Incorporating service learning into speaking syllabus from students perspective at university of foreign languages hue university

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - TRUONG THI XUAN HUYEN INCORPORATING SERVICE-LEARNING INTO SPEAKING SYLLABUS FROM STUDENTS’ PERSPECTIVE AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2021 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - TRUONG THI XUAN HUYEN INCORPORATING SERVICE-LEARNING INTO SPEAKING SYLLABUS FROM STUDENTS’ PERSPECTIVE AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR BAO KHAM THUA THIEN HUE, 2021 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - TRƯƠNG THỊ XUÂN HUYỀN TÍCH HỢP HỌC TẬP PHỤC VỤ CỘNG ĐỒNG VÀO CHƯƠNG TRÌNH HỌC MƠN NĨI TỪ GĨC NHÌN CỦA SINH VIÊN TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS BẢO KHÂM THỪA THIÊN HUẾ, 2021 Statement of original authorship The work contained in this thesis has not been previously submitted for a degree in any university I certify that, 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 Signed: ………………………… Truong Thi Xuan Huyen Date: 4/11/2021 i Abstract Service-learning has been studied as an effective teaching method worldwide Nonetheless, it is still fairly new in Vietnam generally and at Hue University particularly At Hue university, some studies have mainly focused on integrating service-learning into university curriculum for English as a Foreign language (EFL) students of the pedagogy sector, whereas there seems to be a scarcity in the studies on incorporating service-learning into Speaking syllabus at universities for English language study sector This study, therefore, aims to investigate students’ perception of service-learning and incorporating service-learning into the English Speaking syllabus at University of Foreign Languages, Hue University, specifically students’ perceived concept of service-learning and their perceptions of challenges in integrating servicelearning into speaking syllabus The qualitative research methodology was utilized for the research in which the data analyzed came from focus-group interviews with10 English majors, including fairly good students and good students The findings revealed that, initially, in terms of students’ perceived concept of service-learning, even though service-learning was unknown to them before, after the discussion, they quite understood what service-learning was and how different it was from volunteerism Secondly, the students supposed that challenges existed for beneficiaries (store/restaurant owners), service providers (students), and lecturers when incorporating service-learning into the English speaking syllabus Some suggestions from students were manifested to better integrate service-learning into speaking syllabus Key words: service-learning, speaking syllabus, university ii Acknowledgements First and foremost, I am deeply grateful to my supervisor Dr Bao Kham, who devoted his time and effort to correct every single mistake in my study Not only did he encourage me to develop my idea from random thoughts to a complete research plan, but he also gave me a rich source of necessary documents for references His gentleness, enthusiasm, and scholarly advice helped me overcome the difficulties of researching without any pressure My second round of thanks goes to the participants of this thesis In spite of their hectic schedules, they managed to spend time with me and shared valuable thoughts Without their passionate participation and input, the research could not have been successfully conducted I would also like to acknowledge the significance of the library at University of Foreign Languages, Hue University because the door was always open to me whenever I needed information for my writing I am especially thankful for the school librarians, who always smiled and made sure that the needed books were at my disposal Finally, I am so blessed to have my mother, my older brother, and my older sister in my life They have always been loving me unconditionally I am happily aware that my Dad always watches over me from the heaven so that I can have enough strength and stamina to conquer all obstacles in life, this painstaking research included Hue, November 4, 2021 iii List of Tables Table The participants’ detailed information 31 iv List of figures Figure Conceptual framework 27 v List of Abbreviations SL .Service-learning EFL English as a Foreign Language SLA Second language acquisition vi Table of contents Statement of original authorship i Abstract ii Acknowledgements……………………………………………………………………iii List of Tables iiv List of figures v List of Abbreviations vi Table of contents vii Chapter 1: Introduction 1.1 Introduction 1.2 Research aims and objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the study Chapter 2: Literature Review 2.1 Theoretical background 2.1.1 Service-learning 2.1.1.1 Definition 2.1.1.2 Effectiveness 2.1.1.3 Characteristics 14 2.1.2 Speaking skills and incorporating service learning into speaking syllabus 17 2.1.2.1 Importance of speaking skills 17 2.1.2.2 Problems in teaching and learning speaking skills 17 2.1.2.3 Integrating service-learning into speaking syllabus 18 2.1.2.4 Designing SL-incorporated courses 19 2.1.2.5 Challenges in incorporating service-learning into the language curriculum 21 vii Customer to his partner: What’s on your mind? Customer’s partner: I’m not really sure Customer to you: you have a good point, but I think I’d rather have it in blue Salesperson: OK…here’s blue, in a medium Week Students will also go to Dong Ba market to help local people sell products After that, students go back home and listen to the recording of their practice time again and the self-reflection sheet Self-reflection sheet Unit 2: The Achilles Heel Pronunciation: Thought groups List thought groups when English native speakers spoke Did those thought groups help you organize the meaning of the sentence? Are those thought groups grammatical phrases or structures, such as prepositional phrases or short clauses? Those thought groups are groups