(LUẬN VĂN THẠC SĨ) Some possible suggestions for improving students'' talking time in class at Hoang Van Thu High school, Nam Dinh

1 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LÊ THỊ THÙY DƯƠNG SOME POSSIBLE SUGGESTIONS FOR IMPROVING STUDENTS’ TALKING TIME IN CLASS AT HOANG VAN THU HIGH SCHOOL, NAM DINH (Một số gợi ý có tính khả thi nhằm mục đích tăng cường thời gian nói học sinh lớp học trường THPT Hoàng Văn Thụ, tỉnh Nam Định) M.A Minor Programme Thesis Field: English Methodology Code: 60 14 10 Hanoi – 2010 TIEU LUAN MOI download : skknchat@gmail.com VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LÊ THỊ THÙY DƯƠNG SOME POSSIBLE SUGGESTIONS FOR IMPROVING STUDENTS’ TALKING TIME IN CLASS AT HOANG VAN THU HIGH SCHOOL, NAM DINH (Một số gợi ý có tính khả thi nhằm mục đích tăng cườngthời gian nói học sinh lớp học trường THPT Hoàng Văn Thụ, tỉnh Nam Định) M.A Minor Programme Thesis Field: English Methodology Code: 60 14 10 Supervisor: VŨ THỊ BÍCH ĐÀO, M.A Hanoi - 2010 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS Candidate’s statement i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations viii List of tables ix List of figures x PART I INTRODUCTION 1 Rationale Aims of the study TIEU LUAN MOI download : skknchat@gmail.com Research question Scope of the study Methodology of the study Significance of the study Design of the study PART II DEVELOPMENT Chapter I - LITERATURE REVIEW I.1 Communicative Language Teaching I.1.1 Definition of CLT I.1.2 Characteristics of CLT I.2 Student talking time and second language acquisition I.2.1 The theory of student talking time and second language acquisition of some linguistics I.2.1.1 Krashen’s comprehensible input I.2.1.2 Swain’s output hypothesis I.2.1.3 Long’s interaction hypothesis I.2.2 Perspectives on student talking time I.2.3 Studies on student talking time 12 I.3 Factors affecting student talking time in speaking lessons 12 I.3.1 Motivation 12 I.3.2 Attitudes of the learners 13 I.3.3 Psychological factors 13 Chapter II – THE STUDY 15 II.1 An overview of English teaching and learning at Hoang Van Thu high school, Nam Dinh …………………………………………………………………… .15 II.1.1 Hoang Van Thu high school 15 II.1.2 English teachers at Hoang Van Thu high school 15 TIEU LUAN MOI download : skknchat@gmail.com II.1.3 The 11th-form students and observation classes 11 15 II.1.4 Tieng Anh 11 textbook and its speaking lessons 15 II.2 Research method 16 II.2.1 The subjects of the study 16 II.2.2 The instruments 16 II.2.3 Procedures 16 II.2.4 Method 17 Chapter III - STATISTICAL RESULTS AND DATA ANALYSIS 18 III.1 Data analysis from learners’ questionnaires 18 III.1.1 Students’ opinions about speaking topics in the new text book “Tieng Anh 11” 18 III.1.2 Students’ attitudes towards learning oral skill 18 III.1.3 Students’ and teachers’ talking time in speaking lesson 19 III.1.4 Reasons making students reluctant to speak in English speaking lessons … 20 III.1.5 Teachers’ current methods applied at Hoang Van Thu high school 21 III.1.6 Students’ expectation towards their teachers 23 III.2 Data analysis from teachers’ questionnaires 23 III.2.1 Teachers’ assessment of the new text book “Tieng Anh 11” 23 III.2.2 Teachers’ perception of CLT 24 III.2.3 Teachers’ current teaching methods 24 III.2.4 Difficulties teachers have encountered in their teaching process 26 III.2.5 The ways teachers use to motivate students at Hoang Van Thu high school 26 III.2.6 Teachers’ assessment on student talking time in a speaking lesson 28 III.3 Observations 29 Chapter IV - FINDINGS AND RECOMMENDATIONS 31 IV.1 Findings 31 TIEU LUAN MOI download : skknchat@gmail.com IV.1.1 Current teaching methods 31 IV.1.2 Learners’ difficulties in getting involved in speaking lessons 32 IV.1.2.1 Students’ prior learning experiences 32 IV.1.2.2 Low level of English language proficiency 32 IV.1.2.3 Anxiety or shyness in class 33 IV.1.2.4 Low motivation 33 IV.1.3 Teachers’ difficulties in teaching speaking in speaking lessons 33 IV.1.4 Student talking time and teacher talking time in speaking lessons 34 IV.1.5 Learners’ expectations towards teachers 34 IV.2 Recommendations for teachers to improve students’ talking time 34 IV.2.1 Suggestions for the teachers 34 IV.2.2 Activities for improving students’ talking time in class 35 IV.2.2.1 Pair work and group work 36 IV.2.2.2 Role-play 37 IV.2.2.3 Topic discussion 38 IV.2.2.4 Oral presentation 38 PART III CONCLUSION 39 III.1 Summary of the study 40 III.2 Limitations and suggestions for further study 41 REFERENCES 42 APPENDIX I APPENDIX IV APPENDIX VII APPENDIX VIII TIEU LUAN MOI download : skknchat@gmail.com 10 LIST OF ABBREVIATIONS ***** CLT: Communicative Language Teaching STT: Student talking time TTT: Teacher talking