Applying shadowing method to improve speaking skills for the second year english máo at hong duc university

i HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS APPLYING SHADOWING METHOD TO IMPROVE SPEAKING SKILLS FOR THE SECOND-YEAR ENGLISH MAJORS AT HONG DUC UNIVERSITY Supervisor : M.A, Trịnh Thị Hằng Student : Lê Thị Tình Class : K20B - FFL - HDU Course : 2017 - 2021 Thanh Hoa, June 2021 i DECLARATION I certify that this minor thesis entitled ―Applying Shadowing method to improve speaking skills for the second-year English majors at Hong Duc University‖ is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Thanh Hoa, 2021 Le Thi Tinh ii ACKNOWLEDGMENT I would like to express my special thanks to my supervisor Ms Trinh Thi Hang for her constant guidance, suggestions, dedication and professionalism through my research Then, I would like to thank other teachers of Department of Foreign Languages for their useful lessons and materials during years which construct the background of the paper I am also indebted to the second year English major of Foreign Language Department at Hong Duc University for their support and participation in my research I would like to thanks the librarians at Hong Duc University who lent me a lot of materials and provides me with advantageous condition to complete the thesis Last but not least, I wish to express my heart-felt gratitude to my family and my friends, who always encouraged and supported me in the process of completing the paper Finally, I would like to thank the readers who have patiently read and given valuable comments on this thesis Thank you very much! iii ABSTRACT This is an action research project conducted to improve speaking skill for the second-year English majors at Hong Duc University After finding that speaking skill of first-year English majors at Hong Duc University is rather poor, a method is designed to improve their speaking skill for the 50 second-year students of K22 – academic year 2020-2021 The plan involved using Shadowing method to improve pronunciation skill, vocabulary and expression skill, speaking and reflection skill The data was obtained from informal interviews with students, and survey questionnaire as a pretest at the beginning and a posttest at the end of the term The findings showed that the students’ common difficulties lie in pronunciation and expression The intervention took place in one month of the first semester The findings from the posttest, survey questionnaire and informal interview with the students during the project showed that the intervention helps improve speaking skill for second-year English majors at Hong Duc University iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENT ii ABSTRACT iii TABLE OF CONTENTS iv LISTS OF TABLES AND FIGURES vii LIST OF TABLES vii LIST OF FIGURES vii PART I INTRODUCTION .1 1.Rationable 2.Aims of the study Scope of the study Methods of the study Design of the study .2 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of speaking skills .4 1.2 Difficulties in learning speaking skill .5 1.3 Techniques to develop speaking .6 1.3.1 Self-talk 1.3.2 Retell a story in English 1.3.3 Think in English .7 1.3.4 Participate in public speaking events .7 1.3.5 Go to language cafes .7 1.3.6 Using apps 1.3.7 Chat with Siri 1.4 Definition of shadowing 1.5 Types of Shadowing 1.6 The importance of shadowing technique in developing speaking skill 11 CHAPTER 2: METHODOLOGY 12 v 2.1 The reality of learning speaking skill at Hong Duc University 12 2.1.1 Context of the study .12 2.1.2 Subject of the study 12 2.1.3 Instruments of the study .12 2.1.4 Procedure 15 CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSION 19 3.1.Overview 19 3.2 Findings from pre-test .19 3.2.1.Grammar structure .19 3.2.2 Vocabulary 20 3.2.3 Pronunciation .20 3.2.4 Fluency 21 3.2.5 Coherence .22 3.3 Findings from questionnaire 23 3.3.1 Students self-evaluation their speaking abilities 23 3.3.2 Students’ common problems when communicating in English 25 3.3.3 The awareness of students of the shadowing technique 26 3.3.4.Students’ level of frequency encountering shadowing problems when practicing shadowing 27 3.3.5.Students’ self-evaluation their improvement after one-month shadowing .29 3.3.6 Students’ attitudes towards the effects of shadowing technique in practicing speaking 31 3.3.7 Students’ willingness to continue practice with shadowing technique 32 3.4 Findings from post-test 33 3.4.1.Grammar structure: .33 3.4.2 Vocabulary 34 3.4.3.Pronunciation 34 3.4.4.Fluency 35 3.4.5.Coherence 36 3.4.6.The result of general speaking skill 37 vi PART III: CONCLUSION .39 1.Summary .39 2.Limitations of the study .39 3.Suggestions for further study 40 REFERENCES 41 APPENDICES 45 vii LISTS OF TABLES AND FIGURES LIST OF TABLES Table 1.1: Types of shadowing (Tamai, 2005) Table 1.2: Types of shadowing (Manseur, 2015) .10 Table 3.1 Students’ level of frequency encountering shadowing difficulties 27 Table 3.2 Students’ self-evaluation their improvement after