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HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH NGUYEN HO BAO TRAN STUDENTS' ATTITUDES TOWARDS TEACHER TALK IN ENGLISH SPEAKING CLASSES AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY GRADUATION THESIS SUPERVISOR: HOANG THI LINH GIANG, PhD Hue, Academic year: 2017-2021 LỜI CAM ĐOAN Tôi xin cam đoan kết đạt khoá luận sản phẩm riêng cá nhân, không chép lại người khác Tất tài liệu tham khảo có xuất xứ rõ ràng trích dẫn hợp pháp Huế, ngày 23 tháng năm 2021 Sinh viên thực Nguyễn Hồ Bảo Trân i ABSTRACT Teacher talk in second and foreign language classrooms has been extensively researched due to its major impact on learners' linguistic development The aim of this study is to present an overview of teacher talk in EFL speaking classes at University of Foreign Languages, Hue University Specifically, the characteristics of teacher-learner interaction episodes teachers' questions and feedback, and students' perceptions of these elements of teacher talk were investigated The participants include 130 first-year English majors and three teachers at the Faculty of English, University of Foreign Languages, Hue University Data were collected by classroom observation with audio-recording and field notes, questionnaire and interview After transcripts of observation were produced, a questionnaire was given out and interviews with six students were conducted to obtain triangulation information Data were qualitative and quantitatively analysed according to recognised frameworks Main findings demonstrated that the types of teacher-student interactions differed between classes depending on the lesson purpose, which led to varied amounts of teacher talk in the three observed speaking classes Teacher's question, the first move in IRE or IRF models all created many opportunities for learners to produce output However, students had more positive attitudes towards Referential questions Teachers’ feedback, either in the form of Evaluation or Follow-up, provided extra motivation for students to demonstrate speaking skills However, students sometimes reported feeling interrupted by constantly posed questions by teachers Pedagogical recommendations and propositions for future research are then presented at the end of the study ii TÓM TẮT Việc sử dụng ngôn ngữ giảng viên sinh viên học tiếng Anh ngôn ngữ thứ hai ngoại ngữ lớp học Nói nghiên cứu rộng rãi tác động lớn phát triển ngơn ngữ người học Mục đích nghiên cứu để trình bày tổng quan việc sử dụng ngôn ngữ giảng viên lớp học phần Nói trường Đại học Ngoại ngữ, Đại học Huế Cụ thể, loại tương tác người dạy người học, loại câu hỏi hình thức phản hồi giáo viên, nhận thức sinh viên đặc điểm việc sử dụng ngôn ngữ giảng viên nghiên cứu Khách thể nghiên cứu gồm gần 130 sinh viên chuyên ngành tiếng Anh năm thứ giáo viên Khoa tiếng Anh, Trường Đại học Ngoại ngữ, Đại học Huế Dữ liệu thu thập cách quan sát lớp học ghi âm ghi chép, phát bảng câu hỏi khảo sát vấn Sau liệu từ ghi âm quan sát lớp học phân tích, bảng câu hỏi vấn với sáu sinh viên tiến hành để thu thêm thông tin để phân tích, mơ tả, đối chiếu liệu Dữ liệu phân tích định tính định lượng theo mẫu công nhận nghiên cứu trước thuộc lĩnh vực Các phát nghiên cứu tỷ lệ kiểu tương tác lớp học Nói khác lớp tùy thuộc vào mục đích học, dẫn đến thời lượng nói giảng viên ba lớp nói quan sát khác Việc đặt câu hỏi giảng viên, yếu tố mô hình IRE IRF tạo nhiều hội cho người học thể kỹ nói Tuy nhiên, sinh viên có thái độ tích cực dạng câu hỏi mở Phản hồi giáo viên, dạng đánh giá mở rộng, tạo nhiều động lực cho sinh viên thể kỹ nói Tuy nhiên, vài sinh viên cho biết họ cảm thấy việc câu hỏi giáo viên đặt liên tục làm gián đoạn câu trả lời họ Các kết luận đề xuất sư phạm cho đề tài nghiên cứu tương lai trình bày phần cuối nghiên cứu iii TABLE OF CONTENTS LỜI CAM ĐOAN I ABSTRACT II TABLE OF CONTENTS IV LIST OF ABBREVIATION VII LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER 1: INTRODUCTION 1.1 BACKGROUND 1.2 RATIONALE 1.3 SIGNIFICANCE CHAPTER 2: LITERATURE REVIEW 2.1 CLASSROOM INTERACTION 2.1.1 Definition 2.1.2 The role of classroom interaction in foreign language teaching 2.1.3 Interaction pattern (IRE - IRF) 2.1.3.1 IRE (Initiation-Response-Evaluation) 2.1.3.2 IRF (Initiation-Response-Feedback) 2.1.4 Turn talking 2.2 TEACHER TALK 10 2.2.1 Definition 10 2.2.2 The role of teacher talk in foreign language teaching 10 2.2.3 Characteristics: 11 2.2.3.1 The amount of teacher talk 11 2.2.3.2 Teacher’s questioning 12 iv 2.2.3.2.1 Display questions 13 2.2.3.2.2 Referential questions 14 2.2.3.3 Feedback 15 2.3 LEARNER TALK 16 2.4 PREVIOUS STUDIES 18 2.5 RESEARCH QUESTIONS 19 CHAPTER 3: METHODOLOGY 21 3.1 INTRODUCTION 21 3.2 CONTEXT AND SUBJECTS 21 3.3 DATA COLLECTION 23 3.3.1 Instrument 23 3.3.1.1 Classroom observation (Audio recording and Field notes) 23 3.3.1.2 Questionnaire 24 3.3.1.3 Interview 24 3.3.2 Data Collection Procedures 25 3.4 DATA ANALYSIS 26 3.4.1 Classroom observation (Audio recording and field note) 26 3.4.2 Questionnaire 30 3.4.3 Interview 30 3.5 SUMMARY 30 CHAPTER 4: FINDINGS AND DISCUSSIONS 31 4.1 RESEARCH QUESTION 1: EPISODE - TEACHER TALK TIME AND STUDENTS’ PERCEPTION 31 4.1.1 Episode and teacher talk time 31 4.1.2 Students’ perception on episodes and teacher talk time in class 35 4.2 RESEARCH QUESTION 2: TEACHER’S QUESTION AND STUDENTS’ PERCEPTION 39 v 4.2.1 Teacher’s question 39 4.2.2 Students’ perception on teacher’s question 44 4.3 RESEARCH QUESTION 3: TEACHER’S FEEDBACK AND STUDENTS’ PERCEPTION 49 4.3.1 Teacher’s feedback 49 4.3.2 Students’ perception on teachers’ feedback 59 CHAPTER 5: CONCLUSION 67 5.1 INTRODUCTION 67 5.2 CONCLUSIONS 67 5.3 PEDAGOGICAL IMPLICATIONS 70 5.4 LIMITATIONS OF THE STUDY AND RECOMMENDATION FOR FURTHER RESEARCH 71 5.4.1 Limitations of the study 71 5.4.2 Recommendation for further research 72 REFERENCES 74 APPENDICES 80 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) 80 APPENDIX 2: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) 85 APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS 90 vi LIST OF ABBREVIATION EFL: English Foreign Learners HUFL: Hue - University of Foreign Languages TTT: Teacher talk time STT: Student talk time DQs: Display questions RQs: Referential questions IRE: Initiation – Response – Evaluation IRF: Initiation – Response – Feedback vii LIST OF TABLES Table 3.1: Participants’ Demographic 21 Table 3.2: Linguistic features of students’ utterances by Patthey-Chavez (2002) 29 Table 4.1: Students’ perceptions on the effectiveness of different episodes 35 Table 4.2: Lexical density and Mean length of Responses to Display questions and Referential questions 46 Table 4.3: Teacher’s feedback 49 Table 4.4: Teacher’s follow-up 52 Table 4.5: Students’ perception on effectiveness of evaluation methods by teachers 59 Table 4.6: Students’ perception on effectiveness of follow-up methods by teachers 61 Table 4.7: Students’ perception on effectiveness of the way teachers ignore students’ answer 65 viii LIST OF FIGURES Figure 3.1: Developing inquiring communities in education projects (DICEP) 28 Figure 4.1: The distribution of episodes in observed classes 31 Figure 4.2: The distribution of teacher talk time and student talk time in observed classes 34 Figure 4.3: Students’ perceptions on the effectiveness of different episodes 36 Figure 4.4: The attitude of students on the current teacher talk time amount 38 Figure 4.5: Students’ perceptions about the proper amount of teacher talk time 38 Figure 4.6: Teacher’s question in observed classes 40 Figure 4.7: The type of questions students prefer to response to 44 Figure 4.8: The students’ perception on effectiveness of different type of teacher’s questions 45 Figure 4.9: Students’ perception on effectiveness of evaluation methods by teacher 60 Figure 4.10: Students’ perception on effectiveness of follow-up methods by teachers.62 ix Howatt, A P R., & Widdowson, H G (2004) A history of ELT Oxford University Press Huriyah, S., & Agustiani, M (2018) An analysis of English teacher and learner talk in the classroom interaction Linguistic, English Education and Art (LEEA) Journal, 2(1), 60-71 Kouicem, K (2010) The effect of classroom interaction on developping the learner's speaking skill Kumpulainen, K., & Wray, D (Eds.) 