An investigation into teachers psychology factors affected by teaching english speaking skill to large multilevel classes at some english language centers in hue city

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - LE THI THUY TIEN AN INVESTIGATION INTO TEACHERS’ PSYCHOLOGY FACTORS AFFECTED BY TEACHING ENGLISH SPEAKING SKILL TO LARGE MULTILEVEL CLASSES AT SOME ENGLISH LANGUAGE CENTERS IN HUE CITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: ASSOC.PROF.DR LUU QUY KHUONG HUE-2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - - LÊ THỊ THỦY TIÊN TÌM HIỂU CÁC YẾU TỐ TÂM LÝ CỦA NGƯỜI DẠY BỊ ẢNH HƯỞNG TỪ VIỆC DẠY NÓI TIẾNG ANH CHO LỚP ĐƠNG ĐA TRÌNH ĐỘ TẠI MỘT SỐ TRUNG TÂM NGOẠI NGỮ- HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY - HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC PGS.TS LƯU QUÝ KHƯƠNG HUẾ - 2012 Acknowledgements Above all, I would like to express my deepest gratitude to my supervisor, Assoc.Prof.Dr Luu Quy Khuong, for his useful guidance, assistance and critical encouragement in supervising this thesis Without his assistance, this thesis would not have been possible Sincerely, teachers of I am grateful to the Foreign Language Centers (Quoc Hoc, Hai Ba Trung, CADAFOLC, and College of Industry FLC) in Hue city who generously spent their time on my interviews, questionnaires and classroom observations Finally, from the bottom of my heart, I am really thankful to my dear family and my close friends for having supported spiritually thesis me both when I materially and was the doing STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with the permission from associates and have not been published elsewhere Author Le Thi Thuy tien TABLE OF CONTENTS ACKNOWLEDGEMENTS STATEMENT OF AUTHORSHIP TABLE OF CONTENTS ABSTRACT LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES CHAPTER 1- INTRODUCTION 1.1 Background of the Study and the Need of the Study 1.2 Aim of the research .11 1.3 Research questions 11 1.4 Research significance 11 1.5 The structure of the thesis .12 CHAPTER - LITERATURE REVIEW AND THEORETICAL 13 2.1 A review of previous studies related to the thesis 13 2.2 Nature of Speaking and Teaching Speaking 14 2.2.1 Definition of Speaking .14 2.2.2 Oral Communication in the classroom 14 2.2.3 Principles of Teaching Speaking .15 2.2.3.1 Principles of Teaching Speaking 15 2.2.3.2 Teaching Strategies 16 2.2.3.2.1 Speaking Teaching Techniques 16 2.2.3.2.2 Student Grouping .20 2.2.3.2.3 Teacher’s Roles 21 2.2.3.3 Language Teaching-Learning Conditions 21 2.2.3.3.1 Classroom Atmosphere 21 2.2.3.3.2 Classroom Arrangement 22 2.3 Teacher Psychology factors in the Classroom 22 2.3.1 Expectations 22 2.3.2 Personal Relationship Building 23 2.3.3 Teacher’s Attitudes 23 2.4 Large Multilevel classes 24 2.4.1 Large class size 24 2.4.2 Multilevel classes .24 2.5 Advantages and Disadvantages of Teaching Large Multilevel Classes 25 2.5.1 Advantages 25 2.5.2 Disadvantages 27 2.5.2.1 Choosing material 27 2.5.2.2 Keeping All Learners Interested and Involved 27 2.5.2.3 Effective Learning for All 28 2.5.2.4 Correcting Mistakes 28 CHAPTER - RESEARCH DESIGN AND METHODOLOGY .29 3.1 Overview .29 3.2 Research Approaches 29 3.3 Participants and Population 29 3.4 Research Instruments 30 3.4.1 Questionnaire 30 3.4.2 Classroom Observation 31 3.4.3 Interview 31 3.5 Data Collection Procedures 32 3.6 Data Analysis 32 3.7 Summary .33 CHAPTER - FINDINGS AND DISCUSSIONS 34 4.1 Introduction 34 4.2 Teachers’ Goals of Teaching Speaking skills to LMCs 34 4.2.1 Teachers’ Perception about the Role of Teaching English Speaking Skill to LMCs 34 4.2.2 The purposes of teaching English Speaking skillsto LMCs 35 4.2.3 Teachers’ Perception about Factors Contributing to Making English Large Multilevel Classes 36 4.2.4 Teachers’ Perception about Differences between Teaching English Speaking skill to a LMC and to a Usual One 37 4.2.5 Classroom Practices of Teaching English Speaking Skill to LMCs 39 4.2.5.1 The Frequency of Using Speaking Activities 39 4.2.5.2 Types of Task Arrangement 40 4.2.5.3 Ways of Forming Students Groups 41 4.2.5.4 Teachers’ Roles in LMCs 42 4.2.5.5 Error Correction Strategies .43 4.3 Teachers’ Psychology Factors Affected by Teaching English Speaking Skill to Large