Rationale for the study 1
It is obvious that nowadays English is becoming an international language, which is used worldwide for the purpose of communication It is English that helps us keep up with updated information about the surroundings and establish relations with foreign countries all over the world English is needed in various fields such as tourism, education, trade, science, economy and so on In Vietnam, English is taught as one of the compulsory subjects at senior secondary schools and universities
Among four main skills, speaking skill plays an important role in English teaching in the context of Vietnam Nunan (1991) emphasized that success in learning a language is measured based on the ability to carry out a conversation in the target language For many students, speaking is by far the most important of the four skills in a second language in general and in English in particular
However, many EFL students find this skill most difficult to obtain Most Vietnamese learners find it hard to use English to communicate in real life One of the reasons may be the lack of environment for communicating In most classes, students just come to class to listen to teacher‟s lecture without any real communication in English The teacher may use some available speaking tasks in textbook, but most of them can‟t create the real demand for communicating of students
During my process of teaching, I realized some problems Firstly, speaking is one of the weakest skills of Vietnamese students This is partly due to their poor grammar and pronunciation, their lack of vocabulary, and partly because of their low motivation in speaking lessons Secondly, students‟ unwillingness to speak in speaking lesson can be the result of their lack ideas or the uninteresting nature of the speaking
Due to these above reasons, there is a requirement of some interactive techniques to improve students‟ speaking skills and motivate them in learning
Information-gap activities may be a good solution According to Doff (1988), IGA are activities where learners are missing some information and they need to complete a task and talk to each other to find it Information-gap activities give students reasons to speak If the activities are well- designed to reflect the real-life situations, they can not only motivate students to speak but also prepare students for real communication outside the classroom
All of the above-mentioned reasons have urged the researcher to conduct the research with the title “Using Information Gap Activities to promote students’ motivation and participation in speaking lessons for second-year students at USSH, VNU” Hopefully, this research will make a minor contribution to the implementation of Information Gap Activities in improving speaking skills for students at USSH.
Aims and research questions 2
Aims 2 2.2 Research question 2 III Scope of the study 3
The study is specially targeted at finding out the effect of IGA on the students‟ motivation and participation in speaking lesson
Regarding the goals of the study, the following research questions are put forward:
1 Can IGA help increase students‟ motivation in the speaking lessons?If yes, to what extent?
2 Can IGA help increase students‟ participation in the speaking lessons? If yes, to what extent?
III Scope of the study
IGA has benefited students in many aspects such as enhance students‟ speaking skill, promote students‟ motivation, increase students‟ talking time, build students‟ confidence, etc Due to the limited time, this study only focuses on the effect of IGA on students‟ motivation and participation in the speaking class
Besides, the subject of this study is 60 students from two English classes in University of Social Sciences and Humanities (USSH).
Method 3
In order to achieve these aims, this quasi-experimental research employed both survey questionaires and classroom observation in order to collect data
Participantswere divided into two groups: the control group and experimental group.In the experimental group, teacher used information gap activities in speaking lesson.The control group was taught in the traditional way with the use of speaking tasks in textbook The researcher observed two groups and delivered questionaires to collect data Then a comparison was made between two groups to find out the answer to the questions.
Significance of the study 3
The study was carried out with the hope to provide teachers of English at USSH with a deeper understanding about benefits of using IGA in teaching speaking skill In addition, it is hoped that the study will be of great use in helping teachers find an effective way to increase their students‟ participation as well as motivate them to use English in speaking lessons.
Organization of the study 4
Research approach 23
The quasi-experimental method was used to find out whether using information gap activities can enhance the second year students‟ motivation and participation in speaking lessons at USSH According to Creswell, J (2007), an experimental study is a type of evaluation that seeks to determine whether a program or intervention had the intended causal effect on program participants Thus, the experimental method was employed in this paper However, in the context of the study, it is difficult for the researcher to artificially create groups for the experiment Besides, randomly assign students to the two groups may disrupt classroom learning Therefore, the researcher chose to use the quasi- experimental research with the use of the intact groups at university
This study aimed to test the hypotheses: when information gap activities were used, levels of on-task behaviour, observed motivation, and self-reported motivation would increase (or decrease) significantly Data was collected over a four-week duration.The textbook used was New English File - intermediate
Students were divided into two groups: the control group and the experimental group The content of the lessons in two groups was similar; the difference is the type of speaking task The researcher asked an enthusiastic and experienced teacher to cooperate in this study This teacher taught in both control group and experimental group She implemented the tasks in the textbook in the control group and the information-gap activities collected and adapted from other sources in the experimental group.
