An analysis of advantages and disavanteges of learning speaking online through role play activities among english majored sophomores at ffl iuh graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS STUDENT NAME: HOANG KIEU DIEM ID NUMBER: 18087691 CLASS CODE: 420300165602 COHORT: 2018-2022 SUPERVISOR NAME: NGUYEN THI THUY LOAN, M.A HCMC, 05/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS STUDENT NAME: HOANG KIEU DIEM ID NUMBER: 18087691 CLASS CODE: 420300165602 COHORT: 2018-2022 SUPERVISOR NAME: NGUYEN THI THUY LOAN, M.A HCMC, 05/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student Name: Hoang Kieu Diem ID Number: 18087691 Class Code: 420300165602 Cohort: 2018-2022 Supervivor Name: Nguyen Thi Thuy Loan, M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism Date submitted: December 10th 2021 Signed: Word count: 8231 words AN ANALYSIS OF ADVANTAGES AND DISAVANTEGES OF LEARNING SPEAKING ONLINE THROUGH ROLE-PLAY ACTIVITIES AMONG ENGLISH-MAJORED SOPHOMORES AT FFL-IUH ABSTRACT At the present, online learning has been organized among courses of Industrial University in Ho Chi Minh City, especially in the Faculty of Foreign Languages Meanwhile, role play which is considered as an effective technique is applied by English-majored students in learning speaking online It is vital to analyze different aspects of role-playing to give students a comprehensive understanding This research focuses on the advantages and disadvantages of the role-play technique in learning speaking online among English-majored sophomores at FFL-IUH Due to the influence of COVID quarantine, data collected from the online questionnaires with nearly two hundred second-year students (of FFL-IUH) have experienced role-play in the online speaking class The results indicate that the role-play technique is appropriate for all different levels of students whose speaking abilities are advanced in various aspects, however, its drawbacks (caused by objectivity and subjectivity) are sometimes faced by speakers Therefore, the research also offers suggested solutions for students and teachers in using role-play activities more effectively Keywords: Advantages and disadvantages of role-play, speaking skills, role-play ACKNOWLEDGEMENT To have a successful thesis, I would like to thank the supporters who helped me to make this research possiblethe support Especially those who guided me to overcome all difficulties in this meaningful time so i have had such amazing moments of all my University life First and foremost, I would like to express my deep gratitude to the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for creating many valuable opportunities to finish my thesis in the best Secondly, I would like to give my warmest thanks to my supervivor, Ms Nguyen Thi Thuy Loan, who energetically directed and gave me a chance of doing a thesis Without her advice and aids, I can not complete successfully this report Furthermore, I would like to thank my group member Vo Thi Kim Le, Nguyen Thi Thao Duyen, Phan Thi Nhu Phuong, who always supported me during the thesis process Finally, I am grateful to all of the lovely students, who positively participated in the survey In short, I really want to thank all the people who helped and supported me so that I can complete this thesis report This was a great memory Table of Contents CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Research Objectives 1.3 Research Questions 1.4 Scope of the study CHAPTER 2: LITERATURE REVIEW 2.1.Definition of key terms 2.1.1.Speaking skills 2.1.2.Online learning 2.1.3.Role-play technique 2.2.Result of previous studies 2.2.1.Advantage of role-play activities in learning speaking online 2.2.2.Limitations of role-playing in learning speaking online 10 2.2.3.Summary of previous studies 11 CHAPTER III: RESEARCH DESIGN 12 3.1 Research site: 13 3.2 Participants: 13 3.3.Research methodology and research methods 13 3.3.1.Research methodology: 13 3.3.2.Research methods: 14 3.4 Procedures 14 3.5.Data analysis 14 CHAPTER 4: FINDINGS AND DISCUSSION 15 4.1 Findings 16 4.1.1 The general information of the second year English-majored students 16 4.1.2 The standpoint of 2nd year English-majored students toward role-play techniques 22 4.2 Discussion 29 4.2.1 The general information about the second-year English-majored students at FFL-IUH 29 4.2.2 Students’ perspectives toward the benefits of role-play activities in learning speaking online 30 4.2.3 The opinion of 2nd English-majored students of the role-play limitations in learning speaking online 31 CHAPTER 5: CONCLUSION AND SUGGESTION 32 5.1 Conclusion 33 5.2 Recommendation 33 5.2.1 Recommendation for the English-majored sophomores at FFL-IUH 33 5.2.1 Recommendation for the English teachers at FFL-IUH 34 5.3 The limitation of the study 34 REFERENCES 35 APPENDICES 38 Table of Figures Chart 4.1 The percentage of students who have learned speaking online 16 Chart 4.2 The figures of the frequency of students learning speaking online 17 Chart 4.3 The learning software which students tend to join in the online lessons 18 Chart 4.4 The frequency of practicing role-play technique among English-majored sophomores in the online speaking class 19 Chart 4.5 The percentage of students who enjoy learning speaking online by role-play techniques 20 Chart 4.6 The types of role-play techniques 20 Chart4.7 The favorite topics in learning speaking online via role-play activities 21 Chart4.8 The percent of students who agree that role-play activities can improve your speaking ability when learning online 22 Chart 4.9 The benefits of role-play activities in learning speaking online 23 Chart 4.10 The benefits of role-play activities in learning speaking online 24 Chart 4.11 The frequency of role-playing problems are faced by FFL sophomores 25 Chart 4.12 The limitations of role-play activities in learning speaking online 26 Chart 4.13 The limitations of role-play activities in learning speaking online 26 Chart 4.14 The figures of students who desire to continue joining in role-play activities in