OVERVIEW OF THE STUDY
Rationale
In today's global landscape, English has emerged as the dominant language, leading to a significant rise in the number of students from non-English speaking countries opting to learn it as their second or foreign language.
However, not all of the students in these cases can master this powerful language by just attending several English classrooms.
In learning the English language, students are encouraged to develop four essential skills: speaking, reading, listening, and writing Speaking is often considered the most crucial skill, as it directly relates to effective communication Mastering this skill requires a comprehensive understanding of grammar, phonology, and semantics, as well as cultural knowledge and a diverse vocabulary Additionally, the ability to listen actively is vital for maintaining meaningful conversations.
In Vietnam, despite teachers' efforts to enhance students' communicative skills, effectively teaching and learning English speaking remains a significant challenge, particularly for first-year non-English major students These students often struggle with confusion, a lack of confidence, and insufficient professional knowledge and learning methods when speaking English Additionally, the passive learning environment, characterized by monotonous lessons and a lack of engaging activities, hampers their practice and improvement in English Consequently, mastering the English language, especially speaking, necessitates dedicated practice both in and out of the classroom, which is a key factor in their limited success in achieving proficiency.
To enhance English speaking skills among first-year non-English major students at Thuong Mai University, I propose incorporating extra-curricular activities into their learning process This approach aims to facilitate better English proficiency in the near future, motivating my decision to conduct a study on the effectiveness of such activities.
Previous studies
A study conducted by Thanyalak Oradee focused on enhancing speaking skills among Grade 11 students through three communicative activities: discussion, problem-solving, and role-playing The research aimed to evaluate and compare the effectiveness of these activities in improving students' speaking abilities.
This study investigates students' attitudes towards the teaching of English speaking skills through three communicative activities The research involved a sample of 50 secondary school students from Udon Thani, categorized into high, medium, and low proficiency levels in English speaking Utilizing a mixed-method design, the research collected quantitative data from speaking tests and students' attitudes regarding English speaking instruction The study employed various research instruments to gather comprehensive insights.
8 lesson plans, an English speaking ability test, and an attitude questionnaire
Urrutia & Vega (2006) conducted an action research project at "Federico Garcia Lorca" public school in Colombia, focusing on enhancing speaking skills through oral games The study involved 40 students aged 14 to 18, and utilized questionnaires, teacher journals, and video recordings for data collection The researchers analyzed the data with charts showing the percentage of students' responses regarding their challenges in speaking English, including factors like shyness, limited vocabulary, and fear of humiliation.
Hamzah & Ting (2009) conducted a qualitative action research study to evaluate the effectiveness of group work in enhancing speaking skills in English classrooms at SMK Damai Jaya in Malaysia The research involved participants from the school, focusing on the impact of collaborative learning on language acquisition.
The study involved 33 students and 3 English teachers, focusing on three oral activities where student participation was closely observed Data collection methods included questionnaires, observations, and interviews Students completed questionnaires in Malay to express their views on group work activities aimed at enhancing their speaking skills and awareness of participation Observations were analyzed to assess student behavior and engagement during lessons, while interviews provided insights from the experienced English teachers.
Aims of the study
Initially, the researcher desires to explore the attitudes of first year non English major students of Thuong Mai University toward using extra-activities.
To enhance speaking skills, effective techniques and additional activities will be provided This study aims to address two key research questions related to these methods.
• What are the attitudes of first year non English major students toward speaking skill?
•What types of techniques suitable for first year non English major students to improve speaking skill?
Research Subjects
A study conducted at Thuong Mai University involved 30 students majoring in Marketing and Human Resource Management, who were required to learn English despite it not being their primary field of study These students have collectively studied English for a minimum of six years, with some having nine years of experience While they demonstrate strong grammar skills, they struggle with mastering the four essential language skills, particularly finding speaking to be both crucial and challenging.
That was the reason why most of students feel bored and unmotivated in speaking lesson.
Scope of the study
This study specifically targets first-year non-English major students at Thuong Mai University, acknowledging the constraints of its limited scale, time, and experience.
In this study, the sample group consisted of 30 students classified by high, medium and low according to their abilities of English speaking proficiency level.
I hope that this study is a good reference material for the English non major as well as all students who wish to achieve the higher speaking skill.