one-month shadowing 29 Table 3.3 Students’ using various types of sentence .33 Table 3.4 Levels of using incorrect vocabulary .34 Table 3.5 Levels of wrong pronunciation 35 Table 3.6 Students’ level of speaking hesitation 35 Table 3.7 Levels of developing ideas .36 Table 3.8 Levels of using linking words 37 Table 3.9 Students’ general speaking skill .37 LIST OF FIGURES Figure 3.1.Levels of using various types of sentence .19 Figure 3.2 Students’ levels of using incorrectly vocabulary 20 Figure 3.3.Students’ levels of wrong pronunciation 20 Figure 3.4.Students’ levels of speaking hesitation 21 Figure 3.5.Students’ levels of developing ideas .22 Figure 3.6 Students’ levels of using linking words 22 Figure 3.7 Students’ self-evaluation their speaking skill 23 Figure 3.8 Students’ common problems when communicating in English .25 Figure 3.9 The awareness of students of shadowing technique .26 Figure 3.10 Students’ attitudes towards the importance of shadowing technique in practicing speaking 31 Figure 3.11 Students’ willingness to continue practice with shadowing technique 32 PART I INTRODUCTION 1.Rationable Nowadays, English is considered the global language and used in every field in our life English is one of the first requirements concerned when we want to apply a job With the development of society, we not only know English but also reach a high level satisfying the high requirements of the job we want to apply for Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols Speaking is a crucial part of foreign language learning and teaching in Viet Nam Today every school is required that the goal of teaching speaking should improve student’s communicative skills It is widely accepted that one of the main purposes of studying English is to use it for communication Being able to speak English is an important criterion to assess a learner of English However, it is not easy to master speaking skills, there are many problems in learning speaking skill such as: the limited opportunities for students to speak in the class, teachers have not used many speaking activities for students to participate in speaking, the limitation of vocabulary and structure Many people just know how to make a sentence, write a text and understand all the words on the paper but they can’t apply it in real context It means their speaking skill is not good enough They are not confident when they talk to foreign people although their vocabulary and grammar are good Many people are facing the question is that how to pronoun English correctly and speak it more naturally Up to now, there are many effective methods of learning foreign languages, but among them there is a new method, which has not been widely popular in Vietnam, called Shadowing Shadowing is considered to be one of the very effective practical methods to improve listening and speaking ability for foreign language learners This method will help new language learners to easily simulate pronunciation, intonation of the language For the above reasons, the researcher decided to carry out a research on the title " Applying Shadowing method to improve speaking skills for the second- year English majors at Hong Duc University " for research I hope that this thesis will be a useful reference material to help solve some problems related to learning English, especially in speaking skill 2.Aims of the study My study aims at the following concrete targets:  Investigating into students’ current situation in learning speaking skill  Finding out their difficulties in learning English speaking skill by themselves  Using Shadowing method to help students improve speaking skill Scope of the study Due to time allowance and limited knowledge, in this study I just can focus on the content of the Shadowing method: presenting the current situation of learning speaking skill, giving the process of applying this method in self-practicing of speaking skills from these theoretical bases Methods of the study To seek answers for the research, the data are analyzed from material collection and were collected from survey questionnaires and interview First of all, for the theoretical basis, a lot of reference materials on Shadowing are analyzed and synthesized carefully with the due consideration for students’ learning situations Secondly, the questionnaires and interviews are conducted to the students to collect the most reliable data for the study Thirdly, the pre-test and post-test are conducted to evaluate the students’ speaking level The pre-test is conducted to evaluate the reality of students’ speaking level and the post-test is conducted to prove the effectiveness of shadowing technique in improving speaking skill after one trial month Design of the study This paper consists of three parts: PART I: INTRODUCTION – shows the rationale, aims, scope, methods, and design of the study PART II: DEVELOPMENT (the main part of the study) is divided into three chapters: Chapter 1: Literature review – provides an overview on Shadowing, speaking