INTRODUCTION
Rationale
Over the past century, English has grown into one of the most widely spoken languages in 53 countries and over five hundred million speakers globally The British Council projects that by 2020 two billion people in the world will be studying English In Vietnam, it has become the most popular foreign language in the country and a compulsory subject in schools and universities.
In order to improve learners' language competence to meet the needs of globalization, the Ministry of Education and Training (MOET) has also conducted a number of projects to innovate teaching methods in high schools. Especially, in 2006, 2007 and 2008, the introduction of new English textbooks
10, 11, 12 into the curriculum marked a drastic change in the way English is taught Four skills, namely listening, speaking, reading, and writing have been prioritized and integrated in the textbook along with linguistic elements such as grammar, vocabulary and pronunciation At the same time, the application of learner-centered methods, communication methods, and task-based teaching are emphasized and widely used.
Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within Vietnam.
After practicing teaching Tieng Anh 10 for a short time at Le Hoan High School, I realized that some activities in the textbook still have some problems. Some lessons are too difficult for students, some lessons have not really developed communication skills, some lessons are too long… All these reasons contribute greatly to the dismay of students participating in the courses class at
Le Hoan School In this case, teachers need to adjust the content of the book, the focus of each lesson, and each learning unit to be appropriate and interesting for is, and then try to think of ways to correct it There are many things that teachers can do to improve lessons such as finding interesting supplementary materials from different sources, changing the course of the lesson, designing activities that can motivate students, etc
Those are the reasons mentioned above that prompted the us to conduct a research titled: "A Study on Speaking-Activity Adaptation in Tieng Anh 10 to help to increase student engagement in speaking lessons at Le Hoan HighSchool"
Aims of the study
Firstly, this study aims to find out why teachers of Le Hoan High School should adjust speaking activities in the process of teaching Tieng Anh 10 from the perspective of both teachers and students Second, it determines the effect of adaptive activities in stimulating students' interest in speaking lessons at LeHoan High School Based on the research results, some implications and final recommendations will be proposed.
Research questions
1 Why should teachers adjust speaking activities in text book?
2 Do adaptive activities increase student engagement in speaking classes at Le Hoan High School?
Scope of the study
There are many aspects that affect student’s participation in classroom activities, so there will be many methods to improve student’s development in English- speaking lessons However, we have not paid full attention to all the measures because of the limited time, ability and data availability constraints. Furthermore, speaking activities in Tieng Anh 10 are focused and tested in the classes of Le Hoan High School As a result, the research sample was limited to
5 teachers and 80 students in 2 groups of grade 10 at Le Hoan High School.
Methods of the study
This study applies both quantitative and qualitative approaches to determine why teachers should adjust activities in English speaking teaching 10 to increase student engagement at Le High School The study attempts to find out if modified activities can improve student engagement.
Data were collected by textbook analysis, interviews, questionnaires,observations and experiments Regarding the interviews, 5 teachers who teachTieng Anh 10 textbook participated in the study The survey questionnaire was conducted among 80 students from classes 10A4 and 10A9 at Le Hoan HighSchool To improve the reliability of the collected data, in-class observations were used before and after the experiment.
DEVELOPMENT
LITERATURE REVIEW
There are several views on student engagement Howard, Short, & Clark stated that engagement is the student’s active participation in the classroom to promote effective learning (Howard, Short, & Clark, 1996) The student’s activities may include reciting in class, having conversations with the instructor or their classmates, doing written outputs, and sharing ideas with others (Howard, Short, & Clark, 1996; Howard & Henney, 1998) It means a participative learner is one that is not passive As Fraser (1982) defines student participation as the extent to which students are encouraged to participate rather than be passive listeners Similarly, Sylvelyn, Judith & Paulin (2009) define engagement as students who actively engage in classroom discussions, rather than be passive learners who simply take in knowledge They affirm that in a classroom-based learning, engagement can be a positive feedback given by students to either the lesson or the teacher which can lead to possible ways in the development of an improved classroom learning experience.
Teachers of classrooms have largely found that student engagement can be defined in terms of three types of interactions: student to teacher, student to student, and student to material Interaction between students is established when they work in groups The type of interaction between a student and the material can be understood as a student's success in completing assigned reading activities Regarding the interactions between students and their teachers, students who maintain good interactions with their teachers always participate in class discussions They participate in what is happening in the classroom by asking more questions, sharing opinions, perspectives, and personal experiences with their classmates So, students’ engagement can be understood in other ways as just arriving to class on time, taking notes of what the teacher says and writing on the blackboard, and staying in class at all times and getting to know the teacher Active and attentive students mean that they solve problems with the teacher during class, laugh, answer the teacher's questions, are often eager to learn, and become good students.
