The use ò role play activities in enhancing 11th graders’ motivation speaking at trieu son 2 high school

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS THE USE OF ROLE PLAY ACTIVITIES IN ENHANCING 11TH GRADERS’ MOTIVATION SPEAKING AT TRIEU SON HIGH SCHOOL Student: Đỗ Thị Thúy Hoài Class: K20A-FFL-HDU Course: 2017-2021 Supervisor: M.A Hoàng Thị Minh Thanh Hoa, June 2021 i ACKNOWLEDGEMENT On completing this graduation thesis, foremost, I would like to show my great gratitude to my supervisor, Ms Hoang Thi Minh, M.A., lecturer of Faculty of Foreign Languages of Hong Duc University for her assistance in giving me invaluable suggestions, corrections as well as instructive comments Secondly, I would like to express my deepest thanks to the Board of Management, all the teachers and my friends in class K20A of the Faculty of Foreign Languages of Hong Duc University Without their helpful supports, ideas, suggestions and encouragement I could not finish this paper I repeat my thanks to the teachers and students at Trieu Son High school where I did my teaching practice and survey questionnaire, observation and interview, especially students of class Last but not least, I’m indebted to my family’s spiritual and financial support a long with my friends’ encouragement during the process of doing this study ii ABSTRACT One of the main purposes of learning foreign languages, particularly English, which has become the lingua franca in many parts of the world, is the ability to communicate effectively with other users of the target language Teaching to communicate in real, everyday situations is very often neglected and students have little chance to practice the ordinary language in class Therefore, teachers ought to provide learners with opportunities to improve their speaking skills To realize this situation especially in speaking lesson and find some solutions for this problem, an investigation on “The use of role play activities in enhancing 11th graders’ motivation speaking at Trieu Son High school” is conducted by using the combination of methods such as document analysis, survey questionnaire, interview, observation The prime objective of this paper is to investigate whether role-play activities contribute to developing students’ speaking skills in the English Language Teaching classroom To achieve this goal, some theoretical backgrounds of role-playing games motivation, and using this game in improving speaking ability in speaking lessons in English as Foreign Language class are studied to confirm the result found Additionally, both teachers and students support the idea of teaching and learning through role-playing game which is quite effective in motivating students but its application is not paid attention to With the hope to diversify learning activities to motivate students to learn better, the author of this paper consulted and designed a few speaking lessons using role-playing games This thesis consists of three chapters: the first two sections on theoretical basic and the third one focuses on implementing role-play activities in the classroom iii TABLE CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii TABLE CONTENTS iii LIST OF ABBREVIATION v LIST OF TABLE OF FIGURES vi PART 1: INTRODUCTION 1 Rationale Aims of the study Research questions Methods of the study Scope of the study Design of the study PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND 1.1 Overview of motivation in language learning 1.1.1 Definition of motivation 1.1.2 The importance of motivation in language learning 1.2 Speaking skill 1.2.1 Definition of speaking skill 1.2.2 Principles for Teaching Speaking 1.2.3 The Components of Speaking Skill 1.2.4 A successful speaking lesson in classroom 1.3 Overview of role play 10 1.3.1 Definition of role play 10 1.3.2 Types of role-play 13 1.3.3 Stages of a standard role-play 15 1.3.4 Significance of role play in teaching speaking 16 1.3.5 Related previous study 17 iv CHAPTER 2: METHODOLOGY 18 2.1 Research hypothesis 18 2.2 Setting of the study 18 2.3 Participants of the study 18 2.4 Research instruments 19 2.5 Procedures of data collection 20 2.6 Data analysis procedures 21 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 22 3.1 Data analysis and discussion from Phase 22 3.1.1 Data analysis from Phase 22 3.1.2 Discussion from Phase 26 3.2 Data analysis and discussion from Phase 27 3.2.1 Data analysis from students’ survey questionnaires 27 3.2.2 Data analysis from teachers’ questionnaires 29 3.2.3 Data analysis from class observation 32 3.2.4 Discussion from Phase 33 PART III: CONCLUSION 34 Major findings of the study 34 Pedagogical implications 35 Limitations and future research directions 37 REFERENCES 38 APPENDICES 42 APPENDIX 1: CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH 42 APPENDIX 2: SURVEY QUESTIONAIRES FOR TEACHERS 44 APPENDIX 3: CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH 45 APPENDIX 4: SURVEY QUESTIONNAIRES FOR TEACHERS 47 v LIST OF ABBREVIATION CLT: Communicative Language Teaching EFL: English as Foreign Language Ts: Teachers Ss: Students ELT: English Language Teaching L2: Second language vi LIST OF TABLE OF FIGURES Tables Table 3.2.1.1: The students’ attitudes toward the use of role-play activities in improving their speaking skills 27 Table 3.2.2.1: Teachers’ opinions towards the importance of role play activities in speaking lessons 29 Table 3.2.2.2: Ways of motivating students to take part in role play activities 29 Table 3.2.2.3: Teachers’ preparation for role play activities 30 Table 3.2.2.4: Best time for teachers to implement role play activities in speaking lessons 30 Table 3.2.2.5: Ways of organizing the class for role play activities in speaking lessons 31 Table 3.2.2.6: Kinds of correction techniques used in giving feedback on students’ doing role-play activities 31 Table 3.2.2.7: Teachers’ evaluation of students’ improvement in speaking ability after using role play activities 32 Table 3.2.2.8: Teachers’ expectation towards integrating role play activities in speaking lessons 32 Figures Figure 3.1.1.1: Teachers’ and students’ opinions towards the importance of teaching and learning speaking skills 22 Figure 3.1.1.2: Students’ interest in learning speaking skill 23 Figure 3.1.1.3: Language used by students in speaking lesson 23 Figure 3.1.1.4: Teachers’ and students’ self-evaluation towards students’ speaking ability 24 Figure 3.1.1.5: Students’ knowledge towards the term “role play” 25 Figure 3.1.1.6: Frequency of role play activities in speaking lessons 26 PART 1: INTRODUCTION Rationale English is now one of the most important languages in the world It is spoken as a second language and an official language in many countries, as well as a foreign language throughout the world, particularly in the globalization trend Almost everyone in the world uses it to communicate, and it is used by people from all over the world English is now a required subject in all high schools across the country Students were previously required to learn English grammar; however, in light of communicative language teaching (CLT), they are now required to learn a variety of skills and language items English speaking ability is very important in international relationships for people to be able to integrate into the large world The ability to carry on a conversation in the language is used to assess speaking ability As a result, in recent years, the emphasis of teaching has been on promoting oral skills to meet the needs of students for effective communication, and the ability to communicate effectively has been the goal of every learner However, how to effectively teach and learn speaking remains a challenge for both teachers and students in many Vietnamese high schools Despite teachers’ efforts to provide students with opportunities to develop their communicative skills, evidence shows that too many school students are unwilling to participate in speaking activities in class This could be due to a variety of factors originating from the teachers’, students’, and others’ perspectives, such as classroom environment, activity types and contents, and so on Teaching methods has been identified as the most important of these factors Teaching methods is a critical issue in language teaching that has long been thought to have a positive impact on the success or failure of learning English Language teachers must have skills and techniques to teach students to practice the four basic skills, particularly speaking skills As a result, in order for students to speak more effectively, teachers frequently employ a wide range of communicative activities such as discussion, role-play, simulations, information gap, jigsaw, and so on Among them, role play is regarded as a common and effective method for improving students’ speaking performance A role play, according to Ladousse (1987) [34] , uses various communicative techniques to develop fluency in the language, promote interaction in the classroom, and increase motivation Role-playing can help students improve their speaking skills in any situation and improve their ability to interact For shy students, role play helps to provide a mask, where students who struggle with conversation are open-minded Furthermore, Harmer (1986) [18] promotes the use of role-playing for the following reasons: - It is enjoyable and motivating - Quieter students have the opportunity to express themselves more openly - The classroom world is expanded to include the outside world, providing a much broader