online speaking class 28 Table 4.1 The type of role-play activities that students like most when learning speaking online 28 Table 4.2 The types of platform that students want to join in role-play activities when learning speaking online 29 HOÀNG KIỀU DIỄM 18087691 CHAPTER I: INTRODUCTION NGUYỄN THỊ THÚY LOAN, M.A HOÀNG KIỀU DIỄM 18087691 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY SUPERVISOR’S EVALUATION FORM Student’s name: Hoang Kieu Diem Student ID No.: 18087691 Supervisor’s name: Nguyen Thi Thuy Loan CRITERIA Oral Presentation (10) Language Use SCORE SCORE Performance Time management (10 Response to questions Format Coherence and Organization Language Usage Rationale and research Introduction STUDENT'S Content minutes) Format and MAXIMUM objectives Written Research questions Graduation Definitions of key Thesis Literature terms/concepts (70) Review Review of previous studies 5 5 Research Methodology & Research Design 10 Methods Collecting and analyzing data NGUYỄN THỊ THÚY LOAN, M.A 45 HOÀNG KIỀU DIỄM 18087691 Relevance between research findings and Findings & goals (Findings) Discussion Evaluating and discussing the findings 5 (Discussion) Conclusion & Conclusion recommendation Referencing 10 Group Decision & Supervisor’s Appraisal on teamwork (05) Planning Roles & Distribution Establish Goals Meeting Minutes Contribution to the Peer evaluation on team project teamwork (05) Taking responsibility Working with others Communication skills Supervisor’s Appraisal Punctuality (10) Continuous improvement TOTAL SCORE 100 Other comments: Date: … /… /2021 Supervisor's name and signature: Nguyen Thi Thuy Loan NGUYỄN THỊ THÚY LOAN, M.A 46 HOÀNG KIỀU DIỄM 18087691 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY EXAMINER’S EVALUATION FORM Student’s name: Hoang Kieu Diem Student ID No.: 18087691 Examiner’s name: MAXIMUM STUDENT'S SCORE SCORE Content 6 Oral Presentation Performance 6 (20) Time management (10 minutes) 4 Response to questions 4 Format and Format 3 Language Coherence and Organization 4 Usage Language Usage 3 5 5 5 10 10 10 10 5 5 10 10 Conclusion & recommendation 10 10 Referencing 5 100 100 CRITERIA Rationale and research Introduction objectives Research questions Definitions of key Written Graduation Literature Review Thesis (80) terms/concepts Review of previous studies Research Methodology & Research Design Methods Collecting and analyzing data Relevance between research Findings & findings and goals (Findings) Discussion Evaluating and discussing the findings (Discussion) Conclusion TOTAL SCORES NGUYỄN THỊ THÚY LOAN, M.A 47 HOÀNG KIỀU DIỄM 18087691 Other comments: Date: Examiner's name and signature: NGUYỄN THỊ THÚY LOAN, M.A 48 HOÀNG KIỀU DIỄM 18087691 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: Hoang Kieu Diem Item/ Weight Unsatisfactory There is no Group Planning & Decision Student code: 18087691 Developing Satisfactory Exemplary A procedure for A clear procedure 10 A clear planning& planning& for planning & procedure for decision making making decisions making decisions planning & process, decisions is established by in research work making decisions are made by the group, but it is informally in research work individuals is not clear established by all is formally and/or it focuses members of the established by all on individuals group members of the group The group does The group The group The group not establish roles establishes establishes establishes and for each member informal roles clear and formal documents clear for each roles for each and formal roles member The member and for each member unequally workload could distributes the and distributes distributed be distributed workload equally the workload and/or the Roles & Distribution workload is more equally Meeting Minutes equally Scheduled meetings Scheduled Scheduled Scheduled minutes are rarely meetings minutes meetings minutes meetings minutes recorded and the are often recorded are usually are always efforts are and the recorded and the recorded and the scattered contribution of contribution of contribution of each team NGUYỄN THỊ THÚY LOAN, M.A each team 49 HOÀNG KIỀU DIỄM 18087691 members are NOT each team members members are identified NGUYỄN THỊ THÚY LOAN, M.A are identified identified 50 HOÀNG KIỀU DIỄM 18087691 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Hoang Kieu Diem Item/ Weight Unsatisfactory Contribution Does not collect relevant to the team any information; no project useful suggestions to address team's (10) needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Does not perform assigned tasks; often misses Taking meetings and, responsibility when present, does not have anything (10) constructive to say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and Working with supports the efforts others of others; often uses inappropriate (10) language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Total: 30/3 =10 Evaluator's name: Nguyen Thi Nhu Phuong Date of evaluation: 8/12/2021 NGUYỄN THỊ THÚY LOAN, M.A 51 HOÀNG KIỀU DIỄM 18087691 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Hoang Kieu Diem Item/ Weight Unsatisfactory Contribution Does not collect relevant to the team any information; no project useful suggestions to address team's (10) needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Does not perform assigned tasks; often misses meetings and, Taking responsibility when present, does not have anything constructive to (10) say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and Working with supports the efforts of others; often others uses inappropriate language; often is (10) not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Total: 30/3 = 10 Evaluator's name: Nguyen Thi Thao Duyen Date of evaluation: 8/12/2021 NGUYỄN THỊ THÚY LOAN, M.A 52 HOÀNG KIỀU DIỄM 18087691 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Hoang Kieu Diem Item/ Weight Unsatisfactory Does not collect Contribution any relevant to the team information; no project useful suggestions to address team's (10) needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Does not perform assigned tasks; often misses Taking meetings and, responsibility when present, does not have anything (10) constructive to say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and Working with supports the efforts others of others; often uses inappropriate (10) language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Total: 30/3 = 10 Evaluator's name: Vo Thi Kim Le Date of evaluation: 8/12/2021 NGUYỄN THỊ THÚY LOAN, M.A 53 HOÀNG KIỀU DIỄM 18087691 Rubrics for Written Graduation Thesis - Supervisor (70%) Item/ Weight Format (3) 10 Coherence and Organizati on (4) Languag e Usage (3) Introduction 10 Rationale and objectives of research (5) Research questions (5) Unsatisfactory There are consistent mistakes in the required format The development of paper is vague; no apparent logical order of presentation There are consistent spelling and grammar mistakes in the paper The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic Research questions are not successfully defined NGUYỄN THỊ THÚY LOAN, M.A Developing There are several mistakes in the required format Satisfactory There are minor mistakes in the required format Exemplary 10 There are hardly any mistakes in the required format The paper is presented with connected concept and ideas, clear transitions The paper is presented in logical sequence and well organized The paper is clearly stated, well-developed and well organized There are several spelling and grammar mistakes in the paper There are minor spelling and grammar mistakes in the paper The rationale of the research topic is presented and the significance and objectives of the paper is justified The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified There are hardly any spelling and grammar mistakes in the paper The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified Research questions are defined Research questions are coherently and clearly defined Research questions are scientifically meaningful and challenging 54 HOÀNG KIỀU DIỄM Literature Review 10 15 18087691 Definition s of key terms/con cepts (5) Definition of key concepts is insufficient Key concepts are recognized The key concepts related to the research topic are defined The key concepts related to the research topic are also clearly defined Review of previous studies (5) The previous studies are inadequately relevant with the research topic and inappropriatel y summarized The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriately summarized The previous studies are adequately relevant with the research topic and appropriately summarized Research Methodolo gy and Methods (10) The author displays such a low level of research methodology and methods that it can be regarded as unacceptable The author correctly presents the research methods and shows good organization and application of research methodology The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology Collecting and analyzing data (5) The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the Research Design 15 NGUYỄN THỊ THÚY LOAN, M.A The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best 55 HOÀNG KIỀU DIỄM 18087691 research questions, but the author has an insufficient command of the methods Findings & Discussion Relevance between research findings and objectives (5) 10 Evaluatin g and discussing the findings (5) Conclusio n& Reconmm endation (10) The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is NGUYỄN THỊ THÚY LOAN, M.A information provided by the data summarize the information provided by the data The author demonstrates a satisfactory understanding in the analysis of the research findings The research findings may be adequate but not as described The author demonstrates adequate levels of understanding in the analysis of the research findings The research findings are adequate relevant to the objectives of the study The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study The research findings make a minor contribution to the knowledge base of the discipline and field of study The research findings make a good contribution to the knowledge base of the discipline and field of study The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates The research findings make a significant contribution to the knowledge base of the discipline and field of study The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and 56 HOÀNG KIỀU DIỄM Conclusion 15 Referencin g (5) unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research References are of poor quality The format and layout are inconsistent and not in line with APA style NGUYỄN THỊ THÚY LOAN, M.A 18087691 findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies the purpose and findings of the study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research communicates the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style 57 HOÀNG KIỀU DIỄM 18087691 Rubrics for Oral Presentation - Supervisor (10%) Unsatisfactory Developing Satisfactory Exemplary Organization al structure present but unclear with underdevelop ed introduction, body and conclusion Transitions are awkward Organizational structure present clearly with introduction, body and conclusion A few transitions Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Performance (3) Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features Time management (2) No regard for time constraints six or seven minutes above or Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciat ions are frequent and cause some difficulty for the listener Presentation given within four or five minutes above or below the allotted time 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Item/ Weight Content (3) NGUYỄN THỊ THÚY LOAN, M.A Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints 58 HOÀNG KIỀU DIỄM 18087691 below the allotted time Questions response (2) Unable to respond many questions Most questions are responded competently NGUYỄN THỊ THÚY LOAN, M.A Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively 59