Students ‘engagement in classroom speaking activities can be affected by a variety of factors originating from students, teachers and classroom activities and other classroom-related factors In the following sections, some of the major factors will be discussed.
1.1.2.1 Student factors a) Students’ learning style
Willing (1985, cited in Nunan 1988:93) classified learners’ styles into four groups:
Concrete learners: They preferred learning by games, films and videos talking in pairs and learning though the use of cassettles.
Analytical learners: These learners liked studying grammar, studying
English book, finding their own mistakes and learning through reading newspapers.
Communicative learners: They liked to learn by observing and listening to native speakers, talking to friends in English and learning English whenever possible.
Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to read, studying grammar, and learning English words by seeing them.
Harmer (2001) emphasizes the importance of understanding that there are different individuals in our class if we are to plan appropriate kinds of activities for them Different individuals may have different learning styles, prefer different kinds of work and expect different degrees of care and attention from the teacher.
We can see that if teachers ignore these differences between students, then only one or two groups of students can benefit from teacher-organized activities while others may not This is one reason for the fact that when an activity is b) Students’ attitudes and motivation
Attitude and motivation are considered to be the main factors leading to student success in second language learning Motivation refers to the combination of effort plus the desire to achieve good results in language learning That is, motivation to learn a second language is considered to refer to the extent to which the individual works or endeavors to learn the language because of the desire to do so and the satisfaction experienced in this activity.
Harmer divides motivation into extrinsic motivation and intrinsic motivation Extrinsic motivation is caused by such outside factors as the need to pass an exam, the hope of financial reward, or the possibility for future travel
In contrast, intrinsic motivation is caused by inside factors like the enjoyment of the learning process itself or by a desire to make them feel better.
Motivation plays such an important role in the success in learning a foreign language, so how can we initiate and sustain motivation? When starting to learn a foreign language student may have in themselves some kinds of motivation either extrinsic or intrinsic motivation which has fired them up We, teachers, must be responsible for sustaining their motivation.
In order to raise students’ motivation, we have to understand clearly about motivation According to Harmer, they can derive from the society we live in, significant others like parents, the teacher and the method Among these sources, the teacher and the method may be of the most important.
Downs (2000) also points out some conditions that help increase students’ motivation He says that motivation increase when students feel acknowledged and understood, when students are confident they can succeed, when language has a communicative purpose and when students take responsibility for their own learning.
Obviously, the level of motivation is directly proportional to the level of participation in said tasks Specifically, the more motivated students are, the more actively participating in activities during speaking class. c) Students’ language levels
For Harmer (2001), in a class where students’ language levels are different, teachers may have some difficulties choosing a suitable teaching method, language and activities used in class Harmer claims that some techniques and excercises are suitable for some students but less appropriate for others The language we use in classroom and in the materials we expose to students must be carefully chosen concerning the complexity, length
To sum up with, the limitation in the students’ language levels can directly affect their participation, how much they like the activities Therefore, we should choose the topics as well as the kinds of activities of their levels to encourage their participation.
1.1.2.2 Teacher factors a) Teachers’ teaching methods
The history of teaching has experienced the existence and development of many teaching methods, which can be divided into two types as follows: teacher-centered and learner-centered methods We can list some of the main methods including: translation-grammar method, direct method, reading method, audio-language method, audiovisual method and in recent times related to develop learners' communicative competence, we have a Communicative Language Teaching (CLT) program.
RESEARCH METHODOLOGY
There are two parts in this chapter The first part will analyze the situation of the research with description of the background of the research, the subjects, the literature said The second part provides a comprehensive analysis of the data gathered from pre- and post-experiment observations, teacher and student interviews, and student questionnaires.
2.1 An Overview of the Research Site
2.1.1 About Le Hoan High School
The study was conducted at Le Hoan High School, a rural school in Thanh Hoa province The school has 28 classes with more than 66 teachers. English is taught as a compulsory subject Currently, the school has 7 English teachers and over 1.133 students from grades 10 to 12 Most of the students come from villages and towns in Tho Xuan district.