range of language opportunities - Real-world scenarios can be created, and students can benefit from practice - Mistakes are permissible with no severe consequences It is critical, in my opinion, to investigate the effectiveness of role-play activities in improving students’ speaking performance That is why I am interested in conducting a study on “The use of role play activities in enhancing 11th graders’ motivation speaking at Trieu Son High school” The research is hoped to make a small contribution to the improvement of teaching speaking skills for students at Trieu Son High school Aims of the study The study’s goal is to look into the use of role play activities in speaking lessons at Trieu Son High school The study’s specific goals are as follows: - Investigate students’ attitudes toward using role-play in speaking lessons at Trieu Son High school - Look into how teachers at Trieu Son High school use role-playing activities to teach speaking to 11th graders - Examine the effectiveness of role-playing activities in increasing motivation and speaking performance among Trieu Son High school’s 11th graders students Research questions The present study is designed to answer the following questions: What are the attitudes of students at Trieu Son High school towards using role-play activities in a speaking lesson? How teachers of English at Trieu Son High school teach speaking to 11th grade students with role play activities? In what ways role-play activities improve motivation and speaking performance of 11th grade students at Trieu Son High school? Methods of the study The following research tools were used by the author to complete this thesis: - Document analysis - Questionnaires for surveys - In-class observation - Subsequent interviews All of the paper’s comments, remarks, and conclusions are based on data analysis Scope of the study The study is an excellent attempt to investigate the effectiveness of roleplay activities in motivating Trieu Son High school 11th grade students to participate in English speaking lessons Once completed, it will be a valuable resource for high school English teachers Furthermore, this study offers Trieu Son High school teachers suggestions for successfully implementing role-play activities As a result, the findings of the study will make a significant contribution to the improvement of teaching speaking skills to high school students 34 PART III: CONCLUSION Major findings of the study Based on the findings of the data analysis, the author has demonstrated that using role-playing activities in speaking lessons improves student motivation significantly This result is quite similar with Tran’s (2013)[52] However, due to the student level of Trieu Son High School, as well as cultural traditions, customs, and the geographical location of Trieu Son district, the study results have some differences: In response to research question number one, “What are the attitudes of students at Trieu Son High school toward using role-play activities in a speaking lesson?”, the majority of the students had positive attitudes toward using role-play activities in speaking lessons The students enjoyed acting out scenarios in front of the class They became more self-assured and actively participated in speaking lessons Roleplaying activities aid in the reduction of anxiety and the development of confidence in students During their speaking performance, they felt at ease and enjoyed themselves Surprisingly, the use of the mother tongue has declined significantly Given the effectiveness of roleplaying activities, the majority of students expected role-playing to be integrated into speaking lessons Concerning research question 2, “How English teachers at Trieu Son High school teach speaking to 11th-grade students using role-play activities?”, the findings revealed that the majority of the teachers were aware of the importance of role-playing as an effective technique to improve students’ motivation and speaking performance Although there are numerous ways to encourage students to participate in role-playing activities, teachers should consider appropriate methods for different students at different levels All teachers agreed that providing students with topic-related suggestions and clear instructions prior to role-playing was an effective way to motivate students to participate in role-playing activities In the context of high school, they rarely allow students to choose their own topics to discuss and partners to work with 35 Teachers recommended providing students with background information on the topic as well as teaching necessary vocabulary and structures in order to prepare for role-play activities Furthermore, the best times to implement role-play activities in speaking