A survey on the real situation of active learning in english 6 at some secondary schools in hochiminh city

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY COLLEGE OF SOCIAL SCIENCES AND HUMANITIES -o0o - A SURVEY ON THE REAL SITUATION OF ACTIVE LEARNING IN ENGLISH AT SOME SECONDARY SCHOOLS IN HOCHIMINH CITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by PHAN HOANG YEN Supervisor DO HANH NGA, Ph.D Hochiminh City, June 2007 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: A SURVEY ON THE REAL SITUATION OF ACTIVE LEARNING IN ENGLISH AT SOME SECONDARY SCHOOLS IN HOCHIMINH CITY in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Hochiminh City, June 20, 2007 Phan Hoang Yen i ACKNOWLEDGEMENT I would like to acknowledge the invaluable and heartily assistance that my thesis supervisor, Dr Do Hanh Nga has given to me over the lengthy period of researching and writing this thesis Without her encouragement and constant guidance, I could hardly finish the thesis She was always ready to meet and talk about my ideas, proofread my papers and chapters, make good questions and give helpful advice to help me think through the problems I am greatly indebted to many lecturers, including Prof Cao Xuan Hao, Prof Nguyen Duc Dan, Prof Bui Khanh The, Dr Duong Ngoc Dung, Dr Nguyen Van Muoi, Dr Vu Thi Phuong Anh, Dr To Minh Thanh, Ms Nguyen Bich Hanh, M.A, Ms Nguyen Thi Kieu Thu, M.A, Ms Pham Thi Ngoc Hoa, M.A, Mr Truong Hon Huy, M.A, Mr Peter Leonard, M.A and Mr Nguyen Hoang Linh, M.A for their dedication and helpful instruction during the course I also wish to thank all those who helped in the study, in particular, Ms Ho Dac Hai Mien, Mr Phan Minh Khanh, the management board of Tran Dai Nghia, Vo Truong Toan, Minh Duc (District 1), Khanh Hoi A, Tang Bat Ho A, Van Don, (District 4), Nguyen Huu Tho (District 7), and Lam Son, Cuu Long (Binh Thanh District) secondary schools for their help with the data collection for the study; all the pupils participating in the study for their cooperation; and all my friends for their unfailing support, friendship and enjoyable company Last but not least, thanks go to my family To my parents who continue to give of themselves so that their children will prosper To my husband and daughter for their love, understanding and support ii ABSTRACT This research study is carried out with the purpose of identifying the real situation of application of active learning in teaching English at some secondary schools in HCMC In parallel to this, it may gain some significance as it is performed to discover what secondary teachers really need to implement instructional innovation with success Evidence was collected through three survey questionnaires to 6th-grade pupils, teachers and management officials in some secondary in district 1, 4, and Binh Thanh district Results from the various analyses show (1) the real situation of the application of active learning in the classroom; (2) the cause of that situation The study also makes suggestion on how to apply active learning more effectively Although schools’ management board and teachers are aware of the importance of active learning in foreign language teaching, they should be well-oriented and well-equipped for an ultimate result iii TABLE OF CONTENTS Certificate of originality i Acknowledgement ii Abstract iii Table of contents iv List of tables vii List of figures viii Abbreviations ix INTRODUCTION 0.1 The problem 0.2 Aim of the study and overview of the thesis 0.3 Limitations Chapter 1.1 BACKGROUND TO THE STUDY .5 Description of the English syllabus 1.1.1 The English course-book 1.1.2 The syllabus 1.2 Orientation of the renewal of English teaching method 1.2.1 Reinforcing pupil’s motivation 10 1.2.2 Bringing pupil’s personal style and creativityinto play 10 1.2.3 Creating maximum chance for practicing language use 10 1.2.4 Combining skills 11 1.2.5 Using the textbook creatively 11 1.2.6 Resources and equipment supporting the subject 11 Chapter 2.1 LITERATURE REVIEW 13 Overview of active learning 13 2.1.1 What is active learning 13 2.1.2 Historical overview of active learning 15 2.1.3 How to apply active learning in the classroom 16 iv 2.1.4 What are the advantages? 