Although most students realize the importance of learning English, English is not given much attention by most students in the school Few students choose English as a subject for university entrance exams Teaching English, especially speaking English, faces some difficulties First, classrooms are crowded with students Therefore, it is difficult for teachers to establish communicative activities and monitor the class Second, most students are not used to communicating in English in class They cannot understand the lesson if the teacher speaks English all the time Finally, the lack of learning materials. Materials for reference and self-study are not available There is not a single library for students Moreover, some teaching facilities necessary for learning such as projectors, speakers, etc are still not enough.
Normally, students have three English lessons per week It is a limited time for students to practice and develop skills and enrich their vocabulary and structural competence Furthermore, English is hardly used to speak outside the classroom All these factors have a great influence on the results of students'English learning, especially speaking.
The main material for 10th grade English is Tieng Anh 10 series first introduced in 2007 Tieng Anh 10 is designed with a communicative approach. There are 5 sections in each unit arranged as follows: reading, speaking, listening, writing and language focus with various exercises and tasks.
As for speaking, its aim is to develop students' speaking skills starting with a series of information specific to a complete topic A student's speaking lesson consists of 3-4 activities; the tasks are outlined in the textbook The first tasks provide the student with language input and help the student develop specific language functions such as expressing opinions, agreeing, and disagreeing… Subsequent tasks (tasks 3 or task 4) ask students based on the first two tasks, add some information and change it to a complete topic, then speak out based on the teacher's guidance and self-development
Table 1: Topics in Tieng Anh 10
1 A day in the life of
8 The story of my village
The use of information gap activities in second language classrooms is important because it helps learners use the language they are learning to interact in practical and meaningful ways (Richards 2005) The information gap activity focuses on two aspects - attention to information (but not to linguistic forms) and the need for communicative interactions to achieve goals It reflects real- world communication, where people communicate to get information that they don't process Furthermore, one of the goals of communicative language teaching (CLT) is to develop language fluency (Richards 2005) Information gap activities help develop fluency by engaging students in meaningful, understandable, and ongoing communication, in which they should negotiate meaning, using communication strategies communication, correct misunderstandings, and work to avoid communication interruptions.
In short, the new Tieng Anh 10 has brought a "new breeze" to English learning and teaching in Vietnam It has proven to be more practical and relevant to the context of English teaching and learning in Vietnamese high schools Learners become for the first time at the center of the teaching and learning process and they have the opportunity to learn English in a more communicative way The book also provides students with a foundation of language related to habits, customs, culture, etc., which is easy and helpful for students to practice The book has shown a great improvement over the old grammar textbook; however, it also has some limitations For example, many of their speaking activities are not communicative Content that is overwhelming for students in disadvantaged areas tends to affect the effective application of the book It also causes both teachers and students (especially teachers and students in rural areas, especially disadvantaged areas) to face many challenges such as inadequate teaching and learning facilities In case, low-level students, teachers and students are not up to standard, teaching equipment is still limited , which requires both teachers and students to overcome.
This study is a semi-empirical study, using “pre- experiment” and “post- experiment” observation methods of the experiment, student questionnaires, and interviews with both English teachers and 10th grade students in high schools Le Hoan High School.
For this study, two classes of 80 grade 10 students at Le Hoan High School were asked to participate in this experiment One class is used as an experimental group The other group was used as a control group Each class consists of 40 students The researcher taught each group 3 lessons according to Tieng Anh 10, and who is a teacher in two classes to ensure strict adherence to the designed lesson plans The teacher guides the control group in the usual way. Similar lessons were taught to the experimental group with adjusted activities. With the support of three other English teachers, pre-test and post-test observations were made for two groups Observers helped record student talking time and teacher work time as well as patterns of interaction in these classrooms. The purpose of the pre-experiment observation was to ensure that the two groups had the same level of participation The posts- experiment observations measured the participation of the two groups after three lessons.
After the experiment, the engagement levels of the two groups were compared and some conclusions were drawn about the relationship between the use of adjusted speaking activities and the students' participation in speaking lessons at Le Hoan High School.
The subjects engaging in this study are 80 10th graders in two classes10A4 and 10A9 at Le Hoan High School, Tho Xuan district, Thanh Hoa All students have to take 3 English lessons a week The control group, group 10A4 has 40 students with 30 girls and 10 boys while the experimental group, group10A9, has 40 students with 15 girls and 25 boys The two groups appear to have relatively similar English proficiency as determined in last semester's exams inEnglish grammar, reading and writing Most of the students in these two groups are weak in listening and speaking skills, because they don't have much practice. The average score at the end of the English course of these two groups is almost the same In the researcher's study, the level of participation of the two groups in learning English in general and learning in particular is relatively equal This initial assumption was later substantiated by pre-operational observation.
