Dạy nói tiếng anh chjo sinh viên năm hai chuyên ngành tiếng anh trong các lớp đông và không đồng đều ở trường cao đẳng sư phạm kon tum

TABLE OF CONTENTS TABLE OF CONTENTS ABBREVIATIONS LIST OF TABLES LIST OF FIGURES ABSTRACT CHAPTER INTRODUCTION .8 1.1 Rationale 1.2 Aims of the Research 10 1.3 Research Questions 11 1.4 Scope of the Research 11 1.5 Significance of the Research 11 1.6 Structure of the Research 11 CHAPTER LITERATURE REVIEW 13 2.1 Overview 13 2.2 A Review of the Previous Studies Relating to the Topic .13 2.3 The Nature of Speaking and Learning Speaking 15 2.3.1 Definition of Speaking .15 2.3.2 Oral Communication in the Classroom 15 2.3.3 Principles of Teaching Speaking .16 2.4 Large Heterogeneous Classes 17 2.4.1 Large Classes 17 2.4.2 Heterogeneous Classes 18 2.4.3 Advantages and Disadvantages in Working with LHCs 18 2.5 Factors Affecting Learning and Teaching English Speaking in LHCs 22 2.5.1 Learners‟ Characteristics 22 2.5.1.1 Aptitude .22 2.5.1.2 Motivation 22 2.5.1.3 Cultural and Ethnic Background .23 2.5.1.4 Learning Styles and Strategies 24 2.5.2 Teaching Strategies 25 2.5.2.1 Speaking Teaching Techniques 25 2.5.2.2 Student Grouping 26 2.5.2.3 The Role of the Teacher 28 2.5.3 Language Teaching-Learning Conditions .28 2.5.3.1 Classroom Atmosphere .28 2.5.3.2 Materials and Equipment 29 2.5.3.3 Classroom Arrangement 29 2.6 Summary .30 CHAPTER METHODOLOGY 31 3.1 Overview 31 3.2 Methodology 31 3.3 Subjects 31 3.4 Research Instruments 32 3.5 Data Collection Procedures 36 3.6 Data Analysis 36 3.7 Summary .37 CHAPTER FINDINGS AND DISCUSSION 38 4.1 Overview 38 4.2 Findings 38 4.2.1 Specific Features of Students in LHCs at KTJCP 38 4.2.1.1 Educational Level, Ethnic Background and Motivation 38 4.2.1.2 Learning Styles and Preferences .40 4.2.1.3 Learning Strategies 41 4.2.2 Teachers‟ Perception about Teaching ELS Skills in LHCs .43 4.2.2.1 Teachers‟ Perception about Factors Contributing to Making English Major Classes Heterogeneous 43 4.2.2.2 Teachers‟ Perception about Differences between Teaching ELS in a LHC and in a Usual One 44 4.2.2.3 Feeling about Teaching English Speaking Skills in LHCs .45 4.2.2.4 Advantages of Teaching ELS Skills in LHCs 46 4.2.3 Difficulties in Teaching English Speaking Skills in LHCs .47 4.2.4 Teachers‟ Strategies Used to Overcome Difficulties in Teaching ELS Skills in LHCs 48 4.2.4.1 The Frequency of Using ELS Activities 48 4.2.4.2 Methods Applied to Forming Student Groups 50 4.2.4.3 Arrangement Models for Group/Pair Work Activities .51 4.2.4.4 Methods Applied to Planning Tasks for LHCs 51 4.2.4.5 Teachers‟ Roles in LHCs 53 4.2.4.6 Error Correction 53 4.3 Discussion .55 4.4 Summary .69 CHAPTER CONCLUSION AND IMPLICATIONS 70 5.1 Overview 70 5.2 Summary of the Key Findings 70 5.3 Implications 73 5.3.1 To Teachers .73 5.3.2 To Students 77 5.3.3 To the College 78 5.4 Limitations of the Study 78 5.5 Suggestions for Further Research 78 5.6 Summary .79 REFERENCES 80 ABBREVIATIONS CLT : Communicative Language Teaching EFL : English as a Foreign Language ELS : English Language Speaking ESL : English as a Second Language EM : Ethnic Minority LHC : Large Heterogeneous Class LHCs : Large Heterogeneous Classes LSs : Learning Strategies KTJCP : Kon Tum Junior College of Pedagogy LIST OF TABLES Page Table 4.1: Educational Level, Ethnic Background and Motivation 38 Table 4.2: Students‟ Learning Preferences .40 Table 4.3: Students‟ Strategies of Improving Speaking Skills 41 Table 4.4: Students‟ Ways of Preparing Speaking Lessons at Home .42 Table 4.5: Students‟ Ways of Dealing with Problems in a Speaking Class .42 Table 4.6: Factors Contributing to Making English Major Classes Heterogeneous 43 Table 4.7: Advantages of Teaching ELS Skills in LHCs 46 Table 4.8: Difficulties in Teaching ELS Skills in LHCs 47 Table 4.9: Most Commonly Used English Speaking Activities .48 Table 4.10: Teachers‟ Common Ways of Forming Student Groups 50 Table 4.11: Teachers‟ Common Ways of Planning Tasks for LHCs .52 Table 4.12: Teachers‟ Roles in LHCs .53 LIST OF FIGURES Page Figure 4.1: Differences Between Teaching ELS in a LHC and in a Usual One 44 Figure 4.2: The Ideal Class Size for Teaching English Speaking skills 44 Figure 4.3: Feeling about Teaching English Speaking Skills in LHCs 45 Figure 4.4: Arrangement Models for Group/Pair Work Activities 51 Figure 4.5: Teachers‟ Frequency of Concerning the Multicultural Relating Factor in Supplemental Tasks 52 Figure 4.6: Teachers‟ Error Correction Strategies 53 Figure 4.7: Teachers‟ Common Ways of Correcting