 47.5
D Boring teaching method(no extra speaking activities) 60
G Not enough time for preparation 12.5
H No chance to say because of large class size 17.5
Table 3: Factors that make students hesitant to participate in oral activities
7 Which of the following statement descibes your previous teachers of
English? (You can choose more than one option)
A Teachers followed the speaking tasks in the textbook all the time 82.5
B Teachers paid much attention to grammatical rules more than language use 87.5
C Teachers often organized interesting activities to stimulate students to speak 17.5
D Teachers adapted speaking tasks to make them suitable for their students 17.5
E Teachers often interrupted students to correct every grammatical or phonological mistake that they made while talking 85
F The teacher praised students and gave marks when they did well 40
G Teachers sometimes used English; he/she mainly used Vietnamese in speaking lessons 55
H Teachers asked students to practice while sitting at the desk and observed 45
I Teachers often called dominant students to speak He/ She seldom encouraged weak students to speak 65
J Teachers could not monitor whole class participation because of the large class size 47.5
Table 4: Students’ comments on their previous teachers’ teaching methods
9 What do you think your teacher should do to improve your participation in speaking lessons?
A provide vocabulary/structure and clear instructions 87.5%
C make suitable speaking task adaptation 80
D encourage students to speak by praising or giving marks/feedback 67.5%
E Not interrupt to correct when you are speaking 70%
F move around the class and support 77
G give both weak and good students equal chance to speak 80
Table 5 : Students’ desires to increase their participation
Strongly like Like All right Dislike Strongly dislike
Table 7 : Students’ comment on teacher’s stimulation activities
APPENDIX 3: LESSON PLANS LESSON PLAN 1
By the end of the lesson students will be able to:
- use the required language and knowledge to talk about some kinds of music, ask and answer and then talk about one‟s taste of music
- Students may lack vocabulary of this topic and be passive learners, so teacher should be ready to help them
Time Teacher’s and students’ activities Work arrangement
USING A GAME TO RAISE STUDENTS’
Research/ teacher (R): Introduce the game named : TESTING
- Now, divide our class into 3 groups Let‟s name your group
You will listen to 10 songs belonging to different kinds of music
In this interactive music game, participants will listen to a song for 15 seconds before raising their hands to identify its genre Each correct answer earns the group 1 point, while incorrect responses allow two other groups to answer within 10 seconds The group with the highest points at the end of the game will be declared the winner.
One student is chosen to be a secretaty to observe who is the first to raise their hand and give mark for the correct answer
One other student is appointed to play the songs in turns and show the key after each piece of music
Kinds of music: ( pop music, classical music, jazz, folk music, rock „n‟ roll…)
Researcher/teacher: Adapting Task 2 into a role play activity
ACTIVITY 1: Give the reasons why you listen to music
Students ( Ss ): Yes (I like listening to music)
R: Give me the reasons why you listen to music?
Ss…: (raising their hands) music makes me happy/ music helps me relaxed/ music makes me comfortable…
ACTIVITY 2: learning about one’s music taste
R: If you want to ask about others‟ favorite kind of music, what questions can you ask?
Ss: (raising hands) What kind of music do you like?/ Why do you like it?
R: You want to know about others‟ favorite band/ musician? What question will you ask?
Ss: (raising hands), Who is your favorite band/ musician?
R: to know when one listens to music -what question can you ask?
Ss: (raising hands) When do you listen to music?
Now, you work in group of 3 and one of you will be a journalist
Group work- role play who wants to interview high-school Ss about their music taste
The journalist has to ask two Ss some questions to get information to complete the table below for his/ her article Journalists will have 7 minutes for your interview
Students work in groups of three
Interviewee 1 Interviewee 2 Kind of music
Reasons for listening Favorite band/musician Fovourite song/piece of music When to listen to music
After students‟ interview, get some group to act out:
-Journalist ( J ): Good morning, 10A2 students My name is
…(Phuong) I am a journalist from Thanh Nien Newspaper
Would you mind if I asked you some questions about your music taste
Nga: Good afternoon, Ms Phuong Welcome to our class
Nga: My name is Dung
Lan: My name is Lan
J: What kind of music do you like?
J: Why do you like it?
Lan: Because it‟s exciting and helps me forget my sadness
Nga : Because it helps me relaxed after a day of hard work J: Who is your favorite singer?
Nga: My favorite singer is Anh Tho
J: What is your favorite song?
Nga: Khúc hát sông quê
J: When do you listen to music?
Lan: I enjoy listening to music after school
Nga: I like listening to Anh Tho‟ song before going to bed
J: Thank you so much for your sharing Good bye See you again
Lan and Nga: Thank you Good bye
- Ask the Journalist to report what they have got from their interview to the whole class
- elicit some structures they can use:
In a recent interview with two students from class 10 A2, it was revealed that Nga enjoys folk music for its relaxing qualities after a long day, while Lan prefers pop music for its exciting nature, which helps her escape feelings of sadness Lan's favorite band is the Backstreet Boys, and Nga's favorite singer is Anh Tho.
