SKKN IMPROVING SPEAKING SKILLS FOR RURAL STUDENTS THROUGH COLLABORATING WITH STUDENTS FROM OTHER COUNTRIES VIA SKYPE

SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI IMPROVING SPEAKING SKILLS FOR RURAL STUDENTS THROUGH COLLABORATING WITH STUDENTS FROM OTHER COUNTRIES VIA SKYPE MÔN: TIẾNG ANH SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRUNG TÂM GDNN- GDTX HUYỆN CON CUÔNG - - SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI IMPROVING SPEAKING SKILLS FOR RURAL STUDENTS THROUGH COLLABORATING WITH STUDENTS FROM OTHER COUNTRIES VIA SKYPE MÔN: TIẾNG ANH Tác giả: Nguyễn Thị Trà Ly Năm học : 2021 – 2022 Điện thoại : 0979079190 TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale of the study Aim of the study Scope of the study .1 Objectives of the study Method of the study: PART II: CONTENT I THEORETICAL BACKGROUND Skype in the classroom 1.1 Skype as a communication tool 1.2 The main features of Skype in the classroom 1.2.1 Mystery Skype .4 1.2.2 Virtual Field Trip 1.2.3 Guest Speaker 1.2.4 Classroom to Classroom connection 1.2.5 Skype collaboration .5 Speaking skills 2.1 Definitions of speaking 2.2 The elements of speaking .5 II PRACTICAL BACKGROUND .8 III.PRACTICAL APPLICATION IN USING SKYPE TO IMPROVE STUDENTS’ SPEAKING SKILLS .9 Mystery Skype Virtual Field Trips………………………………………………………… 12 Guest Speaker ……………………………………………………………….14 Classroom to Classroom connection ……………………………………… 17 Skype collaborations ……………………………………………………… 19 PART III: CONCLUSION Results of the experience application ……………………………………….21 Recommendation…………………………………………………………….23 Suggestions for further study……………………………………………… 23 REFERENCES…………………………………………………………………24 PART I: INTRODUCTION Rationale of the study: English is a compulsory subject in most of the schools in Vietnam Because it plays an important role in human beings’ life, especially, in social communications and workplaces According to foreign language competence framework for Vietnamese students, high school graduated students are supposed to reach tertiary level (equivalent to Level B1) To fluently communicate as expected, students have to develop communicative skills including listening, speaking, reading, and writing However, language competence in every skill is under expected level especially in speaking skill, which is clearer to realize for students in rural areas As a teacher of language for many years in Con Cuong which is located in a mountainous area in Nghe An province, I myself find that one of the major reasons why students are afraid of speaking English is lack of communicating environment Traditionally, students spend far too much time learning grammar, which is designed to take up various tests at schools, so most of teachers focus on teaching grammar for their students Besides, from the experience in teaching English to primary and secondary school students who not have so much interest in speaking as in classes of other skills because they have difficulties in performing speaking tasks by themselves To solve these problems, I have tried many ways to help my students to improve their speaking skills I believe that online platforms are useful digital services, which are used to support learning and teaching languages Skype is the best option we have chosen for my students in a small town Aims of the study: The aim of this study is to show and prove that Skype, used as an educational tool can be highly beneficial for foreign language learning, in this case English In fact, skype in the classroom creates many opportunities for English teachers to effectively apply technology in teaching English, exchange teaching methods and gain experiences from other teachers Furthermore, it helps students improve their speaking skill as well as listening and writing skills and motivate students to speak English and connect with foreign students to exchange cultures and knowledge Scope of the study: - Applying in communicative lessons -Applying to held Speaking English Clubs and outside activities for students Objectives of the study: - 6th and 7th graders at Chi Khe Secondary School and Boarding Secondary School for Ethnic Minority Students , Con Cuong district, Nghe An province Method of the study: - Studying materials about improving English speaking skills in reference books and articles - Analyzing and drawing experiences from the process of carrying out - Finding suitable classes on teaching platforms on Facebooks, discussing with other teachers about connecting contents - Applying common types of online platforms such as Zoom, Teams, Skype, Google meet and others in the real working PART II: CONTENT I THEORETICAL BACKGROUND Skype in the classroom 1.1 Skype as a communication tool Skype is a voice communication tool that is available almost everywhere in the world It was invented by Scandinavian entrepreneurs Niklas Zennstrom and Janus Friis On 29 August 2003 the software application Skype was introduced to the world The project was initially named “Skype peer – to – peer” and morphed