skill 37 Table 3.8 Levels of using linking words Pre-test Levels of using linking Post-test Numbers of words % students Numbers of students % Proficient (over words) 10% 10 20% Rather well (6- words) 10 20% 15 30% Medium (3-5 words) 20 40% 25 50% 15 30% 0% Little, almost no using (1-2 words) The proportion of students who used proficiently linking words (over words) and used well linking words (from 6-8 words) tended to increase to 50% after shadowing interventions Meanwhile, the proportion of students who use the words medium and little or no use decreased by 240% There are obvious changes in the student's ability to use linking words The results between these two tests showed that shadowing technique had positive changes in improving students' skills in using linking words 3.4.6.The result of general speaking skill Table 3.9 Students’ general speaking skill Pre-test Point Numbers of students Post-test % Numbers of students % 6-10 points 30 60% 40 80% 5.0-5.5 points 20 40% 10 20% Under 5.0 points 0% 0% The statistics shown in Table 3.9 show that after applying shadowing in class, the result of the students’ general speaking skill has changed significantly Specifically, 40/50 students got 6-10 points (equivalent to 80%) and the rate of students reaching 5.0-5.5 points was only 20% out of 50 students Thus, the 38 shadowing technique has made a strong change to the results of the students' general English speaking ability Summary Through experimentation on 50 second-year English majors of Hong Duc University (selected through pre English speaking ability test with an average score of 5.0 points- 5.5 points / 10 points), the researcher gives some conclusions about the application of shadowing technique in improving English speaking skills for second year English majors of Hong Duc University as follows: Firstly, the results of the students' general English speaking ability have changed significantly (in pronunciation, vocabulary usage, grammar structure, and fluent speech, ability to express coherent) After the intervention, there is 80% of students got 6-10 points and no students got less than 5.0 Second, all of the students ( 100%) liked and enjoyed the shadowing technique to practice speaking skill This proves that the shadowing technique has received the love of most of the students Obviously, the application of shadowing technique in practicing English speaking is essential and important to improve English speaking skills for each major students in particular and students at Hong Duc Universities in general Through the shadowing technique, students not only have the opportunity to improve their English speaking skills but also expand their knowledge 39 PART III: CONCLUSION This chapter gives in brief the findings of the research paper, its limitation, and suggestions for further studies 1.Summary To summarize, this research aimed to find out some common mistakes in speaking skills, the awareness of shadowing technique and several difficulties faced along with the speaking improvement after applying shadowing method for secondyear English majors in Hong Duc University The research questions are answered by collecting data from the pre-test, post-test, questionnaires and the interviews This small-scale study shows that second year English majors usually met some difficulties when speaking English Three main mistakes are lack of vocabulary, overusing mother-tongue, and unconfident to talk After investigation, nearly half of the students are aware of the shadowing technique; however, they hardly use it to practice speaking During one-month trying to apply the method, 100 percent of students recognize the effectiveness of shadowing in speaking, such as improving their pronunciation and grammar, speaking fluently and coherently, expanding vocabulary Last but not least, all of the participants are willing to continue to use shadowing to practice their speaking skill in the future This research is hoped to provide students another way to enhance their speaking performances Moreover, the difficulties and the solutions are mentioned in this study that they can figure it out and apply shadowing technique to have appropriate solutions to proficiency English speaking skill Besides, based on the results, teachers can consider their students‟ challenges to provide more solutions to help their learners surpass these difficulties in the learning process Thereby, teachers should be deliberate about applying the shadowing technique in class activities In addition, the researcher expects that this study will play a reference role in helping students to find out a suitable self-study method to master their English speaking abilities 2.Limitations of the study The author realizes that there still have unavoidable limitations in this study Firstly, because of the short time about two months and the small scale of the 40 study with only 30 percent of student’s population surveyed, these reasons make it hard to conclude that shadowing is a useful