The investigation into students willingness to communicate orally in english classes as perceived by 11th grade students at sao viet high school

i MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI MY LINH THE INVESTIGATION INTO STUDENTS’ WILLINGNESS TO COMMUNICATE ORALLY IN ENGLISH CLASSES AS PERCEIVED BY 11TH GRADE ST[.]

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - LE THI MY LINH THE INVESTIGATION INTO STUDENTS’ WILLINGNESS TO COMMUNICATE ORALLY IN ENGLISH CLASSES AS PERCEIVED BY 11TH GRADE STUDENTS AT SAO VIET HIGH SCHOOL MASTER THESIS TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Ho Chi Minh City, 2020 i MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - LE THI MY LINH THE INVESTIGATION INTO STUDENTS’ WILLINGNESS TO COMMUNICATE ORALLY IN ENGLISH CLASSES AS PERCEIVED BY 11TH GRADE STUDENTS AT SAO VIET HIGH SCHOOL Supervisor: HUYNH CONG MINH HUNG, Ph.D Master in TESOL Student No.: 1681401110016 Ho Chi Minh City, 2020 ii BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH - LÊ THỊ MỸ LINH NGHIÊN CỨU VỀ SỰ CHỦ ĐỘNG TRONG GIAO TIẾP BẰNG TIẾNG ANH THEO ĐÁNH GIÁ CỦA HỌC SINH KHỐI 11 TRƯỜNG THPT SAO VIỆT Giảng viên hướng dẫn: Tiến sĩ Huỳnh Công Minh Hùng Chuyên ngành: Lý luận phương pháp dạy học môn Tiếng Anh Mã số học viên: 1681401110016 Thành Phố Hồ Chí Minh, 2020 iii STATEMENT OF AUTHORSHIP I certify that this thesis, entitled “The investigation into students’ willingness to communicate orally in English classes as perceived by 11th grade students at Sao Viet High School”, is my own work Except where reference is made in the text, this study contains no material published elsewhere or extracted in whole or in part of a study by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgment in the main text of the study Ho Chi Minh City, 2020 Student’s Signature: Le Thi My Linh iv ACKNOWLEDGEMENT I want to express my endless gratitude to Dr Huynh Cong Minh Hung, my supervisor, for his support and guidance during the process of doing this thesis I would like to thank him for his great knowledge and patience in assisting and answering my questions as well as encouraging and keeping my focus Without my supervisor, this thesis could not be possible Also, my sincere gratitude goes to the participants at Sao Viet High School who supported me by all their hearts It was such a great honor to cooperate with them during my time of doing research I would like to thank them for helping me make this thesis Finally, my eternal love and thanks go to my friends, my colleagues and my family who always have faith in me and encourage me since I participated in the course Without all of them, I could not finish my course properly v ABSTRACT This study was an attempt to investigate the extent to which Sao Viet High School students were willing to communicate orally in English speaking classes and to discover the factors affecting their willingness to communicate The research primarily focused on students' willingness of the spoken communication by 11th grade students inside English classroom In order to accomplish this thesis paper, the researcher used qualitative and quantitative methods for data analysis The data were collected from Willingness To Communicate (WTC) questionnaires, classroom observations and individual semistructured interview with the participants The results gained from the findings and data analysis revealed that the participant students did not have high degree of WTC orally in English classes and their WTC ranged from "sometimes willing to communicate" to "usually willing to communicate" According to the involved students' perceptions, there were six factors influencing their WTC which included L2 self-confidence, L2 self-perceived communication competence, interlocutors, format and content of the task given, familiarity with interlocutors and background knowledge It is hopeful that the research could contribute to the theoretical foundation and methodology of the WTC construct This study also provided pedagogical implications for English language teachers The limitations of this study and the suggestions for future research were also identified Keywords - students ‘willingness to communicate; factors; English speaking classes vi TÓM TẮT Bài viết nghiên cứu mức