Multilevel Classes 44 4.3.1 Advantages from Teaching English Speaking Skill to Large Multilevel Classes .44 4.3.2 Disadvantages Teaching English Speaking Skill to Large Multilevel Classes 46 4.3.3 Teachers’ Psychology Factors Affected by Teaching English Speaking Skill to Large Multilevel Classes 49 4.4 Teachers’ Perception about Psychology Factors Affected by Teaching English Speaking Skill to Large Multilevel Classes 50 4.4.1 Teachers’ Perception about Psychology Factors Positively Affected by Teaching English Speaking Skill to LMCs 50 4.4.2 Teachers’ Psychology Factors Negatively Affected by Teaching English Speaking Skills to Large Multilevel Classes .53 4.5 Suggestions Promoting Positive Effects and Reducing Negative Effects on Teacher’s Psychology Factors because of Teaching English Speaking Skill to Large Multilevel Classes 57 4.5.1 To the Teachers .57 4.5.2 To Administrators 59 CHAPTER - CONCLUSION AND IMPLICATION .60 5.1 Overview 60 5.2 Summary of the Key Findings .60 5.3 Implications 62 5.3.1 For Administrators 62 5.3.2 For Teachers 62 5.4 Limitations of the Study 64 5.5 Further Study 64 REFERENCES 65 APPENDICES APPENDIX APPENDIX APPENDIX ABSTRACT This research investigates teachers’ psychology factors affected by teaching English speaking skill to large multilevel classes at some English Language Centers in Hue city First, it attempts to gain insight into teaching English speaking skill to large multilevel classes Second, it seeks to explore what teacher psychology factors affected by teaching English speaking skill to large multilevel classes Third, it aims to find out how teacher psychology factors are affected by teaching English speaking skill to large multilevel classes Fourth, it attempts to look for suggestions to reduce the negative effects on teacher psychological factors caused by teaching English speaking skills to large multilevel classes so as to promote the quality of teaching English speaking skill in large multilevel classes at some Foreign Language Centers The participants of this study consisted of 20 teachers of English at some Foreign Language Centers in Hue ( FLCs) The data were collected through questionnaires, interviews, classroom observation and analyzed based on both qualitative and quantitative approaches The findings of this study indicate teachers’ goals of teaching English speaking skills to LMCs are varied Therefore, teachers’ psychology factors such as feelings of the body, emotion, memory, thought, production of language, and motivation had a little difference between experienced and younger teachers Furthermore, most of the teachers’ psychology factors affected positively and negatively by teaching English speaking skills to large multilevel classes Finally, in order to reduce the negative influences and increase the positive ones Most of the teachers made some suggestions related to aspects such as the teachers and the administrators Based on these findings, in-depth implications are made at the end of the study with the hope of contributing to the improvement of the process of learning and teaching English speaking skills at some FLCs Finally, in order to reduce the negative influences and increase the positive ones Most of the teachers made some suggestions related to aspects such as the teachers and the administrators (see 4.5) 5.3 Implications The research studies teachers’ psychology factors affected by teaching English speaking skills to large multilevel classes at some English Foreign Language Centers in Hue city From the findings of the study, there are some pedagogical implications which are made for the language teachers and the administrators 5.3.1 For Administrators There are many teachers’ psychology factors affected in positive and negative ways by teaching English speaking skills to large multilevel classes at some English Foreign Language Centers in Hue city Therefore, to help teachers overcome the obstacles, reduce the negative influence and make their teaching and learning more successful, administrators should: - Equipping classrooms with modern teaching equipment to facilitate communicative competence models - Reducing the size of each English speaking class to fewer than 30 students - Supporting teachers in their