The effects of active learning in speaking classes on grade 10 students at dinh tien hoang high school (masters thesis)

MINISTRY OF EDUCATION AND TRAINING BA RIA - VUNG TAU UNIVERSITY - NGUYEN PHAM KIEU PHUONG THE EFFECTS OF ACTIVE LEARNING IN SPEAKING CLASSES ON GRADE 10 STUDENTS AT DINH TIEN HOANG HIGH SCHOOL MASTER’S THESIS Ba Ria – Vung Tau, March 2023 MINISTRY OF EDUCATION AND TRAINING BA RIA – VUNG TAU UNIVERSITY - NGUYEN PHAM KIEU PHUONG THE EFFECTS OF ACTIVE LEARNING IN SPEAKING CLASSES ON GRADE 10 STUDENTS AT DINH TIEN HOANG HIGH SCHOOL MASTER’S THESIS Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 81401111 Supervisor’s name: Assoc.Prof Pham Huu Duc, Ph.D Ba Ria – Vung Tau, March 2023 i DECLARATION BY AUTHOR I hereby declare that this thesis entitled “The effects of Active Learning in speaking classes on Grade 10 Students at Dinh Tien Hoang High School” has not been submitted to any other universities or institutions in application for admission to degrees or other qualifications This thesis, which is the product of my own original research, and to the best of my knowledge and understanding, does not contain any material previously published or written by another author, except where reference has been cited in the text The study reported in this thesis was approved by Ba Ria Vung Tau University Author’s Signature Nguyen Pham Kieu Phuong Approved by SUPERVISOR Assoc Prof Dr PHAM HUU DUC Date: March 30,2023 ii ACKNOWLEDGEMENTS This thesis is the hardest challenge and the most meaningful desire in my career path It has been made possible thanks to the assistance, support and encouragement from many people in my life First of all, I sincerely and gratefully give greatest thank and gratitude to my supervisor, Assoc Prof Dr Pham Huu Duc for all his valuable and priceless guidance, correction, helpful suggestions, detailed comments and carefulness in every stage from beginning to the end of the study In addition, my gratitude is saved for all the teachers of English (my colleagues) and students (eighty participants) at Dinh Tien Hoang High School They provided useful data for the study They gave me encouragement, their kindness, cooperation and patience during this period of time Last but not least, I save my biggest thanks to my beloved family members and friends who have always supported me in every step of my doing thesis iii ABSTRACT On the way to help students improve their speaking skill as well as increase their confidence in speaking English, the research was conducted in an upper secondary school in Vung Tau City through active learning strategies The writer used Nunan’s experimental research as a main way in CAR – Classroom Action Research It was based on Kurt Lewin’s design (1946) The participants of the study were from classes 10T1 and 10D3 at Dinh Tien Hoang High School in Vung Tau City There were 80 students from both classes They were divided into groups: 10D3 (experimental group) in which they were taught using active learning strategies, and 10T1 (control group) who were instructed with textbook instructions and guidelines Both qualitative and quantitative data were used during the conduct of the study Through analyzing observation results, the writer gained the qualitative data while the quantitative data was obtained through students’ test (fifteen and mid-term tests) Moreover, their speaking scores made during pre- and post-task surveys were also recorded to serve the analysis of the quantitative Findings from these instruments reveal that, by implementing active learning techniques in teaching speaking, the students have chances to be cooperative and active in learning speaking Furthermore, they even motivate themselves to speak English more often with or without the presence of their teacher Their achievement in speaking was recognizable It is recommended that teachers should use the active learning strategies to motivate and encourage students to engage more in their learning iv LIST OF ABBREVIATIONS USED IN THE THESIS BA : Bachelor of Arts C group : Control group CAR : Classroom Action Research E : English E group : Experimental group EFL : English as a Foreign Language ELTs : English Language Teachers ER : Experimental Research ESL : English as a Second Language MA : Master of Arts T : Teacher Ss/ Sts : Students v TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS USED IN THE THESIS iv CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2.Statements of the problem .3 1.3 Previous researches related to the study 1.4 Aims of the Study 1.5 Research questions 1.6 Scope of the study 1.7 Significance of the study 1.8 Structure of the study CHAPTER : LITERATURE REVIEW 11 2.1 Definitions of active learning 11 2.2 The importance of active learning 12 2.3 Activities are considered active learning 14 2.3.1 Acting from script 14 2.3.2 Communication games 14 2.3.3 Discussion 14 2.3.4 Presentation 14 2.3.5 Role-play 15 2.3.6 Debate 15 2.3.7 Direct responses 16 2.3.8 Recognizing scripts 16 2.3.9 Using language to talk about language 16 vi 2.3.10 Developing speaking activities 17 2.3.11 Structured output activities 17 2.4 The roles of learners and teachers in active learning 17 2.4.1 The roles of learners in active learning 17 2.4.2 Active learning encourages learners’ cognitive development 20 2.5 The roles of teachers in active learning 22 CHAPTER 3: METHODOLOGY 25 3.1 The setting of the study 26 3.2 The