17 2.2 Factors needed in applying active learning 19 2.2.1 Analysis of pupils’ demands 19 2.2.2 Lesson plans 19 2.2.3 Active learning techniques 20 Chapter METHODOLOGY 30 3.1 Research questions 30 3.2 Research design 30 3.2.1 Subjects 31 3.2.2 Instruments: Questionnaires 34 3.2.3 Data collection procedures 36 3.2.4 Class observation 36 3.3 Summary 37 Chapter 4.1 DATA ANALYSIS AND FINDINGS 38 Real situation of active learning in English 38 4.1.1 Analysis of teachers’ opinions about active learning 38 4.1.2 Analysis of management official’s opinions about the real situation of active learning 46 4.1.3 Analysis of pupils’ opinions about the real situation of active learning 49 4.2 Results of class observation 51 4.2.1 At Tang Bat Ho secondary school 51 4.2.2 At Nguyen Huu Tho secondary school 51 4.2.3 At Tran Dai Nghia secondary school 52 4.3 Summary 52 Chapter 5.1 IMPLICATIONS AND RECOMMENDATIONS 53 Implications 53 5.1.1 The real situation of active learning in English at secondary schools 53 v 5.1.2 Causes of the real situation of active learning in English at secondary schools 54 5.2 Recommendations 55 CONCLUSION 56 BIBLIOGRAPHY .57 APPENDIX Questionnaire for teachers (in Vietnamese) 60 APPENDIX Questionnaire for teachers (in English translation) 66 APPENDIX Questionnaire for management officials (in Vietnamese) 72 APPENDIX Questionnaire for mananagement officials (in English translation) 75 APPENDIX Questionnaire for pupils (in Vietnamese) 78 APPENDIX Questionnaire for pupils (in English translation) 80 APPENDIX Observation sheet 82 vi LIST OF TABLES Chapter Table 1.1 Content of English course-book Chapter Table 2.1 Efficient and Inefficient teaching situation for lecturing 26 Table 2.2 Effective and Ineffective lecture 27 Chapter Table 3.1 Frequency distribution of teachers’ questionnaire 32 Table 3.2 Frequency distribution of management officials’ questionnaire 33 Table 3.3 Frequency distribution of pupils’ questionnaire 34 Chapter Table 4.1 Teachers’ opinions about their understanding in active teaching method 38 Table 4.2 Teachers’ opinions about active teaching method 39 Table 4.3 Difficulties in applying active learning in the classroom 40 Table 4.4 Types of activities done in class 41 Table 4.5 Equipment used in the classroom 41 Table 4.6 Purpose of active learning and use of equipment 42 Table 4.7 Ways of identifying pupils’ demands 42 Table 4.8 Teachers’ habit of lesson planning 43 Table 4.9 Reasons that teachers are not satisfied with the course-book 45 Table 4.10 Management officials’ opinions about statements on the application of active learning 47 Table 4.11 Management officials’ opinions about the application of active learning 49 Table 4.12 Mean of types of activities done in class 50 Table 4.13 Pupils’ opinions about the real situation of active learning 50 vii LIST OF FIGURES Chapter Figure 2.1 A model of active learning 14 Figure 2.2 The cone of learning 18 Figure 2.3 Learning Pyramid 29 Chapter Figure 4.1 Skills that teachers focus on practicing 44 viii ABBREVIATIONS MOET : Ministry of Education and Training DOET : Department of Education and Training HCMC : Hochiminh City SD : Standard deviation T : Teacher Ps : Pupils ix Practicing skills Bringing pupils’ creativity and imagination into play Helping pupils to be active