Students‟ Oral Errors 54 ABSTRACT This study investigated in what ways speaking classes for the second year English majors at KTJCP were heterogeneous Also, it was implemented to gain more insights into the English teachers‟ perception about teaching English speaking to the second year English majors in LHCs at KTJCP In addition, teachers‟ difficulties in teaching English speaking to English Majors in LHCs and their strategies to overcome them were taken into consideration The subjects for this study consisted of teachers of English and 50 the second year English majors at KTJCP The data were mainly collected through class observations, questionnaires, interviews with both teachers and students The data collected were analyzed according to statistical frequently and percentage The findings of the study firstly pointed out the heterogeneity of English major classes at KTJCP mainly concentrated on students‟ ethnic background, mother tongues, cultures, educational background, and preferences, as well as English competence The results from the study revealed that teachers‟ perception about teaching English speaking skills to the second year English majors in LHCs was quite positive In addition, it showed the challenges that teachers encountered in LHCs were increasing students‟ talking time, applying appropriate methods and strategies effectively, avoiding students‟ culture and mother tongue related barriers Finally, teachers‟ strategies to overcome the identified problems and the shortcomings were also mentioned From the detailed discussion, some pedagogical implications related to teaching and learning English speaking skills to English majors in LHCs were made by the researcher Additionally, limitations of the study and suggestions for further research were included CHAPTER INTRODUCTION 1.1 Rationale Nowadays in developing countries in general and in Vietnam in particular, the issue that an English classroom includes over 40 students without having enough books and materials to support their learning is quite popular As a result, the outcomes of English teaching and learning are far from the satisfaction, especially in terms of improving speaking ability for English major students at colleges and universities This fact has disappointed not only language learners and teachers but also the employment recruiters Indeed, speaking, one of the basic language skills, plays a significant role in the process of language acquisition The ability of efficient communication in a second or foreign language contributes to the success of the learner in school and success later in every phase of his life Regarding the importance of English speaking, Hedge (2000) admits that it is a skill by which the learner is judged while first impressions are being formed (p 261) At Kon Tum Junior College of Pedagogy (KTJCP), improving the outcomes of English teaching and learning, especially in terms of improving speaking ability for English major students becomes more and more challenging Besides common difficulties at colleges or universities in Vietnam, English classes at KTJCP are not only large but also highly heterogeneous An English class often has more than 40 students who come from different areas and most of them come from remote and ethnic minority (EM) areas of Kon Tum province - the Western Highlands of Vietnam They, therefore, are different in terms of mother tongues, cultures, ethnic backgrounds, educational level, preferences, previous learning experience, learning styles and learning strategies (LSs) as well as English competence Although Ur (1996) admits that no such thing as “homogeneous” class where the learners are similar exists in the real world, English classes at KTJCP are large and highly heterogeneous According to Ur (1996) and Hess (2001), teaching English language in general and teaching speaking skills in particular to large heterogeneous classes (LHCs), on the one hand, give teachers some benefits such as students‟ cooperation and collaboration, opportunities for teachers‟ professional development and so on On the other hand, they require a great of deal efforts from teachers In a large heterogeneous class (LHC), different students learning English have different results because of the influence of various factors such as motivation, aptitude, attitude towards the language, learning facilities and ways of learning Therefore, teachers have to know the actual situation for each student in order to give an effective individual guidance Brown (2000) points out that