of similar length to create a more pleasing rhythm? List thought groups when you spoke Did you think those thought groups help the listeners organize the meaning of the sentence? Are those thought groups grammatical phrases or structures, such as prepositional phrases or short clauses? Those thought groups are groups of similar length to create a more pleasing rhythm? Self-reflection sheet Unit 2: The Achilles Heel Speaking skill: using specific examples to support main ideas List sentences English native speakers used to add specific examples to main ideas 86 Did specific examples help you understand the meaning or importance of a comment and add interest? List sentences you used to add specific examples to main ideas Did specific examples help listeners understand the meaning or importance of a comment and add interest? Self-reflection sheet Your feeling of this experience What you like about this week experience? What you dislike about this week experience? What can you suggest to make it better next time? Do you see any connections between your experience and relevant course content? Do you think service-learning has helped you meet learning outcomes of the course? How? Do you think your service meets community needs (helping local people sell products)? How? Content in unit 2, coursebook Pages 45, 46, 47 87 Role-play/ conversation sample: You to customer: Hi How can I help you? Customer: Uh, I’d like to get a souvenir for my family Something special from this area You: Okay Well, I think you should buy sesame seed candy (Me Xung) Customer: why? 88 You: Well, Sesame seed candy is locally sourced from this area – Hue, so your family will know more about your journey to Hue Besides, it is a mixture of flour, sesame, peanut, sugar, which is very soft and chewy, and it is often served as a dessert and enjoyed with hot tea, so your whole family can enjoy it together Customer: that’s great I’ll buy it Week Students will also go to Dong Ba market to help local people sell products After that, students go back home and listen to the recording of their practice time again and the self-reflection sheet Self-reflection sheet Unit 3: Early to bed, early to rise Pronunciation: Contrastive stress List words (native speakers want to contrast) or the accented syllables in those words native speakers emphasize to contrast information in a sentence Are the emphasized words or syllables said louder, more slowly, or with a high pitch? List words (you want to contrast) or the accented syllables in those words you emphasize to contrast information in a sentence Are the emphasized words or syllables said louder, more slowly, or with a high pitch? Self-reflection sheet Unit 3: Early to bed, early to rise Speaking skill: interrupting to ask for clarification List sentences native speakers didn’t clearly hear from you 89 Which expressions did they use for interrupting to ask for clarification? List sentences you didn’t clearly hear from native speakers Which expressions did you use for interrupting to ask for clarification? Self-reflection sheet Your feeling of this experience What you like about this week experience? What you dislike about this week experience? What can you suggest to make it better next time? Do you see any connections between your experience and relevant course content? Do you think service-learning has helped you meet learning outcomes of the course? How? Do you think your service meets community needs (helping local people sell products)? How? Content in unit 3, coursebook Pages 71, 73 90 Role-play/Conversation sample: You to customer: Hi, can I help you? Customer: Yes, I’m looking for a sweater — in a size medium You to customer: excuse me? What did you say? Customer: I said I’m looking for a SWEATER – in a SIZE MEDIUM You: oh I see Wait a minute I’ll talk to the local salesperson she says, here’s a nice white one What you think? You to local salesperson in vietnamese You: she says, here’s a nice white one What you think? Customer to his partner: What’s on your mind? Customer’s partner: I’m not really sure Customer to you: you have a good point, but I think I’d rather have it in blue You: Here’s blue, in a medium Customer: good Thank you 91 Week This week students work in restaurants in Walking Street as waitpersons or in street food stores to help local people sell food After that, students listen to the recording of their practice time again and the self-reflection sheet Self-reflection sheet Unit 4: Animal intelligence Pronunciation: Yes/no questions with or List sentences native speakers used to ask choice questions with or Are the words joined by or different thought groups? Did intonation rise on the first choice and fall on the second? List sentences you used to ask choice questions with or Are the words joined by or different thought groups? Did intonation rise on the first choice and fall on the second? List sentences native speakers used to ask true yes/no questions with or Are the or-phrase pronounced as one group? Did intonation rise smoothly over the or-phrase? List sentences you used to ask true yes/no questions with or Are the or-phrase pronounced as one group? Did intonation rise smoothly over the or-phrase? Self-reflection sheet Unit 4: Animal intelligence Speaking skill: asking for and giving examples List phrases native speakers used to ask for examples List phrases native speakers used to give examples List phrases you used to ask for examples List phrases you used to give examples Self-reflection sheet Your feeling of this experience 92 What you like about this week experience? What you dislike about this week experience? What can you suggest to make it better next time? Do you see any connections between your experience and relevant course content? Do you think service-learning has helped you meet learning outcomes of the course? How? Do you think your service meets community needs (helping local people)? How? Content in unit 4, coursebook Pages 98, 100 Role-play/Conversation sample: You (as waitperson): Good evening sir, welcome to Full House, can I help you? Customer: Can we have a table for two please? You: Please come this way Can I take your order? Customer: Is there anything you recommend? You: my restaurant is noted for Hue local cuisine Customer: like what, for instance? 