The classroom observations in this study were made during 3 English lessons before and during treatment For each lesson, three other teachers observed for 45 minutes The researcher designs a checklist of what she wants to observe Student talking time, their interactions, and teacher talking time were measured and recorded.
Three other English teachers observed two classes during 3 speaking periods to see how engaged students were before the experiment Engagement was measured based on their talking time Classroom observations before the experiment are extremely important The results decide whether we should do the following study or not If the current level of engagement is not satisfactory, we will have to find a way to improve their engagement The data collected from the classroom observations before the experiment will be used to compare the level of participation of the control group and the experimental group before the intervention.
During the treatment, the teacher or the researcher herself and her teachings in both control and experiment groups with the three same lessons were observed by the three mentioned teachers The control group was taught the original activities in Tieng Anh 10 while the experimental group was taught adapted activities Then the researcher measured the “students’ talking time” of both groups and then compared them to prove whether the adaptation of textbook activities would be helpful in increasing the students’ involvement in speaking lessons.
An interview with 5 English teachers who used to teach Tieng Anh 10 at
DATA ANALYSIS AND FINDINGS
The first focus of this study was to find out why teachers at Le Hoan High School should modify speaking activities and the second objective was to assess the impact of adaptive speaking activities in the classroom English for the participation of the experimental group To do that, this study involved a control group of students who were taught with intact activities in Tieng Anh 10.
In this section, the following results will be discussed:
3.1 Results from pre-experiment observations
Before the experiment, three other teachers observed two classes for three speaking periods During their observations, they calculated the average length of students' talking time in the two classrooms During all 3 periods, the teacher or researcher (same teacher for two groups) followed her traditional routines. The following is a description of a lesson in both classes:
Number of students in each class: 40
Unit 12: Music, Period: 67; Part B: Speaking
Lesson Objectives: Students practice conversations about their favorite music genres, singers, bands, etc.
The processes used by teachers can be summarized as follows:
The session began as usual with a warm-up During the warm-up, the teacher wrote a purely incomplete article on “music genres” on the board. Students work in groups of 4 to list as many musical genre names as possible In
3 minutes the group with more answers will be the winner In the first lesson,students in both classes participated in group work quite well Then the teacher introduces a new lesson: Unit 12: Music- part B: Speaking Students continue the lesson with task 1 They are asked to work in pairs to read the dialogue and answer the questions to derive the information to be said in the next task After 3 minutes of working in pairs, pairs will be called up to ask and answer questions.The teacher corrects the pronunciation and gives the correct answer.
Moving on to task 2, the teacher explains the task.
Task 2: Work in groups Ask your partners questions to get information to complete the table below
A: What kind of music do you like'.'
A: Why do you like it'?
Kind of music Classical music
Reasons for listening to music
Favourite song/ piece of music
The teacher arranges the students to work in pairs (like task 1) and asks them to look at the first column of the table consisting of 5 items Discuss with their friends Complete the table above The teacher goes around to help and encourage all pairs to work.
Then, the teacher asks the students, based on the example and the board, to act out the dialogue with their partner in front of the class She suggests class feedback and gives her own Some pairs work very well, have a natural demeanor, know how to develop ideas, but there are still a few pairs that are still a bit weak in creating situations.
The students started do task 3 when they had 10 minutes left As with the first 2 tasks, the teacher explains the task Students report back on what they just discussed with their partners in front of the class Before reporting the teacher suggests structures they might see:
The teacher calls on a few individuals to present in front of the class The teacher gives feedback and assignments to the whole class The test results can be illustrated as follows:
Table 3: STT and TTT in control and experimental group before the experiment.
Control group (10A4- 40 students) Experimental group(10A9-40 students)
TTT STT Silence TTT STT Silence
TTT: Teacher’s talking time STT: Student’s talking time
From the all 3 lessons, it can be seen that the level of participation in speaking activities in class of the two classes of Le Hoan High School is almost equal and quite low Students’ talking time accounts for nearly a third of the total time in each classroom.
