(Skkn 2023) some suggested graphic organizers to enhance english speaking ability for 10th grade students learning global success textbook in tan ky high school

EXPERIENCE INITIATIVE SOME SUGGESTED GRAPHIC ORGANIZERS TO ENHANCE ENGLISH SPEAKING ABILITY FOR 10TH GRADE STUDENTS LEARNING GLOBAL SUCCESS TEXTBOOK IN TAN KY HIGH SCHOOL (Subject: English teaching) i NGHE AN DEPARTEMENT OF EDUCATION AND TRAINING MINISTRY OF EDUCATION AND TRAINING TAN KY HIGH SCHOOL VINH UNIVERSITY - - - PHẠM THỊ DUNG EXPERIENCE INITIATIVE SOME SUGGESTED GRAPHIC ORGANIZERS TO ENHANCE ENGLISH SPEAKING ABILITY FOR 10TH GRADE STUDENTS LEARNING GLOBAL SUCCESS TEXTBOOK IN TAN KY HIGH APPLYING SCAFFOLDING TECHNIQUES TO ENHANCE EFL SCHOOL 11TH GRADERS’ SPEAKING ABILITY (Subject: English teaching) MASTER’S THESIS IN EDUCATION Researchers Phạm Thị Dung Võ Thị Hồng Quyên Major: Teaching English to Speakers of Other Languages (TESOL) Code: Phone number: 0941564189 - 0912830528 ( FOREIGN LANGUAGE GROUP) Supervisor’s name NGUYỄN XUÂN BÌNH Nghe An 2023 ii TABLE OF CONTENTS TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi PART I INTRODUCTION 1.1 Rationale for the study 1.2 The purpose of the study 1.3 The scope of the study 1.4 The significance of the study PART II CONTENT 2.1 Overview of speaking skill 2.1.1 Definition of speaking 2.1.2 What is teaching speaking? 2.1.3 Approaches to teaching speaking 2.1.4 How to teach Speaking 2.1.5 Several types of speaking performance: 2.1.6 Technique of Teaching Speaking 2.1.7 The difficulties learners meet when learning speaking 2.2 Overview of graphic organizers 10 2.2.1 The definition of graphic organizers 10 2.2.2 The kinds of graphic organizers 11 2.2.3 The benefits of graphic organizers in teaching speaking skill 12 2.2.4 The steps of applying graphic organizers 13 2.3 The study 14 2.3.1 The setting of the study 14 2.3.1.1 The current issues of teaching and learning speaking skill for 11 th graders at Tan Ky High school 14 2.3.1.2 Participants 14 2.3.2 Research questions 14 2.3.3 Research methodology 14 iii 2.3.4 Applying graphic organizers into teaching speaking skill for EFL 10 graders 17 2.3.5 Findings and avaluation 24 2.3.5.1 Data analysis and discussion from tests 25 2.3.5.2 Data analysis from pre-survey questionnaire 28 PART III: CONCLUSION 31 3.1 Conclusion 33 3.2 Limitations and suggestions for further studies 33 REFERENCES 35 APPENDIX 36 iv LIST OF ABBREVIATIONS EFL: English as Foreign Language ESL: English as Second Language FL: Foreign Language v PART I INTRODUCTION 1.1 Rationale for the study Along with the globalization trend, English becomes an important subject in the curriculum of both state schools and private ones from primary schools to universities in Viet Nam In this context, the teaching and learning of English is considered as a significant duty for Ministry of Education and Training as well as all teachers of English In recent years, teaching and learning English as a foreign language has gained considerable progress both in scale and quality However, there is still a gap in English teaching and learning outcomes between rural and urban areas The fact is that the teaching and learning of English has not been effective in rural areas yet One of the differences between the learners in cities and rural areas is the learners‟ ability to speak English There are still many people learning at rural areas cannot use English well after finishing English courses Tan Ky, a remote and mountainous area, belongs to one of the rural areas of Nghe An where the learners‟ speaking skill is much limited This problem comes from many different causes, including objective and subjective reasons According to Brown and Yule (1983), speaking is the skill that the students will be judged upon most in real-life situations It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively So, teachers