language teaching is not easily categorized into methods and trends No quick and easy methods are guaranteed to provide teachers‟ success in a language class They have to choose proper designs and techniques for teaching in particular settings In fact, to gain teaching efficiency in LHCs, not only teachers' widened knowledge of English but also their abilities of organizing and managing the classroom are required, for example, choosing suitable teaching materials, getting learners‟ involvement, making them interested, checking their understanding, designing appropriate tests and more importantly organizing different group activities This also demands teachers to identify the source of problems and deal with them accordingly to help students develop and achieve success in learning Practically, successfully teaching English speaking skills to such classes is far from easy The situation does not only exist in many classrooms at KTJCP today but also probably for years to come Obviously, the study of teaching English speaking to the second year English majors in LHCs has been mainly motivated by practical concerns However, what has been observed from the teaching English for English majors at KTJCP reveals that the problem of teaching and learning English speaking skills to LHCs has not been highlighted yet Thus, it raises several questions: What teachers think about teaching English speaking to the second year English majors in LHCs? Are there any difficulties in teaching English speaking skills? What strategies teachers use to overcome the difficulties? Should there be any improvements? In answering these questions, an investigation into teaching English speaking to the second year English majors in LHCs at KTJCP is demanded to implement Personally, being an EFL teacher, the researcher has found it is necessary to gain more insights into teaching, especially teaching English speaking skills to LHCs to identify the source of troubles as well as benefits in teaching these classes In doing so, she hopes to find out the appropriate techniques and strategies that can be employed in order to motivate her students in these classes and then facilitate her English teaching process in the future Above all, through the study the researcher is more accustomed to basic skills of carrying out a scientific research as a college lecturer 1.2 Aims of the Research This research aims to:  Investigate in what ways speaking classes for the second year English majors at KTJCP are heterogeneous  Gain more insights into the English teachers‟ perception at KTJCP about teaching English speaking to the second year English majors in LHCs in order to raise their awareness of students' specific features  Find out difficulties that the teachers are facing when dealing with teaching English speaking to English majors in LHCs to identify the source of problems and give some suggestions for effective teaching and learning approaches as well as the syllabus, material designing  Find out strategies that teachers use to overcome the difficulties when teaching English speaking to the second year English majors in LHCs to help teachers adjust their teaching strategies more effectively 10 28 Maddalena, S (2002), “Using High Level Students as Teaching Assistants in a mixed Ability Classroom?”, The Internet TESL Journal, Vol 6, No 1, pp.6-12 29 Malamah –Tomas, A (1992), Classroom interaction, Oxford University Press 30 Mcleod, N (1989), “What Teachers Cannot Do in Large Classes?”, LancasterLeeds Language Learning in Large Classes Research Project, Project Report No.7 31 McMillan, J H & Schumacher, S (1993), Research in Education, Harper Collins College Publisher 32 Millrood, R (2002), “Teaching Heterogeneous Classes”, ELT Journal, Volume 56/2, pp.128-136 33 Newman, L.W (2000), Social Research Methods – Qualitative and Quantitative Approaches, Allyn & Bacon, USA 34 Nguyen Van Minh (2008), An Investigation into the Difficulties of Learning Speaking Skills with the New English Textbook 11 at Quang Tri High Schools, Vietnam, M.A Thesis, Hue 35 Nolasco, R & Arthur, L (1991), Large Classes, Macmillan 36 Nunan, D (1989), Designing Tasks for the Communicative Classroom, Cambridge University Press 37 Nunan, D (1989), Understanding Language Classrooms, Prentice Hall 38 Nunan, D (1991), Language Teaching Methodology: A Textbook for Teachers, Cambridge University Press 39 Nunan, D (2003), Practical English Language Teaching, McGraw-Hill 40 Phan Thi Dieu Hien (2009), Issues in Teaching Multilevel EFL Classes for