Participants 23
Second-year students in University of Social Sciences and Humanities were chosen as the participants of the research There are two main reasons why this research focuses on these second-year students Firstly, they are studying English non-major program and are at the level of B1 - intermediate After a process learning at university, they have acquired a certain amount of vocabulary and structure They can express their idea in English using some basic structures It‟s time to focus on improving the accuracy and fluency in their speaking skill
Secondly, the second-year students are quite enthusiastic They are on the way of forming their English skills and partly use English in some situations Hence, they get interested in participating in these activities in class and cooperate effectively in this study
In consideration of the limited time allowed for this small-scaled research paper, 60 second-year students from 2 classes FLF 1107 16 and FLF 1107 22 in USSH were involved in the data collection process The two classes were chosen to be the control group and the experimental group The experimental group and the control group were taught by another teacher at USSH The experimental group was taught with the use of information-gap activities and the control group was taught in the traditional way with the use of speaking task in the text-book
Another teacher in USSH participated in this study This teacher have had 4 years of experience teaching English at University of Social Studies and Humanities She acquired an M.A degree in English teaching
There are 30 students in each group They are students of various majors such as psychology, literature, sociology, etc and their level of English proficiency is intermediate In each class, the number of students from each major is rather identical
Literature Sociology History Journalism Physiology Psychology
Table 1: Distribution of majors in each group
The background information including years of studying English and speaking score of B1 unit exam are roughly identical between two groups The experimental group has a little lower score then the control group
Table 2: Background of the students
Table 3: Speaking score in B1 unit exam
Thus, it can be ensured that there is no significant differences between two groups
The teacher taught IGA in one class, and used tasks in textbook in another class For a collection of sufficient reliable and valid data for the study, a combination of class observation and self-report questionnaires for students was employed as the data collection method a Questionnaires
The main attraction of questionnaires is their unprecedented efficiency in terms of researcher time, researcher effort, and financial resources (Hoang &
Nguyen, 2006) After delivering the questionnaire, the researcher has to wait for only less than an hour to gather data from a potentially large number of respondents
Besides, questionnaires are quite easy to analyze by using some modern computer softwares Thus, the researcher does not have to put too much effort in analyzing them as compared to complicated data in interview Additionally, the process of collecting and analyzing data in questionnaires does not require a lot of financial resources to conduct In consideration of the above points, questionnaires are quite relevant and appropriate within the time-constraint allowed for this small-scaled research paper
The aim of the questionaire is to answer the first research question (whether IGA promote students‟ motivation or not) It is composed of five main parts: interest/ enjoyment, perceived competence, effort/important, pressure/tension, value/ usefulness.It was designed basing on the Intrinsic Motivation Inventory which was developed by R Ryan, Mims, and Koestner (1983)to assess the overall level of intrinsic motivation experienced by an individual engaged in an achievement oriented task Students are required to response to statements based on a 5-points Likert scale, ranging from strongly agree to strongly disagree b Classroom observation
Observation which is “a tool for collecting information without direct questioning on the part of the researcher” (Vajendra and Malick, 1999, p.129) is one of two instruments used to get the data for the research work
Observation sheet 1 (Adapted from Nunan (1989)) was used to assess overall class motivationgenerated bythe information gap activities in use, as manifested by levelsof learner interest, enthusiasm,persistencewith the learningtask,concentration, andenjoymentduringclass.Each item was scored on a scale of one (low) tofive (high) The maximum possible mark by Observation sheet 1 was 40
Observation sheet 2 (Adapted from Hopkins (1985)) was used to assess students on-task behaviour of students From this data, the researcher can make inferences about students‟ participation in class There are twelve columns and 30 rows (corresponding to 30 students in each class) The researcher placed herself in an unobtrusive position in the classroom and started observing when students had been working for two minutes The students were observed one by one, consecutively, clockwise around the class Each of them was observed in five seconds The assessment was "1" if the observed student was on-task and "0" if the observed student was off-task Then the observers passed on the next students They continued until all students had been observed and assessed 12 times.