During the observation, we also found that even teachers tried to provide helpful instruction and necessary structures when students were asked to work in pairs or groups of some of the they work seriously In fact, most of their talks last a few minutes and then they do something else instead of focusing on work. There is another humorous situation that we investigated Some students have a bad habit of discussing with each other in Vietnamese, which they then translate into English and record their "discussion" in their notebooks After taking these steps, they read what they wrote to create a “dialogue” If called by the teacher to practice the dialogue in front of the class, they will hold the piece of paper and reread what they have created At that time, they don't seem to care what their partner said or answered.
Teachers tend to dominate the classroom In most classes, the teacher will talk more because the teacher is afraid that the students will not speak or participate in the class Furthermore, teachers had a worry about not completing their teaching assignments on time In high schools, if in a class period, a teacher cannot complete his or her duties on time, that teacher will be judged poorly, unable to keep up with the program schedule Teachers need to be aware of the importance of tailoring the activities in the textbook so that they are appropriate to the levels and interests of their students in order to stimulate student engagement.
In conclusion, the students’ engagement in classroom speaking activities was very poor So it is urgent that teachers find out teaching techniques to increase students’ participation However, in order to have suitable teaching techniques we must understand the reasons of the students’ low involvement.
3.2.1 Students’ references and background in learning English
The first and second questions collected information about the gender and hometown of the participants The total number of students in the survey is
80, of which 45 are female and 35 are male They all come from the countryside, of which 80% live in villages and only 20% live in towns.
The next question was about the participants' experience of learning English All of them have studied English for more than 4 years (4 years of middle school and one semester of high school).
Students have finished the first semester of the 10th grade high school year Their average English score is from 3,3 to 8,0, of which 35% of students are below 3,5 35% of students scored between 3,5 and 4,9 Average score from
5 to 6,4 accounts for 20%; and from 6,5 to 8,0 account for 10% Through the results, it can be seen that the average score of the subject is quite low, which may reflect that their English learning is not good They may have a little interest in learning English.
3.2.2 Students’ motivation in learning speaking English
5 Why do you want to study English?
Options Result (%) a because English is a compulsory subject at school and the final exam.
43.75% b to get good marks 8.75% c to listen to songs, read books, magazines and watch movies in English.
12.5% d to study aboard 5% e to get a good job in the future 25% f interest in English language, people and culture 5%
CONCLUSION
Recommendation
As demonstrated in this study, the adaptive activities can be effective in improving student’s engagement in English-speaking classrooms In the section below, we would like to give some suggestions as well as descriptions of some speaking activities that were appropriately used in adaptation in the three lessons for this study and to suggest some other types of speaking activities that could be used in the process adaptive program to promote student participation in the speaking class The researcher believes that these activities will create a communicative and enjoyable learning environment where students will be motivated to participate in speaking activities in English class.
In this part of the exercise, each student has limited information that the other needs To get information they need to ask each other questions To develop students' English communication skills, teachers need to find a variety of ways to encourage students to ask interactive questions rather than report their information to give answers.
This activity works best with small groups Present a problem and give the groups time to discuss the best approaches or solutions, eventually agreeing on a course of action The matter requires a decision with pros and cons and requires creative collaborative effort Press learners to explain why tey choose
Role-plays help students communicate more than written conversations, but they are often challenging and may be too difficult for low-level students or shy students because they have to use language Language to suit a particular situation To make the role-play less intimidating, students may be allowed to prepare 5-10 minutes in advance Teachers can allow students to write down their scripts.
There are sample conversations in the textbook In some ways they are helpful to shy learners, but they make learners dependent and don't help them think much Use them to build confidence or to illustrate a grammar pattern. Help them communicate more by selectively choosing blank words or phrases and asking students to replace their own ideas in the blanks Letting learners memorize conversations can give them the confidence to try out a role play.
Speaking activities become more interesting when they are designed as games And students always want to play games There are some games we can use like:
Create a list of characteristics such as “likes swimming”, “has two children” or “can speak French” There should be 5-10 items, and you can relate them to your lesson if you wish Then let the students mingle and get other learners who fit the description.
Divide the class into teams and hand out a list of items to be collected (apenny, a book, a stick of gum) Define the searching range (classroom, house, campus) The first team to return with all the items wins a prize.
Pairs interview each other, using specified questions for intermediates and open format for advanced students Then they take turns to introduce their partner to the whole class.
