An investigation into using authentic materials to develop speaking skills for 1st year students at hue university of foreign languages

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - NGUYEN THI MY MY AN INVESTIGATION INTO USING AUTHENTIC MATERIALS TO DEVELOP SPEAKING SKILLS FOR 1ST YEAR STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - NGUYEN THI MY MY AN INVESTIGATION INTO USING AUTHENTIC MATERIALS TO DEVELOP SPEAKING SKILLS FOR 1ST YEAR STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC.PROF.DR.TRUONG VIEN HUE, 2014 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - NGUYỄN THỊ MY MY NGHIÊN CỨU VIỆC SỬ DỤNG TÀI LIỆU THỰC DỤNG ĐỂ PHÁT TRIỂN KỶ NĂNG NÓI CỦA SINH VIÊN NĂM NHẤT TẠI ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS.TRƯƠNG VIÊN HUẾ, 2014 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in thesis are true, used with permission from associates and have not been published elsewhere Author ABSTRACT This study investigated using authentic materials to develop speaking skill for 1st year student at Hue University of foreign Languages The research provides us with the understanding of teachers‟ perception and practice of using authentic materials in teaching speaking skills and students‟responses to authentic materials in speaking classes In order to obtain reliable result , both qualitative and quantitative methods were used major collection tools included questionnaires, interview checklist The subjects of study consisted of 10 teacher who were teaching general English classes at Hue University of foreign Languages , and 50 students chosen randomly at first year English Department The results of the study revealed the most of the teachers were well aware of the necessity of authentic materials in teaching and practicing speaking skill students‟responses to authentic materials in speaking classes The study also helped to evaluate the degree of authenticity of text and teaching materials used in first year student It is also provide some suggestions for English teachers to overcome difficulties in using authentic materials to develop speaking skill ACKNOWLEDGEMENTS Above all, I would like to thank to my supervisor, Assoc.Prof.Dr.Truong Vien, for his precious knowledge and experience, the enthusiastic and helpful instructions the responsible care as well the sympathetic encouragement he has given to me at every stage of the development of this research paper Additionally, I am absolutely grateful to him for his careful and detailed correction for my writing His treasured support from the start to the end does empower me to overcome all of the challenges that I have to encounter during the research process I am also grately thank to all teachers as well as students at HUFL, those who enthusiastically spent their time for my interviews and questionnaires to be conducted Lastly, I wish to thank to my family for the love , devotion and encouragement they gave me while I was doing the course and thesis Hue,10 , 2014 Nguyen Thi My My TABLE OF CONTENTS SUBCOVER PAGE i STATEMENT OF AUTHORSHIP ABSTRACT ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS 10 LIST OF TABLES 11 LIST OF FIGURE .12 LIST OF CHARTS 13 CHAPTER 1:INTRODUCTION .1 1.1 Background of the study 1.2 Rationale of the study .2 1.3.Aims of the study .3 1.4 Scope of study 1.5 Research Questions 1.6 Structure of the study CHAPTER 2:LITERATURE REVIEW 2.1 Introduction .5 2.2 The definition of key terms .5 2.2.1 The definition of authenticity .5 2.2.2 Types of authenticity 2.2.3 What are authentic materials ? 2.3.3.1 Visual 2.2.3.2 Audio-visuals .10 2.2.3.3 Using Realia in the communicative classroom 10 2.2.4 The advantages of using authentic materials in the classroom 11 2.2.5 Limitations of authentic materials 12 2.2.6 What is an authentic task? 13 2.2.7 What is text authenticity ? 14 2.3 The use of Authentic materials in Communicative Language Teaching 15 2.3.1 Teacher‟s and leaner‟s role .15 2.3.2 Communicative activities in classroom 16 2.4 Task- Based Language Teaching 18 2.4.1 The role of text authenticity 21 2.5 Authentic materials in teaching speaking 22 2.5.1 The definition of speaking 22 2.5.2 Principles of teaching speaking 22 2.5.3 Speaking activities 24 2.5.4 Using authentic materials in teaching speaking .25 2.6 The effect of authentic materials on students‟motivation .25 2.7 Review of previous studies 26 2.8 Summary of chapter 27 CHAPTER 3:METHODOLOGY 28 3.1 Introduction .28 3.2 Research methods 28 3.3 Participants 28 3.4 Instruments procedures and data collection 29 3.4.1 Questionnaire survey 29 3.4.1.1 The questionnaire for the teachers .29 3.4.1.2 The questionnaire for students 30 3.4.2 Interviews 32 3.5 Data collection Procedure .33 Proposing relevant suggestions 33 3.6 Data Analysis 33 3.7 Chapter summary 34 CHAPTER 4:FINDINGS AND DICUSSION 35 4.1 Introduction .35 4.2 Quantitative data analysis