LESSON PLAN 2 UNIT 13: FILMS AND CINEMA LESSON 2: SPEAKING
1 Education aims: - Students know about some kinds of film
2 Knowledge: a General knowledge: - Students can talk about some favorite kinds of music b Language: - The simple present tense
3 Skills: - Asking and answering questions about film
- Talking about favorite kinds of music
Students may struggle with vocabulary related to the topic, which can hinder their ability to express themselves effectively Additionally, they often find it challenging to use the structure "find + object + adjective" correctly Moreover, there is a common confusion between adjectives ending in -ing and those ending in -ed, further complicating their understanding and usage.
Sts may not have enough vocabulary to talk about the topic
Textbook, chalk, board, pictures, computer, projector
1 Warm- up: ( 5 minutes ): guessing game
Aims : to revise the vocabulary related to the topic
- Give sts some film posters on the board:
The adventures of Sherlock Holmes (2)
The Lord of the Rings (3)
- Ask sts to match the films with the correct types
- Look at the posters and match the film with the correct types
- Some sts give the answers
1- cartoon 2- detective film 3- action film 4- war film of films
Aims: :to focus sts on the topic and to introduce the words and phrases used in the task
- Call on some sts to report their likes and dislikes
Aims: Sts can talk about their favorite type of films
+ Task 2: Find out what your friends feel about each kind of films
- Introduce sts some expressions of agreement and disagreement
Right / Sure ! I don't quite agree with you
- Ask some sts to read the model conversation in the textbook
- Divide the class into small groups of 3 and ask sts to find out what the others of their group feel about the given types of films
- Go around to help sts if necessary
- Call on some groups to practise the dialogues
S1: I like science fiction films very much
S2: I don't like cartoons very much S3: I don't like horror films at all
- Work in groups and ask some sts to present
- work in group, discuss what they will talk about the film
4 After you speak: (15mins ): Story completion
Aims: Sts can talk about the film they have seen
- sts choose a famous film they they have seen together and work in groups to talk about this film
- Ask sts to take turns to talk about the films they have seen Each student say a sentence
- Go around to help sts
- Ask some group to present in front of the class
- Write a short paragraph about a film they have already said about
Some group report in front of the class
S1: We saw " Sand life" at the cinema last Sunday It is an interesting love story film
S2: It is about the life of a soldier after the war He has already been married but after the war he returns with another woman
S3: Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its humane value
LESSON PLAN 3 UNIT 14: THE WORLD CUP- LESSON 2: SPEAKING
1 Education aims: - Students know about the World Cup
2 Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense
3 Skills: - Asking and answering questions about the World Cup
- Talking about the World Cup winners
Sts might not have sufficient vocabulary to talk about the topic
Textbook, chalk, board, handouts, posters
Warm- up: ( 5 minutes) Jumble words
Aims :Sts get used to the topic
- Divide the class into small groups of 3 or 4 and introduce the games: Sts are to rearrange the letters into meaning words
- Write some groups of letters on the board
- Ask sts to work in groups
- Ask some groups to give answers
- Introduce the new lesson: Today we will talk about the World Cups
- Ask Ss to name the team in the photos on page
- Work in groups and find out the words
- Answers: winner, score, runner-up, host country, champion
- Answer the question of the T
Q1 How many times has Italy won the trophy up to
Q2 Who was the captain of the French national football team in World Cup 2006?
Q3 What was the score of the World Cup 2006 final?
Q4 Which team was the runner-up in the World
Q5 Who was the head coach of the German team in World Cup 2006?
Q6 What nationality was the top scorer in World
Q7 Who was the captain of the English national football team in World Cup 2006?
Q8 Who beat England in the World Cup 2006 quarter final?
- Ask sts to work in groups to answer the questions
- Go around to check that S work and speak
- Ask some Ss to answer the questions
Aims: Sts can talk about the World Cup tournaments
- Ask sts to read the information about 17 World
Cup tournaments in the table
- Read the model dialogue aloud and then ask two pairs to read the dialogue again
- Ask sts to work in pairs to make similar dialogues
- Listen and write down these words into their notebooks
3 1 - 1( Italy won the game 5 - 3 in a penalty shoout- out
- Listen to their friends and check
- Read the table in 2 minutes
- Listen to the T and then some sts read the model again
Read the table in 2 minutes
- Listen to the T and then some sts read the model again
- Work in pairs to make similar dialogues
S1: Where was the second World Cup held?
S2: It was held in Italy
S3: Which teams played in the final match?