have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, the world now requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance As a teacher of English at a rural upper secondary school, the researcher is concerned about her students‟ English learning, especially, in speaking skill She has been teaching classes of grade 10 Although her students have learnt English since they were in grade with the new syllabus and new methods applied with the communicative approach, their spoken English in the real world is still restricted They hardly use English to communicate for fear of making mistakes, lack of vocabulary, wrong pronunciation and others So the question is put for the researcher what teachers should to help their students learn spoken English better in this rural environment, where the English language input is poor and the chances to practice spoken English are limited The researcher has thought a lot about this fact and decided to conduct the study on “Some suggested graphic organizers to enhance English speaking ability for 10th grade students learning global success textbook in Tan Ky High school.” The researcher implements this study with the hope to find out a suitable method to improve the learners‟ speaking skill in real life at local 1.2 The purpose of the study This study aims at suggesting some adaptations using graphic organizers in teaching speaking skill in textbook English 10 - global success 1.3 The scope of the study The study was carried out at Tan Ky High School with the total of students relating to 80 EFL 10th graders who come from class 10d4 and class 10d5 of Tan Ky High School The learners are divided into two groups, the control group and the experimental group The study is aimed to investigate the effectiveness of graphic organizers in teaching speaking skill as well as the learners‟ attitude toward this technique The time for studying lasts from the September 2022 to March, 2023 1.4 The significance of the study The thesis provides for ESL teachers the deeper understanding of applying graphic organizers in teaching speaking skill The study will be the significant source of reference for ESL teachers at rural areas In addition, the study will supply for the ESL teachers at Tan Ky district the new approach to apply graphic organizers in teaching The result of the study is believed to make a great contribution to the success of teaching speaking skill in common PART II CONTENT 2.1 Overview of speaking skill 2.1.1 Definition of speaking According to Longman Dictionary, speaking is the utterance of intelligible speech or seeming to be capable of speech Speaking is the process of orally expressing thought and feelings of reflecting and shaping experience, and sharing information Speaking is a complex process, which involves thinking language and social skills The speaker combines words to sentences and paragraphs and use a language style that is appropriate to a social context Speaking is developing for the relationships between a speaker and her hearer In addition, speaking is determining which logical linguistic, psychological and physical rules that should be applied in a given communicative situation Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned 2.1.2 What is teaching speaking? Teaching speaking is to teach our learners to: - Produce the English speech sounds and sound patterns - Use word and sentence stress, intonation patterns and the rhythm of the second language - Select appropriate words and sentences according to the proper social setting audience, situation and subject matter - Organize their thoughts in a meaningful and logical sequence - Use language as a means of expressing values and judgments - Use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan 2003) 2.1.3 Approaches to teaching speaking According to the theories of first and second language, Thornberry (2005; see