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kiến sinh viên năm việc sử dụng ngôn ngữ giáo viên lớp học Nói Khoa Tiếng Anh, trường Đại học Ngoại ngữ, Đại học Huế Các câu trả lời mà bạn cung cấp quan trọng nghiên cứu Các liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác Xin cảm ơn hợp tác bạn * Thông tin cá nhân - Lớp truyền thống bạn: - Giới tính: Nam / Nữ - Lớp học phần Nói 2: - Giảng viên giảng dạy lớp học phần Nói 2: - Bạn học tiếng Anh bao lâu: PHẦN I Về thời lượng nói giảng viên * Hướng dẫn: Đánh dấu tick vào ô bạn đồng ý Câu hỏi Bạn nhận thấy loại tương tác sau hiệu việc phát triển kỹ nói? o a Giảng viên giảng giải, cung cấp từ vựng, ngữ pháp, ý tưởng, kiến thức… cho sinh viên o b Giảng viên sinh viên trao đổi, thảo luận lớp o c Sinh viên trao đổi, thảo luận theo nhóm nhỏ 80 o d Khác Lí do: Câu hỏi Theo bạn, thời lượng nói giảng viên tiếng Anh lớp học phần Nói bạn là: o a Rất o b Hơi o c Vừa phải o d Hơi nhiều o e Quá nhiều Câu hỏi Theo bạn, thời lượng nói giảng viên tiếng Anh buổi học Nói (90 phút) nên khoảng: o a Dưới 20 phút o b Từ 20 đến 40 phút o c Trên 40 phút o d Khác: ………… Lí do: PHẦN II Về việc giảng viên đặt câu hỏi cho sinh viên lớp học Nói * Hướng dẫn: Đánh dấu tick vào ô bạn đồng ý * Ghi chú: 81 Câu hỏi đóng câu hỏi mà câu trả lời có sẵn, có đánh giá tính đúng, sai câu trả lời Câu hỏi mở câu hỏi mà câu trả lời khơng có sẵn, khơng đánh giá tính đúng, sai câu trả lời Câu hỏi Trong lớp học Nói, bạn thích phản hồi với dạng câu hỏi giảng viên hơn: o a Dạng câu hỏi đóng o b Dạng câu hỏi mở o c Khác: ……………… Lí do: Câu hỏi Trong lớp học Nói, bạn nhận thấy dạng câu hỏi giảng viên hiệu việc phát triển kỹ nói bạn o a Dạng câu hỏi đóng o b Dạng câu hỏi mở o c Khác: ………………… PHẦN III Về việc giảng viên phản hồi với câu trả lời sinh viên lớp học Nói * Hướng dẫn: Đánh dấu tick vào ô bạn đồng ý Câu hỏi 6: Hãy đánh giá mức độ hiệu cách phản hồi sau giáo viên việc phát triển kỹ Nói tiếng Anh sinh viên 82 Khơng hiệu Ít hiệu Hiệu Khá hiệu Rất hiệu quả 1 Khi sinh viên trả lời đúng, giảng viên xác nhận câu trả lời xác khen ngợi số cụm từ “Good”, “Excellent”, “Brilliant”, Khi sinh viên trả lời sai đưa câu trả lời, giảng viên trích lớp câu trả lời sai từ, cụm từ “No”, “Incorrect” Khi sinh viên trả lời đúng, giảng viên xác nhận câu trả lời khơng cung cấp thơng tin thêm Khi sinh viên trả lời sai, giảng viên thường chỉnh sửa cung cấp đáp án Khi sinh viên trả lời sai chưa thể đưa câu trả lời, giảng viên đưa câu hỏi gợi ý, dẫn dắt sinh viên tìm câu trả lời 83 Giảng viên cung cấp thêm thông tin, kiến thức mở rộng thêm cho câu trả lời sinh viên Giảng viên phớt lờ câu trả lời sinh viên Lí do: 84 APPENDIX 2: Questionnaire for students (English version) QUESTIONNAIRE The following questionnaire is intended to serve the study of first-year students' perception on the use of language by teachers in speaking classes at the Faculty of English, University of Foreign Languages, Hue University The answers you provided will be very important to this study The survey data is used for research purposes only and not for any other purpose Thank you for your co-operation * Personal information - Class: - Gender: - Speaking class: - The lecture teaching your speaking class: - How long have you learnt English: PART 1: About interactive episode and teacher talk time * Instruction: Tick the option you agree most Question Which of following types of interaction you think as the most effective one for