in their learning Others: - 5 5 Item 15 Do you often have your pupils read by themselves? (please circle the chosen number) Never Not frequently Sometimes Frequently Very frequently If “Yes”, then when? _ _ _ _ Item 16 Are you satisfied with the current course-book? (please circle the chosen number) Completely unsatisfactory Unsatisfactory Acceptable Satisfactory Completely satisfactory If “Unsatisfactory”, please state the reason why? (please circle the chosen number) No Content Exercises Activities for practicing skills Other shortcomings (please state clearly) - Too little Little Enough Many Too many 5 Item 17 Do you think your pupils are satisfied with the current course-book? (please circle the chosen number) Completely unsatisfactory Unsatisfactory Acceptable 79 Satisfactory Completely satisfactory If “Unsatisfactory”, please state the reason why? _ _ _ _ Item 18 Have you got any ideas for improving active learning in teaching English at your school? _ _ _ _ Thank you very much! 80 APPENDIX PHIẾU ĐIỀU TRA (DÀNH CHO NHÀ QUẢN LÝ GIÁO DỤC) Để thực đề tài nghiên cứu “Khảo sát thực trạng giáo dục chủ động môn tiếng Anh lớp trường THCS”, cần thu thập số thông tin từ giáo viên dạy môn tiếng Anh trường trung học sở thành phố vấn đề liên quan trực tiếp đến thực trạng dạy học tích cực mơn tiếng Anh lớp Kính mong q Thầy/Cơ vui lịng dành chút thời gian điền thơng tin mà q Thầy/Cơ biết vào phiếu C THƠNG TIN CÁ NHÂN - Họ tên (có thể khơng ghi): ………………………………………………………… Giới tính (xin khoanh trịn vào số chọn): Nam Nữ Trường: ……………………………………………………………………………… Thâm niên công tác nhiệm vụ quản lý: ………………………………………… Trình độ học vấn: Cao đẳng Đại học Thạc sĩ hay cao D CÂU HỎI KHẢO SÁT Câu Xin cho biết mức độ đồng ý Thầy/Cô việc áp dụng phương pháp dạy học tích cực (PP DHTC) mơn học từ góc độ nhà quản lý nhà trường (xin khoanh tròn vào số chọn) ST T Nội dung Việc mở lớp bồi dưỡng, tập huấn cho giáo viên phương pháp dạy học tích cực thực định kỳ, đặn Các thơng tin dạy học tích cực văn đạo phương pháp giảng dạy (từ Phòng, Sở, Bộ) cập nhật thường xuyên PP DHTC cần thực cho tất mơn học, khơng riêng tiếng Anh GV phải tn thủ số tiết dạy theo quy định cho học Thành tích học tập HS hay Hồn tồn khơng đồng ý Nói chung khơng đồng ý Tạm chấp nhận Nói chung đồng ý Hồn tồn đồng ý 5 5 81 lớp điều quan trọng hoạt động dạy học 10 11 12 13 Cách giảng dạy hoàn toàn hợp lý không cần thay đổi Một tiết học chuẩn mực tiết học HS chăm nghe giảng, ghi chép giữ gìn trật tự lớp GV cần trao quyền tự chủ định chuyên mơn Mục đích dạy học tích cực lớp nâng cao thành tích học tập HS Chương trình học nặng nề sức ép thi cử ảnh hưởng đến phương pháp giảng dạy học tập GV HS GV cần tạo điều kiện tham gia vào trình định xây dựng sách nhà trường SGK cần cải tiến theo hướng phát huy tính chủ động HS Những nội dung khác (xin nêu rõ): - 5 5 5 Câu Xin cho biết mức độ đồng ý Thầy/Cô việc thực phương pháp giảng dạy tích cực mơn tiếng Anh lớp trường THCS (xin khoanh tròn vào số chọn) ST T Nội dung Phương pháp giảng dạy cần thay đổi cho phù hợp với đổi SGK Tổ mơn cần trọng phát Hồn tồn khơng đồng ý Nói chung khơng đồng ý Tạm chấp nhận Nói chung đồng ý Hồn tồn đồng ý 5 82 triển đầy đủ kỹ nghe – nói – đọc – viết cho HS 10 Trong tiếng Anh, kỹ nghe – nói quan trọng kỹ đọc hiểu viết Bộ môn cần trang bị thiết bị hỗ trợ học tập GV nên tự soạn giáo án cho phù hợp đối tượng HS GV cần có kiến thức đủ phương pháp giảng dạy tích cực Việc thay đổi phương pháp giảng dạy gây khó khăn cho GV HS việc dạy học môn tiếng Anh lớp GV tiếng Anh đơn vị Thầy/Cô quản lý cần bồi dưỡng thường xuyên phương pháp giảng dạy tích cực Việc áp dụng phương pháp giảng dạy tích cực mơn tiếng Anh lớp đơn vị Thầy/Cô quản lý liên quan chặt chẽ với chương trình/mục tiêu giảng dạy Những nội dung