Research methodology
In order to achieve the aims and objectives mentioned above, action research procedures were used in this study Firstly, a survey questionnaire was delivered to
A study involving 30 first-year non-English major students at Thuong Mai University was conducted to explore their challenges in developing speaking skills The findings from the questionnaire provide valuable insights into the current state of speaking skill instruction and highlight the potential effectiveness of incorporating additional activities to enhance students' speaking abilities.
All information gathered from the questionnaires will be kept strictly confidential The questionnaire is divided into two groups, with Group 1 addressing the first research question regarding students' general attitudes towards the English language and speaking skills This group includes four questions that assess students' interest in learning English and the significance of speaking skills, while the fifth question seeks participants' opinions on their teacher's methods used during speaking lessons.
Group 2 with 4 questions (from 6 to 10), is the students’ attitides toward using language games and storytelling to improve their speaking skill.
The procedure of collecting data was divided into two main phases as follow:
In the preparation phase, the researcher developed a questionnaire as the primary data collection tool, aligning the questions with the two research inquiries The layout was designed to be reader-friendly, ensuring students felt comfortable while completing it First-year non-English major students were invited to participate voluntarily in a trial of the questionnaire The feedback from these pilot tests was crucial in refining the final drafts, leading to the inclusion of clearer instructions to enhance participants' understanding of the questions.
The questionnaire was administered to three randomly selected classes, with ten students chosen from each, to ensure relevance between the questionnaire's topic and the participants' skills, thus encouraging their responses After obtaining permission, the researcher engaged with the students while also seeking cooperation from the teachers As noted by Nguyen (2007, p 38), participants are influenced by their superiors' attitudes toward the survey, making teacher support crucial for fostering student willingness to participate Students completed the questionnaires in approximately ten minutes, with their teachers providing encouragement and supervision, which helped ensure that the results accurately reflected their true perceptions.
Organization of the study
With a view to help readers to have a clear overview of the research proposal, the study contains four more chapters as follows:
Chapter 1:Overview of the study
This chapter presents the rationale, previous studies, aims, scope, research subjects, research methodology of the study.
Chapter 2 : Literature Review this chapter introduces a literature on speaking skill and extra-activities , including the key terms together with the content of related studies
This chapter refers to the analysis and the findings achieved from the survey questionnaires.
This chapter suggest favorable techniques to teach and study English speaking skill for the first year non English major students.
References and Appendices are presented in the last pages of the study.
LITERATURE REVIEW
The definition of speaking
Speaking plays a vital role in the learning process, enhancing fluency and allowing learners to identify gaps between their thoughts and their language skills It serves as an opportunity to test language hypotheses, making it a focal point of linguistic study Consequently, numerous definitions of "speaking" have emerged in the field of linguistics.
According to Nguyen and Nguyen (2001), speaking encompasses two key aspects: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is the ability to communicate spontaneously without hesitation Language learners should focus on conveying their message effectively, even if it means making grammatical errors Many educators argue that in communicative lessons, it is unnecessary to emphasize conversational accuracy, as fluency can be enhanced through ample conversational practice Consequently, the emphasis on fluency and accuracy may vary depending on the learner's stage in the language acquisition process.
According to Bygate (1987), effective speaking encompasses the correct pronunciation of sounds, as well as the appropriate use of rhythm and intonation It also requires selecting the right words and inflections in the proper sequence to accurately convey meaning.
Speaking, a vital productive skill, encompasses two primary forms of communication: dialogue and monologue Monologue involves delivering an uninterrupted oral presentation, whereas dialogue entails engaging with one or more speakers for transactional and interpersonal exchanges.
It is noticeable from the two productive language skills that speaking is different from writing in both processing conditions and reciprocity conditions.
Spoken language is influenced by time constraints, impacting planning, memory, and production under pressure Additionally, it is a reciprocal activity that significantly affects decision-making processes.
The Significance of Speaking in Language Learning
Language serves as an essential tool for communication, enabling us to express our ideas and understand the thoughts of others Effective communication occurs through speech, highlighting its fundamental role in connecting individuals Without speech, the exchange of ideas becomes impossible.
Effective speaking skills are crucial for language learners, as language without speech is merely text Language serves as a vital tool for communication within our communities, utilized in diverse situations For instance, professionals such as researchers in medical or language laboratories must communicate accurately and effectively to ensure clear understanding Any breakdown in communication can lead to misunderstandings and various issues.