also Leighton & Spade, 2006; Brown 2007) refers three theories of language learning relating to the speaking teaching They are behaviorist, cognitive and socio-cultural theory According to behaviorist, language is learned by “forming good habits through reinforcement” (Thornbury, 2005, p.38) The process of learning speaking follows presentation, practice, controlled production The major purpose of the process is to form automatic habits Firstly, EFL learners listen to teacher or a tape, videos Then, they practice by drilling, retell, show and tell, etc Finally, learners perform their product in front of the class According to cognitivists, learners‟ minds are expected as black boxes with the capacity of information processing Speaking skill is examined to be developed through learning stages that range from being controlled to automatic Learning first pays attention to awareness-raising of specific stages of a procedure, then changes to integrate the newly acquired knowledge and existing knowledge through practice and ends with self-controlling In sociocultural theory, Thornbury (2005) and Lightbown & Spada (2006) states that the socio-cultural situation is significant in learning and they also express that learning is conducted through social interaction and with other learners Learners need to have other-regulation, mediation of somebody who has better knowledge and can provide a supportive framework which can be like scaffold Learners interact with partners, teachers etc and the interaction permits them to build new knowledge until they gain the appropriate level They turn the knowledge into their own and can act themselves 2.1.4 How to teach Speaking Many linguistics and ESL teachers agree that EFL learners acquire speaking skill by "interacting" Communicative language learning and collaborative learning meet the best for purpose Communicative language learning focuses on real-life situations through communication Using this method in ESL classes, learners will have chance to communicate in the target language Teaching speaking skill covers three main periods including pre-, while and post speaking Pre-Speaking Stage: Regina, Sik (1997) stated that pre-speaking stage is a period for planning and organizing Pre-speaking stage is conducted firstly with the aim to preparing the learners‟ knowledge background Through pre- speaking activities, learners‟ thought, reflection and experience are stimulated This stage also includes supplying new knowledge, vocabulary and structures While- Speaking Stage: In this period, the learners have to practice the new language in controll The teacher can use the activities such as: repetition or drill, show and tell, running dictation, surveys, picture description, interview, sentence auction, etc Learners work in collaborative environment in pairs, groups or teams Post- Speaking Stage: The aim of this period is to help EFL learners to summarize what they have learned In this period, learners activities such as: making eloquence, role-play, picture description, interview, competition games, drama games, reporting…etc According to Regina, Sik (1997), the post-speaking period is a time when EFL learners have chance to reflect upon their own speaking performance Peer comment should be encouraged in this stage Moreover, feedback needs to construct to encourage and avoid making unconfident for learners in the future 2.1.5 Several types of speaking performance: Imitative Imitative is a term in teaching speaking that refers to the learners working like a parrot to repeat exactly the sounds of a word, a phrase or even a sentence This performance mostly focuses on phonetic level It is not exercised for the purpose of communication The activity in this kind of performance is often drilling Intensive This type of performance is used after imitative step to carry out many kinds of speaking