khác (xin nêu rõ): - 5 5 5 Xin chân thành cám ơn Quý Thầy/Cô! 83 APPENDIX QUESTIONNAIRE (FOR MANAGEMENT OFFICIALS) (In English translation) Để thực đề tài nghiên cứu “Khảo sát thực trạng giáo dục chủ động môn tiếng Anh lớp trường THCS”, cần thu thập số thông tin từ giáo viên dạy môn tiếng Anh trường trung học sở thành phố vấn đề liên quan trực tiếp đến thực trạng dạy học tích cực mơn tiếng Anh lớp Kính mong q Thầy/Cơ vui lịng dành chút thời gian điền thông tin mà quý Thầy/Cô biết vào phiếu A PERSONAL INFORMATION Full name (optional): ………………………………………………………… Gender (please circle the chosen number): Male Female School: ………………………………………………….…………………………… How long have you been in management position? ………………………………… Degree: 3-year college 4-year college Post-graduate B QUESTIONS Item How you agree with these statements on the application of active learning at your school from the view of a management official? (please circle the chosen number) No Content The opening of courses on active learning for teachers is done regularly and periodically Information on active learning as well as instructed documents on teaching method (from the Ministry and Department of Education and Training) is updated frequently Active learning should be applied in all subjects, not English only Teachers should follow the number of periods allotted for each unit Achievement of pupils and the Strongly disagree Partially disagree Quite acceptable Partially agree Strongly agree 5 5 84 whole class is the ultimate purpose of teaching and learning 10 11 12 13 The current teaching method is completely reasonable and unnecessary to change A standard period is one in which pupils keep listening to lectures, taking notes and keeping silent Teachers should take initiative in all professional decisions The aim of active learning in grade is improving pupils’ achievements The heavy syllabus and the pressure of examinations take a deep impact on teaching and learning methods of teachers and pupils Teachers should be encouraged to take part in the process of decision-making and policybuilding of the school The course-book should be improved to enhance pupils’ activeness Others (please state clearly): - 5 5 5 Item How you agree with the application of active learning in English at secondary schools? (please circle the chosen number) No Content Teaching method should be changed to fit with the renewal of the course-book English groups need to focus on developing all skills listening – speaking – readingwriting for pupils Strongly disagree Partially disagree Quite acceptable Partially agree Strongly agree 5 85 10 In English skills, listening and speaking are more important than reading and writing English groups must be equipped with equipment and facilities Teachers should make different lesson plans for different types of pupils Teachers need to be equipped with exact and adequate knowledge in active teaching method Changing teaching method makes it difficult for teachers and pupils to teach and learn English English teachers at your school need to take regular courses on active teaching method The application of active learning in English at your school links closely with the syllabus/objectives Others (please state clearly): - 5 5 5 Thank you very much! 86 APPENDIX PHIẾU ĐIỀU TRA (DÀNH CHO HỌC SINH LỚP 6) Xin em vui lịng điền vào thơng tin đây, Cám ơn hợp tác em! B THÔNG TIN CÁ NHÂN - Họ tên (có thể khơng ghi): ………………………………………………………… Giới tính (em khoanh tròn vào số chọn): Nam Nữ Trường: ……………………………………………………………………………… Lớp: …………………………………………………………………………………… C CÂU HỎI KHẢO SÁT Câu Thầy/Cô em thường áp dụng hình thức hoạt động sau đây? (em khoanh tròn vào số chọn) STT Loại hình Chưa Khơng thường xun Thỉnh thoảng Thường xuyên Rất thường