To become a well-rounded communicator, proficiency in the four language skills—listening, speaking, reading, and writing—is essential, with skilled speaking offering distinct advantages The ability to articulate thoughts and feelings meaningfully enhances communication and fosters a deep joy in sharing ideas Engaging in conversation not only helps clarify our understanding of ourselves but also reflects clear thinking, as highlighted by Robert Frost’s insight: “I talk in order to understand.”
Major types of speaking extra-activities
2.3.1 Language Games 2.3.1.1 The definiton of Language Games
Language games are activities that focus on enhancing language skills while also promoting intellectual abilities and patience According to Greenal (1984), these games serve as a unique tool for developing various aspects of language proficiency By engaging in language games, individuals can effectively improve their communication abilities in an enjoyable and interactive manner.
Language games serve as an effective method to reinforce previously taught concepts during free lesson stages or events like English club meetings These activities not only provide students with enjoyment but also facilitate enjoyable practice of English, significantly enhancing their motivation to learn.
According to McCabe (1992), a language game is a spoken routine involving two or more participants that is designed for repeated use This repetition is crucial as it enhances children's communication skills, allowing them to develop both language and cognitive abilities through engaging in these language games.
Byrne (1995) defined language games as enjoyable forms of play that are governed by rules, emphasizing their role in engaging learners in language use beyond mere diversion Jill Hadfield (1990) also contributed to this concept, highlighting the importance of these games in facilitating language practice within an interactive context.
"an activity with rules, a goal and an element of fun."
Language games not only offer supportive and relaxing activities that motivate student interaction and communication, but they also provide valuable opportunities for students to acquire language in a meaningful context.
Teachers have numerous language games at their disposal, offering a wide range of options for lesson planning When selecting the most suitable and effective language games for their students, educators must consider various factors to ensure successful engagement and learning outcomes.
2.3.1.2 The purpose of Language Game.
Lee (1979) emphasizes that language games encourage learners to actively use the language rather than merely focus on mastering correct forms He argues that these games should be considered a central component of foreign language teaching programs, rather than a mere supplementary tool.
Games offer numerous advantages in language learning, including reducing anxiety and increasing the likelihood of effective input acquisition (Richard-Amato, 1988) They serve as highly motivating and entertaining tools, providing students with greater opportunities to express their opinions and feelings Additionally, games facilitate the acquisition of new experiences in a foreign language, which may not be achievable in traditional lessons Ultimately, they help students relax and enhance their ability to remember information more effectively.
In response to the evolving demands of modern education, many teachers are adopting innovative teaching methods, including the incorporation of games into their lessons Utilizing games in language classes not only boosts student motivation but also significantly enhances the overall quality of language instruction.
Creating a supportive and non-threatening classroom atmosphere can significantly enhance students' motivation to learn, as highlighted by Lightbrown and Spada (1999) By fostering an environment where students feel comfortable and engaged, educators can encourage a more positive learning experience.
Language games create an engaging learning atmosphere that benefits both teachers and students They provide meaningful contexts for communication, encouraging students to listen and express their viewpoints effectively Additionally, the variety and intensity of these games can reduce anxiety, fostering positive participation, especially in small groups By maintaining student interest, language games promote consistent effort in language learning, which is essential for long-term success.
Hadfield (1987) also classified language games into many more categories as follows:
Sorting and arranging games can enhance students' organizational skills by having them categorize a set of cards featuring various products For instance, students can sort these cards into two groups: items typically found in a grocery store and those available at a department store This engaging activity not only promotes critical thinking but also helps learners understand the differences between retail environments.
Information gap games are interactive activities where students work in pairs, with one partner possessing information that the other lacks These activities encourage collaboration as partners share their knowledge to solve problems or gather information Each participant plays a crucial role, as the task cannot be completed without the exchange of necessary details This approach is effective for language learning, as it provides all students with ample opportunities to practice speaking in the target language.
Guessing games are a popular type of information gap game, with one of the most famous examples being 20 Questions In this game, one player thinks of a well-known person, place, or object, while the other players ask up to 20 Yes/No questions to gather clues and deduce the answer.
Matching games: As a name applies, participants need to find a match for a word, picture or card
Labeling games: These are form of matching, in that participants match labels and pictures
Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery.