teaching with higher salary Provide additional paid time for teachers to plan lesson and develop strategies - Check students’ English proficiency to arrange the class according to their level 5.3.2 For Teachers According to Arends (2007 p.41 cited in Nguyen 2011), understanding students and how they learn in a diverse class in one of the most challenges in teaching English language Therefore, the first thing teachers should before beginning an English Speaking course with these classes is find out the learners’ background, English proficiency level and interests This can be carried out through students’ needs analysis that includes questionnaires, informal interactions and students’ observations The process of needs analysis makes the learners express their individual needs and provides the teachers with the data that can help them to adjust the teaching methods and contents to meet the students’ needs 62 In addition, when teachers stand in front of many learners, their language and behaviors, styles teachers in classroom are always paid much attention to and followed by the learners Therefore, language teachers always train themselves in every aspect, and their classroom language as well as behaviors should be considered first Teachers should remember learners’ names because it helps teachers control class easier by using seating chart with their or photo roll call file for identifying them Teachers are easy to recognize to support learners who get a problem during speaking classes Furthermore, to help learners more active, teachers should choose interesting and familiar topics, design tasks and activities to encourage learners take part in as well as to build up a relaxing and collaboration learning environment for learners to use target language in classrooms Once, teachers can create a relaxing and enjoyable classroom environment, learners will feel confident to involve in tasks during speaking class Furthermore, teachers should prepare good teaching plans with detailed explanation before coming class This helps the teachers be more confident when teaching English speaking skills to large classes with various social context and background In addition, using modern equipment such as computers, overhead projectors, video equipment, audio equipment helps learners have good conditions in mastering the English language as well as be useful for teachers Furthermore, teachers should also employ posters, pictures, games and so on to make the speaking class more interesting and comprehensive as well as encourage learners take part in classroom activities Concerning error correction, the finding reveals that most of teachers, especially younger teachers more often correct learners’ mistakes immediately than the experienced ones Indeed, it is not a good ways for teachers to so because it will make learners feel nervous and forget thing he or she is going to speak as well as make learners think that errors are signals of failure in language learning if teachers not have an effective ways of error correction in a language class Therefore, when learners make mistakes during classroom activities teachers should write the mistakes on the paper and correct them after learners have finished their speaking task Furthermore, teachers should analyze the source of common learners’ errors to consider what mistake should be corrected So as to be more successful in error correction, teachers should also combine kinds of error correction such as teacher 63 correction, peer correction, and self correction when teaching English speaking skills to LMCs 5.4 Limitations of the Study Owing to some reasons, there are still many limitations of this study First of all, this research was carried out on a rather small scale of teachers’ psychology factors affected by teaching English speaking skills to large multilevel classes at some English Foreign Language Centers in Hue city in limited time and ability Besides, teachers’ psychology factors affected by teaching English speaking skills to large multilevel classes were not observed in classes but mainly through questionnaires and teachers’ interviews because of lack of ability and facilities Therefore, the research results may be more persuasive and impressive if