technique which can be applied to all students in the faculty And the answers not represent all the sophomore’s opinions about this method Therefore, there should be longitudinal research such as experimental research to affirm the effectiveness of shadowing in students’ speaking improvement On another hand, the other restriction of this study is that the limitation of research’s instruments There are only two instruments which were used to collect data Questionnaires and interviews might not give the accuracy responses of students’ awareness of the shadowing technique as well as their experience while practicing it It is suggested that during the stages of the research, researchers should spend more time to more reflections to get more benefits and better results 3.Suggestions for further study The research was conducted in the Faculty of Foreign Languages at Hong Duc University with the small scale of participants, time limitations, and the restriction of instruments It is suggested that future research should be done in a long period so that the results can be more reliable, and the authors may have a deeper insight of the effectiveness of shadowing technique in students’ speaking performances Moreover, the size of the study should be enlarged with more participants of the Faculty from freshman to seniors It will help the research findings be more general and objective in the difficulties and the solutions when practicing shadowing 41 REFERENCES Afshar, H.S., & Asakereh, A (2016) Speaking Skills Problems Encountered by Iranian ELF Freshman and Seniors from Their Own and Their English Instructor’s Perspective Electronic Journal of English Language Teaching, 13(1) Ahmad, S R (2016) Importance of English communication skills International Journal of Applied Research, 2(3), 478-480 Alekxandrzak, M (2011) Problems and challenges in teaching and learning speaking at advanced level Glottodidactica An International Journal of AppliedLinguistics, 37, 37-48 Arifin, W L (2017) Psychological Problems and Challenge in EFL Speaking Classroom Register Journal, 10(1), 29-47 Brand, C., & Gotz, S (2011) Fluency versus accuracy in advanced spoken learner language: A multi-method approach International Journal of Corpus Linguistics, 16(2), 255-275 Burns, A., & Joyce, H (1997) Focus on Speaking National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia 2109 Byrne, D (1976) Teaching Speaking Skills New Edition London and Newyork: Longman Crystal, D (1987) The encyclopedia of language Cambridge: CUP Hamada, Y (2012) The Effectiveness of Pre- and Post-shadowing in Improving Listening Comprehension Skills The Language Teacher, 38(1) 10 Hamada, Y (2014) Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension Language TeachingResearch, 29(1), 35-52 11 Hamada, Y (2016) Shadowing for Pronunciation Development: HapticShadowing and IPA-Shadowing The Journal of Asia TEFL, 15(1), 167-183 12 Horiyama, A (2012) The development of English language skills through shadowing exercises Journal of Bunkyo Gakuin University of Foreign Studies, Bunkyo Gakuin Junior College, (12), 113-123 42 13 Hsieh, K T., Dong, D H., & Wang, L Y (2013) A preliminary study of applying shadowing technique to English intonation instruction Taiwan Journal of Linguistics, 11(29), 43-66 14 Jaramillo, A M., & Isaza, A (2016) The Implementation of Shadowing Technique to Improve Oral Accuracy in Young Children https://core.ac.uk/download/pdf/92123026.pdf 15 Jo, Y (2010) Shokyu gakushusha ni okeru shadowing kunrenji no ishiki [Metacognitive awareness of beginning students of Japanese language during shadowing training] Acquisi-tion of Japanese as a second language, 13, 39–69 16 Kadota, S., & Tamai, K (2005) Ketteiban Eigo Shadowing [English shadowing] Tokyo: Cos-mopier Publishing Company 17 Kuramoto, A., & Matsumura, Y (2001) Tekisuto teiji ni yoru shadowing to listening noryoku tono kankei [The relationship of shadowing and listening comprehension skills with dis-play of texts] The Proceedings of the 41st Annual Conference of The Japan Association for Language Education and Technology, 239–242 18 Lambert, S (1988) Information processing among conference interpreters: A test of the depth-of-processing hypothesis Meta, 3, 377-387 19 Lambert, S (1992) Shadowing Meta, 37(2), 263‒273 20 Lennon, P (1990) Investigating fluency in EFL: A quantitative approach Language Learning, 40(3), 387-417 21 Lin, L C (2009) A study of using ―shadowing‖ as a task in Junior High School EFL Program in Taiwan Unpublished master’s thesis, National Taiwan University of Science and Technology, Taipei, Taiwan 22 Manseur, R (2015) Exploring the Role of Shadowing in the Development of EFL Learners‟ Speaking Skill Retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/6023/1/manseur%20ra ouia.pdf 23 Murphey, T (1995) Conversational Shadowing For Rapport and Interactional Language Acquisition The 6th International University of Japan Conference on SLR, Japan :Nanzan University 43 24 Murphey, T (2001) Exploring