93 You: we have some dishes such as Hue beef noodle soup, Hue lemongrass skewers, clam rice, steamed rice cakes, tapioca dumplings, vermicelli noodles with grilled pork and Hue fig salad Customer: can we have two bowls of Hue beef noodle soup please? You: Would you like anything to drink with your meal? Customer: glasses of white wine, please You: Your meals will be here shortly You: Here are your meals If you need anything else, just ask Have a nice meal Week This week students also work in restaurants in Walking Street as waitperson or in street food stores to help local people sell food After that, students listen to the recording of their practice time again and the self-reflection sheet Self-reflection sheet Unit 5: The golden years Pronunciation: Recognizing word blends with you List words native speakers blend with you Did they blend with you frequently? List words you blend with you Self-reflection sheet Unit 5: The golden years Speaking skill: making suggestions List phrases native speakers used to ask for examples List phrases native speakers used to give examples List phrases you used to ask for examples List phrases you used to give examples Self-reflection sheet Your feeling of this experience 94 What you like about this week experience? What you dislike about this week experience? What can you suggest to make it better next time? Do you see any connections between your experience and relevant course content? Do you think service-learning has helped you meet learning outcomes of the course? How? Do you think your service meets community needs (helping local people)? How? Content in unit 5, coursebook Pages 124, 125, 126 Role-play/Conversation sample: You (as waitperson): Good evening sir, welcome to Full House, can I help you? 95 Customer: Can we have a table for two please? You: Please come this way Can I take your order? Customer: I want to eat something with a lot of vegetables, especially papaya Is there anything you recommend?? You: why don’t you try seafood salad? It has a lot of vegetables, especially papaya Customer: you’re right! One big dish of seafood salad, please! You: have you thought about trying raw papaya cubes for dessert? Customer: I like it too One for me, please You: Your meals will be here shortly You: Here are your meals If you need anything else, just ask Have a nice meal Week This week students also work in restaurants in Walking Street as waitperson or in street food stores to help local people sell food After that, students listen to the recording of their practice time again and the self-reflection sheet Self-reflection sheet Unit 7: Do your homework! Pronunciation: stressed and unstressed vowels List stressed vowels native speakers pronounced List unstressed vowels native speakers pronounced List stressed vowels you pronounced List unstressed vowels you pronounced Self-reflection sheet Unit 7: Do your homework! Speaking skill: asking for and offering clarification List sentences native speakers ask for clarification List sentences native speakers offer clarification List sentences you ask for clarification 96 List sentences you offer clarification Self-reflection sheet Your feeling of this experience What you like about this week experience? What you dislike about this week experience? What can you suggest to make it better next time? Do you see any connections between your experience and relevant course content? Do you think service-learning has helped you meet learning outcomes of the course? How? Do you think your service meets community needs (helping local people)? How? Content in unit 7, coursebook Pages 176, 178 Role-play/Conversation sample: You (as waitperson): Good evening sir, welcome to Full House, can I help you? Customer: Can we have a table for two please? You: Please come this way 97 Can I take your order? Customer: yeah I don’t know how to name it… But it is a dish with a lot of stuff inside such as lettuce, cucumber, pork, especially shrimps You: sorry Could you repeat what you said? Customer: what I’m saying is a dish with a mixture of lettuce, pork, shrimps and cucumber Oh in other words, it is spring roll Can I have Vietnamese spring rolls for two people? You: Your meal will be here shortly You: Here are your meals If you need anything else, just ask Have a nice meal After the service-learning experience After weeks of participation in the service-learning project, students the following self-reflection sheet Self-reflection sheet Evaluation of your whole experience What you like most about your whole participation in the project? What you dislike most? Your suggestions for the next project are After your whole participation, you think you are a member, a volunteer, a conscientious citizen, or an active citizen (according to the Active Citizen Continuum)? (Members participate in service but ignore their role in social problems, volunteers are well-intentioned but still unaware of social concerns, conscientious citizens are concerned with finding the root causes of social issues, and active citizens are individuals whose priorities and values align with fulfilling community needs (Break Away, 2017)) Do you have any goals for future service as a student and even after graduation? 98 Reference Break Away (2017) The active citizen continuum Retrieved from http://alternativebreaks.org/wp- content/uploads/2014/06/Active-CitizenContinuum-2014.pdf Jacoby, B (2015) Service-learning essentials: Questions, answers, and lessons learned San Francisco, CA: Jossey-Bass 99 Appendix Inteview Questions Have you known about or participated in service-learning projects before? What you think is service-learning? What you think are differences between service-learning and volunteerism? In your opinion, what are challenges in integrating service-learning into speaking syllabus? 100