lessons were during the speaking stage and after the speaking stage Furthermore, teachers use pair work or group work to organize role-play activities in speaking lessons Teachers should use both peer and teacher correction when providing feedback to students participating in roleplaying activities Self-correction was another technique used to provide feedback on students’ performance It is possible to conclude that selfcorrection, peer correction, and teacher correction can all be used; however, the frequency with which each type of correction technique should be used should be varied Regarding research question 3, “In what ways role-play activities improve motivation and speaking performance of 11th-grade students at Trieu Son High school?”, the study findings indicate that not only the students’ speaking performance, but also their motivation, improved significantly from the first to the second phase Role-playing activities should be integrated into speaking lessons, according to all students and teachers Finally, role-play activities are a highly effective teaching technique that should be widely recognized and used in teaching and learning English speaking skills to 11th-grade students Pedagogical implications The success of a teacher is determined not only by the lesson plan, but also by how the teacher presents the lesson and employs various techniques to make the class more lively and enjoyable Regarding teaching speaking through role-playing, the author makes the following recommendations to both teachers and students: For the teacher: The teacher should select materials that are appropriate for the students and are not overly difficult A well-planned lesson is always required to increase the effectiveness of role-playing activities When selecting role-play activities, 36 teachers should consider the following factors in their lesson plans: the activity’s purpose, the length of the lesson, and the students’ ability Before assigning the role play to the students, the teacher should simply give the instructions to ensure that the students have fully understood and have all of the necessary information Furthermore, instructions should not be too long and should be simple to understand Before engaging in role play, teachers should provide students with linguistic preparation, such as vocabulary, structures, or patterns needed to complete the task, as well as some useful strategies for expressing ideas or opinions When students are working in pairs or groups, the teacher should maintain control over their activities The language should be presented in an enjoyable, relaxed, and understandable manner by the teacher To avoid distracting students, teachers should provide corrective feedback on students’ performance at the end of the task The role of the teacher Some of the possible teacher roles are: - Facilitator: Students may need a new language to be ‘fed’ in by the teacher If rehearsal time is appropriate the feeding in of new language should take place at this stage - Spectator: The teacher watches the role-play and offers comments and advice at the end - Participant: It is sometimes appropriate to get involved and take part in the role-play yourself For the students: It is hoped that the students will not be afraid to act out their roles It is hoped that the students will be active and creative in expanding their vocabulary Although it is difficult for the students, it is hoped that they will use English when participating in role-playing activities 37 Students should take an active role in role-playing Students should ask the teacher if they have any questions about the role-play activities Limitations and future research directions Due to time and experience constraints, mistakes and limitations are unavoidable in this study of teaching speaking skills to 11th graders at Trieu Son High school The first limitation concerns the study’s population The study’s subjects were only 85 Trieu Son High school 11th grade students As a result, additional research should be conducted on the larger subjects Second, due to time constraints, the researcher was unable to re-evaluate the effectiveness of role-play activities in this paper As a result, in order to obtain a more reliable and complete result, future studies may combine different data collection tools such as pre-test, post-test, and proficiency tests as research instruments that help to accurately assess the students’ speaking ability before and after role-play activities Finally, the researcher conducted the study in the hopes of discovering how role-playing can be used to improve speaking skills Further research should delve deeper into the use of other people’s communicative activities to improve one’s own speaking abilities 