In summary, the present study has determined the value of adjusting activities in textbooks as an effective teaching technique to motivate 10th grade students at Le Hoan High School to participate in speaking activities in class their English learning The results of the study suggest that it is necessary to evaluate and adapt the activities in the textbook so that they are more interesting and relevant to different types of students It also suggests the possibility that adaptation of activities could also lead to success in motivating students to other grades in high school The researcher's final observation is that the effect of applying modified activities to improve student engagement in an English- speaking classroom can only be fully achieved when teachers bring to grade one The lesson plan is well prepared and creative and presents it enthusiastically.
Summary of the study
To bring the highest efficiency to the teaching and learning process of Grade 10 Speaking at Le Hoan High School The topic is to find out why teachers of Le Hoan High School should adjust speaking activities in Tieng Anh
10 textbooks from the point of view of both teachers and students It then found the answer to the question “Can adaptative activities increase student engagement at Le Hoan High School?”.
The study was conducted in two classes 10A4 and 10A9 at Le Hoan High School The control group and the experimental group were selected to carry out the study of adjusting speaking activities in Tieng Anh 10 to increase students' engagement in speaking class Using tools such as questionnaires, observation sheets and interviews with both students and teachers of Le Hoan High School, the researcher found answers to two research questions.
For the first question "Why should teachers at Le Hoan high school adjust
The first reason is that the requirements of some of the activities in the textbooks are too difficult for the low academic level of the students in this rural school. Second, some of the activities in the textbook lack communication and the language used in some of the model dialogues is not authentic The last reason is that the activities in the book are not diversified and stereotyped The three reasons above lead to students less participating in speaking lessons This situation requires teachers of Le Hoan High School to find solutions to increase. One of the solutions is to correct inappropriate activities.
For the second research question “Can modified activities increase student engagement at Le Hoan High School?” Experimental results obtained through observation and interviewing ten students after each trial lesson confirmed the effectiveness of the adjustment technique in encouraging more students to participate in classroom activities With the application of games, songs in different speaking activities appropriate in the classroom with the friendliness and support of the teacher, the teacher can encourage the students in the class to interact more with the students Other and teachers The teacher's speaking time decreased and the student's speaking time increased.
Limitations of the study
The study has some limitations:
First, using all students in the classroom instead of selecting a few students for experiments makes it difficult for researchers to control change. Student engagement after testing may be influenced in part by other factors such as classroom atmosphere, teachers' attitudes and teaching techniques, gender or ability, and love interest love learning English.
Second, the study did not include all forms of adaptation Amending,omitting and shortening are some of the contents applied in this small thesis.
Suggestions for further research
Given the limitations mentioned, further research may include other forms of adaptation such as adding, replacing or rewriting to change the speaking operations And possibly a similar pilot study done with a larger scale in other school subjects, to get a comprehensive assessment of current speaking activities in Tieng Anh 10 and to suggest different adjustments.
Another suggestion for the adaptation of activities in other skills such as reading, speaking, especially listening skills in Tieng Anh 10.
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Topics discussed in the Speaking section of the 10th grade English textbook
Appendix 2: PHIẾU ĐIỀU TRA NGHIÊN CỨU
Bảng câu hỏi dưới đây nhằm phục vụ đề tài “Điều chỉnh hoạt động nói trong chương trình Tiếng Anh 10 nhằm nâng cao sự tham gia của học sinh trường THPT Lê Hoàn” Các câu trả lời của các em rất quan trọng đối với nghiên cứu này Các dữ liệu điều tra sẽ chỉ được phục vụ cho việc nghiên cứu, không vì mục đích nào khác Xin chân thành cảm ơn sự hợp tác của các em!
Xin các em vui lòng cho biết:
3 Em học tiếng Anh mấy năm (từ lớp mấy): ……….
4 Điểm trung bình môn Tiếng Anh của em :……….
5 Tại sao em muốn học Tiếng Anh ?
A Vì Tiếng Anh là môn học bặt buộc ở trường và là môn thi cuối cấp.
C Để nghe các bài hát, đọc sách, tạp chí và xem phim bằng Tiếng Anh.
E Để có một công việc tốt trong tương lai.
F Quan tâm đến ngôn ngữ, con người và văn hóa Anh.
6 Em có thường nói Tiếng Anh trong giờ học Tiếng Anh hay không?
D Không bao giờ ngoại trừ khi giáo viên yêu cầu.
7 Điều gì ngăn cản em nói trong giờ học nói?
A Sợ mắc lỗi và bị chế giễu.
