A study on speaking activity adaptation in tieng anh 10 to help to increase student engagement in speaking lesons at le hoan high school

ACKNOWLEDGEMENTS To complete this thesis, I would like to thank the teachers of the Faculty of Foreign Languages, Hong Duc University for giving me the opportunity to study, practice and accumulate knowledge and skills to perform my study In particular, I would like to thank my supervisor, Dr Nguyen Thanh Minh, for enthusiastically guiding, monitoring and giving useful advice to help me solve the problems encountered in the research process and complete the topic in the best way I would like to express my sincere thanks to the teachers of Le Hoan High School, especially the teachers in the English group for facilitating me to complete this research I would like to thank the students of grades 10A4, 10A9 at Le Hoan High School, who really helped and cooperated during my thesis work I would also like to express my sincerest thanks to my family, parents, and friends who have supported me mentally throughout my studies Due to my limited knowledge and lack of practical experience, the thesis content is difficult to avoid shortcomings I look forward to receiving more advice and instruction from the teachers Finally, I would like to wish you all the best of health and success in your work Best regards Thanh Hoa, May 25, 2022 Supervisor Student Dr Nguyễn Thanh Minh Đoàn Quỳnh Trang i ABSTRACTS Developing skills in English, especially speaking skills, is always a matter of concern and is the most mentioned aspect of second language teaching At Le Hoan High School, this thesis aims to study the adaptation of speaking activities in Tieng Anh 10 textbooks, helping to increase students' engagement in speaking lessons at Le Hoan High School The activities are designed and implemented in the second semester of the school year 2021-2022 with the participation of 80 students from grades 10A4 and 10A9 To collect data, several methods were used such as: - Contradictory - Observe - Experimental teaching The results of the study show that students have a positive attitude and actively engage in speaking activities Students are more confident when communicating in English, acquire more vocabulary and be more effective after each lesson According to research, changing speaking activities helps to increase students' participation in every speaking lesson, thereby significantly improving the fear of speaking and communicating in English in high school students pine ii LISTS OF ABBREVIATIONS AND TABLES Abbreviations MOET: Vietnamese Ministry of Education and Training CR: Consciousness-raising CLT: Communicative language teaching TTT: Teacher talking time STT: Student talking time Tables Page Tables Table 1: Topics in Tieng Anh 10 14 Table 2: Distribution of speaking activities Table 3: STT and TTT in control and experimental groups 22 before the experiment Table 4: Questionnaire survey 24 Table 5: Student’s learning styles in both groups 25 Table 6: Students’ engagement in speaking lessons 25 Table 7: Factors prevent students from engaging in 26 speaking in the class Table 8: Questionnaire survey for students 27 Table 9: Questionnaire survey for students 27 Table 10: Questionnaire survey for students 28 Table 11: Questionnaire survey for students 28 Table 12: Results of teacher and student speaking time 35,36 Table 13: Experimental results 41 Table 14: Results of experimental groups participation 44 Table 15: TTT and STT in the two classes before and at the 45 end of experiment iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACTS ii LISTS OF ABBREVIATIONS AND TABLES iii TABLE OF CONTENTS iv PART I: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ engagement 1.1.1 Students’ engagement 1.1.2 Factors affecting students ‘engagement 1.1.2.1 Student factors 1.1.2.2 Teacher factors 1.2 Necessity of Adaptation in Speaking Lessons 1.2.1 Definitions of adaptation? 