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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu quả của việc sử[.]
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan để phát triển kỹ nói cho học sinh lớp 12 trường THPT Cẩm Phả) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan để phát triển kỹ nói cho học sinh lớp 12 trường THPT Cẩm Phả) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor : Dr Nguyen Thi Huong THAI NGUYEN – 2019 DECLARATION I hereby certify that no part of the thesis has been copied or reproduced by me from any other person’s work without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor Quang Ninh, September 20th 2019 Trainee Nguyen Thi Duong This study was approved by i ACKNOWLEDGEMENTS The thesis could not have been completed without the help of many people to whom I am indebted First of all, I am greatly indebted to Dr Nguyen Thi Huong, my supervisor, for her invaluable guidance, comments, criticisms, corrections and for her kindly constant encouragement during the course of writing this thesis Second, I would like to thank all lecturers at Foreign Languages Department, Thai Nguyen University for their valuable teaching and tremendous assistance that have enlightened my study path Third, I am grateful to my colleagues at Cam Pha high school for their constructive suggestions about this research Without their help and cooperation, the research would have been made impossible I also would like to give my special thanks to the students at Cam Pha high school who have actively participated in my study Last but not least, my sincere thanks go to my family, my classmates at the Master Course Class, my friends, especially my husband, who also encourages and shares the hardship with me These people deserve all the credit I highly appreciate all their support and contribution Nguyen Thi Duong ii ABSTRACT This study is an attempt to investigate the use of visual aids in teaching speaking to 12 graders at Cam Pha high school The main purposes of the study are to find out: the current English speaking teaching and learning situation at Cam Pha high school; activities and techniques of teaching with visual aids applied by teachers and students’ preferences; the difficulties in learning and teaching English speaking and then give some suggestions for teachers to stimulate students in speaking and overcome the difficulties they have to face with in teaching speaking English for students The study adopts action research approach, with the use of mixed research methods involving both qualitative and quantitative data Two hundred 12th grade students and four teachers took part in the study The findings show that the use of visual aids significantly enhanced students’ interest and engagement in speaking skills Students also reported their improvement in various aspects of speaking skills The study proposes implications and suggestions for using visual aids in improving speaking skills iii TABLE OF CONTENTS DECLERATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Speaking skills 2.1.1 Mỉco and macro skills of speaking 2.1.2 2.2 Fluency and accuracy Teaching speaking 2.2.1 Teaching and learning speaking skills 2.2.2 Principles for designing speaking techniques 2.2.3 Problems in learning speaking 2.3 Visual aids 10 2.4 Roles and functions of visual aids in language teaching and learning 14 2.5 Use of visual aids in language teaching and learning 15 2.6 Previous studies 17 iv 2.7 Summary 18 CHAPTER 3: METHODOLOGY 19 3.1 Research method 19 3.2 Research design 20 3.2.1.Students 23 3.2.2 Teachers 23 3.2.3 Research procedure 24 3.3 Data collection instruments 27 3.3.1 Questionnaire 27 3.3.2 Observation 28 3.3.3.Interviews 30 3.4 Data analysis 30 3.5 Validity and reliability 32 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 Questionnaires 34 4.1.1.The reality of the current learning speaking English 34 4.1.1.1 Students’ purposes of learning speaking English 34 4.1.1.2.Students’ assessment on the importance of speaking English 35 4.1.1.3 students' opinions towards speaking activities 35 4.1.1.4 Students’ frequency of speaking English in speaking class 36 4.1.1.5 Causes of students' reluctance to speak in class 37 4.1.2 Students' attitudes towards using visual aids in the speaking lesson 38 4.1.3 Teachers' attitudes towards using visual aids in speaking lesson 42 4.2 Observations 45 v 4.3.Interviews 46 CHAPTER 5: CONCLUSION 49 5.1 Concluding remarks 49 5.2 Limitations 50 5.3 Implications 50 5.4 Suggestions to further studies 51 REFERENCES 53 APPENDICES I vi CHAPTER 1: INTRODUCTION 1.1 Rationale of the study Nowadays, English has an important role in the world Most countries in the world use English as medium of communication in many aspects of life Meanwhile, in Vietnam, English is considered as a foreign language It also has been introduced to educational institutions, which is learnt from Junior High School up to university as a compulsory subject Oral communication competence or speaking skills is the goal of English learning in many schools Speaking skill is considered as an initial skill that leads learners to develop the other communication competences (reading and writing) However, it is assumed that developing speaking skill to 12th graders in our school is not easy because of the status of English as a foreign language in which it is not used in national or social life With more than years of experience in teaching English at Cam Pha high school, the researcher find that students have to learn English in semesters in the curriculum At the end of each semester, the students have to take a written tests and spoken tests However, the result of spoken test is always lower than the one of written test With my own teaching experience and what I have observed from my colleagues’ teaching, I found certain of reasons why students usually obtain unsatisfied achievement: There are plenty of different levels of ability in learning English the class As soon as we put them in groups, our students speak Vietnamese not English The students always make too much noise We would like to more speaking activities, but our students just won’t cooperate The students make so many mistakes that we cannot correct them We not have time to give them enough speaking practice Some topics are not interesting Supiyati (2011) stated that practically the use of visual aids is one of the appropriate techniques to develop students’ speaking skills Actually, there are many kinds of visual aids that the researcher will describe like pictures, graphics, charts, illustrations etc Through visual aids, the students are more enthusiastic Students enjoyed the process of teaching and learning more Teaching speaking using visual aids gives a big chance to the students to speak Due to the identified issues of speaking skills of high school students in Vietnam and the effects of employment of group work on enhancing the students’ speaking skill, this research employs the treatments of action research to conduct the research on: “The effectiveness of using visual aids to promote speaking skill for the 12th graders at Cam Pha high school” 1.2 Aims and objectives of the study The overarching aim of this current research is to investigate the Vietnamese high school students’ speaking behaviors and performance under the effects of using visual aids in English speaking lessons in the context of public high school from the perspectives of both the EFL teachers as instructors and students The following specific objectives will be supportive to the areas of research: To find out the 12th grader’ attitudes towards using visual aids to teaching speaking at Cam Pha high school To evaluate the effectiveness of using visual aids in teaching speaking at Cam Pha high school 1.3 Research questions Based on research objectives, there are three research questions as 1) How visual aids promote speaking skills for the 12th graders at Cam Pha high school? 2) What are Cam Pha high school students’ perceptions of and attitudes toward using visual aids in speaking lessons? 3) What are Cam Pha high school teachers’ attitudes toward using visual aids in speaking lessons? 1.4 Scope of the study The study is carried out at Cam Pha high school This study investigated the issues and changes that arise from an EFL speaking class This study included 200 students of grade 12 at Cam Pha high school Students are surveyed to find out the