performance relating to grammatical and lexical aspects in learning a foreign language Responsive The learners reply to the questions, comments in a meaningful way The tasks in this kind are often making a short conversation, greetings, … Transactional This type of performance is only used in the dialogue It is carried out for the purpose of exchanging detail information Interpersonal This type of performance is also used in the dialogue It is carried out to maintain social communication relating to slang, ellipsis, etc and it makes the learners difficult to understand and catch up the meanings Extensive This type of performance is used in monologue having form of oral summaries, short speeches or reports This type of performance is advised to use for advanced level 2.1.6 Techniques of Teaching Speaking Role Play One way of getting students to speak naturally is role play activity Learners imagine they are in different social contexts and experience many social roles During the activity, the learners have to work as the person that they play the role of and make response to what that person thinks or feels Simulations Simulations seem similar to role-plays but simulations are more elaborate In simulations, learners have to bring items to the class to create a realistic environment For instance, if a learner is working as a singer, she must bring a microphone to sing Role plays and simulations have many advantages because - REFERENCES Brown, G., & Yule, G (1983) Discourse analysis Cambridge: University Press Harmer, J (2015) The practice of English language teaching Harlow Gibbons, Pearson/Longman G (2002) Tell me, tree: all about trees for kids Boston: Little Brown & Co Llurda, E (2005) Non-native language teachers: perceptions, challenges, and contributions to the profession New York: Springer Pratchett, T (2009) Nation Bridgewater, NJ: Distributed by Paw Prints/Baker &Taylor Thornbury, Scott (2005), How to teach speaking, Harlow, England:Longman 2005 Thornberry-Ehrlich, T (2005) Black Canyon of the Gunnison National Park & Curecanti National Recreational Area: geologic resource evaluation 35 APPENDIX APPENDIX 1: SURVEY QUESTIONNAIRES FOR STUDENTS Student‟s name:…………………… Class: ……… Thank you for agreeing to take this survey This is a survey on method of teaching English speaking skill, which is being carried out by Mrs.Pham Dung and Vo Quyen, working at tan Ky High school The purpose of this survey is to collect information relating to using graphic organizers in learning speaking as well as your attitude to the importance of graphic organizers in learning English Please choose the answer that best applies to you for each question Do you like graphic organizers in learning to speak English? really like like a little dislike What is the aspect that graphic organizers help you most in your English speaking skill? (You can choose more than one option) Grammar structures vocabulary fluency knowledge Pronunciation All of the above other(s):………………………………………………………………………… How is your motivation in learning speaking English before using graphic organizers? How is your motivation in learning speaking English after using graphic organizers? high high normal low - The end - 36 APPENDIX 2: SURVEY QUESTIONNAIRES FOR TEACHERS Teacher‟s name:…………………… School: ……… Thank you for agreeing to take this survey This is a survey on method of teaching English speaking skill, which is being carried out by Mrs.Pham Dung and Vo Quyen, working at tan Ky High school The purpose of this survey is to collect information relating to using graphic organizers in teaching speaking English as well as your attitude to the importance of graphic organizers in teaching English Please choose the answer that best applies to you for each question How you evaluate the urgency of graphic organizers in improving learners’English speaking competence? urgent urgent