Role play games encompass various interactive methods, including role play, drama, and simulation, which are often confused but have distinct characteristics According to Kodotchigova (2002), role play allows students to assume roles they do not typically encounter in real life, such as a dentist, while simulations enable them to enact roles they may already experience, like being a restaurant customer Unlike dramas, which are scripted, role plays and simulations encourage students to create their own dialogue, although some preparation can enhance the experience.
The Importance of Using Extra-activities in Teaching and Learning
Extracurricular activities literally mean “activities supplementary to a course of study,” but it is essential to every student’s learning experience
2.4.1 Extra-activities improve the personal development.
Extracurricular activities play a crucial role in developing essential life skills, particularly in fostering strong interpersonal and relationship-building abilities through team-oriented clubs These activities enhance not only working skills but also vital people skills Moreover, balancing extracurricular involvement with academic responsibilities cultivates effective time-management and organizational skills.
Extracurricular activities play a vital role in enhancing education by inspiring students and fostering their interests These activities not only improve time management skills but also encourage thoughtful decision-making and enhance communication abilities (Kotts, 2011 as cited in Warren, 1997).
Engaging in extracurricular activities alleviates the pressure students face during presentations, allowing them to express their ideas and feelings more freely These activities not only reduce anxiety but also enhance interest and excitement in practicing English speaking skills By participating in these extra activities, students gain valuable opportunities to share their opinions and emotions.
2.4.2 Extra-activities influence the social behaviour.
Extracurricular activities are experiential and action-oriented, encompassing three key components: the act of participation, the experiences gained during the activity, and the knowledge acquired from those experiences (Pittaway, 2010).
Rae, 2000) Extra- activities engage students in action and whether this action encourages students to acquire much knowledge about their behaviour.
Extracurricular activities foster collaboration and knowledge-sharing among group members, enhancing their effectiveness when participants interact, encourage, and support one another Consequently, these activities significantly influence students' social behavior both directly and indirectly They improve classroom atmosphere, promote dynamism, and strengthen relationships among students as well as between teachers and students.
RESEARCH FINDINGS
The reality of Teaching and Learning English speaking skill at Thuong
Teaching is an interdependent relationship between teachers and students, where both parties play crucial roles in the learning process Additionally, the conditions under which teaching and learning occur significantly influence the effectiveness of the lecture Together, these elements are vital in determining the overall success of educational outcomes.
Thuong Mai University boasts a dedicated and experienced teaching staff, with most instructors holding advanced degrees and a strong commitment to education's role in human development They strive to meet student expectations and deliver effective lectures However, some educators still rely on traditional teaching methods, such as outdated speaking topics and passive lectures, which may hinder student engagement To enhance the learning experience, it is essential for teachers to incorporate innovative and interactive activities into their lessons, capturing students' attention and fostering a more dynamic educational environment.
As I concerned, the number of the first year non English major students in each class is large, approximately 35-40 students In the fact that they have just left the high school , they come from different places , had different experience in learning condition When they came to the new environment, they are still passive Their basic knowledge in English level is not equal That is the most difficult problem However, they are get acquainted with the new learning environment at the university as well as aware of the fact that English is really important and necessary for their future work So they always have a positive attitide in learning English
3.1.3 English teaching and learning condition at Thuong Mai University.
At Thuong Mai University, each classroom of the first year non English major students is equiped with a radio and many cassettes in English lesson.
In speaking lessons, teachers introduce engaging topics like weather, hobbies, and social news to encourage students to share their opinions, creating a lively and enjoyable classroom atmosphere Additionally, they often incorporate entertaining games in English, allowing students to showcase their skills in a fun way.
Engaging in small festivals like Halloween, Christmas, and Valentine’s Day offers valuable opportunities for social interaction, knowledge exchange, and relaxation These events also provide chances to converse and learn from foreigners, enriching the overall experience.
The favorable learning conditions significantly enhance the English speaking skills of first-year non-English major students These advantages play a crucial role in improving their overall academic performance in language studies.
Data analysis
3.2.1 Students’attitudes towards English learning
To assess the current state of speaking skill development and students' preferences in speaking lessons, a survey was conducted among thirty students from three non-English major classes The collected data will be analyzed to gain insights into the students' expectations and experiences in learning speaking skills.
Students’ perspectives towards English learning (Question 1)
Figure 3.1 : Perspectives of four language skills
The chart indicates that 56.5% of participants, or 17 out of 30 students, find listening to be the most challenging language skill Following this, 37% of students, totaling 11, struggle with speaking Only 2% of the participants identify reading as their primary difficulty, while a mere 3 students report writing as the most challenging skill.