from teachers questionnaires .35 4.2.1 Teacher‟s perception using authentic materials in speaking skills 36 4.2.1.1 The necessity of using authentic materials 36 4.2.1.2 Teachers‟view toward authentic materials .38 4.2.1.3 The effectiveness of authentic materials toward teaching speaking 40 4.2.2 Students‟ knowledge and skill 40 4.2.2.1 Students‟knowledge 41 4.2.2.2 Students‟skills 42 4.2.2.3 Students‟ level of English proficiency .43 4.2.3 Students‟ learning methods and habits .43 4.2.3.1 Students‟ learning methods 44 4.2.3.2 Students‟ habits 45 4.2.4 Approach and methods of practice using authentic materials in speaking skills 47 4.2.4.1 Approach 47 4.2.4.2 Methods 49 4.3 Quantitative data analysis from students questionnaires 51 4.3.1 Students‟ responses to authentic materials in speaking skills 51 4.3.1.1 The necessity of using authentic materials 52 4.3.1.2 Students‟view toward authentic materials 53 4.3.1.3 The effectiveness of using authentic materials 54 4.3.1.4 Students‟attitudes toward authentic materials 56 4.3.2 Students‟ view on the teachers‟ tool /activities to develop speaking skills in classroom .57 4.3.2.1 Students‟view to the teachers‟tool .57 4.3.2.2 Students‟ view on teachers‟ teaching 58 4.3.2.3 Students‟ view on the teachers‟ activities 59 4.4 The students‟ difficulties in practicing speaking using authentic materials 59 4.4 Chapter Summary 61 CHAPTER 5:CONCLUSION AND IMPLICATIONS .62 5.1 Summary of the findings 62 5.1.1 What are teachers‟ perception of using authentic materials in speaking skill 62 5.2 What are students‟ attitudes toward using authentic materials in speaking skills? 62 5.3 Implications .63 5.3.1 For Teacher .63 5.3.2 For students .64 5.3.3 For Administration 64 5.4 Limitation of the study 65 5.5 Suggestion of futher study .65 REFERENCES 66 APPENDICES MarineScience, pp.115 Retrieved 26 January 2009 from:http://jalt.org/pansig/2006/HTML/Tatsuki.htm Taylor (1994) Inauthentic authenticity or authentic inauthenticity? TESL-EJ,1(2)A-1 Retrieved November 27, 2008 from http://wwwwriting.berkeley.edu/tesl-ej/ej02/a.1.html.18 Turula, A (2000) Metoda komunikacyjna - więcej blasków czy cieni? JęzykiObce w Szkole, 2-3, pp 41-46.19 Ur, P (1990) Discussions that work Cambridge:Cambridge University Press.20 Uzar, R (2005) Authenticity in language learning The Teacher , 8-9 (31), 44-47 Werbińska, D (2000) Metoda komunikacyjna - więcej blasków czy cieni? J ę zykiObcew Szkole, 2-3, pp.50-58.22 Wong, V., Kwok, P and Choi, N (1995, October) The use of authentic materials at tertiary level ELT Journal,49 (4), 318-322.23 Wright, A., Haleem, S (1991)Visuals for the Language Classroom London:Longman Widdowson, H G 1980 „The authenticity of language data‟ in H G Widdowson Explora tions in Applied Linguistics Oxford: Oxford University Press Widdowson, H G 1984 Explorations in Applied Linguistics Oxford: Oxford University Press Yuk-chun Lee, W (1995, October) Authenticity revisited: text authenticity andlearner authenticity ELT Journal,49 (4), 323-328 68 APPENDIX APPENDIX 1: QUESTIONNAIRE FOR TEACHERS This questionnaire aims at investigating using authentic materials to develop speaking skills for 1st year students at Hue University of Foreign Languages All the data collected in this questionnaire are ONLY for the purpose of the research I would like to invite you to take part in this research by completing the following questionnaire by ticking the box for the answer that suits you most Your feedback will be of great value for my research and the implication for teaching –learning EFL in Vietnam , I am grateful to you for your contribution PART 1: BACKGOUND INFORMATION Please fill in some information about yourself Name: (optional)…………………………………………………………… Age: …………………………………………………………………………… Sex: Male Female Number of year(s) teaching /working in field:………………………………… PART 2:PLEASE ANSWER THE FOLLOWING QUESTIONS BY TICKING ( ) FOR THE ANSWER THAT SUITS YOU MOST items options Statement Strongly Strongly agree undecided disagree agree disagree Teacher‟s perception using authentic materials in speaking skills Using authentic materials to teach speaking skills is necessary I think students often like to learn speaking skills with authentic materials from other sources than textbook The language in authentic materials is 3 often appropriate to my students When using authentic materials,I have opportunity to help my students practice English for real communication The topics in authentic materials are more familiar than general themes in textbooks Therefore the students‟ motivations in speaking are higher *Your additional ideas 5 5 :………………………………………………………………………………………………… Students‟ knowledge and skills 10 My students‟ level of English proficiency is intermediate My students not know the necessity of authentic materials Most of my students‟ speaking skill is weak My students only concentrate on grammar when they speak English My students‟ English is influenced much by Vietnamese in their speaking 5 5 My students not know how to begin , develop, or end their speaking Your additional ideas: …………………………………………………………………………………………… …………………………………………………………………………………………… Student‟s learning methods and habits My students only speak English 12 when they are asked and required My students only follow the topics 13 which are available in textbooks without any creation or change My students are often passive in their 14 learning process My students only practice speaking 15 English in class My students are generally shy and 16 afraid of speaking English in front of class My students not often ask me to 17 provide real conversation and situation for them to practice Approach and method of practice using authentic materials in speaking skill I often use learner-centered approach in practicing oral skill by asking 18 students to suggests topics or ways to discuss I often use some speaking activities such as : role -play , group work , 19 problem-solving, discussion , games in my teaching 11 20 21 22 23 24 25 I often pay attention to both content and language in my speaking activities I often give feedbacks for students after finished each activity I often use video tapes to show some real situations for my students because they are an important resource for real communication I often use audio-visualaids , namely video, film, television to support my teaching I often use visualaids , namely photographs , magazines , pictures flashcards, wall pictures, chalkboard as authentic printed materials to teach speaking skills I often follow four activities procedure in teaching speaking:warming , Pre-speaking , speaking stage, post-speaking 5 5 5 Your additional ideas:……………………………………………………………………………………… …………………………………………………………………………………………… Do you meet any difficulties in using authentic materials for speaking classes? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU FOR YOUR CONTRIBUTION APPENDIX 2: QUESTIONNAIRES FOR STUDENTS This questionnaire aims at investigating using authentic materials to develop speaking skills for 1st year students at Hue University of Foreign Languages All the data collected in this questionnaire are ONLY for the purpose of the research I would like to invite you to take part in this research by completing the following questionnaire by ticking the box for the answer that suits you most Your feedback will be of great value for my research and the implication for teaching –learning EFL in Vietnam, I am grateful to you for your contribution PART 1: BACKGOUND INFORMATION Please provide your personal information Name : …………………………… Year of study a First year b second year Gender : a Nam c third year d forth year b Nu Age: ………………………………………………………… English proficiency : a Excellent b very good c good d fair e Not sure PART 2: PLEASE ANSWERING THE FOLLOWING QUESTION BY TICKING ( ) FOR THE MOST ANSWER THAT SUITS YOU options items Statement Strongly agree agree undecided disagree Strongly disagree Students‟ responses to the teaching of authentic materials in speaking skills I think that learning speaking skills with authentic material 5 5 Learning with authentic materials is more interesting than textbook The topics in authentic material are more interesting than those in textbook There are not many real topics in learning speaking skills with authentic materials 5 is necessary I like to learn speaking skill with authentic materials than only textbook I realized that I have more opportunity to show my ability when my teacher uses authentic material to teach speaking skills I have more chance to practice pronunciation, listening skill through authentic materials I am able to develop my language competence through learning speaking skills with authentic materials I realize that the language of authentic materials is close to 5 5 communicating in real-life I 10 have many more opportunities to discuss and interact for the topics with my partner in classroom When I learn speaking skill 11 through authentic materials such as : Video , news, Films , etc , I have more opportunity to approach native language 12 Through authentic materials, I know about many different cultures and social mores Students’ view to the teacher’s tool /activities to develop speaking skills in classroom 13 My teacher selected topics which relevant to our lesson to supplement 5 about vocabulary, grammar and some useful languages The topics and activities chosen to develop oral 14 15 language were not suitable to my current language proficiency My teacher not often used authentic materials such as visual, audio-visual to practice and along with the development of some other skills through lesson speaking My teacher not often use some activities to practice 16 speaking such as : Role-play, group work, discussion problem-solving Sometime I was not interested in my teacher‟s speaking 17 activities Because they were not interesting and useful 5 5 My teacher not often adapts some real dialogs from internet, films, newspapers to 18 enhance his instruction speaking My teacher does not often update or provide me with new methods and approaches to practice speaking 19 The language instruction (grammar and vocabulary) introduced by my teacher in each speaking activity is difficult to understand and to 20 practice Others:………………………………………………………………………………………… ……………………………………………………………………………………………… The students’ difficulties in practising speaking using authentic materials 21 When I practice speaking skills with authentic materials , I realized that it was so difficult in comparison with 5 my current level 22 Due to lacking of knowledge about society and culture, I thought that I hadn‟t enough confidence to learn authentic materials with I realized that learning with 23 authentic materials was very exciting, but too hard to understand , variety of structures because of vocabulary, Your additional ideas…………………………………………………………………… You have suggestions to improve the teaching/learning of speaking using authentic materials? ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU FOR YOUR CONTRIBUTION APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS What challenges/ difficulties you encounter in teaching speaking skills ? What you think about using authentic material to teach and develop speaking skills ? What authentic materials you often use to teach speaking skills ?and why ? During your teaching with authentic materials , are there any the difficult factors in the subject ? how would you deal with those factors ? Did you get any difficult when you find authentic source to develop and practice as well ?if yes, what are they ? Which approach and methods you use authentic materials to practice speaking skill , and why ? Would you share some information to me about students‟ attitude using authentic materials to teach and develop speaking skill APPENDIX 4: INTERVIEW QUESTIONS FOR STUDENTS According to you , what is an authentic materials ? Would you give me your responses to authentic materials in speaking skill ? What you think about the teachers‟ tool /activities to develop speaking skills in classroom What difficulties did you encounter in practising speaking skill using authentic materials ? Do you think that learning with authentic materials is useful than with textbook for speaking skills ? if no , why and if yes , why ? What current materials sources you use to support your speaking skills? APPENDIX 5: Descriptive Statistics From Teacher N Minimum Maximum Mean Std Deviation ,using authentic 11 1.91 302 I think 11 2.00 632 the language 11 2.82 982 when using 11 1.73 467 the topics 11 1.64 505 My students 11 2.27 647 My students don‟t 11 2.55 934 Most of my 11 2.00 775 My students only 11 2.45 1.128 My students' English 11 1.55 688 My students not know 11 1.55 522 My students only 11 1.82 405 My students just follow 11 2.18 603 M students are 11 1.73 467 My students only 11 2.18 405 My students not 11 1.91 539 My students don‟t often My teacher often 11 1.55 522 11 1.73 786 I often use 11 2.36 809 I pay 11 2.09 302 I often give 11 2.18 405 I often use videotapes 11 1.45 522 I often use audio 11 1.36 505 I often use víualaids 11 3.00 1.000 I often follow 11 1.73 467 Descriptive Statistics From Teacher N Minimum Maximum Mean Std Deviation ,using authentic 11 1.91 302 I think 11 2.00 632 the language 11 2.82 982 when using 11 1.73 467 the topics 11 1.64 505 My students 11 2.27 647 My students don‟t 11 2.55 934 Most of my 11 2.00 775 My students only 11 2.45 1.128 My students' English 11 1.55 688 My students not know 11 1.55 522 My students only 11 1.82 405 My students just follow 11 2.18 603 M students are 11 1.73 467 My students only 11 2.18 405 My students not 11 1.91 539 My students don‟t often My teacher often 11 1.55 522 11 1.73 786 I often use 11 2.36 809 I pay 11 2.09 302 I often give 11 2.18 405 I often use videotapes 11 1.45 522 I often use audio 11 1.36 505 I often use víualaids 11 3.00 1.000 I often follow Valid N (listwise) 11 11 1.73 467 APPENDIX Descriptive Statistics From Student N Minimum Maximum Mean Std Deviation learning speaking skill 50 1.16 370 I like to learn 50 1.48 505 I realize that 50 2.04 669 I get some 50 2.32 587 learning with 50 1.28 454 The topic in 50 1.36 485 There are not 50 4.46 503 I am 50 2.18 560 I realize that 50 1.10 303 I have many 50 1.94 586 when i learn 50 1.22 418 Through authentic 50 1.30 463 My teacher 50 2.98 845 The topics 50 3.22 1.016 My teacher 50 2.82 896 My teacher not often 50 4.34 917 Sometime i was not 50 3.28 1.107 My teacher not often 50 2.32 741 My teacher does not 50 3.34 872 The language 50 3.80 606 When I pratice 50 2.48 814 Due to lacking 50 4.08 566 I realized 50 3.88 328 Valid N (listwise) 50 82