the research was conducted in some more classes and class observations are supported by some video films so that the reality of teaching and learning English speaking skills in LMCs could be seen clearly 5.5 Further Study This study aims to investigate into Teachers’ Psychology Factors Affected by Teaching English Speaking Skill to Large Multilevel Classes at some English Foreign Language Centers in Hue city It is hoped that there should be further research on a larger scale with more subjects and facilities - A study on similar factors affected by learning English speaking skills in LMCs - An investigation into techniques and activities which help the teachers improve their teaching English speaking skills to LMCs - A study on designing supplementary speaking tasks and activities based on English course books for teaching English speaking skills to LMCs 64 REFERENCES In Vietnamese: Nguyễn Quang Uẩn, 2001 Tâm Lý Học Đại Cương Nxb: ĐHQG Hà Nội Lê Văn Hồng 2007 Tâm Lý Học Lứa Tuổi Tâm Lý Học Sư Phạm Nxb: ĐHQG Hà Nội Trần Thanh Hà, Vì sinh viên trường khơng nói tiếng Anh? http://tuoitre.vn/Giao-duc/291136/Vi-sao-sinh-vien-ra-truong-khong-noi-duoc-tiengAnh.html In English Akinsolu (2007):Teachers’ Perception on Teaching Large Classes in Nigerian Secondary Schools http://www.deta.up.ac.za/archive2007/presentations/word/Uganda%20Conference%20 Paper%20%20Akinsola%20AO.pdf Arsdall,F.V.(1994), Teaching Multilevel Classes, Adult ESL Instruction: A Challenge and a Pleasure, Florida Department of Education, 310 Project Arthur, R N a L (1998) Large Classes: Macmillan Bell, J (1991) Teaching Multilevel Classes in ESL: Dominie Press Brown, H.D (2000) Principles of Language Learning and Teaching (4th Ed.) 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, Lancaster-Leeds Language Learning in Large Classes Research Project, Project Report No.7 28 Nguyen, T T.T (2010) An Investigation into EFL Teacher's Methods to Motivate Students in Large Classes at Tran Quoc Toan and Ngo Gia Tu High School in Dacklack Province 29 Nguyen Thi Thu Hoai (2011) Teaching English Speaking Skills to the Second Year English Major Students in Large Heterogeneous Classes at Kon Tum Junior College of Pedagogy 30 Phan,T.T.D(2011) Increasing Students’ Talking Time in the Speaking 66 Sessions of Hai Ba Trung Foreign Language Center in Thua Thien Hue Province 31 Nunan, D (1989) Designing Tasks for Communicative Classrooms, Cambridge University Press 32 Nunan, D (1989) Understanding Language Classrooms, Prentice Hall 33 Nunan, D (1991) Language Teaching Methodology: A Textbook for Teacher, Cambridge University Press 34 Nunan, D (2003) Practical English Language Teaching New York: McGraw-Hill 35 Phan Thi Dieu Hien (2009) Issues in Teaching Multilevel EFL Classes for Non-English Major Students at Kon Tum College of Pedagogy, M.A Thesis, Hue 36 Robert.G &Jon.S (1987), The Skillful Teacher: Research for Better Teaching, Inc 37 Rowland V.& Birkett K(1992), Personal Effective for Teachers: British Library 38 Terrill, C C S a L R Teaching Multilevel Adult ESL Classes http://www.cal.org/caela/esl_resources/digests/SHANK.html 39 Ur, P (1998) A Course in Language Teaching: Practice and Theory: Cambridge University 40 http://en.wikipedia.org/wiki/Motivation 41 http://en.wikipedia.org/wiki/Emotion 42 http://en.wikipedia.org/wiki/Memory 43 http://en.wikipedia.org/wiki/Psychology_of_language 67 APPENDICES APPENDIX QUESTIONNAIRE (For Teachers) This questionnaire is designed to collect information for my research paper entitled: An Investigation into Teachers’ Psychology Factors Affected by Teaching English Speaking Skill to Large Multilevel Classes at some English Language Centers in Hue city Your responses are of great significance to the success of the study All the information collected is used for the purpose of the research only, not for any others Part I: PERSONAL DETAILS Gender: □ male □ female Teaching experience: □ - years □ - 10 years □ 11 - 15 years □ more than 15 years □ Bachelor Degree □ Master Degree Education Part II: INFORMATION RELATED TO THE STUDY Do you think it is important to teach English Speaking skills to large multilevel classes at some English Language Centers? □ Important □ Very important □ Neutral □ Not very