Students’ Level of Interest in Learning English speaking skill (Question 2)
Not much Not at all
Figure 3.2 : Students’ Level of Interest in Learning English speaking skill
A survey conducted among 30 students revealed that 10 students, or 33.4%, have a strong preference for learning English speaking skills Meanwhile, 23.4% of the participants expressed a moderate interest in the subject Additionally, 5 students, representing approximately 16%, indicated they have limited interest in learning English speaking skills, while 4.55% of the first-year students reported no interest at all.
Most first-year non-English major students at Thuong Mai University recognize the importance of speaking skills for effective communication and foreign language acquisition However, many of them lack a strong motivation to learn and practice these speaking skills, finding the process less engaging and interesting.
The informants noted that speaking is considered the second most challenging language skill to master, highlighting the importance of incorporating additional activities for those aiming to improve this skill.
Students’ attitudes toward the importance of speaking skill ( Question 3)
Very important Important Normal Not important at all
Figure 3.3 : Students’ attitudes toward the importance of speaking skill
The data reveals that first-year non-English majors largely recognize the significance of speaking skills for effective communication Among 30 participants, 15 students, or 50%, fully endorse the importance of speaking skills, while 8 students, representing 26.7%, consider them important but do not fully agree Additionally, 20% of the respondents view the importance of speaking as "normal," and only one student, accounting for 3.3%, deems it "not important at all." Overall, the findings indicate that nearly all first-year students maintain a positive attitude toward the value of speaking skills in both daily communication and language learning.
Student’s paticipation in speaking lessons (Question 4)
17.70% always willing sometimes never willing
Figure 3.4 : Student’s paticipation in speaking lessons
The students’ level of participation is measured with question 4 The number of the participants, who are willing to join speaking lessons , accounts for 50%.
Meanwhile half of students voice that sometimes they find it interesting and motivating to participate in these speaking lessons There are 10 respondents accounts for 33,4%.
Many participants expressed their reluctance to speak due to past learning experiences in high school, where they felt unaccustomed to speaking in front of others During speaking lessons, they often remain silent, too shy to share their ideas, fearing ridicule from classmates over potential pronunciation errors or lack of fluency Additionally, some students find speaking activities either boring or challenging, compounded by teaching methods that they perceive as unengaging These factors collectively contribute to their hesitance to participate in speaking lessons, despite recognizing the importance of improving their speaking skills.
Teacher’s extra-activities gave in speaking lessons ( Question 5)
Figure 3.5 : Teacher’s extra-activities gave in speaking lessons
Students participating in the survey expressed a strong preference for incorporating additional activities into speaking lessons, which the researcher aims to implement to enhance student motivation Among the preferred methods, visual aids and language games emerged as popular choices, accounting for 23.3% and 30% of the responses, respectively.
When asked about the purposes of language games in teaching speaking, most respondents believe they serve both educational and relaxation purposes, while a minority view them solely as a means of relaxation Additionally, a survey question aimed at assessing students' willingness to engage in extra activities during speaking lessons revealed that all participants expressed enthusiasm for incorporating these activities into their learning experience.
Studying through extracurricular activities is a highly effective approach compared to traditional methods, as it enhances the classroom atmosphere Therefore, it is recommended that educators incorporate this method into English speaking lessons to help students recognize its benefits.
3.2.2 Student’s perspectives toward teacher using language games and storytelling in speaking lessons
The evaluation of students regarding the use of language games and storytelling in speaking lessons reveals their preferences and expectations for these activities By examining questions 6 to 10, insights into how these methods enhance engagement and learning outcomes can be gathered The findings highlight the importance of incorporating interactive and creative approaches to foster a more effective speaking environment Overall, students express a strong inclination towards activities that not only improve their speaking skills but also make the learning process enjoyable and dynamic.
Types of language games the teacher apply in speaking lessons ( Question 6)
Ordering & Arranging games Guesing games Role play Other Games 0.00%
Figure 3.6 : Types of language games the teacher apply in speaking lessons
Students unanimously agree on the importance of incorporating language games into speaking lessons, as these activities enhance interest and enjoyment The most favored method is role play, chosen by 43.4% of respondents, while 30% prefer guessing games Additionally, 20% support the use of other types of games, and 6.7% favor ordering and arranging games.