Non-English Major Students at Kon Tum Junior College of Pedagogy, M.A Thesis, Hue 41 Renaud S, Tannenbaum E, & Stantial P (2007), “Student-Centered Teaching in Large Classes with Limited Resources”, English Teaching Forum, No 3, pp 12-17 82 42 Sharma, H M (2006), “Ways of Effective Language Teaching in Heterogeneous Class”, Journal of NELTA Vol.11 No 1-2 pp 115-119 43 Thornbury, S (2009), How To Teach Speaking, Pearson Longman 44 Todd, W (2006), “The Classroom Language of Larger and Smaller”, Lancaster-Leeds Language Learning in Large Classes Research Project, Project Report No.9, pp 24-40 45 Underwood, M (1987), Effective Classroom Management, Longman 46 Ur, P (1996), A Course in Language Teaching: Theory and Practice, Cambridge: CUP 47 Valentic, D (2005), “ELT Multilevel Classes”, HUPE Newsletter, No 23, pp.1-4 48 Wajnryb, R (1992), Classroom Observation Tasks, Cambridge University Press 49 Wheelock, A (2005), “Does ability grouping help or hurt? A talk with Ann Wheelock”, Retrieved on May 26, 2011, from http://teacher.scholastic.com/ professional/classmgmt/abilitygroup 50 Zhenhui, R (2001), “Matching Teaching Styles with Learning Styles in East Asian Contexts”, The Internet TESL Journal, Vol VII, No.7, pp.1-7 http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html 83 APPENDICES APPENDIX QUESTIONNAIRE A (FOR TEACHERS) This survey is to collect data for my research paper entitled Teaching English Speaking to the Second Year Major Students in Large Heterogeneous Classes (LHCs) at Kontum Junior College of Pedagogy Your responses are very important to the success of the survey as well as to my research paper Your help will be highly appreciated Please read the following questions carefully and answer them by circling the letter or tick () the box you choose More than one choice will be acceptable for the questions: 2, 5, 6, 7, 9, 13, and 14 -Part I: Personal Details Gender:  male  female Teaching experience:  1-5 years  6-10 years  11-15 years  more than 15 years  Bachelor‟s Degree  Master‟s Degree Education: Part II: Facts and opinions on Large Heterogeneous Classes How many students are there in your English speaking class? a under 30 b 30-40 c 40-50 d more than 50 In your opinion, are students of English major classes at Kontum Junior College of Pedagogy heterogeneous? a Yes b No c No opinion - If the answer is yes, which factors contribute to making English major classes heterogeneous?  Large class size  Divergent cultural, ethnic background and mother tongue i  Students‟ different English proficiency level  Students‟ different language aptitudes  Students‟ different learning styles and strategies  Students‟ diversity in preferences  Students‟ diversity in motivation and needs Others: (pls specify)………………………………… In your opinion, how is teaching English speaking to English majors in a LHC different from a usual one? a very different b different c little different d not different What is your general feeling about teaching English speaking in a LHC? a negative b positive c indifferent d it depends How often you organize speaking activities in your class? Activities Very Often Sometimes Rarely never often Roleplay Discussion Talking with the teacher Communicative games Simulation Information gap Pairwork Groupwork Individual work Others How you often form student groups?  Grouping students sitting next to each other  Assigning students to group at random  Grouping students of the similar ability  Grouping students of the different EM  Allowing students to choose their group ii  Grouping students of the same EM  Grouping students of the different ability Others: (pls specify) ………… Which of the following ways of planning tasks for your speaking class you often employ? a same tasks-same materials b same tasks-different materials c different tasks-same materials d different tasks-different materials How often you mention the multicultural relating factor in supplemental tasks? a Always b Usually c Sometimes d Rarely e Never In your speaking class, you often play your roles as a/an ………… a secretary c manager b facilitator d organizer Others: (pls specify) …………… 10 What is your students‟ error correction strategy? a not correcting errors b correcting errors immediately c correcting errors sometime afterwards d Others: (pls specify) ………………………………… 11 Which of the following ways of correcting students‟ oral errors you often employ? a Self - correction b Peer - correction c Teacher - correction d Others: (pls specify) ……………… 12 How are the furniture arranged in the classroom? a in row b “U” shaped c in group d Others: (pls specify) ……………… iii 13 What advantages you have in teaching English speaking skills in a LHC?  