38 REFERENCES Anna Kuśnierek (2015)73-111, Developing students’ speaking skills through role-play Bintang Permata Dewi (2014), Department of english education Faculty of language and arts education Indonesia university of education Brown (2008), Nation “Teaching Speaking: Suggestion for the Classroom.” Brown, H D (1994) Principles of Language Learning and Teaching Upper Saddle River, NJ: Prentice Hall Brown,H Douglas (2001) Teaching by Principle An Interactive Approach to Language Pedagogy San Francisco: Longman Burden (1997) Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library) Bygate, M (1987) Speaking Oxford: Oxford University Press Crookes, G., & Schmidt, R W (1991) Motivation: Reopening the Research Agenda Language Learning, 41, 469-512 David Hopkins, (1993) A Teacher's Guide to Classroom Research 10 Diane Larsen-Freeman (Paperback, 1986) Techniques and Principles in Teaching English 11 Donn Byrne, Teaching Oral English: Longman 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Essex, England: Pearson Education Limited 21 Harris, P.D (1969), Testing English as a second language, McGraw-Hill, USA 22 Hayriye, K (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal, 12 (11) 23 Hornby (1995) Oxford Advanced Learner’s Dictionary of Current Language Oxford: Oxford University Press 24 http://ebookbrowse.com/skripsi-using-role-play-in-teaching-speakingpdfd183222236 25 http://findpdf.net/pdf-viewer/is-roleplaying-an-effectiveteaching-methoda.html 26 http://iteslj.org/Articles/Kayi-Teaching Speaking.html 27 http://www.scn.org/ip/cds/cmp/modules/tm-rply.htm 28 http://www.teachingenglish.org.uk/articles/role-play 29 Huebner, (1960), Theodore, Audio Visual Technique in Foreign Language New York: Cambridge University Press 30 Jim Scrivener Learning Teaching 31 Jo Mc Donough and Steven research methods for English language teachers Mc Donough London: Arnold, 1997 Pp vii + 262 32 Kayi, H (November 2006), “Teaching Speaking: Activities to Promote Speaking in a Second Language”, The Internet TESL Journal, Vol XII (11) 33 Killen (2008), Teaching theory and Religion 34 Ladousse (1987), A role play 40 35 Le Van Canh (2004), Understanding Foreign Language Methodology, CFL - VNUH 36 Littlewood, T.W (1984), Foreign and Second Language Learning, CUP 37 Littlewood, W (1994), Communicative Language Teaching, Cambridge University Press, Cambridge, pp 51 – 57 38 Maley, A (1987) Role Play, OUP, pp 108 39 Nunan, D (1995) Language Teaching Methodology: A Textbook for Teachers NY: Phoenix Ltd., p 593 40 Nunan, D (1996), “Learner strategy training in the classroom: An action research study,” TESOL Journal, 6, 41 Nunan, D (1999), Second Language Teaching and Learning, Thomson / Heinle, Boston, pp 32 42 Nunan, D (2003), Practical English Language Teaching, Mc Graw-Hill, New York, pp 48 43 Nunan D (1992), Research Methods in Language Learning, CUP, Cambridge 44 Nurgiyantoro, Burhan, 1987, Penelitian dalam Pengajaran Bahasa dan Sastra Yogyakarta: BPFE Yogyakarta 45 Oxford, R., & Shearin, J (1994) Language Learning Motivation: Expanding The Theoretical Framework The Modern Language Journal, 78, 12-27 46 R C Gardner (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation London: Edward Arnold, Pp xiv + 208 47 Richard-Amato, P A 2003 Making It Happen: from Interactive to Participatory Language Teaching: Theory and Practice, 2nd ed New York: Longman 48 Rod Ellis (1997 147) Second Language Acquisition by Oxford: Oxford University Press 49 SLongman dictionary of Contemporary English 41 50 Stern, H H (1983) Fundamental Concepts of Language Teaching Oxford, England: Oxford University Press.4 51 Syakur 1999 Language Testing and Evaluation Surakarta: UNS Press 52 Trần Thị Phấn (2013), The use of role play activities in enhancing 10th graders’ motivation and speaking performance at nam cao high school 53 Ur (1996:120) available: http://tainguyenso.vnu.edu.vn/ (Accesed on Sunday, September 2, 2012 at 11:47 a.m) 54 Ur, P (1996), A Course in Language Teaching, Cambridge University Press, Cambridge, pp 121 55 Ur, P (2000), A Course in Language Teaching, Cambridge University Press, Cambridge, pp 242 56 Williams, M and Burden, R (1997), Psychology for Language Teachers, CUP, Cambridge 57 Woolfolk, A (2001), 8th ed, Educational Psychology, Allyn Bacon, A Pearsoson Education Company, United States 42 APPENDICES APPENDIX 1: CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH Khảo sát thực nhằm thu thập thông tin thực trạng vấn đề trình dạy học môn Tiếng Anh trường THPT Triệu Sơn Tôi cảm ơn hợp tác bạn việc hồn thành bảng câu hỏi Hãy khoanh trịn vào câu trả lời thích hợp cho câu hỏi sau Bạn chọn nhiều câu trả lời Bạn nghĩ tầm quan trọng việc học kỹ nói trường trung học phổ thông? A Rất quan trọng B Quan trọng C Không quan