a little urgent not urgent How often you apply graphic organizers in teaching speaking English? always usually somtimes never How you think of the feasibility when applying graphic organizers in teaching speaking English? very feasible feasible a little feasible not feasible What aspects you think the learners get improved when being treated with graphic organizers? ( You can choose more than one option) Grammar structures Vocabulary relating to the topics Fluency Pronunciation Comprehension other(s):………………………………………………………………………… ………………………………………………………………………………… - The end – 37 APPENDIX 3: ORAL PRESENTATION RUBRIC Student‟s name:…………………… CATEGO RY Fluency Speaks clearly and distinctly all (100-95%) the time Presentation is 3-5 minutes long OR more than minutes Speaks clearly and distinctly all (100-95%) the time Class: ……… Speaks clearly and distinctly most ( 94-85%) of the time Presentation is Presentation is minutes minutes long long Often mumbles or can not be understood Pronunciat Good ion pronunciation and mispronounces no words Good pronunciation but sometimes mispronounce s some words Good pronunciation but usually mispronounces Bad pronunciation and always mispronounces Lexical resource Uses vocabulary appropriately Extends more new words Uses vocabulary appropriately Extends 5-6 new words Uses vocabulary Uses appropriately vocabulary Extends 1-2 new inappropriately words Comprehe Student is able nsion to accurately answer almost all questions posed by the teacher about the topic Student is able to accurately answer most questions posed by the teacher about the topic Student is able to accurately answer a few questions posed by the teacher about the topic Grammati cal range and accuracy Uses grammar appropriately Includes Extends 1-2 new structures Uses grammar Uses grammar appropriately inappropriately Does not include any new structures Uses grammar appropriately Extends more new structures Presentation is less than minutes Student is unable to accurately answer questions posed by the teacher about thetopic (Created from http://rubistar.4teachers.org/) 38 APPENDIX 4: RESULT OF THE PRE-TEST OF THE CONTROLL GROUP N of S L F P G C Total C1 1 0,5 0,5 C2 1,5 0,5 0,5 4,5 C3 1 1 C4 1 1 C5 1 1 C6 1 1 C7 1 1,5 1,5 C8 1,5 1,5 1,5 1,5 C9 1,5 1,5 1,5 1,5 1,5 7,5 C10 1 1,5 1,5 1,5 6,5 C11 1,5 1 1 5,5 C12 1 1 C13 1 1 C14 1,5 1 0,5 C15 0,5 0,5 1 C16 0,5 0,5 1 C17 0,5 0,5 0,5 3,5 C18 1 0,5 1 4,5 C19 0,5 0,5 0,5 3,5 C20 1 1 C21 1 0,5 1 4,5 C22 1 0,5 1 4,5 C23 0,5 0,5 1 39 C24 1 0,5 0,5 C25 1 1 C26 1 1 C27 0,5 0,5 0,5 3,5 C28 1 1 C29 1,5 1,5 1,5 6,5 C30 1,5 1 5,5 C31 1 1 C32 1,5 1,5 1,5 1,5 1,5 7,5 C33 1,5 1 1 5,5 C34 0,5 0,5 0,5 3,5 C35 0,5 0,5 0,5 0,5 0,5 2,5 C36 0,5 0,5 0,5 0,5 0,5 2,5 C37 1 1 C38 0,5 0,5 0,5 0,5 C39 0,5 0,5 1 C40 1 1 Mean 1,05 0,925 0,8625 0,925 1,025 4,7875 L = Lexical resource F = Fluency P = Pronunciation G = Grammatical range and accuracy C = Comprehension 40 APPENDIX 5: RESULT OF THE POST-TEST OF THE CONTROLL GROUP N of S L F P G C Total C1 1 0,5 0,5 C2 0,5 0,5 C3 1 1 C4 1 0,5 0,5 C5 1,5 1,5 1,5 1,5 1,5 7,5 C6 1 1 C7 1,5 1 1,5 1,5 6,5 C8 1 1 C9 1,5 1,5 1,5 1,5 1,5 7,5 C10 1 1,5 1,5 C11 1 1,5 1,5 C12 1,5 1 1 5,5 C13 1,5 1,5 1,5 1,5 C14 1,5 1 1,5 C15 0,5 0,5 1 C16 0,5 0,5 1 C17 1 1 C18 1 1,5 5,5 C19 1 1 C20 1 1,5 1,5 C21 0,5 0,5 0,5 0,5 C22 1 0,5 1,5 C23 1 1 C24 1 1 41 C25 1,5 1,5 1,5 1,5 C26 1 1 C27 0,5 0,5 0,5 3,5 C28 1,5 1 1 5,5 C29 1,5 1,5 1,5 1,5 C30 1,5 1,5 1,5 1,5 1,5 7,5 C31 1,5 1 5,5 C32 1,5 1,5 1,5 8,5 C33 1,5 1,5 1,5 1,5 C34 1 0,5 1 4,5 C35 0,5 0,5 0,5 0,5 0,5 2,5 C36 1 0,5 1 4,5 C37 1 1,5 1 5,5 C38 1 1 C39 0,5 0,5 1,5 4,5 C40 1,5 1 1,5 1,5 6,5 Mean 1,15 1,0375 0,9375 1,125 1,175 5,425 L = Lexical resource F = Fluency P = Pronunciation G = Grammatical range and accuracy C = Comprehension 42 APPENDIX 6: RESULT OF THE PRE-TEST OF THE EXPERIMENTAL GROUP N of S L F P G C Total E1 0,5 0,5 0,5 