Data collection procedure 27
The data for the research results came from the information collected through three main phases, namely pre-intervention, while-intervention and post- intervention The use of the instruments in the data collection process was primarily illustrated in the following timeline
Pre-intervention While-intervention(4 weeks) Post-intervention
Observation sheet 1 Observation sheet 1 Self-report questionaire Observation sheet 2 Observation sheet 2
The first stage is the preparation for the data collection process Firstly, the lesson plan and the speaking tasks were designed for the two classes basing on the topics in the book New English File - intermediate The content of the lessons in two groups were similar The differences are the speaking task In the control group , the teacher used the activities in textbook, while in the experimental group, the teacher used information gap activities The IGA were taken from the teacher‟s book or other sources Next,the questionnaires and the observation sheetswere designed Furthermore, pilot questionnaires were conducted with three voluntary students from class FLF 1107 22 to collect feedback about how the instrument works In addition, an experienced teacher were invited to make comments on the questionnaire items and observation sheet Based on this information, the researcher could make alterations and formulate the final version of questionnaire and observation sheet
Then, the researcher observed two normal speaking lessons in two groups with the use of speaking tasks in the textbook The researcher used the observation sheet
1 and 2 to find out the level of motivation and participation in two groups The aim of this stage is to maintain that there was no significant difference between the level of motivation and participation in two groups
Students took part in a four week experimental teaching, in which they had eight speaking lessons delivered by the cooperative teacher The teacher taught in the experimental group with the use of IGA and in the control group in the traditional way without the use of IGA In this stage, two observation sheets were employed to gather data for the study During every lesson, the researcher observed and noted down the students‟ motivation and participation in speaking activities
After the process of experimental teaching, the self-report questionnaires were delivered to students of two groups to collect information about overall student‟s motivation in class Before delivering the questionnaires, the researchers gave a clear explanation of the research and some key terms to avoid the misunderstand that may occur Questions were exchanged frequently between the students and the researcher to ensure the comprehension of the question and the accuracy of the collected data From this data, the researcher couldfind out if there were any differences in students‟ motivation in two groups after the treatment
Initially, the collected data was classified according to two research questions
That is, all of the data gathered from the questionnaires and class observation were categorized into two groups: motivation of students and their participation in class
To be specific, the self-report questionaire and the first observation sheet were to answer the first question, whereas the second observation helped to solve the second one
Quantitative data analysis was the key method to analyse the information from survey questionaire The data obtainedfrom the questionaires were analysed and synthesized into numerical forms The number of students‟ responses for each statement in different levels (from strongly agree to strongly disagree) in two groups were counted Then, the mean scores were counted for each statement in each group The researcher compared the mean scores of the controlled group and the experimental group to see if there was any differences between the level of motivation in the experimental group and in the control group
As for observation, the data analysis method was quantitative The data from the observation sheet 1 could be analysed to draw out the conclusion about the level of overall student motivation in speaking class The mean score was counted for the answer of each group over eight lessons Then, the researcher compared the mean scores of the two groups and find out the differences inlevel of motivation in two groups
The data from the observation sheet 2 was analysed to make inferences about students‟ participation in class The times of students on-task and off-task were transfered into the percentage Then, the researcher made comparison between the percentage of times on task of students in two groups
CHAPTER III: RESULT AND DISCUSSION 3.1 Data collected from the pre-intervention stage
The researcher observed two lessons in two groups with the use of normal task in the textbook Thanks to the two observation sheets, the level of students‟ motivation and participation in speaking tasks in two groups was found out
TT Observed items The control group
1 Students‟ involvement in the speaking activities 3 2
2 Students‟ concentration on the speaking activities 1 2
3 Students‟ enjoyment of the activities 2 2
4 Students‟ persistent attention to the activities 1 2
6 Students‟ degree of interest in the activities 2 1
7 Degree of challenge of the activities 1 1
8 Degree of appropriateness of the activities 3 3
Table 3.1.1.Motivation in two groups in pre-intervention stage
From the data collected from the observation sheet 1, it can be seen that there was no significant difference between the level of motivation in two groups The total sum of score in two groups were roughly identical ( 16 and 15 )