To keep students engaged and prevent boredom, teachers should gather a diverse selection of language games Utilizing a variety of games not only maintains student interest but also enhances the overall learning experience.
To effectively utilize language games in the classroom, teachers must select games that align with their students' language proficiency levels Games that are too easy can lead to boredom, while those that are overly challenging may discourage participation Therefore, it is crucial for teachers to provide clear and concise demonstrations of the games, ensuring that students feel confident and engaged in the learning process.
Students’ attitudes towards using language games and storytelling ( Question 7 and question 8)
30.00% like very much normal do not like no idea
Figure 3.7 : Student’s attitudes towards languages games
The pie chart clearly depicts students' attitudes toward language games, revealing that a majority express a strong interest Specifically, 33.4% of students are enthusiastic about these games, while 22.3% feel neutral about their use Conversely, 30% show indifference, and 13.4% openly dislike language games.
Not at all interested Slightly interested Moderately interested Very interested
Figure 3.8 : Student’s attitudes towards storytelling
This chart deals with students’ attitudes towards storytelling in speaking lessons 13.4% is the number of students is not at all interested with storytelling.
SOME SUGGESSIONS TO IMPROVE ENGLISH SPEAKING
Sample language games to apply in speaking lesson
4.1.1.1 Guessing Games in teaching speaking skill
An effective English teacher employs engaging methods to enhance student learning, particularly in speaking skills To facilitate better comprehension, it is essential for teachers to incorporate interactive activities One effective approach is the use of guessing games, which can significantly boost students' speaking abilities while making the learning process enjoyable.
To effectively implement guessing games in the classroom, teachers must engage in meticulous lesson planning This involves clearly defining the lesson's objectives and content while remaining adaptable in selecting appropriate guessing games tailored to each specific lesson.
Guessing games can be used in different stages of one speaking lesson : pre- speaking activities, while-speaking activities or post speaking activities.
-In pre - speaking activities : Teachers can use guessing games to build the students’ background knowledge related to the lesson.
- In while - speaking activities : Guessing games can be used to motivate students to speak English according to the topic of each lesson.
-In post – speaking activities : Students may feel free to play guessing games to consolidate the lesson.
-The lesson is aimed at helping students be able to describe people’s physical characteristics and personalities.
-Guessing game is used in post – speaking stage.
-The game is called : “ Twenty questions ” -Time : 10 minutes
-Procedure : + Students are divided into two group : Group A and Group B
+ Each group thinks of one the famous person ( a singer, an actor, an actress, a musician,etc ) and write in a paper, then tell the other group one clue.
+ If group A in charge, group B has to find out the answer by asking “yes- no” questions
( Teacher should encourage students to use the adjectives they have learnt to make questions ).
+ Group A can answer questions in complete answers or short answers ( Yes/No)
+ If group B can find out the answer in twenty questions or less, they get point.
Participants can earn 20 points by discovering the answer within five questions or fewer If they require more than five questions to find the answer, they will receive 10 points.
Group A says : “ I am a famous singer now”.
Group B has to find out the answer by asking “ yes-no” questions such as : 1.“ Are you a girl ? ”
2.“ Are you Vietnamese? ” 3.“ Do you live in Ha Noi ?”
5.“ Do you have an oval face ?”
Group A can answer: “ Yes or No ”
If group B can find out the answer in twenty questions or less, they get point.
They will get 20 points if they can find out the answer in or less than five questions.
They will get 10 points if they can find out the answer more than five question.
+ In turns, group A then group B plays role a famous person.
+ The group gets more points, they win the game.
-The game is used in pre – speaking activity
In this lesson, the guessing game serves to reinforce students' knowledge of various hobbies, including swimming, singing, fishing, stamp collecting, reading books, and listening to music.
- The game is called : “ Taboo”
+ Students are divided into two team: Team A and team B ( Each team should has even number of students with even skill level )
+ Teacher prepares a pile of cards with names of hobbies (swimming, singing, fishing, stamp-coolecting, reading book, etc.)
+ Each team has representatives to pick up the cards ( each time is one student for one card ).
To ensure fair play, students must keep their cards hidden from their teammates when picking them up If a teammate inadvertently sees a card, that card should be removed from the game; however, the opposing team will not receive any points for it.
+ each player has a certain amount of time to get their teamates to guess as many words as they can.