Collecting more different opinions from students  Using competent students as valuable resources for the class  Having more opportunities for innovation and professional development  Fostering an atmosphere of cooperation among students  Having opportunities for interaction Others: (pls specify) ………………………………… 14 What difficulties you encounter when teaching English speaking skills in a LHC?  Finding suitable teaching materials  Applying teaching methods and strategies effectively  Getting all students involved  Correcting all students‟ errors  Classroom facilities  Increasing students‟ talking time  Avoiding students‟ cultural and mother tongue related biases Others: (pls specify) ………………………………… 15 What size of class you think is the best for an English speaking class? a fewer 15 students b.15-20 students c 21-30 students d more than 30 students 16 Do you have any further comments? ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION iv APPENDIX QUESTIONNAIRE B (FOR STUDENTS) The questionnaire below is not to assess you It only helps us elicit useful information about your English studying in large heterogeneous classes (LHCs) and some personal information that is very necessary for our study There will be no right or wrong response Please be honest when answering the following questions Your truthful responses are very important to our work Please read the following questions carefully and answer them by circling the letter or tick () the box you choose More than one choice will be acceptable for the questions: 6, 7, and -Part I: Personal Details Gender:  male  female Class:  K14 A English of Pedagogy  K14 B English of Pedagogy  K14 English of Business Age: Under 18  From 18-22  Over 22 Ethnic background:  Kinh  Ethnic minority Part II: Facts and opinions on Large Heterogeneous Classes (LHCs) Where you come from? a Remote areas of Kon Tum province b Kon Tum city c Ethnic minority areas of Kon Tum province d Other provinces What is your mother tongue? a Vietnamese b Bana c Sedang d JeTrieng Others: (pls specify) ……………… Up to now, how long have you studied English? a for years b for more than years c for years d for more than years What is your family background? a a farmer family b a business family Others: (pls specify) ………… c a worker family v What is your reason for learning English speaking skills? a a compulsory subject b interests c tests and future jobs Others: (pls specify) ……………… In which ways you usually prepare for your speaking classes at home? a Using a dictionary to translate new words into Vietnamese and then learning them by heart b Discussing with other speakers of English about the topic c Revising what has been learnt in the previous lessons d Doing all homework e Others: (pls specify) ……………… What are your learning preferences in an English class? a Exchanging ideas and communicating with other students in English b Studying alone and analyzing the aspects of the target language c Reading and writing down the teacher‟s explanations carefully d Seeing English language in pictures, films or videos and using cassette Others: (pls specify) ……………… Which ones help you improve your speaking ability? a Learning by heart a lot of new words, grammatical structures b Reading a lot to have more ideas c Talking with other speakers of English when having chances d Listening a lot to improve the ability of understanding spoken English Others: (pls specify) ……………… What you usually when encountering a problem in a speaking class? a Asking for help from your group or the teacher b Saying in a brief way and then stopping c Talking around or use body language to explain and gain more time to think d Saying nothing at all Others: (pls specify) ……………………………… 10 Do you have any further comments? ……………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION vi APPENDIX PHIẾU ĐIỀU TRA B (Dành cho sinh viên) Mục đích bảng câu hỏi nhằm nghiên cứu việc dạy nói tiếng Anh cho sinh viên năm chuyên ngành tiếng Anh lớp đông không đồng trường Cao Đẳng Sư Phạm Kon Tum Những thông tin thu nhằm mục đích nghiên cứu, khơng mục đích khác Do đó, cộng tác bạn đóng vai trị quan trọng Lưu ý: bạn chọn câu trả lời câu hỏi số : 6, 7, Phần I: Thông tin cá nhân Giới tính:  nam  nữ Lớp:  K14 A Sư Phạm Tiếng Anh  K14 B Sư Phạm Tiếng Anh  K14 Tiếng Anh Thương Mại Tuổi:  18  18-22 Dân tộc:  Kinh  Thiểu số  22 Phần 2: Bạn đến từ đâu? a