TT Total times scanned Times on task Percentage
Table 3.1.2.Students’ times on task in two groups in pre-intervention stage
Results and discussion 31 3.1 Data collected from the pre-intervention stage 31
Data collected from the while-intervention stage 32
Thanks to the self-report questionnaires and the classroom observation sheet 1, the motivation of students in speaking tasks in two groups were found out
3.2.1.1 Data from the self-report questionaire
Chart 1: Students’ motivation in the control group
From the data collected, it could be inferred that overall students‟ motivation in the control group in the task was not high, with all of the mean scores lower than
3 In the first category of interest/ enjoyment, it can be easily seen that students in the control group did not feel much interested in the speaking task in the textbook
Students' motivation in the control group
(mean = 1.8 means strongly disagree) In the second category of perceived competence, most of them showed their disageement with the statement ( mean 2.1 means disagree) It means that they did not feel satisfied with their performance in the task In consideration of the effort ( mean = 1.9 means strongly disagree) , it can be inferred that they didn‟t put much effort in this speaking task In terms of the pressure, the student showed a neutral attitude (mean = 2.9) The statistic indicates that they felt rather comfortable in completing the task Last, from the data collected from the statement 5 to 9, we can see that students did not feel that this speaking task is beneficial to them.( mean = 2.3)
Chart 2 Students’ motivation in the experimental group
It can be easily seen from the chart that overall motivation of students in the experimental group was quite high with all mean scores more than 3.5 In the first category,students showed much interest in the IGA task (mean=4.0 mean agree) In the next two categories, they felt extremely satisfied with their performance in the task (mean = 3.7) and put a lot of effort in completing the task (mean = 3.9) Next,
Students' motivation in the experimental group students did not feel pressured in completing this task with mean score of 4.3 Last but not least, most of them agreed that the information gap activity benefited them in many aspects (mean = 3.9) It can be seen more specifically in the table 2 in Appendixpart Students strongly agreed that IGA created the real need to communicate and helped them to develop their speaking ability with the mean score of 4.1 and 4.2 respectively The next benefits that were agreed by a large number of students are in statement 7 and 9 43% of students strongly agreed that using IGA helped them to talk in English for a long time and 37% of students extremely agreed that they could contribute fairly in the discussion in IGA The last benefit agreed upon by a large number of students with the mean score of 3.7 is in the statement 8
That is students could apply the theory into practice though working in IGA
Chart 3: Students’ motivation in two groups
The graph indicates the level of students‟ motivation in the speaking task implemented in class of the two group: the control group and the experimental group It can be easily seen that students in the experimental group showed much
The control groupThe experimental group more interest and effort put in the task Besides, they felt more satisfied with their performance in the task They were also more aware of the benefits of the information gap activities In the category of pressure, students in both groups didn‟t feel much anxious Overall, it can be drawn out that students in the experiment group were more motivated in the task than in the control group
3.2.1.2 Data from the observation sheet 1
Observation sheet 1 was used to measure overall class motivation in 8 speaking lessons in two groups There were 8 items to be circled on a scale from 1 to 5 The highest daily score obtained was 40 (8 x 5 = 40) 3 is average number for each items, so the standard score was 24 (8 x 3 = 24)
Chart 4: Overall class motivation in the control group
The result from the chart shows that the class was not motivated as a whole
There was an increase in overall class motivation in Lesson 2 (18) then it was on decrease in Lesson 3 (17) From Lesson 4 to Lesson 8, the class overall motivation was on a downward trend and reached a lowest point in Lesson 8 (12) All the scores of the eight lessons are under the standard score (24)
The data collected from the observation sheets shown in Chart 4 helped the researcher discover that the students in the control group did not fully participate in the activities in the speaking lessons and as a result, they were not motivated in the activities
Chart 5: Overall class motivation in the experimental group
Chart 5 presents the information of the overall classroom motivation for the students in the experimental group from Observation sheet 1 As can be seen from the chart, overall class motivation was on an increase from week 1 to week 3 The sum of score in lesson 1 was 22 indicated that the class was a little motivated as a whole Then, the students were more and more motivated, which was indicated by the increasing scores in the following lesson in week 2 and week 3 The score of motivation reached the peak of 36 in lesson 6 After that, all the students were less motivated, which was shown by the slight reduction in the scores from 36 in lesson
On the whole, overall class motivation gradually increased in the first six lessons and also was the highest in week 6 Then, it decreased slightly in the last