time ELT: English language teaching L1: first language L2: second language TIEU LUAN MOI download : skknchat@gmail.com 11 LIST OF TABLES - ***** - Table 1: Students’ and teachers’ talking time in speaking lesson Table 2: Teachers’ current methods applied at Hoang Van Thu high school Table 3: Teachers’ current teaching methods Table 4: The ways teachers use to motivate their students Table 5: STT and TTT in observations TIEU LUAN MOI download : skknchat@gmail.com 12 LIST OF FIGURES ***** Figure 1: Students’ opinions about speaking topics in the new text book “Tieng Anh 11” Figure 2: Students’ attitudes towards learning oral skill Figure 3: Reasons for the students’ reluctance to speak in English speaking lessons Figure 4: Students’ expectation towards their teachers Figure 5: Teachers’ assessment of the new text book “Tieng Anh 11” Figure 6: Teachers’ perception of CLT Figure 7: Difficulties teachers have encountered in their teaching process Figure 8: Teachers’ assessment on students’ talking time in a speaking lesson Figure 9: STT and TTT in class 11A1 Figure 10: STT and TTT in class 11A2 Figure 11: STT and TTT in class 11A3 Figure 12: STT and TTT in class 11A4 TIEU LUAN MOI download : skknchat@gmail.com 13 Part I: INTRODUCTION Rationale of the study It is undeniable that English, the main language of many countries in the world, has become a language for global communication It is considered as the medium of communication in many different fields such as: science, technology, politics, economics, aviation and so on In fact, with the spread of globalization and the rapid expansion of information and technology, English has become more and more important for any countries in the world At upper secondary schools Vietnam, English is now a compulsory subject for all students Due to its importance, English has received a lot of attention from students As for them, the four skills: listening, speaking, reading and writing are very important but speaking skill is the top priority among the four “Speaking in a second or foreign language has often been viewed as the most demanding of the four skills.” (Bailey, Kathleen M & Savage, Lance, 1994:vii) For that reason, speaking is the direct communication helping learners achieve their learning and working However, one of the problems people care most in a speaking lesson is talking time Studies of classroom discourse in ELT consistently show that teachers talk more than learners In particular, most questions in the classroom are asked by teachers, these tend to be of the display type, and learners‟ responses to them tend to be short Most teachers readily agree that students should receive as much opportunity to speak as possible when learning English as a foreign TIEU LUAN MOI download : skknchat@gmail.com 45 To this kind of activity, some students may feel reluctant to participate, therefore teachers are supposed to move around the class to observe and encourage reluctant speakers by giving them suggestions Basing on teaching experiences of the researcher, some suggestions below can create an exciting atmosphere for all students in class and help shy students to participate in Firstly, teachers choose an interesting situation Secondly, teachers give the situation to learners and order them to take the roles of the subjects in the conversation Students can choose the role suitable with them and practice with their partner Thirdly, teachers ask learners to change subjects and create new conversations Lastly, teachers ask students to remember their roles in the conversation and act creatively with other partners in class IV.2.2.3 Topic discussion With this type of activity, small discussion groups are the most suitable because of the following reasons: first, students feel more confident and willing to speak among themselves in a small group than with the teacher in a large group, which benefits reluctant speakers (Rooks: 1981) Second, when students work in small groups, they have more chances to express and share opinions and practice speaking English Last, this activity pushed shy learners more Some suggested topics for discussion for students at Hoang Van Thu high school:  Importance of foreign languages in modern society  Your favorite movie  Talking about your last holiday  Advantages and disadvantages of internet  The thing children are interested in most  Which job you like best? Why? As for teachers, almost all the students at Hoang Van Thu high school have low English proficiency so teachers should choose suitable topics and mix the good students with the less able, the talkative with the quiet so that they can help and learn from one another For the difficult topics, it is advisable for teachers to give