In the game, the team representative examines a card featuring a hobby and provides hints to teammates for guessing the word It's important to note that they cannot use any part of the word or any of the associated taboo words listed For instance, if the hobby is "stamp collecting," the representative cannot say "collect."
If a player encounters an unfamiliar word or if teammates struggle to guess it, they may choose to skip the card However, skipping a card results in the opposing team earning that point.
+ The team scores points when your teamates guess the words in limited time.
+ Take turns having each player on team be the one to hold the buzzer and keep track of taboo words use.
+ The team gets more points, they win
4.1.1 Sample storytelling to apply in speaking lesson Demonstration :
- Type of games: Story telling
The teacher organizes the class into groups of eight, utilizing two rows of tables for collaboration Each group is tasked with creating a narrative about an imaginary excursion, starting with a clause from a third conditional sentence Students take turns adding to the story using their own third conditional sentences Once all groups have completed their narratives, they present their excursions to the class, and the teacher selects the most engaging story.
For example: The teacher can begin: If yesterday had been Sunday,
Student A: If yesterday had been Sunday, I would have gone a picnic to Cua
Student B: If I had gone to Cua Lo beach, I would have gone with some of my friends
Student C: I had gone with some of my friends, we would have gone there by motorbike
Alternatively, it can be made more interesting and amusing by replacing the third conditional sentences with the story using “fortunately” and “unfortunately”.
The teacher can start: Yesterday it was nice, so I decided to go for a walk Student A: Unfortunately, it began to rain
Student B: Fortunately, I had an umbrella Student C: Unfortunately, it was broken
Chapter IV has provided teachers and students with some applicable and effective extra activities of a speaking lesson With the aim to help the teachers and students have the successful speaking lessons, some suggestions of sample laguage games and storytelling are also mentioned It is hoped that it can help to enhance students’ motivation in speaking lessons.
This study aims to identify an effective teaching technique to enhance students' speaking skills While numerous methods are available for teaching speaking, this research focuses specifically on using language games and storytelling to engage non-English majors and encourage them to speak more confidently.
This literature review aims to explore the theoretical aspects of speaking skills, language games, and storytelling Despite students recognizing the significance of speaking skills, many exhibit low motivation during speaking lessons, often perceiving these activities as either challenging or unengaging, which leads to their reluctance to participate actively.
This study evaluates the effectiveness of teaching techniques, specifically language games and storytelling, in enhancing student motivation during speaking lessons Results indicate that both language games and storytelling are well-received by students, aligning with their attitudes, perspectives, and preferences, thereby serving as effective motivators in the classroom.
Thus, in order to make the study more practical, some suggestions on using language games as well as storytelling applied in stages of a speaking lessons have also been mentioned.
It is hoped that the study will prove worthwhile to those who want to motivate students in speaking lessons and who are concerned about the problem.
2 Limitations of the study and suggestions for further study
Although the study has accomplished the objectives set at the beginning, it can not avoid some limitations.
Given the constraints of time, knowledge, and study scope, this research does not encompass all applications of language games and storytelling across the four language skills and elements Future research could explore how language games and storytelling serve as effective motivators in reading, writing, and listening lessons, as well as their efficacy in teaching vocabulary and grammar.
Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated.
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My name is Dinh Thi Giang, a student at Thuongmai University, and I am conducting research on "Using Extra-Curricular Activities to Enhance English Speaking Skills Among First-Year Non-English Major Students." The goal of my study is to identify the challenges that students encounter when speaking English I hope that the insights gained from this project will help improve speaking skills I would greatly appreciate it if you could take a moment to complete my questionnaire.
GROUP 1 : Students’ attitudes towards English learning.
1 Among the four language skills, which one is the most difficult to you?
2 How do you like learning English speaking skill?
C Not much D Not at all
3 How is speaking skill important to you?
C Normal D Not important at all
4 Are you willing to speak in speaking lessons ?
C No, I am never willing to speak.
5 In order to encourage students to speak and get them more involved in speaking activities, your teachers often :
(You can choose more than one)
A Use visual aids (pictures, charts, etc…….)
B Use language games such as Sorting, ordering or arranging games, Guessing games, role play,etc
E Use group work and pair work
GROUP 2 : Student’s perspectives toward teacher using language games and storytelling in speaking lessons.
6 What language games does your teacher apply in speaking lessons?
(You can choose more than one)
7 How much do you like language games given by your teacher during speaking lessons?
A I like them very much B Yes, they are OK