into Skyper Later the final letter r was dropped, and the title of the original concept has become Skype Throughout the years there have been several changes to skype logo and it is now an icon that features the letter S that is white with a blue background The white colour of the logo represents harmony and peace while the blue colour of the logo represents hope, prosperity and communications Teachers can use Skype to access and share activities, resources and lesson plans, to connect to other educators and organizations, and to spark even more ideas for using the instant messaging, voice and video calling for learning and teaching In the classroom, many teachers now have access to a projector, a computer and an internet connection Video calling is a great way to encourage whole class interaction and participation in activities Like all technologies, using Skype will not magically improve teaching or make lessons more compelling or memorable Effective use of Skype is dependent on the skill and imagination of the teacher Connecting to educators who have learnt what works well is a great way to develop confidence and share great advice – on preparing for and framing activities, on running Skype sessions with learners, and in getting the most out of these with follow up activities Modern Foreign Language teachers have long been aware of the power of video calling to bring language learning to life for their students Partnering with other schools can enable all learners to broaden their horizons and knowledge, across all subject areas, by working together, and through exploring and understanding differences and similarities Skype provides educators with a real way to enable learners to not only ‘see in to’ other classrooms, countries and cultures, but also to make meaningful connections through collaboration and conversation 1.2 The main features of Skype in the classroom Skype in the classroom offers five educational ways of learning: Mystery Skype, Virtual Field Trips, Guest Speakers, Classroom to Classroom connection, and Skype collaborations 1.2.1 Mystery Skype This feature is the global guessing game Students can learn about geography culture, and the similarities and differences of how children live all over the world It is an educational game with the aim to guess the location of the other classroom It is played by two or more classrooms on Skype and it is suitable for all ages By asking Yes/No questions, students can learn more about the global community and they can effectively communicate Usually, they provide clues to each other There are many versions for Mystery Skype such as Mystery Animals, Mystery Locations, Mystery Numbers, Mystery Singers, etc The game incorporates communication and critical skills and, at the same time, it develops creativity and collaboration 1.2.2 Virtual Field Trips Virtual field trips are learning excursions that happen online through video conferencing software, livestream video, or digital map and photograph platforms For example, a virtual zoo tour or an online visit to the Great Wall of China Virtual field trip (VFT) are free and they are excellent for the students who attend Primary or Secondary school to explore new places, meet different cultures and people without leaving the classroom To comprehend better, students should prepare for the lecture, by providing more material about the topic that can be reviewed after virtual trip This type of class is always amusing for students and they feel more motivated to learn 1.2.3 Guest Speaker Skype in the Classroom’s guest speakers can help bring learning to life for your school’s students Imagine this scenario, a couple of your classrooms are studying Ancient Greece and to enrich the experience a guest speaker, located in Ancient Corinth, Greece, speaks to the students, via Skype, about current excavations and describes how Greece looked in antiquity compared to the present day And this is just one example There are hundreds of volunteer guest speakers from around the world that are available to speak to your classrooms via Skype These guest speakers are experts in every subject area you can imagine as they are authors, scientists, engineers, zookeepers, etc Getting them in front of students is a snap as well 1.2.4 Classroom to Classroom connection A Skype lesson is a fantastic way to engage your whole class Students can be assigned different roles to keep everyone involved throughout the lesson These can include greeters, inquirers, sharers, researchers, photographers, bloggers, timekeepers and scribes A few other ideas that can work well when preparing for your lesson include asking your class to come up with questions, and letting them choose which to ask Learners can also prepare presentations on the areas you know will be covered in the lesson A lot of teachers also find it helpful to set some basic ground rules before a Skype call, especially if it’s the first time you’ll be using it in your classroom Classroom to Classroom interactions bring