reading-text based topics and suggested questions so that students have more words, vocabularies and ideas of the topics According to the researcher‟s experience, to carry out this activity successfully, teachers should follow some procedures:  Introduce an interesting and suitable topic  Divide students into suitable groups  Provide students with words, structures, some main ideas relating to the topic TIEU LUAN MOI download : skknchat@gmail.com 46  Move around the classroom to observe students and remind them to work  Encourage each group member to speak out his/her ideas IV.2.2.4 Oral presentation This kind of activity is thought to be very interesting and attractive The researcher has experimented and applied this activity to students at Hoang Van Thu high school and found out that the result seems to be very encouraging Almost all the students show their great interest in this activity because it can motivate both active students and reluctant ones to participate in speaking lessons With this type of activity, teachers only take the role as guides and give help when necessary Teachers not need to give students situations or topics because they can choose favorite topics suitable with their abilities The most important thing for the teachers is that they have to divide students into small groups and arrange time for them These groups will take turn to present orally in front of other members in class so it helps students to work creatively and learn from each other The followings are some suggested steps for teachers Step 1: teachers should divide students into each group of four or five and give them some time to choose the topic that they are interested in most Step 2: teachers ask students to get particular work for each member in their group Teachers should be close to students to give help Step 3: teachers ask each group to orally present in front of other members in class After finishing the presentation, each group has to answer questions made by other students relating to the topic Step 4: teachers give remarks and draw experiences for all groups to help them have better presentation for the next time of oral presentation TIEU LUAN MOI download : skknchat@gmail.com 47 PART THREE: CONCLUSION This part will deal with a summary of the study, limitations and suggestions for further study Summary of the study In the first part of the minor thesis, Introduction, the researcher clearly presented key issues such as: rationale of the study, the aim, the scope, the method of the study and the research questions In the rationale of the study, the researcher has mentioned the importance of English and the problem students are facing with in speaking lessons is talking time In order to investigate the current teaching methods and learning situation and also at the same time found out difficulties encountered by both teachers and students during teaching and learning processes, the researcher has applied quantitative and qualitative method and carried out the survey questionnaires with 10 teachers and 150 students with the researcher‟s observation at Hoang Van Thu high school The survey has successfully collected some valuable results and found out the response to the research questions Part two, the development, includes three chapters Chapter one “Literature review” presents the understanding of CLT, student talking time and second language acquisition and factors affecting learners‟ participation in speaking lessons An overview of Hoang Van Thu high school and current situation of teaching and learning English at the school and the research method have been presented in the chapter two of the same part Chapter three is statistical results and data analysis Based on the result of the survey questionnaire, the amount of TTT and STT in class is found out; the major factors that make learners reluctant to get involved in speaking lessons in class have been identified, including speaking topics in the book, current inappropriate teaching methods, students‟ shyness, etc And students‟ expectations towards teachers and teachers‟ difficulties in motivating students to get involved in speaking lessons have been discovered such as large class size, learners‟ low English proficiency, not enough time, learners‟ reluctance, multi-level class Chapter four, Findings and Recommendations, focuses on some findings such as: current teaching methods, students‟ difficulties in speaking English in class, teachers‟ difficulties in TIEU LUAN MOI download : skknchat@gmail.com 48 teaching speaking, STT and TTT in speaking lessons and students‟ expectations towards teachers Depending on this situation, some suggestions for teachers have been made and some suggested activities that help