your improving speaking skill? a Lecturers teach, provide vocabulary, grammar, ideas, knowledge for students (Teacher long turn) b Lecturers and students exchange and discuss in the whole class (Whole-class discussion) c Students exchange and discuss in small groups (Small-group discussion) 85 d Other Your reason(s): Question In your opinion, the current teacher talk time in your Speaking class is: o a Very little o b Quite o c Moderate little o d Quite o e Too much much Question In your opinion, the amount of teacher talk in a period of Speaking class (90 minutes) should be: o a Under 20 minutes o b From 20 to 40 minutes o c Over 40 minutes o d Other: ………… Your reason(s): PART II About teacher’s question * Instruction: Tick the option you agree most * Note: 86 Display questions are questions whose answers are available and could be evaluated right or wrong Referential questions are questions whose answer are not available, and not evaluated right or wrong Question In Speaking class, which type of question you prefer to response? o a Display question o b Referential o c Other: question ……………… Your reason(s): Question In the Speaking class, which type of question you think as more effective one for your improving Speaking skill? o a Display questions o b Referential o c Other: questions ………………… PART III About teacher’s feedback * Instruction: Tick the options you agree Question 6: Please rate the level of effectiveness of different ways of teacher’s feedback for students’ English speaking skill development Khơng hiệu Ít hiệu Hiệu Khá hiệu Rất hiệu quả 87 Items 1 When a student answers correctly, he / she confirms that the answer is correct and compliments some phrases such as "Good", "Excellent", "Brilliant", When the student answers, if the answer is wrong or they are unable to give the answer, the lecturer criticizes them in the whole class as the wrong answer with words and phrases such as "No", "Incorrect" When students answer correctly, the instructor will confirm that the answer is correct by repeating the students’ answers and provides no further information When students get the wrong answers, teachers often correct them and provide the correct answers When students answer incorrectly or cannot give an answer, the instructor gives prompting questions, leading students to find the correct answer Lecturers provide additional information knowledge for students' answers 88 and When students answer correctly, the instructor will confirm that the answer is correct by repeating the students’ answers and provides no further information Your reason(s): 89 APPENDIX 3: Interview questions for students Episode and - Among teacher’s long turn, whole-class discussion, small-group teacher time talk discussion, which type of interaction you think the most effective in speaking class? - What you think about your teacher’s talking time? Teacher’s - What you think are the effects of Display questions on your question responses and speaking in general? - What you think are the effects of Referential questions on your responses and speaking in general? Teacher’s - What the teacher say in the situation where you/your friends feedback provide a proper or improper response? How you feel in those situations? - Does the teacher often ask you/your friends correct mistakes or he/she correct them for you/your friends? How you feel if your mistakes are revealed and corrected in class? - Does the teacher often ask you/your friends to explain your answers while you are presenting? How you feel? - What might be the effects of this tendency on students’ responses in class and speaking in general? - If the teacher had not asked you to clarify your ideas, would you have explained them? - Does the teacher share his/her background knowledge or experience in class? What are the effects of their sharing on your learning? 90
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