important In your opinion is teaching English speaking skill to large multilevel classes useful to English teachers? □ yes □ no - If the answer is yes, what is its usefulness? □ Improving teachers’ English Speaking skills □ Enriching teachers’ vocabularies □ Developing foreign languages skill □ Enhancing teachers’ teaching foreign language teaching skills □ Getting more finance - If the answer is “No”, Why not ? How many students are there in your English class? a Under 20 b 20 - 30 c 30-40 d More than 40 Do you think that students of English classes at some English foreign language centers are multilevel of proficiency? □Yes □ No □ No opinion If the answer is “Yes”, which factors contribute to making English Speaking classes multileveled? □ Large class size □ Different English proficiency entry points □ Students’ different language aptitudes □ Students’ different learning styles and strategies □ Students’ diversity in previous language learning experience □ Students’ diversity in motivation, interests and needs Others: (please specify) How long have you taught English Speaking skills to LMCs? □ - years □ - 10 years □ more than 10 years In your point of view, how is teaching English speaking to a LMC different from a normal one? a Very different b Different c Little different d Not different How often you organize speaking activities in your class? Activities Role-play Discussion Communicative games Simulation Information gap Others Always Usually Often Sometimes Rarely Never How often you ask learners to work in the forms of interaction when the learners practice speaking? Individual In pairs In groups □Always □Always □Always □Often □Often □Often □Sometimes □Sometimes □Sometimes □Rarely □Rarely □Rarely □Never □Never □Never 10 How often you form pairs and groups of students? □ Sitting near pairs/ groups □ Similar ability pairs/ groups □ Similar interest pairs/ groups □ Random pairs/ groups □ Mixed ability pairs/ groups 11 What is your students’ error correction strategy? □ Not correcting errors □ Correcting errors immediately □ Correcting errors sometimes afterwards Others: (please specify) 12 Which of the following correcting errors strategies you often use? □ Self - correction □ Teacher - correction □ Peer - correction Others: (please specify) 13 In your classes, you often play your roles as a □ Controller □ Prompter □ Facilitator □ Organizer Others: (please specify) 14 What advantages you have in teaching English speaking skills to a large multilevel class? □ Collecting more interesting opinions and ideas from students □ Using competent students as valuable resources for the class □ Having more opportunities for creativity and professional development □ Promoting an atmosphere of cooperation among students Others: (please specify) 15 What difficulties you often face in teaching English Speaking skills to large multilevel classes? □ Finding appropriate teaching materials □ Applying teaching approaches and strategies effectively □ Increasing students’ talking time □ Getting all students involved □ Correcting all students’ errors Others: (please specify) 16 From advantages and disadvantages above, are teachers’ psychology factors affected by teaching English Speaking skills to LMCs? a Yes b No - If the answer is “Yes”: What are the teacher’s psychology factors affected from teaching English Speaking skills to LMCs? c Feelings d Emotion e Memory f Thought g Production of Language h Motivation Others: (please specify) - If the answer is “No”, why not ? 17 In what ways are teacher’s psychology factors affected by teaching English speaking skills to large multilevel classes? a Good/ Positive b Bad/ Negative c Both Positive and Negative 18 In what ways, are teacher’s psychology factors affected positively by teaching English speaking skills to large multilevel classes? Please rank to Teacher’s Psychology Factors Ranking 1 Feelings of the body - Feel normal - Be relaxed - Be comfortable - Feel confident -Be in control Emotion - Being enthusiastic - Being happy Memory - Stimulating a variety of vocabulary - Recalling fast thanks for the diversity of LMCs Thought - Not having difficulties in solving classroom situations - Smooth thinking Production of Language - Clear speaking - Humorous