xuyên Đóng kịch Thảo luận nhóm nhỏ Thảo luận nhóm lớn Thuyết trình, báo cáo 5 Học theo đề án Trị chơi Hình thức khác (hãy nêu rõ): - Câu Sau học tiếng Anh, em có thấy tự tin sử dụng tiếng Anh hay khơng? (em khoanh trịn vào số chọn) Khơng Có Câu Khi thầy/cơ cho tham gia hoạt động đóng kịc, thảo luận, thuyết trình, trị chơi…, em có nhiệt tình tham gia khơng? (em khoanh trịn vào số chọn) Khơng Có 87 Nếu chọn “Không”, em trả lời “Tại sao?” _ _ _ _ Nếu chọn “Có”, em trả lời “Tại sao”? _ _ _ _ Câu Em có học thêm tiếng Anh khơng? (em khoanh trịn vào số chọn) Khơng Có Nếu chọn “Có”, em cho biết ý kiến cách khoanh trịn vào số chọn: - Các thầy/cơ dạy tiếng Anh ngồi trường có cho nhiều hoạt động trường khơng? Khơng Có Học ngồi trường có sinh động hứng thú học trường khơng? Khơng Có Trình độ tiếng Anh em lên nhờ học trường hay học thêm ngoài? Học trường Học Câu Kỹ tiếng Anh em nhờ học trường phổ thông? (em khoanh tròn vào số chọn) Kỹ nghe Kỹ nói Kỹ đọc Kỹ viết 88 APPENDIX QUESTIONNAIRES (FOR PUPILS OF GRADE 6) (In English translation) Please fill in the below information Thank you for your cooperation! A PERSONAL INFORMATION Full name (optional) …………………………………………………………………… Sex (circle the chosen number): Male Female School: ………………………………………………………………………………… Class: ………………………………………………………………………………… B QUESTIONS Item Which of the following types of activities your teachers often apply in class? (Please circle the chosen number) No Type Role-play Small groups Large groups Presentation Projects Games Others: Never 1 1 1 Not Sometimes Frequently Very frequently Frequently 5 5 5 Item Do you feel confident in using English after these English classes? No Yes Item Do you excitingly take part in those activities? No Yes If “No”, please state the reasons _ _ _ _ 89 If “Yes”, please sate the reasons _ _ _ _ Item Do you go to extra classes for English? No Yes If “Yes”, please answer these questions by circling the chosen number - Do English teachers outside the school give more activities than those in the school? No Yes Is learning at extra classes more lively and interesting than learning at school? No Yes Which makes your English better, learning at school or learning at extra classes? At school At extra classes Item Which English skills that you are best at when learning at school? (please circle the chosen number) Listening Speaking Reading Writing 90 APPENDIX OBSERVATION SHEET School: Class: Teacher: Male Female Equipment and Facilities No Equipment Projector Video Film Table Charts, pictures Handouts Cassette player Yes No Frequently Sometimes Do not use Frequently Sometimes Do not use Comment: Teacher’s activities Teachers’ communication skill No Method Verbal Facial expressions Gestures General communication Comment: Teacher’s teaching activities No Activities Role-play Small groups Large groups Presentation Games Comment: 91 Teacher’s activities while instruction No 10 11 12 Expression T introduces the objectives, content and requirements of the lesson from the beginning T is ready to listen and exchange with pupils T encourages Ps to exchange with each other during the lesson T encourages Ps to speak English T uses E all the time, unless necessary T spends most of the time to practice pronunciation for Ps T spends most of the time to teach Grammar for Ps T divides Ps into groups to practice Speaking with given topics T clings closely to the course-book T changes his/her method frequently so as not to be boring T makes good use of time T ensures teaching time and plan Clearly Comment: Pupils’ activities Listening to teacher Attentively Normally Vaguely ‰ ‰ ‰ 92 Quite clearly Unsatisfied Giving opinions Clearly Normally Timidly ‰ ‰ ‰ Taking part in activities Heartingly Normally Reluctantly ‰ ‰ ‰ Comment: 93