aims of the study 27 3.3 Research questions 27 3.4 Participants 28 3.5 Variables 30 3.6 The materials and learning program 31 3.7 Data collection instrument 33 CHAPTER FINDINGS AND DISCUSSIONS 38 4.1 Results from observation sheet 38 4.1.1 Results from control group 38 4.1.2 Result from experimental group 39 4.1.3 Comparison of student’ on-task behavior between two groups 40 4.2 Results from observation sheet 40 4.2.1 Results from control group 41 4.2.2 Results from experimental group 41 4.2.3 Comparison of overall class motivation between two groups 42 4.3 Results from questionnaires 42 4.3.1 Pre – task questionnaire 42 4.3.2 Post – task questionnaire 49 4.4 Major findings 55 4.5 Chapter summary 56 CHAPTER CONCLUSION AND IMPLICATIONS 57 vii 5.1 Conclusion 57 5.2 Implications 58 5.3 Limitations and Suggestions for further studies 59 5.3.1 Limitations 59 5.3.2 Suggestions for further Studies 60 REFERENCES 62 CHAPTER INTRODUCTION 1.1 Background to the study Globalization has witnessed many countries becoming more developed and as the result, the needs of doing business or communicating has increased In that setting, English plays an important tool in bridging the gaps among people from different backgrounds and cultures English is an international language or a global language which is not only used in several countries that use this language as their mother tongues or official language (Kirkpatrick, A 2012; Rao, P.S 2019) It is widely used all over the world English has become an integral factor which promotes trade, tourism and studying in many nations Many works or masterpieces were written in English, so we cannot be left behind due to lacking in such language Thanks to many advantages that English brings to life, it is always necessary for Vietnamese people to use it effectively The Ministry of Education and Training in Vietnam has made English one of the core, compulsory subjects since 2010 in order that students can prepare themselves for the national examination and further purposes However, up to now, there are still some challenges which prevents learners from using English fluently and effectively The textbook has been officially used in schools in Vietnam since 2006 Four skills of learning a new foreign language which comprise of Listening, Speaking, Reading and Writing have been changed and updated in the needs of learning in an new era (Aleksander, 2015) Among them, speaking skill plays an important part in helping learners communicate better (Derakhshan,A 2015) This skill is also one of most difficult skills students have to master (Lai & Seyedeh, 2016) Rethinking about the objectives of teaching and learning English in Vietnam, we saw that Vietnamese students are good at doing grammar exercises, taking paper tests and learning new words in single, but they cannot communicate confidently and fluently in speaking contexts because out of class they frequently have no real environment to practice English, so they cannot speak or pronounce the words correctly and fluently - Go around and listen to them WHILE-SPEAKING: (20 minutes) Task - Let students open the books and ask and answer the questions about the team that was - Read these words and work in the runner-up using the table below groups A: Where was the first World Cup held? B: It was held in Uruguay - Work in groups with some cues A: Which team played in the final match? given below B: Uruguay and Argentina - Other groups go on practicing speaking - Ask students to work in pair and talk about the World Cup winner - Practice interviewing as a - Listen and correct dialogue - Others listen and write down some information they get Task - Ask students to talk again - Ask one group to the task as a model - Go around listening to some groups and help - Work and discuss in groups and them if needed one of this group asks and one of - Ask some pairs to stand in front of the class other answers and practise speaking POST-SPEAKING: (10 minutes) - Give some information about the World Cup 2002 - Work in pairs and practice - Ask students to ask and answer information speaking related to the World Cup 2002 - Listen to each group and correct or give mark if they it well HOMEWORK: (2-4 minutes) - Let students write about the team they like - Ask students to prepare the next lesson - Listen and write down in their notebooks APPENDIX 12 LESSON PLANS FOR EXPERIMENTAL CLASS UNIT 12: MUSIC Part B: Speaking Date of teaching: Tuesday, 23rd February 2021 I Objectives Educational aim: By the end of the lesson, Ss will be able to talk about some favourite kind of music Knowledge and skills: * General language knowledge: - Lexico/ Vocabulary; Pronunciation/ Phonetics: - Grammatical structures/items: * Skills: - Asking and answering questions about music - Talking about favourite kinds of music II Preparation: - Teacher (T): lesson plan, visual aid (Pictures or realia /Real objects of modern inventions,…) handouts - Students (Ss/ Sts): textbook, assignments (homework, preparation for the new lesson at home) III Anticipated problems - Ss may not know some favourite kind of music - There may be time left → T should prepare an extra exercise IV Procedure Check the attendance Check the old lesson (if necessary) New lesson Teacher’s activities Students’ activities WARM- UP: ( minutes) Aims: get used to the topic - Give Ss some pictures of singers and ask sts - Look at the pictures and give the