The experimental group two lessons although the task were rather appropriate Students found the task less interesting, which may be explained by the use of the activities in a long period
Chart 6: The level of overall motivation in two groups
The graph indicates the level of students‟ motivation over the 8 lessons in two groups In the experimental group, there was a steady increase in the first three weeks Then, in the lesson 6, the level of motivation reached the highest score (36)
Next, it experienced a slight decrease in the last two lessons In the control group, students was not quite interested in the speaking task The level of motivation fluctuated over the first 5 lessons Next, the score was on the downward trend in the last four lessons and reached the lowest point in the last lesson (12) Overall, the level of students‟ motivation in the experimental group was much higher than in the control group
After analysing the data from the self-report questionaire and observation sheet, it can be drawn out that in the experimental group, students concentrated in the task more and put much effort in completing the task Within the context of the study, it can be concluded that IGA helps to increase student‟s motivation in the
The control groupThe experimental group
3.2.2.Students’ participation in speaking tasks in two groups
3.2.2.1 Data collected from observation sheet 2
Limitations of the study 41 I Suggestions for further studies 42
Despite the researcher‟s considerable effort, the study has certain limitations due to the time constraint and the researcher‟s limited ability
First, the number of students and classes involved in the study as the main participants was rather low in comparison with the number of learners of English as a second language The result from the research may be only valid in the context of the study It is hard to generalize the result in other contexts
Second, observation sheets and questionnaires which were used to investigate the learners' motivation were rather subjective Other data collection tools such as: video recorder, interview should be exploited in further research
Third, within the scope of the study, the researcher can not deal with all other factors that affect students' motivation in a speaking lesson such as students' personality, students‟s previous learning experiences, etc However, the researcher tried much to control the lessons in the two groups taught with the same content and the same teacher The only difference was the types of speaking activities used in each class This effort to control the class may increase the validity of the research
In conclusion, due to the researcher‟s inexperience, time constraint and limited authority, limitations in the study are unavoidable However, the serious work and great effort of the researcher in selecting and justifying the methodology of the study well ensured the reliability and validity of the results
III Suggestions for further studies
Other researchers can continue to carry out further studies on this issue
First, in terms of population, there were only 60 students involved in this research Therefore, other researchers can expand and vary the sampling of the participants More students and classes involved in the research will provide more thorough data for analysis
Second, other researchers can conduct the research in the true-experimental design with therandom assignment of students in two groups It can help to ensure that any bias in the personal characteristics of individuals in the experiment is distributed equally among the groups Thus, the reliability and validity of the research can be increased
Finally, other research can investigate other effects of IGA on students speaking skills or other skills It would provide comprehensive pictures and data for the application of information gap activities in the second language learning and teaching.
Contributions of the studies 42
Overall, the research could be considerably helpful for educational administrators, teachers as well as researchers working on the related issues
As for educational administrators, the findings from this study could provide helpful information for the evaluation of the effectiveness of this kind of speaking activity From this basis, careful investigation and alteration could be made
Regarding teachers, this study helped to know about students‟ reaction towards activity From that, teachers can adjust the teaching method to increase the effectiveness of this activity.Since the information gap activities had a positive effect on students‟ motivation and participation in the speaking lessons in the context of the study, the teacher can implement this kind of activities more in the speaking lessons to motivate students
Finally, with regard to researchers, those who happen to develop an interest in the implementation of information gap activities in second language teaching and learning can hopefully rely on this research as a source of references including reliable and updated information Since in Vietnam, this issue has been stated in only a few researches; this study can be considered as a valuable source to individual and organization concerned
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This questionnaire is designed for my research into using information gap activities in promoting students‟ motivation and participation in speaking lesson To have the data for my study, I am badly in need of your self report about your level of motivation in the speaking activities in the experimental teaching process Your answer is used for research purposes only Thank you for your cooperation!