1.2.2 The purpose of adaptation 1.2.3 Techniques for adaptation 1.2.4 Levels of adaptation 11 CHAPTER 2: RESEARCH METHODOLOGY 13 2.1 An Overview of the Research Site 13 2.1.1 About Le Hoan High School 13 2.1.2 Learning materials 14 2.2 Research procedures 16 2.3 Participants 16 2.4 Data collection instruments 17 2.4.1 Classroom observations 17 2.4.2 The teacher interview 18 iv C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 2.4.3 Student questionnaires 18 2.4.4 Follow-up student interview 18 2.5 Data collection procedure 18 CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3.1 Results from pre-experiment observations 20 3.2 Results from students’ questionnaires 23 3.2.1 Students’ references and background in learning English 23 3.2.2 Students’ motivation in learning speaking English 24 3.2.3 Students’ engagement in speaking class 25 3.2.4 Students’ opinions towards English speaking skills in Tieng Anh 10 27 3.2.5 Students’ opinion about the way their teacher teach speaking skill 27 3.2.6 Students’ evaluation on their teacher’s adaptation 28 3.2.7 Students’ evaluation towards their current speaking lessons 28 3.3 Results from teacher interview 29 3.4 Observation results after the experiment 35 3.4.1 Observations in control group 35 3.4.2 Observations in experimental group 36 3.5 Results of students’ engagement in experimental lessons 44 3.6 The results 45 3.7 Follow-up student interview 46 PART III: CONCLUSION 47 1.1 Recommendation 47 1.2 Summary of the study 49 1.3 Limitations of the study 50 1.4 Suggestions for further research 50 REFERENCES 51 APPENDICES 54 v Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART I: INTRODUCTION 1.1 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 learners To this, teachers need to evaluate each unit to see what the problem Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an is, and then try to think of ways to correct it There are many things that teachers can 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 High School" 1.2 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 Le Hoan High School Based on the research results, some implications and final recommendations will be proposed 1.3 Research questions Why should teachers adjust speaking activities in text book? Do adaptive activities increase student engagement in speaking classes at Le Hoan High School? 1.4 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 teachers and 80 students in groups of grade 10 at Le Hoan High School 1.5 Methods of the study This study applies both quantitative and qualitative approaches to determine why teachers should adjust activities in English speaking teaching 10 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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, teachers who teach Tieng Anh 10 textbook participated in the study The survey questionnaire was conducted among 80 students from classes 10A4 and 10A9 at Le Hoan High School To improve the reliability of the collected data, in-class observations were used before and after the experiment Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of students’ engagement 1.1.1 Students’ engagement 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 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 1.1.2 Factors affecting students ‘engagement 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 taking place, not all students are actively participating Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 D Re-written dialogues 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 E Games 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: Find someone who… 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 Scavenger Hunt 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 F Pair interview 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 48 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 Englishspeaking classroom can only be fully achieved when teachers bring to grade one The lesson plan is well prepared and creative and presents it enthusiastically 1.2 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 speaking activities in Tieng Anh 10?" The researcher found three main reasons 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 49 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 1.3 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 1.4 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 50 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES Allan, D.