about their names names of some foreign singers - Ask Ss what they know about these singers - Talk about these singers and name some of their songs BEFORE YOU SPEAK: (10 minutes) Aims: focus Ss on the topic and introduce the words and phrases used in the task - Listen to the T Task 1: Answering questions based on the reading text - Take notes - Introduce the situation: You are going to read what Ha Anh says about music - Listen and read the text - Give Ss some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one student to read the passage aloud - Ask Ss to work in pairs to ask and answer the questions - Work in pairs to ask and answer the - Go around to observe Ss working questions - Ask some Ss to present their answers in - Some Ss present front of the class * Keys: - Get feedback and give correct answers She likes pop music Because it keeps her happy WHILE YOU SPEAK: (13 minutes) The Backstreet Boys Aims: Ss can talk about their favourite kind She listens to music all the time of music Task 2: Asking and answering about music taste - Tell Ss that they are going to ask your partners questions to get information to complete the table below - Ask Ss to look at the first column of the - Listen to the T table which includes items they should ask their friend about - Listen to the T and read the - Ask Ss what questions they can ask if they information in the table want to know about their friend’s favourite - Think of the questions and say kind of music, reasons for listening to music, aloud: favourite band,… + What kind of music you like? - T may introduce some adjectives and + Why you like it? expressions to talk about music: + Who is your favourite singer/ + make sb excited/relaxed musician? + help sb forget troubles and worries + What is your favourite song/piece + relaxing/ peaceful of music? Role play: + When you listen to music? - Ask Ss to form groups of One of them - Listen and take notes will be a journalist who will interview their - Work in groups of 3: one will be a friends about their music taste The journalist journalist and others will be students has to ask two Ss some questions and in the class complete the table Ss can change their roles if time permits - Go around to help Ss and collect the mistakes AFTER YOU SPEAK: (15 minutes) - Listen to the T Aims: Ss make group report - Listen to the T and take notes if Task 3: debating: necessary - Ask Ss to report what they have got from - Ss the task as directed their friends to the whole class - every member in the group can give their own ideas to support for their - Ask some Ss to report what they have found choice Which group gives more out about their partners in front of the class clues/ ideas/ thinking will be the - Correct the Ss’ mistakes winner Topic for debate: Should music be taught at high school? HOMEWORK (2 minutes) - Write a paragraph about the singer they like and prepare the next lesson UNIT 13: FILMS AND CINEMA Part B: Speaking Date of teaching: Monday, 15 March 2021 I Objectives Knowledge: By the end of the lesson Ss will be able to: - talk about the kind of film that they like and the reason - improve Ss’ speaking skill Skill: Speaking - Expressing attitudes - Expressing preferences - Talking about a film II Preparation: - Teacher (T): lesson plan, visual aid (posters and small cards,…) handouts - Students (Ss/ Sts): textbook, assignments (homework, preparation for the new lesson at home) III Anticipated problems - Ss may not know much about conservation - There may be time left → T should prepare an extra exercise IV Procedure Check the attendance Check the old lesson (if necessary) New lesson Teacher’s activities Student’s activities WARM-UP: (10 minutes) - Ask Ss some questions - Listen to the teacher and answer “What did you last weekend?” question “Which program did you watch?” * Expected answer “What was the film’s name?” - Watched TV “Is it interesting” - Film “Do you like watching film” - My princess, etc “How often you watch?” - Yes, it is “Ok I can see that many of you like - Yes, I watching film and know much about this It - Twice a week, etc may be useful for our game today Now, I would like you to join in an interesting game To play this game I will divide you into group I have some film posters, and - Play game I want you to match these posters with the suitable kind of film Which group has more correct answer in shorter time will be the winner and reiceived my gift Make sure you understand what you are going to Now Let’s start” Action films Cartoon films Detective films Science fiction films Love story films - “I can see your great effort Now we will check your answer” - Check and give remark - Ask students some questions + Have you ever watched these film? + Which film you like most? + Why you like it? - Check with T * Expected answer - Yes - Say “there are many reason to like or - Autumn in my heart, etc dislike a film Today, we will practice - Because it’s romantic, etc speaking about why you love or hate a film We start our lesson, unit 13: film and cinema Part B: speaking” PRE-SPEAKING: (7 minutes) Task 1: Role play (Imagine you are journalist and interview your friends about how much they like each kind of film) - Call on some Ss to report their interview - Listen to T’s instruction - Give remark - Move around to interview “Well, we have just know how much other like some kind of film, now you want to - Report in front of class