Please answer the following questions by putting an “X” in the box of the appropriate number:
1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree
In speaking activities in speaking lessons …
I enjoyed doing these activities very much
I am satisfied with my performance at these activities
I put a lot of effort into these activities
PRESSURE/ I felt comfortable while working on these activities
These activities created the real need for me to communicate
These activities helped me to develop my speaking ability
These activities offered me a chance to talk in English for a long time
These activities helped me to practise what I have learnt in real conversation
These activities offered me a chance to contribute fairly even to the discussion
OBSERVATION SHEET 1 OVERALL CLASS MOTIVATION
(Adapted from Nunan 1989: 110) Observer: Date:
No of student present: Level of class:
Observation focus: Levels of students' motivation generated by the tasks 3 is average mark for any one item
Instructions: a This sheet is for observing the class as a whole, not individual student b Complete this sheet when the lesson is drawing to a close c Circle ONE number of each statement below d Add final comments after the lesson at the bottom of the sheet if you wish
1 Mark how involved in the learning task the students are
Not very involved 1 2 3 4 5 Very involved
2.Mark the level of student concentration on the learning task
3.The students are enjoying the activity
4 The students are paying persistent (extended) attention to the learning task
5 Mark the students‟ activity level ( effort/ intensity of application)
6 The students find the speaking activities interesting
7 The speaking activities in use are challenging for the students
8 The speaking activities in use are appropriate for students
STUDENTS‟ ON-TASK BEHAVIOR (Adapted from Hopkins, 1985)
No of students present: Group:
Type of task: Level of class:
Categories: 1 = student on-task; 0 = student off-task
On-task: participate in the speaking activities
Off-task: do not participate in the speaking activities
- This observation is designed to measure levels of students‟ motivation
- Do not participate in the lesson Place yourself in an unobtrusive position in the classroom
- Start the observation when the students have been working for 2 minutes
- Observe students one by one Identify students by name
- Every five seconds, write down the category best describing the observed students' activity at that moment, then pass on the next students
- Write the numbers in sequence down the observation sheet
- Continue until all students have been observed 12 times, then complete
1 File 3A Modern manners Group discussion
2 File 3B Judging by appearances Describe a person
3 File 3C If at first you don‟t succeed, Discusion
4 File 4A Back to school, aged 35 Giving opinion
5 File 4B In an ideal world Describe your house
6 File 4C Still friends? Compare opinions
7 File 5A Slow down, you move too fast Giving opinion
8 File 5B Same planet, different worlds Discussion
1 File 3A Modern manners Exchange personal information
2 File 3B Judging by appearances Spot the differences
3 File 3C If at first you don‟t succeed, Store inventory
4 File 4A Back to school, aged 35 Completing the grid
5 File 4B In an ideal world Guessing games
6 File 4C Still friends? Exchange personal information
7 File 5A Slow down, you move too fast Guessing games
8 File 5B Same planet, different worlds Spot the differences
2 Content: File 3B Judging by appearances
After the lesson, Ss will be able to
- learn vocabulary of describing people
6 Materials: Textbook, handouts, pictures, projector
Ss have been taught the simple present tense
Stages Teacher’s activities Students’ activities
- Prepares some pictures of famous people
- Shows the picture to all class
- Asks Ss to describe some special feature of the people
-Look at the picture -Listen to T‟s instruction
-Describe some special features of these famous people
- Teaches some vocabulary related to people description
(clothes, hair, height and build )
Gives the picture of a famous singer “Britney Spear”
- Ask Ss to describe the pictures in pairs
- Calls some students to present their answer to the class
-Work in pairs and exchange ideas
-Two Ss stand up and make conversation
-Listen to T and take notes suggests for improvement
- Asks Ss to look at the listening part 3.5 in the textbook
- Asks Ss to describe four men ( hair, beard, moustache)
“Look at the picture of four men and listen Take notes some key information to find out who is the bank robber?”
- Asks students to give their answer
-Describe four men in the picture
-Listen to the disk -Answer the teacher‟s questions
1 Group: The experimental group 2.Teaching point: Speaking skill
3 Content: File 3B Judging by appearances
After the lesson, Ss will be able to
- learn vocabulary of describing people
Ss have been taught the simple present tense
Stages Teacher’s activities Students’ activities
- Prepares some pictures of famous people
- Divides the class into two teams
- Explains the rules of the game
- Gives each team pictures of three famous people
- Asks a representative of each team to come in front of the class
- Gives this student a picture of 3 famous people arranged in a definite order
-Ask Ss to describe the pictures to the other members of the team
- Asks another member of the team to come to the board and stick the pictures in the correct order
- Check the order of the pictures and praise the winning team
-A representative of each team comes in front of the class
- These student look at the picture
- Ss describes the pictures to the other members of the team
- The other member has to guess and stick the pictures on the blackboard in the right order
- Teach some vocabulary related to people description
(clothes, hair, height and build )
- Listen to teacher -Take notes in their notebook
- Asks Ss to work in pair
- Gives out the sheets (make sure students can‟t see each other sheet)
- Explains the rule of the task: “Both of you have the same picture but they have been changed So they have ten differences You have to describe your picture and ask questions to find out ten differences.”