students increase their talking time in class including pair work, group work, role play, oral presentation and topic discussion with the hope of giving some contributions to improve the current teaching and learning situation at Hoang Van Thu high school, based on findings from the survey questionnaires and observation Last comes part three, conclusion, in which the limitations and suggestions for further study are presented Limitations and suggestions for further study Although the researcher has made efforts towards carrying out this study, the research cannot avoid some limitations Firstly, the research has been carried out in a very small scope The number of students and teachers involved in the survey is still limited, to some extent; the results may not be generalized for all students at school Secondly, the target subjects of the study are just for students of grade 11 at school, not all students in speaking lessons Thirdly, the two Questionnaires focus mainly on the findings out factors affecting both teachers and students in speaking lessons and teachers‟ activities to improve student talking time in speaking lessons, so there are possible inadequateness of their content Hence, there should be techniques appropriate to students at Hoang Van Thu school to help them to improve their talking time in speaking lessons To get a better and more efficient study, surely the researcher in the coming time should invite more students and teachers to participate in the studies TIEU LUAN MOI download : skknchat@gmail.com 49 REFERENCES Allwright D., Bailey K.M (1991), Focus on the language classroom: An Introduction to classroom research for language teachers, Cambridge University Press, pp 147 Bailey K M., Long M H., & Peck, S (1983), Second language acquisition studies Rowley, Mass.: Newbury House Bailey Kathleen M and Savage Lance (1994), New ways in teaching speaking TESOL Brown H D (1994), Teaching by Principles: An Interactive Approach to Language Pedagogy London: Prentice Hall Regents Brumfit C J., Johnson K (1979), The communicative approach to language teaching, Oxford University Press, pp 201 Canale M., Swain M (1980), Theoretical Bases of Communicative approaches to Second Language Teaching and Testing Oxford: OUP Dillon J (1988), Questioning and teaching London: Croom Helm Ltd Hamer J (2007), How to teach English London: Pearson Krashen S D (1983), The natural approach, Language acquisition in the classroom, Alemany Press,Regents/ Prentice Hall, pp 37, pp.56-57 10 Krashen S D (1981), Principles and Practice in Second Language Acquisition English Language Teaching series London: Prentice- Hall International (UK) Lmt 11 Lightbown P M., Spada N (1999), How languages are learned: Oxford University Press, pp 43-44 12 Le Van Canh (1999), Language and Vietnamese Pedagogical Contexts Paper presented at the Fourth International Conference on Language and Development Hanoi, Vietnam 13 Nunan D (1989), Designing Tasks for the Communicative Classroom Cambridge University Press, pp 194 14 Nunan D (1991), Language Teaching Methodology, London: Pretice Halls 15 Nunan D (1999), Second Language Teaching and Learning Heinle & Heinle Publishers TIEU LUAN MOI download : skknchat@gmail.com 50 16 Richards J C., Platt J., Platt H (1992), Dictionary of language Teaching and Applied Linguistics Longman, pp 65 17 Swain M (1985), Communicative competence: some roles of comprehensible input and comprehensible output in its development In S Gass & C Madden (Eds.), Input in second language acquisition (pp 235-253) Rowley, MA: Newbury House, pp 248249 18 Swain M (1995), Three functions of output in second language learning In G Cook & B Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H G Widdowson (pp 125-144) Oxford: Oxford University Press 19 Tucker G.R., Corson D (1997), Encyclopedia of Language and Education: Kluwer Academic Publishers, pp 97-99 20 Tsuit, A.B.M (1995), Classroom interaction London: Penguin 21 Ur Penny (1996), A Course in Language Teaching Practice and Theory Cambridge University Press 22 Ur Penny (1991), Discussion that Work, Cambridge University Press 23 Wood W L (1981), Communicative Language Teaching Cambridge University Press, pp 92-94 24 Wragg, E.C & Brown, G (2001), Questioning in the primary school London: Routledge 25 Nguyen Thi Le Thuy (2008), How to maximize part- time students’ involvement in English speaking lessons at Hai Phong foreign languages centre M.A Minor Thesis 26 http://blog.mangolanguages.com/tag/interaction-hypothesis/ 27 http://leap.tki.org.nz/supporting language development/focus on language/ learning from listening and reading wrapper TIEU LUAN MOI download : skknchat@gmail.com 51 APPENDICES Appendix SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed to collect data for the study “Some possible suggestions for improving students’ talking time in class at Hoang Van Thu high school, Nam Dinh.” This study aims at finding out the real situation of teaching and learning speaking with the new set of English textbook 11 I would be grateful if you could answer the following questions by circling A, B, C or D (Sometimes more than one choice is possible.) Your responses to the questionnaire will be of great value to the thesis and kept confidentially Thank you! What you think about the speaking topics in the text book “Tieng Anh 11”? A Interesting C Difficult B Boring D Easy How important is speaking skill to you? Why? A Extremely important because I need it for my future job B Important because I can communicate with other people in English C A little important because I only use it in English speaking lessons D Unimportant because we never use it in the exams at school Do you often speak English in speaking lessons? E Yes I always volunteer to speak F Yes I speak when I like the topics G No I only speak when the teacher orders me H No I never speak and often keep silent in speaking lessons On average, your talking time accounts for ……… of a speaking lesson E Less than 30% F From 30 to 50% TIEU LUAN MOI download : skknchat@gmail.com 52 G From 50% to 70% H More than 70% Your teachers’ talking time accounts for ……… of a speaking lesson E Less than 30% F From 30% to 50% G From 50% to 70% H More than 70% Why are you reluctant to speak in English speaking lessons? A Being afraid of losing face B Being not used to speaking English in front of other people C Boring teaching method D Learning goal is not to communicate What difficulties you face when learning to speak English? A Lack of vocabularies B Lack of structures C Not enough time for preparation D Poor ideas After giving a topic, your teachers often A Provide new words and structures relating to given topic B Provide main ideas of the topic C Let students discuss the topic in pairs or groups D Immediately ask you to discuss the topics What your teachers after you finish your presentation? A Give good comments although your presentation is not really good B Point out your mistakes and encourage you to correct your mistakes by yourselves C Point out and correct your mistakes D Criticize your mistakes 10 What your teachers when you make mistakes in speaking? A Interrupt you and correct your mistakes immediately B Not correct your mistakes and encourages you to continue speaking until you finish C Wait until you finish, point out your mistakes and encourage you to correct your mistakes by yourself D Just listen to you 11 What would you like your teacher to to encourage you to speak in English speaking lessons? TIEU LUAN MOI download : skknchat@gmail.com 53 A Not interrupt when you make mistakes B Give marks C Give you speaking tasks suitable to your ability D Organize more activities Thank you very much for your co-operation! Appendix SURVEY QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed to collect data for the study “Some possible suggestions for improving students’ talking time in class at Hoang Van Thu high school, Nam Dinh.” This study aims at finding out the real situation of teaching and learning speaking with the new set of English textbook 11 I would be grateful if you could answer the following questions by circling A, B, C or D (Sometimes more than one choice is possible.) Your responses to the questionnaire will be of great value to the thesis and kept confidentially Thank you! What you think about the speaking topics of the new set of English textbooks? A good but difficult B good and appropriate C similar to the old one D not good for high school students What you think about CLT? ( circle all the statement if you find them all true) A Is learner-centered B Does not teach grammar C Emphasizes on fluency than on accuracy D Focuses on meaningful tasks rather than on language itself What teaching method you use to teach speaking skills? D Grammar- Translation method E Communicative Language Teaching F Audio-lingual method G Others What you often when your students make mistakes? D Keep silent, smile and encourage them to continue TIEU LUAN MOI download : skknchat@gmail.com 54 E Keep silent but not smile or encourage them F Stop them and correct the mistakes immediately G Get angry When your learners are reluctant to speak, you E get angry F get them to speak G encourage them to speak by asking easier questions H let them sit down and call others What are the difficulties that you have experienced when teaching speaking skill in class? A Large-sized class B Learners‟ low English proficiency C Not enough time D Learners‟ reluctance E Multi-level class What you usually to motivate your learners to take part in their speaking lessons? D Encourage them to speak English by giving them good marks E Praise them F Let them choose topics to discuss D Do nothing What you often to create a close relation with your students in speaking classes? E Remain in the teacher‟ seat F Often stand in front of the students near the blackboard G Often stand near the students who tend to speak much H Walk around the class and give help What you think teachers should to prevent your students from using Vietnamese in group work or pair work? E Move around to observe F Remind them to speak English G Let them be H Criticize them 10 How much time your students speak English in a speaking lesson? A Less than 30% of the time in a lesson TIEU LUAN MOI download : skknchat@gmail.com 55 B From 30% to 50% of the time in a lesson C From 50% to 70% of the time in a lesson D More than 70% of the time in a lesson Thank you very much for your co-operation! Appendix 3: A sample of observation sheet recording Minutes Class 11A1 Class 11A2 Class 11A3 Class 11A4 12 15 Teacher Talking Time 18 21 24 27 30 33 36 39 42 45 12 15 Student Talking Time 18 21 24 27 30 33 36 39 TIEU LUAN MOI download : skknchat@gmail.com 56 42 45 Appendix OBSERVATION SHEET Unit 13: HOBBIES Section B: Speaking Class 11A2 Time allowance; 45 minutes Date; April, 20th, 2010  Objectives: By the end of the lesson, ss will be able to: - Talk about a hobby, collection - Improve speaking skill  Lexical items: words related to hobby/ collection  Structure/ grammar: Simple present  Teaching aids: text book, chalk, board, etc  Procedure: Time Contents 4’ I Warm up: T’s activities S’s activities - Give the verbs that go with - Ask sts to close their - Close their books collect books - Give instructions buy - Group work - Ask sts to answer the questions classify stamps T: Who often does these things? organize S: A stamp collector exchange TIEU LUAN MOI download : skknchat@gmail.com 57 10’ II Pre – speaking: - Say which of the following you would like/ not like to and why - Give instructions - Work in pairs - Run through - Listen carefully T: Which of the hobbies would - Ask a student to - Answer the you like to do? answer the questions questions S: Swimming I like it because - Help sts if necessary it’s good for my health and helps - Give feedback  Model: Iterviewing me to stay fit T: And which one wouldn’t you like to do? S: Fishing I’m not patient enough 10’ III While – speaking: Lan is talking to Huong about her -Give instructions hobby of collecting books Practise - Run through - Listen and work in reading their dialogue with a partner - Call two sts to pairs practise reading 20’ IV Post – Speaking: - Make a similar dialogue about collecting stamps T: What is your hobby? S: I like collecting stamps - Give instructions T: Could you tell me how to collect stamps? - Ask sts to work in S: I can buy them from the post groups - group work( make questions answer office I get them from members of my family, friends, relatives, postmen I -Ask two sts to these questions) can make pen friends with people practise asking - as directed overseas, exchange stamps with answering others T: Could you tell me how to organize stamps? S: I classify them into categories: TIEU LUAN MOI download : skknchat@gmail.com 58 animals, plants, birds, landscape, people( heroes, politicians, football players, singers etc) T: Where you keep your stamps? S: In albums T: What you collect stamps for? S: I think: I collect stamps to broaden my knowledge, I can know more about landscape, people, animals, plants and trees T: I see What you plan to next? - Ask sts to practice S: I’ll collect more stamps and attend the conversation with stamp exhibitions to learn more from a partner experience collectors - Give feedback T: I wish I would see your albums - Work in pairs - Take notes someday 1’ V Homework: * practise the dialogue with a partner if possible - Ask sts to their task at home - Do their task carefully TIEU LUAN MOI download : skknchat@gmail.com 59 - 1’ TIEU LUAN MOI download : skknchat@gmail.com ... data for the study ? ?Some possible suggestions for improving students’ talking time in class at Hoang Van Thu high school, Nam Dinh. ” This study aims at finding out the real situation of teaching... study ? ?Some possible suggestions for improving students’ talking time in class at Hoang Van Thu high school, Nam Dinh. ” Aim of the study The study is aimed at: Investigating the current speaking... talking time at Hoang Van Thu high school in Nam Dinh? What should teachers to improve students‟ talking time in class at Hoang Van Thu high school? Scope of the study With the purpose of helping