(1991) Tape Journal: Bridging the Gap between Communication and Correction English Teaching Journal, 45(1), pp.61-66 Allwright, R.(1975).Problems in the Study of the Language Teacher's Treatment of Learner Error In M.K Burt & H.C Dulay (Eds.), On TESOL 75: New Directions in Second Language Learning, Teaching, and Bilingual Education, (pp 96-109) Washington, D.C: TESOL Allwright, D, & Bailey, K M.(1991) Focus on the Language Classroom: An introduction to Classroom Research for Language Teachers New York : CUP Bailey, K.M.(2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Breach (2005)- Studies in Continuing Education- Taylor & Francis Bailey, K.M.(2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents Burt, H D (1975) Error Analysis in the Adult EFL Classroom TESOL Quarterly, 9 Burt, K.M, & Kiparsky, C.(1972) A Repair Manual For English Rowley, MA: Newbury House 10 Byrme, D (1998), Teaching oral English London Longman 11 Bryson, B.(2003) Mother tongue Texas: Harper collins 12 Chaudron, C (1986) Teachers’ Priorities in Correcting Learners’ Errors in French Immersion Classes In R Day (Ed.), Talking to Learn: Conversation in SLA Rowley: Newbury House 13 C Islam, C Mares (2003) - Developing materials for language teaching Books.google.com 14 Carroll, S., & Swain, M (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations Studies in SLA 15 51 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 15 JR Howard (1998) - The Journal of Higher Education, Taylor & Francis 16 J Harmer (2001) - The practice of English language teaching New York: CUP 17 J McDonough, C Shaw (2012) - books.google.com Cambridge, Mass: Winthrop Publishers 18 JC Richards, JC Richards, TSC Farrell (2005 )- books.google.com Singapore: SEAMEO Regional Language Centre 19 Howard (1996) - Teaching sociology – JSTOR 20 Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford University Press 21 Harmer, J (1984) The Practice of English Language Teaching London: Longman 22 Littlewood, W (2007) Communicative Language Teaching Cambridge: Cambridge University Press 23 Mejilla, F, C, Calero, L, B,&Salgado, K, A (2014) The methodological strategies in the learning-process of the English language during the second semester of 2014 24 MA Reiss (1985) - Canadian Modern Language Review Utp journals press 25 Penny Ur (1996) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 26 Ritsuko, N; Karen, F; Barbara, H; and Carolyn; G (2010), Let’s go Oxford University Press 27 R G Barry (1993) -Meteorology and Atmospheric Physics volume 51, pages147–164 28 Similarly, Sylvelyn, Judith & Paulin (2009) – Engagement Studies in SLA 29 Skinner - Ch (1958) Essential Of Education Psychology Prentice Hall Inc, Engelwood Cliffs, New York 30 Tomlinson(1998) - Developing Materials for Language Teaching elibrary.namdu.uz 52 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 31 Thornbury - Scott (2000) How to Teach Speaking New York: Longman 32 Ur P.A (1996), Course in language teaching Cambridge University Press 53 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDICES Appendix 1: Topics discussed in the Speaking section of the 10th grade English textbook (the 2nd term) Unit Talk topic Undersea world 10 Conservation 11 National park 12 Music 13 Films and cinema 14 The world cup 15 Cities 16 Historical places 54 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 2: PHIẾU ĐIỀU TRA NGHIÊN CỨU Bảng câu hỏi nhằm phục vụ đề tài “Điều chỉnh hoạt động nói chương trình Tiếng Anh 10 nhằm nâng cao tham gia học sinh trường THPT Lê Hoàn” Các câu trả lời em