conversational shadowing Language Teaching Research, 5, 128–155 25 Nakanishi, T., & Ueda, A (2011) Extensive reading and the effect of shadowing Reading in a Foreign Language, 23(1), 26 Nakhalah, A M (2016) Problems and difficulties of speaking that encounter English language students at Al Quds Open University International Journal of Humanities and Social Science Inventions, 5(12), 96-106 27 Nguyen, H T., & Tran, N M (2015) FACTORS AFFECTING STUDENTS‟ SPEAKING PERFORMANCE AT LE THANH HIEN HIGHSCHOOL Asian Journal of Educational Research Vol, 3(2) 28 Nguyen, T L O (2016) An investigation into the shadowing technique on listening comprehension of English-majored students at People‟s Security Academy (master‟s thesis) Ministry of Education and Training, Hanoi University 29 Northbrook, J How to Improve your English Speaking and Fluency: SHADOWING Online video clip https://www.youtube.com/watch?v=GVWFGIyNswI 30 Richards, J.C (2008) Teaching Listening and Speaking : From Theory to Practice New York : Cambridge U.P 31 Seo, S., & Takeuchi, K (n.d.) Pronunciation and Interpretive-Listening Practice Using Shadowing in Lower Level Courses Indiana University 32 Shen, Y (2013) Balancing accuracy and fluency in English classroom teaching to improve Chinese non-English major’s oral English ability Theory and Practice in Language Studies, 3(5), 816 33 Solcolva, P (2012) Teaching Speaking Skills (Doctoral Dissertation, Masarykova univerzita, Filozofika faculta) 34 Srivastava, S R (2014) Accuracy VS Fluency in English Classroom New Man Internation Journal of Multidisciplinary Studies, 1(4), 55-58 35 Sumarish, S (2017) The Impact of Shadowing Technique on Tertiary EFL Learner‟s Listening Skill Achievements International Journal of English Linguistics, 7(5), 184 36 Tamai, K (1997) Shadowing no koka to chokai process ni okeru ichizuke [The 44 effectiveness of shadowing and its position in the listening process] Current English Studies, 36, 105–116 37 Tamai, K (2005) Listening shidoho to shite no shadowing no koka ni kansuru kenkyu [Research on the effect of shadowing as a listening instruction method] Japan: Kazama 38 Teeter, J L (2017) Improving Motivation to Learn English in Japan with a Self-study Shadowing Application Languages, 2(4), 19 39 Ur, P (1996) A Course in Language Teaching: Practice and Theory, Cambridge Teacher Training & Development Series 40 Zhang, S (2009) The role of input, interaction, and output in the development of oral fluency English Language Teaching, 2(4), 91 41 VOA Special English, Online video clip Tips for Writing: They Say, I Say https://voaspecialenglish.blogspot.com/2015/03/tips-for-writing-they-say-i-say.html 42 VOA Special English, Online video clip How Facebook Can Affect Your Sense of Happiness https://voaspecialenglish.blogspot.com/2012/03/how-facebook-can-affect-yoursense-of.html 43 VOA Special English, Online video clip Fountain of Chocolate Rush of Joy https://voaspecialenglish.blogspot.com/2012/02/fountain-of-chocolate-rush-ofjoy.html 44 Khanh Vy Tran (2021) Challenge yourself to step out of the norm TEDTalks Online video clip https://www.youtube.com/watch?v=1DwuF-J2t64 45 The IELTS Workshop (2021) Define your English, Create yourself Youtube Online video clip https://www.youtube.com/watch?v=HbrqCNKfWJ0 45 APPENDICES APPENDIX I THE FIRST QUESTIONNAIRE A PERSONAL INFORMATION Full name: Le Thi Tinh Department: Faculty of Foreign Languages – Hong Duc University Gmail: tinh79017@gmail.com B OBJECTIVES: - Investigating into students’ current situation in practicing speaking skill - Finding out their difficulties in practicing speaking skill - Suggesting Shadowing method to help students practice speaking skill C TESTER’S INFORMATION Class: ……… Department: Faculty of Foreign Languages (I am Le Thi Tinh - Faculty of Foreign Languages, I am currently doing a research on applying shadowing method to improve speaking skill for the second year English major Please take a moment to help us complete this questionnaire Sincerely thank!!!) How long have you studied English? □ years □ years □ More than years How you self-evaluate your speaking abilities at present? □ Elementary □Pre-intermediate □Intermediate □Advance Do you think that speaking skill is difficult? Why/Why not? □ YES □ NO Why/Why not? …………………………………………………………… How often you experience these following problems when communicating in English? (Put a tick in the box) Problems Specific problems Inhibitions Worry about making mistakes, fearful off Never Rarely Sometimes Always 46 criticism, or shy Nothing to Have no idea, or not say want to speak Low or Do not have much time uneven Do not have chances to participation practice in class Mother Overuse Vietnamese in tongue use English class Vocabulary Lack adequate and appropriate vocabulary Do you think that practicing speaking skill is difficult? □ YES □ NO (If YES, What are your difficulties/ is the difficulty of practicing speaking skill?) ………………………………………………………………………………… ………………………………………………………………………………… How often you