3,5 E2 1 1 1,5 5,5 E3 0,5 1 1 4,5 E4 0,5 0,5 1 E5 0,5 0,5 1 E6 1 1,5 0,5 E7 0,5 0,5 1 E8 1 1 E9 1 1 E10 1 1,5 5,5 E11 1 1,5 5,5 E12 1 1,5 1,5 E13 1 0,5 4,5 E14 0,5 1 4,5 E15 1,5 1,5 1,5 1,5 E16 1 1 1,5 5,5 E17 1 1,5 5,5 E18 0,5 1 1 4,5 E19 1 1 1,5 5,5 E20 1 1 E21 1 1,5 5,5 E22 1 1 E23 0,5 0,5 0,5 3,5 E24 1 1 43 E25 1 1 E26 0,5 0,5 1 E27 1 1,5 1,5 E28 1 1 E29 0,5 1 1 4,5 E30 1 1 E31 0,5 1 4,5 E32 1 1,5 1 5,5 E33 0,5 1 4,5 E34 1 1,5 1,5 E35 0,5 0,5 E36 1 0,5 1 4,5 E37 1 1,5 1,5 E38 0,5 0,5 0,5 3,5 E39 0,5 0,5 1 E40 1 1,5 1,5 1,5 6,5 Mean 0,9 0,85 1,0625 1,0125 1,1 4,925 L = Lexical resource F = Fluency P = Pronunciation G = Grammatical range and accuracy C = Comprehension 44 APPENDIX 7: RESULT OF THE POST-TEST OF THE EXPERIMENTAL GROUP N of S L F P G C Total E1 1 1 E2 1,5 1,5 1,5 1,5 E3 1,5 1,5 E4 1,5 0,5 1 E5 1,5 1 1 5,5 E6 1,5 1,5 1,5 1,5 E7 1 1 E8 1,5 1,5 1,5 1,5 1,5 7,5 E9 1,5 1,5 1 E10 1,5 1 1,5 E11 1,5 1,5 E12 1,5 1,5 1,5 1,5 1,5 7,5 E13 1,5 1,5 1 E14 1,5 1 1,5 1,5 6,5 E15 1,5 1,5 1,5 8,5 E16 1,5 1,5 1,5 1,5 1,5 7,5 E17 1,5 1,5 1,5 6,5 E18 1,5 1,5 E19 1,5 1,5 1,5 1,5 E20 1,5 1,5 1 E21 1,5 1,5 E22 1,5 1,5 1,5 1,5 1,5 7,5 E23 0,5 0,5 0,5 3,5 E24 1,5 1 1,5 45 E25 1,5 1,5 1,5 1,5 1,5 7,5 E26 1,5 1 1 5,5 E27 2 1,5 1,5 1,5 8,5 E28 1,5 1,5 1,5 1,5 E29 1,5 1 5,5 E30 1,5 1 1,5 E31 1,5 1,5 1,5 6,5 E32 1,5 1,5 1,5 1,5 1,5 7,5 E33 1,5 1,5 1,5 6,5 E34 1,5 1,5 1,5 1,5 1,5 7,5 E35 1,5 1 1 5,5 E36 1,5 1,5 0,5 1 5,5 E37 1,5 1,5 1,5 1,5 E38 1 1 E39 1 1 E40 1,5 1,5 1,5 1,5 Mean 1,4125 1,3125 1,15 1,325 1,2125 6,4125 L = Lexical resource F = Fluency P = Pronunciation G = Grammatical range and accuracy C = Comprehension 46 APPENDIX PRE-TEST PART TALK ABOUT YOURSELF What is your name? What would you like to be in the future? Why? What is your hobby? PART 2: TOPIC SPEAKING Describe the housework in your family You should say: What are the household chores? How all members in your family divide the household chores? Why does sharing housework strengthen family bonds? PART 3: QUESTION AND ANSWER What are some important life skills children can learn when doing housework? What all members in your family often to strengthen the family bonds? “Housework is boring and is the responsibility of wives and mothers only” To what extent you agree or disagree? 47 APPENDIX POST-TEST PART TALK ABOUT YOURSELF What is your name? What would you like to be in the future? Why? What is your hobby? PART 2: TOPIC SPEAKING Let‟s talk about an invention that has great impact on your life You should say: What is the name of the invention? What does it look like? How does it influence your life? PART 3: QUESTION AND ANSWER Do you think new inventions have changed our life nowadays? Give some examples? 3.What are the benefits of the inventions ? 48 APPENDIX 10: THE RESULT OF SURVEY QUESTIONNAIRES FOR URGENCY AND FEASIBILITY OF THE STUDY How you evaluate the urgency of graphic organizers in improving learners’English speaking competence? urgent urgent a little urgent not urgent How you think of the feasibility when applying graphic organizers in teaching speaking English? very feasible feasible a little feasible not feasible NOTE: Option = point Option = points Option =3 points Option = points The average score (X) of the dashboard 1.00 – 1.75: Not urgent/ Not feasible 1.76 – 2.51: A little urgent/ A little feasible 2.52 – 3.27: Urgent/ Feasible 3.28 – 4.00: very urgent/ Very feasible About the urgency of applying graphic organizers Subjects of the survey Number Average score (X) Level Teachers 30 3,67 Very urgent Students 40 3,5 Very urgent About the feasibility of applying graphic organizers Subject of the survey Number Average score Level Teachers 30 3,8 Very feasible Students 40 3,6 Very feasible https://docs.google.com/forms/d/1ewTz09qOJV1KRKJj7PcSylSPIJhewXtUhpp4h Bv4yjY/edit https://docs.google.com/forms/d/1jpQa7blVQlaVft6Vg3N5Wnysil0dUeEl846iKdgB9A/edit 49