quan trọng nghiên cứu Các liệu điều tra phục vụ cho việc nghiên cứu, khơng mục đích khác Xin chân thành cảm ơn hợp tác em! Xin em vui lòng cho biết: Giới tính: Nam Nữ Nơi :……………………………… Em học lớp nào: ……………………… Em học tiếng Anh năm (từ lớp mấy): ……………………… Điểm trung bình môn Tiếng Anh em :……………………… Tại em muốn học Tiếng Anh ? A Vì Tiếng Anh môn học bặt buộc trường môn thi cuối cấp B Đạt điểm cao C Để nghe hát, đọc sách, tạp chí xem phim Tiếng Anh D Đi du học E Để có công việc tốt tương lai F Quan tâm đến ngơn ngữ, người văn hóa Anh Em có thường nói Tiếng Anh học Tiếng Anh hay khơng? A Có nhiều B Đơi C Hiếm D Không ngoại trừ giáo viên u cầu Điều ngăn cản em nói học nói? A Sợ mắc lỗi bị chế giễu B Hoạt động nói khó C Hoạt động nói khơng đa dạng D Em khơng thích giáo viên nên em khơng muốn nói E Khơng quen với việc nói Tiếng Anh 55 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Theo em, chủ đề luyện nói sách giáo khoa có phù hợp với em khơng? A Rất phù hợp B Một số có liên quan, số khơng C Ít liên quan D Khơng liên quan chút Theo em, hoạt động nói sách giáo khoa có thú vị khơng? A Rất thú vị B Khơng thú vị cho C Ít thú vị D Nhàm chán 10 Giáo viên em dạy luyện nói theo chương trình sách Tiếng Anh lớp 10 theo cách nào? A Cô giáo dạy chúng em hoạt động sách giáo khoa B Giáo viên thay đổi, điều chỉnh hoạt động sách giáo khoa C Giáo viên thay hoạt động sách giáo khoa hoạt động bên ngồi 11 Em có thích hoạt động nói điều chỉnh giáo viên khơng? A Khơng, em khơng thích Em muốn giáo viên làm theo hoạt động sách giáo khoa B Vâng, em thích hoạt động thay đổi 12 Em nghĩ học nói giáo viên? A Nhàm chán Hầu hết học sinh lớp khơng nói B Hấp dẫn, thú vị Học sinh tham gia tích cực C Bình thường - THE END- 56 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 3: Interview Questions How would you rate speaking activities or speaking skills? (in terms of variety, difficulty level and communication nature) Are you satisfied with the student's engagement in the speaking lessons? What percentage of students actively participate in speaking activities? Do you usually follow the activities in the textbook or adapt them? Can you name some ways of adapting textbooks? In your opinion, what factors affect students' engagement in speaking class? What have you done to increase students’ engagement? 57 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 4: Interview Transcripts I Em có thích học kĩ nói Tiếng Anh khơng? Vì sao? S1: Có Kĩ nói tốt giúp em giao tiếp dễ dàng hơn, tự tin S2: Có Kĩ nói giúp củng cố biết thêm nhiều từ vựng tiếng anh S3: Có Kĩ nói giúp em dễ dàng nói chuyện, giao tiếp với người nước ngồi S4: Có Lí giống S3 S5: Có.Kĩ nói giúp em hiểu luyện tập đươc cách đặt câu, vận dụng cấu trúc ngữ pháp, giúp em dễ dàng giao tiếp S6: Em khơng thích học kĩ nói Do em khơng có nhiều từ vựng cách phát âm bị sai nhiều S7: Khơng.Vì kĩ nói tiếng Anh địi hỏi nhiều kĩ thuật cao S8: Khơng.Vì khơng biết đặt câu S9: Có Kĩ nói giúp em có nhiều kiến thức để giao tiếp, vận dụng làm tập, kiểm tra S10: Khơng Kĩ nói phức tạp, phát âm khó, khó vận dụng để làm tập S11: Có.Lí giống S1 S12: Khơng Kĩ nói tiếng Anh phức tạp, em thích tiết Speaking tiết giúp em biết nhiều chủ đề từ vựng S13: Có Kĩ nói giúp em giao tiếp tốt S14: Em khơng thích khơng ghét em chưa thực có hứng thú với mơn học, học khó hiểu S15: Em khơng thích.Kiến thức q khó S16: Khơng thích Kĩ nói khó, hay đọc sai nên sợ dùng tiếng Anh S17: Khơng thích Phát âm khó tiếng Việt, áp dụng sống S18: Có Các âm tiếng anh hay,giọng điệu hơn, logic tiếng Việt 58 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an S19: Có Kĩ nói giúp làm tập, thi tốt hơn, giúp giao tiếp trơi chảy, xác S20: Có.Kĩ nói giúp em tự tin giao tiếp với người nước ngoài, giúp em mở mang kiến thức qua tài liệu, tranh ảnh tiếng Anh II Những khó khăn em gặp phải học kĩ nói Tiếng Anh? S1: Vốn từ vựng nên khơng biết cách đặt câu diễn đạt ý muốn thể S2: Nhiều cấu trúc, từ vựng khó nhớ, tập sách giáo khoa giải thích khơng rõ ràng, thích