practice speaking English at home? □ Every day □ Sometime □ Never If your answer to question is every day or sometime, so How much time you spend practice speaking per day? □ hours □ hours Other:…………… How you self-practice speaking at home? □ Through English video, film □ Through English songs □ Through reading English book, newspaper Other: …………………………………………………………… What methods you use to practice pronunciation and speaking? □ Books, newspaper □ Teacher □ Video, film □ Listen and repeat Other:……………………………………………………………… □ hours 47 10 Are your methods effective? □ YES □ NO 11 Do you know Shadowing method? (If your answer is YES, please answer the question from 12 to 15 If your answer is NO, you can overlook the remaining questions) □ YES □ NO 12 Why you know shadowing? □ From teacher □ From friend □ From book □ From the Internet Other: ……………………………………………………………… 13 Are you applying Shadowing method in your study? □ YES □ NO 14 If your answer is YES, so How long have you used Shadowing method? □ month □ months □ months Other:………………………………………………………………………… 15 How effective is Shadowing method for you? ……………………………………………………………………………………… ……………………………………………………………………………… Thank you for your supports! 48 APPENDIX II THE SECOND QUESTIONNAIRE How much have you improved your speaking abilities after one month practicing with shadowing technique? (Please put a tick (√) in the box) Statement content Level of agreements My pronunciation get improved (the stress, intonation, rhymth) I can follow speakers’ speech rate after practicing shadowing technique I can remember speaker’s spoken sentences easily after practicing shadowing technique I can speak more fluently after practicing shadowing technique My vocabulary and background knowledge is enlarged How useful is shadowing techniques you think to improve your speaking skills? □ Not important at all □ Rather important □ Important □ Very important What are the difficulties that you have experienced when practicing shadowing technique? How negative are they? Difficulties Very negative Unclear pronunciation Lack of background knowledge New words Speaker speaks so fast Negative Quite negative Not negative at all 49 In the field of pronunciation, which of these pronunciation aspects frustrate you from shadowing the speaker? (You can choose more than one answer) □ Accent of the speaker □ Speed of the speaker □ Stress (unstressed sound would be shallowed) □ Loss of sound in rapid speech □ Linkage of sound in rapid speech □ Other How often you transfer from these following problems when you practice shadowing? (Put a tick (√) in the box) Frequency Never Situations Rarely Sometimes I missed some sounds, words, phrases I lack concentration I try to understand what the speaker is saying I am distracted by what was said I pronounce some words wrong I tent to use incorrect intonation Have you worked out any solutions for your problems above? □ Yes □ No Will you continue practicing speaking with shadowing technique? □ Yes □ No Thank you for your support! Usually 50 APPENDIX III QUESTIONS FOR THE FIRST INTERVIEW A Students’ common speaking problem How often you practice speaking? Where you practice it, at school or at home? What are the factors that prevent you from speaking English inside the classroom? a Have you ever felt fear, unconfident or shy when you speak in front of the class? How? b Have you ever lost your motivation in speaking? Why? c How frequently have you joined in speaking class‟ activities? d Which you mainly use in speaking class, Vietnamese or English? e Do you feel hard to determine a word or phrase to complete your speaking performances? How? Have you ever found any solution to improve your speaking problems? B Students’ awareness of shadowing technique How you practice speaking outside the classroom? Have you ever heard about the shadowing technique? How you know about it? How often you practice with it? Which skills you practice? What experience have you transferred when practice speaking or listening 51 APPENDIX IV QUESTIONS FOR THE SECOND INTERVIEW C Students’ perspective in shadowing technique How you think the shadowing technique helps improve your speaking skill? Rate from to a How much does the technique help with the pronunciation? b How much does the technique help you with your vocabulary? c How much does the technique help you improving your vocabulary and background knowledge? d How much does the technique help with your speaking fluently and accuracy? Do the given materials suit with your level? What problems did you encounter when practice shadowing? a Did the speaker speak too fast that made you lost the words or sounds? b Were you distracted by what was said? c Your level of concentration was low? d Because of trying to understand the information, you forgot to mimic the speaker? e Have you ever feel hard to mimic pronounce a word? Have you found out any solution to the problems above? Or you have already overcome these? Will you continue practice speaking with shadowing technique?