huyện tỉnh Kon Tum b thành phố Kon Tum c vùng dân tộc thiểu số d Ý kiến khác:……… Ngôn ngữ mẹ đẻ bạn gì? c Sê Đăng a Kinh b Ba Na d Jẻ Triêng Ý kiến khác:………… Bạn học tiếng Anh rồi? a năm b khoảng năm c năm d khoảng năm Thành phần gia đình bạn ? a nơng dân b kinh doanh c công nhân Ý kiến khác:………… Tại bạn muốn học kĩ nói tiếng Anh ? a mơn học bắt buộc b sở thích vii c kì thi tương lai Ý kiến khác:………… Bạn thường chuẩn bị nhà cho tiết học nói nhu nào? a Tra từ học thuộc lòng b Thảo luận với người nói tiếng Anh khác đề tài c Ơn lại học tiết học trước d Làm tập nhà e Ý kiến khác:………… Bạn thích lớp học tiếng Anh? a Trao đổi ý kiến giao tiếp với bạn bè tiếng Anh b Làm việc phân tích đặc điểm ngơn ngữ c Đọc viết giải thích giáo viên cách cẩn thận d Xem tiếng Anh phim, video sử dụng máy cát sét Ý kiến khác:………… Cách giúp bạn học tiếng Anh tốt hơn? a Học thuộc lòng nhiều từ cấu trúc ngữ pháp b Đọc nhiều tài liệu để có ý tưởng c Giao tiếp tiếng Anh có hội d Nghe nhiều để cải thiện khả hiểu ngơn ngữ nói Ý kiến khác:………… Bạn thường làm để vượt qua khó khăn mà bạn gặp phải tiết học nói? a Nhờ bạn bè giáo viên giúp đỡ b Nói cách ngắn gọn ngưng lại c Sử dụng ngôn ngữ thể để giải thích để có thêm thời gian suy nghĩ d Khơng nói Ý kiến khác:………… 10 Bạn có nhận xét khác? ……………………………………………………………………………………… Cảm ơn bạn hợp tác với viii APPENDIX INTERVIEW QUESTIONS FOR TEACHERS How long have you been teaching English? At what number you consider a large class and an ideal class for teaching English speaking skills? Why? In your opinion, are English major classes at Kontum Junior College Pedagogy large and heterogeneous? Why or why not? What you think when teaching English speaking skills to English majors in a LHC? Which activities and work arrangements you often organize in your speaking class? Which aspects you usually prepare when teaching speaking skills in LHCs? How your students like to learn best? In you opinion, what advantages and disadvantages your students have when learning speaking skills in a LHC? What advantages you have when teaching speaking skills in a LHC? 10 What is your biggest problem when teaching English speaking in a LHC? 11 What strategies you use to overcome the difficulties? 12 Do you usually conduct information gap activities in speaking classes? Why or why not? 13 What is your general feeling about teaching ELS skills to English majors in a LHC? 14 What are your students‟ error correction strategies? 15 Do you have any suggestions to your students and the College? - ix APPENDIX INTERVIEW QUESTIONS FOR STUDENTS Where are you from? How long have you studied English? What is your native language? Does your native language affect your English speaking learning? Why and how? What is your motivation in learning English speaking skills? How you often improve your speaking ability inside and outside the classroom? How you usually prepare for your speaking class at home? What is your biggest problem when learning English speaking? What you usually to overcome your difficulties in an English speaking class? 10 Do you have any suggestions to the teachers? - x APPENDIX INTERVIEW QUESTIONS FOR STUDENTS Bạn đến từ đâu? Bạn học tiếng Anh rồi? Ngôn ngữ mẹ đẻ bạn gi? Ngơn ngữ mẹ đẻ bạn có ảnh hưởng đến việc học nói tiếng Anh bạn khơng? Tại có ảnh hưởng nào? Động lực thúc đẩy bạn học kĩ nói? Bạn có thường xuyên cải thiện kĩ nói bên ngồi lớp học khơng? Bạn thường chuẩn bị nhà cho tiết học nói nhu nào? Bạn gặp khó khăn học kĩ nói? Bạn thường làm để vượt qua khó khăn mà bạn gặp phải tiết học nói? 10 Bạn có đề nghị giáo viên? - xi APPENDIX CLASS OBSERVATION SHEET Date:……………………………… Topic: ………………… Lesson: ………………………… Class: ………………… Number of students: ………………… Teacher-in-charge: ………………… The classroom observations will help the researcher to clarify the following problems Make a tick ()in the appropriate box and Comment Observed Factors Roleplay Discussion Kinds of activities Communicative games Information gap Talking with the teacher Pairwork Student grouping Groupwork Individual work Controlling the class Classroom managements Keeping discipline the classroom Getting students involved The teacher‟s Roles Controller Facilitator Prompter organizer Materials Same tasks - same materials different tasks- same materials different tasks materials xii - different Same tasks materials - different Not correcting errors Teacher feedback Correcting errors immediately Correcting errors afterwards Classroom atmosphere of the class Evaluating teachers‟ strategies of Positive Negative xiii