know why they like or dislike some kind of film” “So we will move to task 2” WHILE –SPEAKING: (15 minutes) - Listen to T Task 2: (8 minutes) - Ask students to brainstorm all the adjectives that can be used to describe films (prepare some emotion icon to describe adjective) - Introduce the structures Sb find st/sb +adj Which can be used to express one’s opinion - Yes about something or someone - Interesting, moving, violent… Example: I find horror films interesting - Call on a student to read the model conversation in the textbook Correct - Listen to T student’s intonation and pronunciation if necessary - Divide the class into small group of three and instruct students to find out what the - Read aloud other member of their group feel about the given types of films - Go around offering help - Call on some students to report their findings While they speak, correct any - Work in group of three mistake Task 3: (7 minutes): Work in pair: Talk about the preferences for film - Introduce the structure: Noun Prefer + - Report Noun + to + V-ing V-ing Example: I prefer science fiction film to thriller - Listen He prefers watching TV to listening to radio - Call on two students to read the model conversation in the textbook Correct students’ intonation and pronunciation if necessary - Instruct students to work in pairs and find out about their partner’s preference for a - Read the model particular type of film, basing them on the model - Go around offering help - Call on some students to report their - Work in pairs findings POST-SPEAKING: (10 minutes) Task 4: Talk about a film you have ever seen - Report - Instruct students to work in pairs and ask and give questions about a film they have seen, using the suggestion given in the textbook - Give student an example (show on handout): A: Can you tell me a name of the film you - Work in pairs have seen? B: It’s “Bong dung muon khoc” A: Where did you see it? B: I saw it on TV - Listen to T A: What kind of film is it? - Make conversation B: It is love story film - Listen and copy on their notebook A: Who are main characters? - Ss the task as required B: They are Bao Nam and Truc A: How you feel about it? B: I feel it interesting A: Why you like this kind of film? B: Because it’s very moving and amusing - Call on some pairs to make conversation - Check HOMEWORK (2 minutes): Write a paragraph about the film they like and prepare the next lesson UNIT 14: THE WORLD CUP Part B: Speaking Date of teaching: Monday, 4th April 2021 I Objectives: Education aims: - Students know about the World Cup (WC) Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense - Vocabulary about football Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners II Preparation: - Teacher (T): lesson plan, visual aid (posters and small cards,…) handouts - Students (Ss/ Sts): textbook, assignments (homework, preparation for the new lesson at home) III Anticipated problems: Ss might not have sufficient vocabulary to talk about the topic IV Procedures: Check the attendance Check the old lesson (if necessary) New lesson Teacher’s Activities Students’ activities WARM UP: (5 minutes) * Jumbles words - Ask Ss to work in groups of to 4, to put - Work in groups the letters in the right order to make the - Each group goes to the board to write meaningful words their words - Stick on the board jumbled words: * Answers pu rennur runner-up thos conurty host country pionchma champion nernniw winner recos score - Correct - Make a transition: “Can you guess what topic we will - Today we will talk about the World Cup discuss today? BEFORE YOU SPEAK (5 minutes) - Show pictures of famous football - These are football teams joined in teams and ask: World Cup 2002 + What you know about these football - Work in groups and then go to the board teams? to matching game - Ask Ss to match the name of the nation + picture : England with the picture + picture : France - Comment + picture : Italia WHILE YOU SPEAK (25 MINUTES): + picture : Germany * Presentation: - Look at the poster to know some - Write these prompts: Where / Which information about the World Cup team/ final match/ champion/score - Listen carefully and pay attention to - each group has prepared the presentation important information such as: host at home: tell the World Cup which was country, teams in the final match, the held in 2018 in Russia and will be held in winner and the score of the match 2022 in Quatar Another group talk about A: Where was the first WC held? their favourite football national team of B: It was held in Uruguay their own (they chose Brazil) The last A: Which teams played in the final group chose to talk about the Vietnamese match? football team who was the runner – up at B: Uruguay and Argentina U23 Asia AFF Cup in 2018 (tournament, A: Which team became the champion? B: Uruguay clip, especially the emotional game in A: What was the score of the match? Changzhou) B: 4-2 - Listen carefully and work in groups * Example: The first WC was held in Uruguay in 1930 The final match was between Uruguay and Argentina Uruguay defeated Argentina by to - Do the task as directed - Listen to T AFTER YOU SPEAK: (3 minutes) - T gives feedback to her Ss - Review how to read the score of the - Write down match - Prepare the next period - Ask each group to talk about a WC winner - Give comments HOMEWORK (2 minutes) - Write a passage (50 to 70 words) about a football player you like best