- Asks Ss to work in pair and exchange their ideas
-Calls two Ss to stand up and make conversation
-Corrects the mistakes and point out ten differences in two pictures
-Work in pairs -Look at their sheets
-Work in pairs and exchange ideas
-Two Ss stand up and make conversation -Listen to T and take notes
- Ask Ss to look at the listening part 3.5 in the textbook
- Ask Ss to describe four men.(hair, beard,moustache)
“Look at the picture of four men and listen Listen and take notes some key information to find out who is the bank robber?”
- Asks students to give their answer
-Describe four men in the picture
-Listen to the disk -Answer the teacher‟s questions
DATA FROM SELF-REPORT QUESTIONAIRE
Table 1: Motivation of students in speaking tasks in the control group
1 I enjoyed doing these activities very much 14 11 3 2 0 1.8
2 I am satisfied with my performance at these activities 10 13 3 3 1 2.1
3 I put a lot of effort into these activities 15 9 2 3 1 1.9
4 I felt comfortable while working on these activities 2 2 12 4 6 2.9
5 These activities created the real need for me to communicate
6 These activities helped me to develop my speaking ability
7 These activities offered me a chance to talk in English for a long time
8 These activities helped me to practise what I have learnt in real conversation
9 These activities offered me a chance to contribute fairly even to the discussion
DATA FROM THE SELF-REPORT QUESTIONAIRE
Table 2: Motivation of students in speaking tasks in the experimental group
1 I enjoyed doing these activities very much 2 3 2 8 15 4.0
2 I am satisfied with my performance at these activities 3 2 4 14 7 3.7
3 I put a lot of effort into these activities 4 2 2 6 16 3.9
4 I felt comfortable while working on these activities 2 1 1 9 17 4.3
5 These activities created the real need for me to communicate
6 These activities helped me to develop my speaking ability
7 These activities offered me a chance to talk in English for a long time
8 These activities helped me to practise what I have learnt in real conversation
9 These activities offered me a chance to contribute fairly even to the discussion
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 3 is average mark for any item
3 For example: in Lesson 4, mark 2 is given to students‟ involvement in the speaking activities This means that the students were not very involved in the speaking activities
Table 3: The data on the overall class motivation in the control group
1 Students‟ involvement in the speaking activities
2 Students‟ concentration on the speaking activities
3 Students‟ enjoyment of the activities
4 Students‟ persistent attention to the activities
6 Students‟ degree of interest in the activities
7 Degree of challenge of the activities 1 2 2 2 2 2 1 1
8 Degree of appropriateness of the activities
Total mark ( 40 is the highest) 13 18 17 20 18 15 13 12
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 3 is average mark for any item
3 For example: in Lesson 4, mark 2 is given to students‟ involvement in the speaking activities This means that the students were not very involved in the speaking activities
Table 4: The data on the overall class motivationin the experimental group
1 Students‟ involvement in the speaking activities
2 Students‟ concentration on the speaking activities
3 Students‟ enjoyment of the activities
4 Students‟ persistent attention to the activities
6 Students‟ degree of interest in the activities
7 Degree of challenge of the activities
8 Degree of appropriateness of the activities
Total mark ( 40 is the highest ) 22 23 26 31 32 36 35 34
1 Each student was scanned 12 times
2 The more engaged on the speaking activities, the higher the number of times scanned to be on-task one could gain
3 For example: in Lesson 4, 8 students had 3 times scanned to be on-task out of 12 times scanned This means that those 8 students were engaged on the speaking activities during one fourth of the time given for the activities
The data on the students’ on-task/off-task behavior in the control group
Times on-task Percentage Times off-task Percentage