language use Motivation - Motivated teaching - Perceiving good opportunities to improve professional development 19 In what ways are teacher’s psychology factors affected negatively by teaching English speaking skills to large multilevel classes? Please rank to Teacher’s Psychology Factors Ranking Feelings - Feeling tired, exhausted - Having a headache - Being out of breath - Being uncomfortable - Be easy out of control Emotion - Not being enthusiastic - Being unhappy Memory - recalling vocabulary incorrectly - forgetting temporarily Thought - Having difficulties in solving classroom situations - Interrupted thoughts Production of Language - Unclear speaking - Not finding suitable word in some cases Motivation - Being bored with teaching - Demotivated teaching -Being not interested in teaching any more 20 In your opinion, what size of class is the best for an English speaking class? □ Fewer 15 students □ 15 - 20 students □ 21 - 30 students □ More than 30 students 21 What should be done to promote advantages, positive teacher’s psychology factors and overcome the difficulties as well as negative teacher’s psychology factors identified of teaching English Speaking skills to a large multilevel class? To teachers: □ Arrange the seats in the classroom □ Encourage participation □ Involve students in collaboration □ Create a safe and comfortable classroom atmosphere □ Employ continuous assessment □ Vary teaching methods □ Adapt the teaching materials Others: (please specify) To administrators: □ Equipping classrooms with modern teaching equipment to facilitate communicative competence models □ Checking students’ English proficiency to arrange the class according to their level □ Reducing the size of each English class to fewer than 30 students □ Providing teachers with modern materials and teaching aids Others: (please specify) 22 Do you have any further comments? THANK YOU FOR YOUR COOPERATION APPENDIX INTERVIEW QUESTIONS FOR TEACHERS How long have you been teaching English? How long have you taught teaching English speaking skills to LMCs? According to you, is it necessary to teach English speaking skills to a large multilevel class? Why? How long have you taught English Speaking skills to LMCs? At what number you consider a large multilevel class and an ideal class for teaching English speaking skills? Which activities and work arrangements you often organize in your Speaking class? How often you form pairs or groups of students in the class? Why? In your point of view, what advantages you have when teaching English speaking skills to LMCs? What challenges you confront in teaching speaking skill to a large multilevel class? 10 advantages and challenges you have when teaching English Speaking Skills to large multilevel classes indirectly have an influence on teacher’s psychology factors ? 11 In your point of view, what are the teacher’s psychology factors affected from teaching English Speaking skills to LMCs? 12 How these psychology factors affect on you? 13 In what ways, are teacher’s psychology factors affected positively by teaching English speaking skills to large multilevel classes? Do you have any further suggestions? 14 In what ways are teacher’s psychology factors affected negatively by teaching English speaking skills to large multilevel classes? 15 What should be done to promote advantages, positive teacher’s psychology factors and overcome the difficulties as well as negative teacher’s psychology factors identified of teaching English Speaking skills to a large multilevel class? APPENDIX OBSERVATION SHEET Teacher’s name: Class Lesson: Number of students Observed Factors Kinds of activities Students Grouping Classroom managements Teacher’s Role Teacher’s feedback Classroom atmosphere of the class The attitude of the teacher 10 Evaluating of teachers’ strategies Role play Discussion Communicative games Information gap Talking with the teacher Pair work Group work Individual work Controlling the classroom discipline Keeping the classroom discipline Getting students involved Controller Facilitator Prompter Organizer Not correcting errors Correcting errors immediately Correcting errors afterwards Positive Negative Positive Negative Make a tick ( ) in the appropriate box and comment