new joy to students and encourage them to actively participate in discussions 1.2.5 Skype collaboration Connecting the classrooms the students can see the world from another perspective and meet some unknown cultural and social norms They can work on projects, share their half via Skype and the other classroom presents the missing half It allows students to learn and meet people and explore cultures from all over the world By this feature, students build compassion, share knowledge, have fun and empathy for one another Students mostly work in groups and they are all involved in the project They have to work together and solve a problem So, they learn to respect each other, hear different opinions and by this method they develop their social skills and learn from their peers at the same time The collaborative learning methodology is ideal for children that have difficulties in a social setting Speaking skills 2.1 Definitions of speaking According to experts, there are various definitions of speaking Hammer (2007 :284) states that speaking is the ability to speak fluently and presupposes not only knowledge features but also the ability to process information and language “on the spot” while Quianthy (1990:7) defines speaking as the process of transmitting ideas and information orally in variety of situations 2.2 The elements of speaking There are six components of speaking to be scored; pronunciation, grammar, vocabulary, fluency, comprehension, and task as Brown (2004) has stated Pronunciation V = equivalent to and fully accepted by educated native speaker IV = errors in pronunciation are quite rare III = errors never interfere with understanding and rarely disturb the native speaker Accent may be obviously foreign II = accent is intelligible though often quite faulty I = errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language Grammar V = equivalent to that of an educated native speaker IV = able to use the language accurately on all levels normally pertinent to professional needs errors in grammar are quite rare III = control of grammar is good able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversation on practical, social and professional topics II = can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar I = errors in grammar are frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language Vocabulary V = speech on a levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references IV = can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary III = able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics Vocabulary is broad enough that he rarely has to grope for a word II = has speaking vocabulary sufficient to express himself simply with some circumlocutions I = speaking vocabulary inadequate to express anything but the most elementary needs Fluency V = has complete fluency in the language such that his speech is fully accepted by educated native speakers IV = able to use the language fluently on all levels normally pertinent to professional needs Can participate in any conversation within the range of this experience with a high degree of fluency III = can discuss particular interest of competence with reasonable ease Rarely has to grope for words II = can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information I = (no specific fluency description Refer to other four language areas for implied level of fluency.) Comprehension V = Equivalent to that of an educated native speaker IV = can understand any conversation within the range of his experience III = comprehension is quite complete at a normal rate of speech II = can get the gist of most conversation of non-technical subjects (i.e., topics that require no specialized knowledge) I = within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase Task V = speaking proficiency equivalent to that of an educated native speaker IV = would rarely be taken for a native speaker but can respond appropriately even in unfamiliar situations Can handle informal interpreting from and into language III = can participate effectively in most formal and informal conversations on practical, social, and professional topics II = able to satisfy routine social demands and work requirement; needs help in handling any complication or difficulties I = can ask and answer questions on topics very familiar to him Able to satisfy routine travel needs and minimum courtesy requirements According to Harris (1974) there are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, fluency a) Comprehension For oral communication, it certainly requires a subject to respond, to speech as well as to initiate it b) Grammar - Play Mystery skype with a class from India - Play Mystery Skype with a class from Turkey 10 - Play Mystery skype with classes from Brazil and from Canada - Play Mystery Skype with classes from the USA 11 2.Virtual Field Trips - We met a teacher from India to visit the Dinosaur museum - To celebrate Earth Day, my students had a chance to travel the USA farm to learn about animals They knew how to feed the animals and love animals so much 12 - My students joined in the Virtual Field Trip "Meet a Penguin and learn about EarthDay" 13 Guest Speaker - We invited teacher Mohammed from Egypt, he introduced his country and language - My students met a special guest speaker, who talked about his country from Serbia 14 -We invited a teacher from Brazil to talk about her country - We invited teachers from Russia as Guest Speakers to introduce their country and talk about their cultures 15 - We had a wonderful Skype session with American Katherine Petrole based at Corinth Greece, we were grateful to Katherine Petrole for accepting our request as Guest Speaker, Katherine Petrole is Museum professional and lifelong learner with nine years of museum experience She has managed collections of over 300,000 objects and records Current Country: Greece Location: Ancient Corinth, Greece - To celebrate WRAD (World Read Aloud Day), my students connected the writer Lisa who is from the USA to learn how to write a story and she introduced her novels 16 4.Classroom to Classroom connection Using Skype in the classroom helps us connect many countries all over the world We have created many English lessons for our students to learn and exchange their knowledge A few years ago, I connected with many classes from Egypt, Japan, the USA, India, Sweden, Germany, Cyprus, France, etc These are pictures that we took when we completed classroom to classroom connection - A class from Cyprus - A class from Japan 17 - Classes from European countries 18 Skype collaborations - Connect with other educators and classes around the world and collaborate on specific projects such as traditional holidays, International Peace Day, Earth Day, Ocean Day, World Read Aloud Day and European Language Day 19 20 PART III: CONCLUSION 1.Results of the experience application Skype not only have helped my students meet a lot of friends, improve their speaking skill and motivate my students speak English in natural way, but also help me receive the gift from Microsoft Education Community in my country Students learnt the cultures,languages, and customs of a lot of countries Furthermore, they are more confident to speak English with foreigners and express their thoughts at school and their community.Using Skype in the classroom bringsme a lot of friends around the world and students to become global citizens 21 22 Recommendation - There are many platforms for teachers to connect such as zoom, google meet, teams and hangout - Teachers can join in many groups on Facebook to find classes such as: + Skype in the classroom: https://www.facebook.com/groups/333792373465203 + Mystery Skype: https://www.facebook.com/groups/1728566120706903 +Skype with world kids : https://www.facebook.com/groups/1023270031037780 - Teachers also join many groups in Skype and post plans on Twitter - If classes have different zones and cannot match, using Flipgrid or Padlet instead Suggestions for further study Using Skype or other platforms to teach Sustainable Development Goals (SDGs) Since their launch in September 2015, the UN’s Sustainable Development Goals have been increasingly taken up by schools as both an educational theme and learning tool There have been a number of initiatives, policies and organisations pushing for greater awareness of the 17 SDGs aimed at ending poverty, protecting the planet and ensuring prosperity for all The SDGs contain a set of values, knowledge and skills that can help schools reflect upon what they and why they it and, indeed, what education is for and why they got into teaching in the first place The SDGs place human rights values, human responsibility and human progress at the very heart of learning 23 REFERENCES Brown, H Douglas 2004 Language Assessment: Principles and Classroom Practices.San Fransisco State University Harmer (2007) The Practice of English Language Teaching Fourth Edition England: Pearson Education Limited Harris, David 1974 Testing English as a Second Language New York: Mc Graw Hill Book Company Quianthy, R, L 1990 Communication is Life: Essential Collage Sophomore Speaking and Listening Competencies Annandale, VA: Speech Communication Association https://sway.office.com/CwhAyrf8UL68Nq2N?ref=Link https://sway.office.com/o1roFAKe8sHnPHIf?ref=Link&loc=mysways https://sway.office.com/AYvKIj3v8MVCQrup?ref=Link&loc=mysways 24 ... CUÔNG - - SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI IMPROVING SPEAKING SKILLS FOR RURAL STUDENTS THROUGH COLLABORATING WITH STUDENTS FROM OTHER COUNTRIES VIA SKYPE MÔN: TIẾNG ANH Tác giả: Nguyễn Thị Trà... Mystery Skype with a class from Israel - Play Mystery skype with a class from India - Play Mystery Skype with a class from Turkey 10 - Play Mystery skype with classes from Brazil and from Canada... another worksheet III PRACTICAL APPLICATION IN USING SKYPE TO IMPROVE STUDENTS? ?? SPEAKING SKILLS I have used skype in the classroom since 2017 After connecting with many teachers and students from