giáo cho nói theo hoạt động mẻ gây hứng thú cho tiết học nhiều S3: Chưa nhớ từ vựng, cấu trúc học, chưa sử dụng cấu trúc để giao tiếp S4: Nhiều tình khơng có từ vựng, nên khơng diễn đạt ý muốn truyền đạt qua nói áp dụng để làm tập S5: Nhiều tập luyện nói rúc rắc rối, khó hiểu, nhiều từ mới, khó phát âm nên khó giao tiếp S6: Do khơng biết từ nên không làm tập Chỉ giao tiếp với bạn câu từ đơn giản, gần nghĩa khơng xác nghĩa S7: Cấu trúc khó nhớ, nhiều từ tiết học, không vận dụng từ học để tạo dựng nói, giao tiếp.Các kiểm tra đánh giá khó, khơng sát với nội dung học, làm khoảng 20% S8: Nhầm lẫn từ có cách viết gần giống từ có phát âm gần giống S9: Không nhớ cấu trúc, cơng thức, khơng hiểu ví dụ, khơng làm tập, ngại phải hỏi bạn hỏi giáo S10: Từ vựng khó phát âm, phát âm không chuẩn nên ngại giao tiếp S11: Nhiều từ mới, nhiều từ khơng nhớ cách phát âm, ví dụ sách giáo khoa khó hiểu, phải có giáo viên giảng làm tập 59 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an S12: Nhiều ví dụ sách giáo khoa khó hiểu, nhiều từ phát âm khó, giao tiếp sợ mắc lỗi nên ngại giao tiếp.Không nắm từ nên gặp nhiều hạn chế muốn diễn đạt ý S13: Nhiều từ khó, sử dụng phần kiến thức để làm tập, giao tiếp S14: Từ vựng khó phát âm, ví dụ sách giáo khoa q khó để hiểu được, giao tiếp câu đơn giản, thông dụng S15: Không thấy hứng thú với việc học kĩ nói, từ vựng khó phát âm, khơng nhớ mặt chữ, khơng hiểu ví dụ, khơng hiểu lời giáo viên giảng Lớp học đông nên giáo viên không quan tâm đến học sinh S16: Không hiểu nghĩa câu(do lười học), số ví dụ sách giáo khoa khơng hiểu Do rỗng kiến thức nên không hiểu kiến thức không giao tiếp trừ giáo viên nhắc lại cho thực hành S17: Lẫn lộn cách dùng từ, khơng nhớ từ vựng ví dụ sách giáo khoa, vận dụng vào để giao tiếp S18: Nhiều khơng hiểu ví dụ sách giáo khoa, giao tiếp câu đơn giản S19: Hiểu vấn đề lại quên ngay, cách sử dụng từ mới, cấu trúc học để giao tiếp S20: Hiểu lớp không nhớ làm tập nhà, thường nhầm lẫn, phương pháp giảng dạy giáo viên chưa tốt III Em có đề xuất để việc dạy học kĩ nói Tiếng Anh tiết Speaking trở nên hiệu hơn? S1: Cô giáo thiết kế nhiều hoạt động dạng giúp học sinh hứng thú tham gia nhiều vào học nói S2: Mong giáo giảng kỹ có thêm hoạt động để củng cố ghi nhớ từ vựng S3: Việc học kĩ nói hiệu chúng em vận dụng tất từ vừa học vào nói Cơ giáo cần giảng kỹ cho ôn tập nhiều lần phần từ vựng 60 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an S4: Em thấy với việc giáo đưa ví dụ sách giáo khoa để chúng em bắt trước làm theo nên dựa vào ví dụ thiết kế hoạt động tương tự để chúng em tìm hiểu trải nghiệm nhiều học S5: Học thú vị cô giáo đưa trị chơi mơ phổng trị chơi truyền hình liên quan đến kiến thức học.Mức độ tập giáo nên hệ thống từ dễ đến khó S6: Cô giáo vừa dạy kiến thức kết hợp ôn lại kiến thức cũ Cho học sinh luyện tập nhiều, giao tiếp thơng qua trị chơi vừa giúp học sinh thoải mái vừa tiếp thu nhanh kiến thức vừa học S7: Để việc học kĩ nói Speaking trở nên hiệu giáo viên cần phải có cách dạy tốt nhanh chóng để học sinh vừa hiểu yêu cầu, vừa vận dụng để tạo dựng nói hồn chỉnh Ngồi học lớp em tự luyện tập nhà để khả phát âm cải thiện S8: Giáo viên nên rút ngắn phần không cần thiết, tập trung vào việc ôn lại kiến thức chọ học sinh.Bản thân học sinh cần tự cố gắng, mạnh dạn hỏi lại điều chưa hiểu S9: Sử dụng nhiều tình giao tiếp Giáo viên tiếp tục giảng dạy theo phương pháp S10: Theo em để học nói khơng trở thành học áp lực với học sinh chưa thực giỏi kĩ nói, giáo viên nên linh hoạt hoạt động dạy học, nên tổ chức hoạt động dễ để tất bạn học sinh lớp tham gia Từ làm cho học trở nên bớt căng thẳng S11: Em nghĩ cô giáo nên tạo điều kiện để học sinh tự rút kiến thức chúng em nhớ học đỡ nhàm chán S12: Các thầy cô nên cho xem nhiều video xây dựng tình huống, nghe nhiều phát âm người xứ để học sinh rèn luyện cách phát âm S13: Có nhiều kiến thức tiết học, mong muốn lượng kiến thức tiết học giảm, giáo viên đề kiểm tra sát với kiến thức học 61 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn