Điều tra nghiên cứu niềm tin của giáo viên về ngôn ngữ lớp học của giáo viên trong việc dạy tiếng anh tại một số trường tiểu học của thành phố huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN TRAN CAM THY AN INVESTIGATION INTO TEACHERS’ BELIEFS ABOUT TEACHERS’ TALK IN TEACHING ENGLISH AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC PROF DR TRUONG VIEN In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYEN TRAN CAM THY ĐIỀU TRA NGHIÊN CỨU NIỀM TIN CỦA GIÁO VIÊN VỀ NGÔN NGỮ LỚP HỌC CỦA GIÁO VIÊN TRONG VIỆC DẠY TIẾNG ANH TẠI MỘT SỐ TRƯỜNG TIỂU HỌC CỦA THÀNH PHỐ 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 TRUONG VIEN HUE, 2017 ii STATEMENT OF ORIGINALITY The work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 08/11/2017 iii ABSTRACT This thesis aims to study the perceptions of EFL teachers at some primary schools in Hue towards teacher’s talk and the implementation of teacher talk strategies by EFL teachers at some primary schools in Hue, whereby some suggestions and implications can be drawn out to improve English teaching to young learners The data was collected by means of the questionnaire, interviews and classroom observations Besides the participants who did the pilot questionnaire and interviews, thirty participants completed the questionnaires and six of them were randomly invited to the informal interviews To collect the full information, the researcher observed six classroom periods The results of the study showed that most of the teachers had the positive attitudes and perceptions toward the use of teachers’ talk and teacher talk techniques in English teaching More specifically, the most common employed talk techniques are questioning, recast, repetition and paraphrasing, positive feedback, modeling, back-chaining and speed modification Meanwhile, the use of negative feedback and dictation were so limited After considering all the findings, the research has come up with a number of suggestions in order to make the best of teacher’s talk in English teaching They are clearly indicated in each cluster Despite its existing limitations, the paper may act as a useful contribution to foreign language pedagogy, especially to the young learners at primary schools Key words: teachers’ beliefs, teachers’ perceptions, teacher’s talk, implementing aspects of teachers’ talk, primary schools, young learners iv ACKNOWLEDGEMENTS Firstly, I would like to express my sincere gratitude to my advisor, Dr Truong Vien, whose enthusiastic support and valuable advice helped me a lot in conducting the research and completing this paper I could not have imagined having a better mentor for my master study Secondly, I would like to thank the EFL teachers at Tran Quoc Toan, Le Loi, Thuan Hoa, Thuan Thanh, Vinh Ninh and Vy Da primary school, who participated in the research as participants and gave me precious information and comments My best thanks also go to the staff working at the university library, who created favorable conditions for me to get access to necessary material and information for the study Last but not least, I would like to thank my family and friends for supporting me spiritually throughout writing this thesis in particular and my life in general Without all the aforementioned support and encouragements, this research would have never been completed v TABLE OF CONTENTS STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF FIGURE, TABLES ix CHAPTER INTRODUCTION 1.1 Rationale of the study 1.2 The aim and objective of the study 1.2.1 The Aim 1.2.2 The Objective 1.3 Significance of the research 1.4 The scope of the study 1.5 Structure of the thesis CHAPTER LITERATURE REVIEW 2.1 What are teachers’ beliefs? 2.1.1 The concept of teachers’ beliefs 2.1.2 Teachers’ system of beliefs 2.1.3 The role of teachers’ beliefs in language educational practices 2.2 Teachers’ talk in language education 11 2.2.1 Teachers’ talk – Language in the classroom 11 2.2.2 Techniques of teachers’ talk in language classroom 13 2.2.3 The importance of teachers’ talk in second language acquisition 22 2.2.4 Factors affecting teachers’ talk in English language classroom 25 2.2.5 Characteristics of young language learners at primary level 26 2.2.6 Teachers’ talk in teaching language to young learners/ primary students 27 2.3 Previous researches related to the study 28 CHAPTER RESEARCH METHODOLOGY 32 3.1 Research design and research method 32 3.2 Research participants 33 3.2.1 Participants for questionnaire 33 vi 3.2.2 Participants for interview 34 3.2.3 Participants for classroom observation 34 3.2.4 Background information of research participants 34 3.3 Research instruments 35 3.3.1 Questionnaire 36 3.3.2 Interview 38 3.3.3 Classroom observation 38 3.4 Data collection procedure 39 3.4.1 Questionnaire administration 39 3.4.2 Interview conducting 39 3.4.3 Classroom observations 40 3.5 Reliability and validity 40 3.5.1 Reliability 40 3.5.2 Validity 41 3.6 Data analysis 41 CHAPTER FINDINGS AND DISCUSSION 43 4.1 Findings from questionnaires, interviews and classroom observations 43 4.1.1 Teachers’ perceptions of teacher’s talk 44 4.1.2 Teachers’ responses to techniques of teacher’s talk 48 4.1.3 Teachers’ views on suggestions for effective use of teacher’s talk 54 4.1.4 Teachers’ use of teacher talk strategies in current situation 59 4.2 Discussion on findings 65 4.2.1 Teachers’ beliefs about teacher’s talk 65 4.2.1.1 General beliefs related to teacher’s talk 66 4.2.1.2 Beliefs related to teacher talk strategies 67 4.2.1.3 Beliefs related to suggestions for better use of teacher’s talk 69 4.2.2 Teachers’ implementation of talk strategies in their current situation 71 CHAPTER CONCLUSION AND IMPLICATIONS 74 5.1 Conclusion of the research 74 5.1.1 Research question – Teachers’ beliefs about teacher’s talk 74 5.1.2 Research question – Teachers’ perceived practice of teacher’s talk in current situation 76 5.2 Pedagogical implications 77 vii 5.2.1 Implications drawn from teachers’ general beliefs about teacher’s talk 77 5.2.2 Implications drawn from teachers’ responses to techniques of teacher’s talk 78 5.2.3 Implications drawn from teachers’ views on suggestions for effective use of teacher’s talk 79 5.2.4 Implications drawn from teachers’ use of talk techniques in current situation 79 5.3 Limitations of the research 80 5.4 Suggestions for further investigations 80 REFERENCES 81 APPENDICES 91 APPENDIX 91 APPENDIX 97 APPENDIX 98 APPENDIX 100 viii LIST OF FIGURE, TABLES Figure 2.1: A model of teaching and learning process (Stern, 1983, p 500) 23 Table 3.1 Advantages and disadvantage of mixed method research 33 (by Johnson and Onwuegbuzie) 33 Table 3.2 Background information of participants from primary schools 35 Table 3.3 Foreign Language Interaction analysis system (FLINT) of Moskowitz (1976) as cited in Allwright and Bailey (1991, p 204) 37 Table 3.3 Main clusters in Section B of questionnaire 38 Table 4.1 Reliability statistics of the questionnaire 43 Table 4.2 Mean score of Cluster 44 Table 4.3 Mean score of each item in Cluster 44 Table 4.4 One-Sample T test of Cluster 45 Table 4.5 Teachers’ perceptions of teacher’s talk in English teaching 46 Table 4.6 Mean score of Cluster 49 Table 4.7 Mean score of each item in Cluster 49 Table 4.8 One-Sample T test of Cluster 50 Table 4.9 Teachers’ views on some teaching techniques of teacher’s talk 51 Table 4.10 Mean score of Cluster 54 Table 4.11 Mean score of each item in Cluster 54 Table 4.12 One-Sample T test of Cluster 56 Table 4.13 Teachers’ responses to some suggestions for teacher talk improvement 56 Table 4.14 Mean score of Cluster 59 Table 4.15 Mean score of each item in Cluster 60 Table 4.16 One-Sample T test of Cluster 60 Table 4.17 Teachers’ use of some teacher talk techniques in current situation 61 Table 4.18 Frequencies of teacher talk techniques used in six classroom observations 63 (Units of speech) 63 ix CHAPTER INTRODUCTION In this introductory chapter, the rational for the study and the aims of the study will be presented This is followed with the significance and the scope of the study Finally, the structure of the study is outlined 1.1 Rationale of the study English has now acquired the title of the world's leading "global language" (Crystal, 2003, p.1); therefore, its use has mushroomed worldwide for the last four decades In Vietnam, since 1986, the government has realised the important role of English in the development of the country, particularly in the process of calling for foreign investment Then the National Language 2020 Project was approved in 2008 (Decision No 1400/QĐ-TTg on September 30th, 2008) In only 12 years of implementation (from 2008 to 2020), the project has to reach a great goal to ensure that all young people leaving school by 2020 have good grasp of the language and to make language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country In fact, educational policies in many countries are intensifying teaching of English as an essential part of the school curriculum to meet the challenges of globalization and internationalization Indeed, primary education is the foundation on which the development of every citizen and the nation as a whole is built on In Vietnam, English has become a compulsory subject at the third grade onwards since 2008 So far it has been popular at the first grade in almost primary schools At the same time, the quality of primary education in Vietnam has also been a major concern Learning English is one of the starting points that contribute to the formation and development of the longlife learning skills, the ability to work in the future and to participate in social-cultural activities Moreover, learning English in primary school also provides a good foundation to keep learning English at the next levels as well as studying other languages in the future However, the desired goals have not been achieved to full extent Apart from many other reasons, such as size I often give praise and words of encouragement when teaching English to young learners 4,20 ,761 30 I often give explicit negative feedback when teaching English to young learners 1,80 ,761 30 I often use dictation when teaching English to young learners 2,40 ,675 30 I often perform modeling when teaching English to young learners 3,80 ,407 30 I often use back-chaining when teaching English to young learners 3,90 ,548 30 I often use recast when teaching English to young learners 4,60 ,675 30 I often tell stories when teaching English to young learners 3,10 1,242 30 I often use L1 when teaching English to young learners 3,10 ,960 30 I often use speech modification (including the pace, word choice, language code…) when teaching English to young learners 4,10 ,712 30 Item-Total Statistics Scale Scale Mean if Variance Item if Item Deleted Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted Teacher talk can function as the primary source of input for students 163,00 65,793 -,263 ,707 Using teacher’s talk appropriately can facilitate students’ language acquisition 163,30 65,183 -,232 ,702 If teacher talk is too formal, it wouldn’t create a close relationship between students and teachers 163,00 61,586 ,105 ,685 The amount of teacher’s talk should not be minimized to make time for student talk 162,90 57,541 ,446 ,663 Teacher’s talk is important to classroom management 163,50 64,948 -,240 ,699 Teachers should get appropriate training about how to talk effectively while teaching English to younger students 162,70 66,700 -,353 ,710 Teacher talk can be both motivating and demotivating 162,70 62,562 ,023 ,690 I find repetition and paraphrasing effective in English teaching for young learners 162,90 61,334 ,277 ,678 I find questioning effective in English teaching for young learners 162,90 61,334 ,277 ,678 102 I find praising and encouraging effective in English teaching for young learners 162,60 62,110 ,064 ,687 I find explicit negative feedback effective in English teaching for young learners 164,50 67,431 -,417 ,714 I find dictation effective in English teaching for young learners 164,20 62,234 ,085 ,685 I find modeling effective in English teaching for young learners 162,70 60,217 ,362 ,673 I find back-chaining effective in English teaching for young learners 162,80 62,993 -,015 ,691 I find recast effective in English teaching for young learners 162,50 62,328 ,045 ,688 I find storytelling effective in English teaching for young learners 163,50 58,603 ,266 ,674 I find L1 use effective in English teaching for young learners 163,50 58,328 ,344 ,669 I find speech modification (including the pace, word choice, language code…) effective in English teaching for young learners 162,90 60,369 ,266 ,676 Rate of speech should be slower 163,50 58,603 ,579 ,663 Pronunciation tends to be exaggerated and simplified 162,90 57,541 ,901 ,655 Vocabulary use should be more basic 162,80 65,752 -,358 ,702 In order not to interrupt the oral fluency, error correction should be minimum and direct 163,20 56,579 ,470 ,659 Teachers should record videos and audios of their lesson so as to review, evaluate and modify to improve the use of teacher’s talk 163,40 57,352 ,439 ,662 Teachers can tell jokes to break the ice and create a harmonious atmosphere when students feel overwhelmed or bored 163,40 63,352 -,041 ,690 Teachers should gather data of classroom environment and learners’ interests, abilities and select the most appropriate talk strategies to effectively promote their learning 163,00 62,966 ,043 ,686 Instructions given should be brief and simple 162,90 63,955 -,131 ,692 Teachers should frequently show their praise through the use of encouraging words and noises (good, well-done, fantastic, mm…) 162,80 61,890 ,158 ,682 103 Excessive teacher talk should be avoided to give learners more opportunities for producing output themselves 162,60 59,490 ,448 ,669 Teachers should let students think after asking questions 162,70 61,528 ,191 ,680 Teachers should prompt learners to recall the information that they have already learned instead of directly pointing it out 163,30 51,597 ,411 ,658 Teachers should frequently check students’ understanding to make sure that all the learners can follow teacher’s talk contents 163,30 58,217 ,385 ,667 Teachers should frequently give questions in order to elicit answers from students and raise their involvement in the class 163,30 52,631 ,667 ,637 I often use repetition and paraphrasing when teaching English to young learners 163,10 62,852 ,000 ,690 I often use questioning when teaching English to young learners 163,00 63,379 -,043 ,688 I often give praise and words of encouragement when teaching English to young learners 162,90 60,990 ,143 ,683 I often give explicit negative feedback when teaching English to young learners 165,30 60,217 ,209 ,679 I often use dictation when teaching English to young learners 164,70 62,562 ,023 ,690 I often perform modeling when teaching English to young learners 163,30 61,597 ,235 ,679 I often use back-chaining when teaching English to young learners 163,20 60,924 ,239 ,678 I often use recast when teaching English to young learners 162,50 62,328 ,045 ,688 I often tell stories when teaching English to young learners 164,00 51,172 ,594 ,637 I often use L1 when teaching English to young learners 164,00 52,276 ,726 ,633 I often use speech modification (including the pace, word choice, language code…) when teaching English to young learners 163,00 63,448 -,061 ,695 104 Scale Statistics Mean 167,10 Variance Std Deviation 63,266 N of Items 7,954 43 Descriptive statistics of the questionnaire Descriptive Statistics N Std Min Max Mean Deviation Teacher talk can function as the primary source of input for students 30 4,10 ,712 Using teacher’s talk appropriately can facilitate students’ language acquisition 30 3,80 ,610 If teacher talk is too formal, it wouldn’t create a close relationship between students and teachers 30 4,10 ,712 The amount of teacher’s talk should not be minimized to make time for student talk 30 4,20 ,761 Teacher’s talk is important to classroom management 30 3,60 ,498 Teachers should get appropriate training about how to talk effectively while teaching English to younger students 30 4,40 ,675 Teacher talk can be both motivating and demotivating 30 4,40 ,675 I find repetition and paraphrasing effective in English teaching for young learners 30 4,20 ,407 I find questioning effective in English teaching for young learners 30 4,20 ,407 I find praising and encouraging effective in English teaching for young learners 30 4,50 ,682 I find explicit negative feedback effective in English teaching for young learners 30 2,60 ,675 I find dictation effective in English teaching for young learners 30 2,90 ,548 I find modeling effective in English teaching for young learners 30 4,40 ,498 I find back-chaining effective in English teaching for young learners 30 4,30 ,651 I find recast effective in English teaching for young learners 30 4,60 ,675 I find storytelling effective in English teaching for young learners 30 3,60 ,932 105 I find L1 use effective in English teaching for young learners 30 3,60 ,814 I find speech modification (including the pace, word choice, language code…) effective in English teaching for young learners 30 4,20 ,610 Rate of speech should be slower 30 3,60 ,498 Pronunciation tends to be exaggerated and simplified 30 4,20 ,407 Vocabulary use should be more basic 30 4,30 ,466 In order not to interrupt the oral fluency, error correction should be minimum and direct 30 3,90 ,845 Teachers should record videos and audios of their lesson so as to review, evaluate and modify to improve the use of teacher’s talk 30 3,70 ,794 Teachers can tell jokes to break the ice and create a harmonious atmosphere when students feel overwhelmed or bored 30 3,70 ,466 Teachers should gather data of classroom environment and learners’ interests, abilities and select the most appropriate talk strategies to effectively promote their learning 30 4,10 ,305 Instructions given should be brief and simple 30 4,20 ,407 Teachers should frequently show their praise through the use of encouraging words and noises (good, well-done, fantastic, mm…) 30 4,30 ,466 Excessive teacher talk should be avoided to give learners more opportunities for producing output themselves 30 4,50 ,509 Teachers should let students think after asking questions 30 4,40 ,498 Teachers should prompt learners to recall the information that they have already learned instead of directly pointing it out 30 3,80 1,562 Teachers should frequently check students’ understanding to make sure that all the learners can follow teacher’s talk contents 30 3,80 ,761 Teachers should frequently give questions in order to elicit answers from students and raise their involvement in the class 30 3,80 ,997 I often use repetition and paraphrasing when teaching English to young learners 30 4,00 ,643 I often use questioning when teaching English to young learners 30 4,10 ,305 106 I often give praise and words of encouragement when teaching English to young learners 30 4,20 ,761 I often give explicit negative feedback when teaching English to young learners 30 1,80 ,761 I often use dictation when teaching English to young learners 30 2,40 ,675 I often perform modeling when teaching English to young learners 30 3,80 ,407 I often use back-chaining when teaching English to young learners 30 3,90 ,548 I often use recast when teaching English to young learners 30 4,60 ,675 I often tell stories when teaching English to young learners 30 3,10 1,242 I often use L1 when teaching English to young learners 30 3,10 ,960 I often use speech modification (including the pace, word choice, language code…) when teaching English to young learners 30 4,10 ,712 Descriptive statistics of four clusters Descriptive Statistics N Mean of Cluster 30 Minimum 3,71 Maximum 4,43 Mean 4,0857 Std Deviation ,18607 Descriptive Statistics N Mean of Cluster 30 Minimum 3,73 Maximum 4,36 Mean 4,0273 Std Deviation ,21900 Descriptive Statistics N Mean of Cluster 30 Minimum 3,50 Maximum 4,57 Mean 4,0214 Std Deviation ,33458 Descriptive Statistics N Mean of Cluster 30 Minimum 3,27 Maximum 4,18 Mean 3,5545 Std Deviation ,29371 107 One-sample T-test on the mean scores of four cluster a Cluster 1: Teachers’ perceptions of teacher’s talk One-Sample Statistics N Mean of Cluster 30 Mean Std Deviation 4,0857 Std Error Mean ,18607 ,03397 One-Sample Test Test Value = t Mean of Cluster Sig (2tailed) df 31,959 29 ,000 Mean Difference 1,08571 95% Confidence Interval of the Difference Lower Upper 1,0162 1,1552 b Cluster 2: Teachers’ responses to techniques of teacher’s talk One-Sample Statistics N Mean of Cluster 30 Mean Std Deviation 4,0273 Std Error Mean ,21900 ,03998 One-Sample Test Test Value = t Mean of Cluster Sig (2tailed) df 25,692 29 ,000 Mean Difference 1,02727 95% Confidence Interval of the Difference Lower Upper ,9455 1,1090 c Cluster 3: Teachers’ use of teacher talk strategies in reality One-Sample Statistics N Mean of Cluster 30 Mean Std Deviation 4,0214 Std Error Mean ,33458 ,06109 One-Sample Test Test Value = t Mean of Cluster df 16,721 29 Sig (2tailed) ,000 Mean Difference 1,02143 95% Confidence Interval of the Difference Lower ,8965 Upper 1,1464 108 d Cluster 4: Teachers’ views on suggestions for effective use of teacher’s talk One-Sample Statistics N Mean of Cluster 30 Mean Std Deviation 3,5545 Std Error Mean ,29371 ,05362 One-Sample Test Test Value = t Mean of Cluster df Sig (2tailed) 10,341 29 Mean Difference ,000 95% Confidence Interval of the Difference Lower ,55455 ,4449 Upper ,6642 Frequencies tables of questionnaire items FREQUENCY TABLES Teacher talk can function as the primary source of input for students Frequency Percent Valid Percent Cumulative Percent Valid Neutral 20,0 20,0 20,0 Agree 15 50,0 50,0 70,0 30,0 30,0 100,0 30 100,0 100,0 Strongly agree Total Using teacher’s talk appropriately can facilitate students’ language acquisition Frequency Percent Valid Percent Cumulative Percent Valid Neutral 30,0 30,0 30,0 Agree 18 60,0 60,0 90,0 10,0 10,0 100,0 30 100,0 100,0 Strongly agree Total If teacher talk is too formal, it wouldn’t create a close relationship between students and teachers Frequency Percent Valid Percent Cumulative Percent Valid Neutral 20,0 20,0 20,0 Agree 15 50,0 50,0 70,0 30,0 30,0 100,0 30 100,0 100,0 Strongly agree Total The amount of teacher’s talk should not be minimized for student talk Frequency Percent Valid Percent Cumulative Percent Valid Neutral 20,0 20,0 20,0 109 Agree 12 40,0 40,0 60,0 Strongly agree 12 40,0 40,0 100,0 Total 30 100,0 100,0 Teacher’s talk is important to classroom management Frequency Percent Valid Percent Cumulative Percent Valid Neutral 12 40,0 40,0 40,0 Agree 18 60,0 60,0 100,0 Total 30 100,0 100,0 Teachers should get appropriate training about how to talk effectively while teaching English to younger students Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 12 40,0 40,0 50,0 Strongly agree 15 50,0 50,0 100,0 Total 30 100,0 100,0 Teacher talk can be both motivating and demotivating Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 12 40,0 40,0 50,0 Strongly agree 15 50,0 50,0 100,0 Total 30 100,0 100,0 I find repetition and paraphrasing effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 24 80,0 80,0 80,0 20,0 20,0 100,0 30 100,0 100,0 I find questioning effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 24 80,0 80,0 80,0 20,0 20,0 100,0 30 100,0 100,0 10 I find praising and encouraging effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 30,0 30,0 40,0 110 Strongly agree 18 60,0 60,0 Total 30 100,0 100,0 100,0 11 I find explicit negative feedback effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Disagree 15 50,0 50,0 50,0 Neutral 12 40,0 40,0 90,0 Agree 10,0 10,0 100,0 Total 30 100,0 100,0 12 I find dictation effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Disagree 20,0 20,0 20,0 Neutral 21 70,0 70,0 90,0 Agree 10,0 10,0 100,0 Total 30 100,0 100,0 13 I find modeling effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Agree 18 60,0 60,0 60,0 Strongly agree 12 40,0 40,0 100,0 Total 30 100,0 100,0 14 I find back-chaining effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 15 50,0 50,0 60,0 Strongly agree 12 40,0 40,0 100,0 Total 30 100,0 100,0 15 I find recast effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 20,0 20,0 30,0 Strongly agree 21 70,0 70,0 100,0 Total 30 100,0 100,0 16 I find storytelling effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Disagree 10,0 10,0 10,0 Neutral 12 40,0 40,0 50,0 111 Agree 30,0 30,0 80,0 Strongly agree 20,0 20,0 100,0 30 100,0 100,0 Total 17 I find L1 use effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Disagree 10,0 10,0 10,0 Neutral 30,0 30,0 40,0 Agree 15 50,0 50,0 90,0 10,0 10,0 100,0 30 100,0 100,0 Strongly agree Total 18 I find speech modification (including the pace, word choice, language code…) effective in English teaching for young learners Frequency Percent Valid Percent Cumulative Percent Valid Neutral 10,0 10,0 10,0 Agree 18 60,0 60,0 70,0 30,0 30,0 100,0 30 100,0 100,0 Strongly agree Total 19 Rate of speech should be slower Frequency Percent Valid Percent Valid Cumulative Percent Neutral 12 40,0 40,0 40,0 Agree 18 60,0 60,0 100,0 Total 30 100,0 100,0 20 Pronunciation tends to be exaggerated and simplified Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 24 80,0 80,0 80,0 20,0 20,0 100,0 30 100,0 100,0 21 Vocabulary use should be more basic Frequency Percent Valid Percent Agree Valid Strongly agree Total Cumulative Percent 21 70,0 70,0 70,0 30,0 30,0 100,0 30 100,0 100,0 22 In order not to interrupt the oral fluency, error correction should be minimum and direct Frequency Percent Valid Percent Cumulative Percent 112 Valid Disagree 10,0 10,0 10,0 Neutral 10,0 10,0 20,0 Agree 18 60,0 60,0 80,0 20,0 20,0 100,0 30 100,0 100,0 Strongly agree Total 23 Teachers should record videos and audios of their lesson so as to review, evaluate and modify to improve the use of teacher’s talk Frequency Percent Valid Percent Cumulative Percent Valid Disagree 10,0 10,0 10,0 Neutral 20,0 20,0 30,0 Agree 18 60,0 60,0 90,0 10,0 10,0 100,0 30 100,0 100,0 Strongly agree Total 24 Teachers can tell jokes to break the ice and create a harmonious atmosphere when students feel overwhelmed or bored Frequency Percent Valid Percent Cumulative Percent Valid Neutral 30,0 30,0 30,0 Agree 21 70,0 70,0 100,0 Total 30 100,0 100,0 25 Teachers should gather data of classroom environment and learners’ interests, abilities and select the most appropriate talk strategies to effectively promote their learning Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 27 90,0 90,0 90,0 10,0 10,0 100,0 30 100,0 100,0 26 Instructions given should be brief and simple Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 24 80,0 80,0 80,0 20,0 20,0 100,0 30 100,0 100,0 27 Teachers should frequently show their praise through the use of encouraging words and noises (good, well-done, fantastic, mm…) Frequency Percent Valid Percent Cumulative Percent Agree Valid Strongly agree Total 21 70,0 70,0 70,0 30,0 30,0 100,0 30 100,0 100,0 113 28 Excessive teacher talk should be avoided to give learners more opportunities for producing output themselves Frequency Percent Valid Percent Cumulative Percent Valid Agree 15 50,0 50,0 50,0 Strongly agree 15 50,0 50,0 100,0 Total 30 100,0 100,0 29 Teachers should let students think after asking questions Frequency Percent Valid Percent Cumulative Percent Valid Agree 18 60,0 60,0 60,0 Strongly agree 12 40,0 40,0 100,0 Total 30 100,0 100,0 30 Teachers should prompt learners to recall the information that they have already learned instead of directly pointing it out Frequency Percent Valid Percent Cumulative Percent Valid Strongly disagree 10,0 10,0 10,0 Disagree 20,0 20,0 30,0 Neutral 10,0 10,0 40,0 Strongly agree 18 60,0 60,0 100,0 Total 30 100,0 100,0 31 Teachers should frequently check students’ understanding to make sure that all the learners can follow teacher’s talk contents Frequency Percent Valid Percent Cumulative Percent Valid Neutral 12 40,0 40,0 40,0 Agree 12 40,0 40,0 80,0 20,0 20,0 100,0 30 100,0 100,0 Strongly agree Total 32 Teachers should frequently give questions in order to elicit answers from students and raise their involvement in the class Frequency Percent Valid Percent Cumulative Percent Valid Disagree 10,0 10,0 10,0 Neutral 30,0 30,0 40,0 Agree 30,0 30,0 70,0 Strongly agree 30,0 30,0 100,0 30 100,0 100,0 Total 114 33 I often use repetition and paraphrasing when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 20,0 20,0 20,0 Frequently 18 60,0 60,0 80,0 20,0 20,0 100,0 30 100,0 100,0 Nearly always Total 34 I often use questioning when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Frequently Valid 27 90,0 90,0 90,0 10,0 10,0 100,0 30 100,0 100,0 Nearly always Total 35 I often give praise and words of encouragement when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 20,0 20,0 20,0 Frequently 12 40,0 40,0 60,0 Nearly always 12 40,0 40,0 100,0 Total 30 100,0 100,0 36 I often give explicit negative feedback when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Never 12 40,0 40,0 40,0 Rarely 12 40,0 40,0 80,0 20,0 20,0 100,0 30 100,0 100,0 Sometimes Total 37 I often use dictation when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Never 10,0 10,0 10,0 Rarely 12 40,0 40,0 50,0 Sometimes 15 50,0 50,0 100,0 Total 30 100,0 100,0 38 I often perform modeling when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 20,0 20,0 20,0 Frequently 24 80,0 80,0 100,0 Total 30 100,0 100,0 115 39 I often use back-chaining when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 20,0 20,0 20,0 Frequently 21 70,0 70,0 90,0 10,0 10,0 100,0 30 100,0 100,0 Nearly always Total 40 I often use recast when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 10,0 10,0 10,0 Frequently 20,0 20,0 30,0 Nearly always 21 70,0 70,0 100,0 Total 30 100,0 100,0 41 I often tell stories when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Rarely Valid 15 50,0 50,0 50,0 Sometimes 10,0 10,0 60,0 Frequently 20,0 20,0 80,0 Nearly always 20,0 20,0 100,0 30 100,0 100,0 Total 42 I often use L1 when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Rarely Valid 30,0 30,0 30,0 Sometimes 12 40,0 40,0 70,0 Frequently 20,0 20,0 90,0 Nearly always 10,0 10,0 100,0 30 100,0 100,0 Total 43 I often use speech modification (including the pace, word choice, language code…) when teaching English to young learners Frequency Percent Valid Percent Cumulative Percent Valid Sometimes 20,0 20,0 20,0 Frequently 15 50,0 50,0 70,0 30,0 30,0 100,0 30 100,0 100,0 Nearly always Total 116