B Hoạt động nói rất khó.
C Hoạt động nói không đa dạng.
D Em không thích giáo viên nên em không muốn nói.
E Không quen với việc nói Tiếng Anh.
8 Theo em, các chủ đề luyện nói trong sách giáo khoa có phù hợp với em không?
B Một số có liên quan, một số thì không.
D Không liên quan chút nào.
9 Theo em, hoạt động nói trong sách giáo khoa có thú vị không?
B Không thú vị cho lắm.
10 Giáo viên của em dạy luyện nói theo chương trình sách Tiếng Anh lớp
A Cô giáo luôn dạy chúng em các hoạt động trong sách giáo khoa.
B Giáo viên thi thoảng thay đổi, điều chỉnh các hoạt động trong sách giáo khoa.
C Giáo viên hiếm khi thay thế các hoạt động trong sách giáo khoa bằng các hoạt động bên ngoài.
11 Em có thích các hoạt động nói được điều chỉnh của giáo viên không?
A Không, em không thích Em muốn giáo viên làm theo các hoạt động trong sách giáo khoa.
B Vâng, em thích những hoạt động được thay đổi này.
12 Em nghĩ gì về các bài học nói hiện tại của giáo viên?
A Nhàm chán Hầu hết học sinh trong lớp không ai nói.
B Hấp dẫn, thú vị Học sinh tham gia tích cực.
1 How would you rate speaking activities or speaking skills? (in terms of variety, difficulty level and communication nature)
2 Are you satisfied with the student's engagement in the speaking lessons? What percentage of students actively participate in speaking activities?
3 Do you usually follow the activities in the textbook or adapt them? Can you name some ways of adapting textbooks?
4 In your opinion, what factors affect students' engagement in speaking class?
5 What have you done to increase students’ engagement?
I Em có thích học kĩ năng nói trong Tiếng Anh không? Vì sao?
S1: Có Kĩ năng nói tốt giúp em giao tiếp dễ dàng hơn, tự tin hơn
S2: Có Kĩ năng nói giúp củng cố và biết thêm nhiều từ vựng tiếng anh. S3: Có Kĩ năng nói giúp em dễ dàng nói chuyện, giao tiếp với người nước ngoài
S5: Có.Kĩ năng nói giúp em hiểu luyện tập đươc cách đặt câu, vận dụng cấu trúc ngữ pháp, giúp em dễ dàng trong giao tiếp.
S6: Em không thích học kĩ năng nói lắm Do em không có nhiều từ vựng và cách phát âm bị sai nhiều
S7: Không.Vì kĩ năng nói tiếng Anh đòi hỏi nhiều kĩ thuật cao
S8: Không.Vì không biết đặt câu
S9: Có Kĩ năng nói giúp em có nhiều kiến thức để giao tiếp, vận dụng làm các bài tập, bài kiểm tra.
S10: Không Kĩ năng nói phức tạp, phát âm khó, khó vận dụng để làm bài tập.
S12: Không Kĩ năng nói tiếng Anh rất phức tạp, nhưng em thích các tiết Speaking vì các tiết này giúp em biết được nhiều chủ đề và từ vựng hơn.
S13: Có Kĩ năng nói giúp em giao tiếp tốt hơn.
S14: Em không thích cũng không ghét vì em chưa thực sự có hứng thú với môn học, do bài học khó hiểu.
S15: Em không thích.Kiến thức quá khó.
S16: Không thích Kĩ năng nói rất khó, hay đọc sai nên sợ dùng tiếng Anh. S17: Không thích Phát âm khó hơn tiếng Việt, ít áp dụng được trong cuộc sống.
S18: Có Các âm trong tiếng anh rất hay,giọng điệu cuốn hơn, logic hơn tiếng Việt.
S19: Có Kĩ năng nói giúp làm bài tập, bài thi tốt hơn, giúp giao tiếp trôi chảy, chính xác hơn.
S20: Có.Kĩ năng nói giúp em tự tin khi giao tiếp với người nước ngoài, giúp em mở mang kiến thức qua các tài liệu, tranh ảnh tiếng Anh.
II Những khó khăn em gặp phải trong khi học kĩ năng nói Tiếng Anh?