độ yếu tố ảnh hưởng đến chủ động giao tiếp học nói Tiếng Anh học sinh trường THPT Sao Việt Bài viết tập trung nghiên cứu chủ động giao tiếp học sinh khối 11 học nói Tiếng Anh Bài nghiên cứu sử dụng kết hợp phương pháp định tính định lượng để phân tích liệu Dữ liệu thu thập từ phiếu điều tra, dự vấn đối tượng nghiên cứu Sau phân tích liệu, kết cho thấy học sinh tham gia nghiên cứu khơng có mức độ chủ động giao tiếp Tiếng Anh cao mức độ chủ động giao tiếp em thay đổi từ đến thường xuyên sử dụng Tiếng Anh để giao tiếp Theo ý kiến học sinh, có yếu tố ảnh hưởng đến mức độ em chủ động giao tiếp Tiếng Anh bao gồm: tự tin, mức độ em tự đánh giá khả giao tiếp mình, hình thức thảo luận, hình thức nội dung yêu cầu hoạt động, đối tượng giao tiếp kiến thức tảng Bài nghiên cứu góp phần bổ sung lí thuyết phương pháp nghiên cứu liên quan đến chủ đề chủ động giao tiếp Tiếng Anh Đồng thời, viết đưa số ứng dụng giảng dạy cho giáo viên Bên cạnh đó, điểm cịn hạn chế đề xuất cho nghiên cứu đề cập viết Từ khóa – chủ động giao tiếng, yếu tố ảnh hưởng, lớp học nói Tiếng Anh vii Table of Contents STATEMENT OF AUTHORSHIP ii ACKNOWLEDGEMENT v ABSTRACT vi LIST OF FIGURES x LIST OF TABLES xi LIST OF ABBREVIATIONS xii CHAPTER - INTRODUCTION 1.1 Statement of problems and rationale for the study 1.2 Significance of the study 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Organization CHAPTER - LITERATURE REVIEW Introduction 2 Definition of Willingness to communicate Roles of Willingness to communicate in foreign language acquisition 2.4 The Willingness to communicate model 2.5 Conceptual framework 17 2.6 Factors affecting students’ Willingness to communicate orally in L2 classroom 18 2.7 Related previous studies in Vietnam and in foreign countries 22 2.8 Research gaps 25 2.9 Summary 26 CHAPTER - METHODOLOGY 27 3.1 Introduction 27 3.2 Setting of the study 27 3.3 Research design 28 3.4 Selection of the subjects 28 3.5 Data collection instruments 29 3.5.1 WTC Questionnaire 29 3.5.2 Classroom observations 31 3.5.3 Interview 32 3.6 Instruments’ reliability and validity 33 viii 3.6.1 Data reliability 33 3.6.2 Data validity 34 3.7 Data analysis procedures 36 3.7.1 Questionnaire analysis 36 3.7.2 Observations 37 3.7.3 Interview analysis 37 3.8 Summary 37 CHAPTER - FINDINGS 38 4.2 Results of research question 38 4.2.1 Results of the questionnaire 39 4.2.2 Results of the classroom observation 43 4.3 Discussion of results of research question 45 4.4 Results of research question 47 4.5 Discussion of results of research question 50 4.6 Summary 53 CHAPTER - CONCLUSION 54 5.1 Summary of the findings 54 5.2 Contribution of the research and pedagogical implications 55 5.3 Limitations 56 5.4 Suggestions for further study 57 REFERENCES 59 APPENDIX A – WTC questionnaire (English version) 66 APPENDIX B – WTC questionnaire (Vietnamese version) 68 APPENDIX C – Class observation scheme 70 APPENDIX D – Interview questions for students (English version) 71 APPENDIX E – Interview questions for students (Vietnamese version) 73 APPENDIX F – Transcription for the interview 75 APPENDIX G – Summary for students’ answers in the interview 102 ix LIST OF FIGURES Figure 1: Portion of MacIntyre's (1994) Willingness to Communicate Model 10 Figure 2: MacIntyre and Charos’ (1996) model of L2 Willingness to communicate, adapted in Matsuoka & Evans (2005, p.7) 11 Figure 3: Heuristic Model of Variables Influencing WTC (MacIntyre, Clément, Dörnyei, & Noels, 1998) 12 Figure 4: Variables moderating the relationship between DC and WTC in the Chinese EFL classroom (Wen & Clément 2003, p.25) .15 Figure 5: An EFL classroom WTC model (Riasatti 2018, p.14) 18 x ... investigation into students? ?? willingness to communicate orally in English classes as perceived by 11th grade students at Sao Viet High School? ??, is my own work Except where reference is made in. .. was an attempt to investigate the extent to which Sao Viet High School students were willing to communicate orally in English speaking classes and to discover the factors affecting their willingness. .. - To explore the students? ?? perceptions of the extent to which 11th grade students are willing to communicate orally in English speaking classroom at Sao Viet High School - To investigate the students? ??