trọng Bạn quan tâm đến việc học kỹ nói nào? A Rất nhiều B Không nhiều C Không Bạn thường sử dụng ngôn ngữ học nói? A Chỉ sử dụng tiếng Anh B Sử dụng tiếng Anh nhiều tiếng Việt C Sử dụng tiếng Việt nhiều tiếng Anh D Chỉ sử dụng tiếng Việt Theo bạn khả nói thân mức độ ? A Kém B Trung bình C Tốt D Rất tốt E Xuất sắc 43 Bạn biết thuật ngữ “role-play”( đóng vai) gì? A Đây hoạt động học sinh đặt tình thực tế B Đây hoạt động cung cấp cho học sinh hội thực hành nói cách sáng tạo C Cả hai D Khơng có ý kiến Cảm ơn câu trả lời bạn! 44 APPENDIX 2: SURVEY QUESTIONAIRES FOR TEACHERS This survey is intended to gather data on the actual state of classroom problems in the English teaching and learning process at Trieu Son High School I appreciate your assistance in completing this questionnaire Please rest assured that your identity will not be revealed in any discussion of the data Please circle the appropriate answers for the following questions You may choose more than one option What are your thoughts on the importance of teaching speaking skills in high school? A Very important B Important C Not very important In your opinion, are students interested in speaking lessons? A Very much B Not very much C Not at all What is your opinion on your students’ public speaking abilities? A Poor B Average C Good D Very good E Excellent Do you use “role-play” in speaking lessons? A Yes B No How often are role-play activities organized in your speaking lessons? A Always B Usually C Sometimes D Seldom E Never Thank you for your co-operation! 45 APPENDIX 3: CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH Bảng câu hỏi khảo sát tạo để xác định thái độ học sinh việc sử dụng hoạt động role-play học nói,giúp học sinh phát triển kỹ nói Tơi cảm ơn giúp đỡ bạn việc hoàn thành khảo sát Hãy khoanh trịn câu trả lời thích hợp cho câu hỏi sau Bạn chọn nhiều câu trả lời Bạn có thích hoạt động “role-play” lớp học nói khơng? A Có B Không Bạn cảm thấy tham gia vào hoạt động đóng vai? A Rất hào hứng B Hứng thú C Chán D Khơng có Bạn sử dụng ngôn ngữ hoạt động đóng vai? A Chỉ sử dụng tiếng Anh B Sử dụng tiếng Anh nhiều tiếng Việt C Sử dụng tiếng Việt nhiều tiếng Anh D Chỉ sử dụng tiếng Việt Bạn có tin hoạt động “role-play” lớp học Tiếng Anh giúp bạn cải thiện kỹ nói khơng? A Có B Khơng Các hoạt động “role-play” giúp thúc đẩy bạn học nói nào? A Các hoạt động đóng vai làm giảm lo lắng phát triển tự tin B Hoạt động đóng vai giúp tơi có hội thực hành tình thực tế sống C Đóng vai cho phép tương tác với thành viên khác lớp D Nhập vai khiến họ cảm thấy thư giãn thú vị 46 Sau tham gia hoạt động “role-play” học nói bạn đánh giá cải thiện khả nói nào? A Rất nhiều B Một chút C Không Các hoạt động đóng vai có nên đưa vào lớp học nói trước lớp khơng? A Có B Không Cảm ơn bạn hợp tác bạn! 47 APPENDIX 4: SURVEY QUESTIONNAIRES FOR TEACHERS This survey questionnaire was designed and distributed to determine students’ attitudes toward using role play activities in speaking lessons to help students improve their speaking skills I greatly appreciate your assistance in completing this survey Please know that your identity will not be revealed during any data-related discussions Please circle the appropriate answers for the following questions You may choose more than one option How important you think role-playing activities are for motivating students’ speaking skills? A Very important B Important C Not important at all How can you encourage your students to participate in role-playing activities during speaking lessons? A Let students choose topics themselves to discuss B Let students choose the partners to work with C Give students some useful suggestions related to the topic D Give students clear instructions before role play E Others How you prepare for role-play activities for your students? A Design suitable role-play activities for students B Provide students with background information on the topic C Pre-teach necessary vocabulary and structures D Prepare authentic materials and teaching aids When is the best time for teachers to engage in role-playing activities in their speaking lessons? A Warm up B Pre- speaking C While- speaking D Post- speaking 48 How you organize your class for doing role-play activities? A Divide the class into pairs B Divide the class into groups of 3-4 students C Either Which correction techniques you frequently employ when providing feedback on your students’ role-playing activities? A Self-correction B Peer correction C Teacher correction D All of them How can you evaluate your students’ improvement in speaking ability after using role play activities in speaking lesson? A Very much B A little C Not at all Should role play activities be integrated in speaking lessons? A Yes B No Thank you for your co-operation!