S1: Vốn từ vựng ít nên không biết cách đặt câu và diễn đạt được ý mình muốn thể hiện
S2: Nhiều cấu trúc, từ vựng khó nhớ, bài tập trong sách giáo khoa giải thích không rõ ràng, thích cô giáo cho nói theo các hoạt động mới mẻ gây hứng thú cho tiết học nhiều hơn
S3: Chưa nhớ được các từ vựng, cấu trúc đã học, chưa sử dụng được các cấu trúc để giao tiếp.
S4: Nhiều tình huống không có từ vựng, nên không diễn đạt được ý muốn truyền đạt qua bài nói áp dụng được để làm bài tập.
S5: Nhiều bài tập luyện nói rúc rắc rối, khó hiểu, nhiều từ mới, khó phát âm nên khó giao tiếp được.
S6: Do không biết các từ mới nên không làm được bài tập Chỉ có thể giao tiếp với bạn bằng các câu và các từ đơn giản, gần nghĩa chứ không chính xác nghĩa
S7: Cấu trúc khó nhớ, nhiều từ mới trong một tiết học, không vận dụng được từ mới học để tạo dựng bài nói, giao tiếp.Các bài kiểm tra đánh giá khó, không sát với nội dung được học, chỉ làm được khoảng 20%.
S8: Nhầm lẫn các từ có cách viết gần giống hoặc các từ có phát âm gần giống nhau
S9: Không nhớ các cấu trúc, các công thức, không hiểu các ví dụ, không làm được bài tập, ngại khi phải hỏi bạn hoặc hỏi cô giáo.
S10: Từ vựng khó phát âm, phát âm không chuẩn nên ngại giao tiếp.
S11: Nhiều từ mới, nhiều từ không nhớ cách phát âm, các ví dụ trong sách giáo khoa khó hiểu, phải có giáo viên giảng mới có thể làm được bài tập.
S12: Nhiều ví dụ trong sách giáo khoa khó hiểu, nhiều từ phát âm khó, khi giao tiếp sợ mắc lỗi nên ngại giao tiếp.Không nắm được từ mới nên gặp nhiều hạn chế khi muốn diễn đạt ý
S13: Nhiều từ khó, chỉ sử dụng được một phần kiến thức để làm bài tập, giao tiếp được ít.
S14: Từ vựng khó phát âm, các ví dụ sách giáo khoa quá khó để có thể hiểu được, chỉ giao tiếp được những câu đơn giản, thông dụng.
S15: Không thấy hứng thú với việc học kĩ năng nói, từ vựng khó phát âm, không nhớ được mặt chữ, không hiểu ví dụ, không hiểu lời giáo viên giảng Lớp học quá đông nên giáo viên không quan tâm được đến từng học sinh.
S16: Không hiểu được nghĩa của câu(do lười học), một số ví dụ trong sách giáo khoa không hiểu Do rỗng kiến thức nên không hiểu được kiến thức mới không giao tiếp được trừ khi giáo viên nhắc lại và cho thực hành.
S17: Lẫn lộn giữa các cách dùng từ, không nhớ từ vựng và các ví dụ trong sách giáo khoa, ít khi vận dụng vào để giao tiếp
S18: Nhiều khi không hiểu được các ví dụ trong sách giáo khoa, chỉ giao tiếp được bằng các câu đơn giản.
S19: Hiểu vấn đề ngay nhưng lại quên ngay, không biết cách sử dụng các từ mới, cấu trúc mới học để giao tiếp.
S20: Hiểu bài trên lớp nhưng không nhớ được khi làm bài tập về nhà, thường nhầm lẫn, phương pháp giảng dạy của giáo viên chưa được tốt.
III Em có những đề xuất gì để việc dạy và học kĩ năng nói Tiếng Anh trong các tiết Speaking trở nên hiệu quả hơn?
S1: Cô giáo thiết kế nhiều hoạt động dạng giúp học sinh hứng thú hơn và tham gia nhiều vào các giờ học nói
S2: Mong cô giáo giảng kỹ và có thêm các hoạt động để củng cố và ghi nhớ từ vựng
S3: Việc học kĩ năng nói sẽ hiệu quả hơn nếu chúng em được vận dụng tất cả những từ mới vừa học vào các bài nói Cô giáo cần giảng kỹ và cho ôn tập
S4: Em thấy cùng với việc cô giáo đưa ra các ví dụ trong sách giáo khoa để chúng em bắt trước làm theo thì cô nên dựa vào ví dụ đó thiết kế hoạt động tương tự để chúng em được cùng nhau tìm hiểu và trải nghiệm nhiều hơn trong giờ học.