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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI THANH NHAN AN INVESTIGATION INTO THE DIFFICULTIES OF TEACHING ENGLISH SPEAKING SKILL TO YEAR 10 STUDENTS USING THE NEW TEXTBOOK “TIENG ANH 10” AT SOME HIGH SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI THANH NHAN AN INVESTIGATION INTO THE DIFFICULTIES OF TEACHING ENGLISH SPEAKING SKILL TO YEAR 10 STUDENTS USING THE NEW TEXTBOOK “TIENG ANH 10” AT SOME HIGH SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: HOANG TINH BAO, Ph.D HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THỊ THANH NHÀN MỘT CUỘC ĐIỀU TRA VỀ NHỮNG KHÓ KHĂN CỦA VIỆC DẠY KĨ NĂNG NÓI ĐỐI VỚI HỌC SINH LỚP 10 SỬ DỤNG SÁCH MỚI “TIẾNG ANH 10” Ở MỘT SỐ TRƢỜNG THPT TẠI TP HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: TIẾN SĨ HOÀNG TỊNH BẢO HUẾ, 2016 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 25/ 06/2016 Signature Le Thi Thanh Nhan i ABSTRACT This study was conducted to investigate difficulties of teaching English speaking skill to Year 10 students using the new textbook “Tieng Anh 10” at some High schools in Hue City To collect relatively objective information, a combination of both qualitative and quantitative approaches was used Data collection instruments consisted of questionnaires and interviews The data for the research came from two groups: high school teachers and year 10 students at some high schools in Hue City The first group involves 26 teachers who have been teaching speaking skills in “Tieng Anh 10” to year 10 students in Hue high schools The second one comprises of 120 year 10 students who are using “Tieng Anh 10” as their official English textbook at school The findings pointed out that teachers at high schools in Hue city were encountering many difficulties in teaching speaking skills in general, teaching speaking sections in "Tieng Anh 10" in particular From the findings, the following implications are suggested: creating a daily English environment, enhancing listening skill to improve better speaking skill, equipping teachers with professional supports, systemizing evaluation and testing speaking skill standards Key words: teachers; difficulties; teaching speaking; high schools; Tieng Anh 10 ii ACKNOWLEDGEMENTS During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people First and foremost, I wish to express my deepest gratitude to my supervisor, Ph.D Hoang Tinh Bao, who allows me to draw fully on his wisdom and experience in implementing this study His guidance, encouragement and invaluable detailed critical feedback have been most generous I would like to convey my thanks to all my teachers of the Post graduate course whose fundamental knowledge about language teaching and learning is great importance to the achievement of my academic study It is my pleasure to acknowledge my debt to the Board of Management of Foreign Languages Department for their support and the favorable conditions they have granted me during my study I would also like to take this opportunity to express my deepest thanks to all the students and teachers, especially Ms Tran Thi Ai Thanh at Hai Ba Trung High School for their help in completing the survey questionnaires, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me I am most thankful to all my classmates of CH 2014 – 2016 L1 at Hue University College of Foreign Languages whose cooperation is great significance to the completion of the study Finally, I owe a great debt of gratitude to my family, my friends whose loving support has been encouraging me to fulfill this thesis successfully iii TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP i ABSTRACT .ii ACKOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS .vii CONTENTS OF THESIS CHAPTER I - INTRODUCTION I.1 Rationale of the study I.2 The aims of the study I.3 The research questions I.4 Scope of the study I.5 A brief outline of the study CHAPTER II - LITERATURE REVIEW .4 II.1 Communicative Language Teaching (CLT) Approach II.1.1 Introduction .4 II.1.2 Characteristics of CLT: II.1.3 Advantages of Communicative Language Teaching .6 II.1.4 Disadvantages of Communicative Language Teaching II.1.5 Communicative Competence –The desired goal of CLT II.2 Speaking Skill .9 II.3 The Types of Speaking .9 II.4 Teaching speaking skill 10 II.5 Common problems facing students in speaking English 13 iv II.6 An Introduction of the New English Textbook for Year 10 “Tieng Anh 10” 14 II.6.1 The overall layout of new English textbook 10 “Tieng Anh 10” 14 II.6.2 The general features of the English textbook 10 15 II.6.3 Description of the Speaking Section .16 CHAPTER III - METHODOLOGY 18 III.1 Research approach 18 III.2 An overview of the research site and the participants 19 III.3 Data collection 20 III.3.1 Questionnaire .20 III.3.2 Interview 21 III.4 Data Analysis 22 CHAPTER IV - FINDINGS 23 IV.1 Students‟ difficulties .23 IV.1.1 Year 10 students‟ general difficulties of learning speaking skill 23 IV.1.1.1 Students‟ difficulties in overall view 23 IV.1.1.2 Factors affecting students‟ motivations and interests in speaking lessons 25 IV.1.1.3 Students‟ motivation in teachers‟ viewpoints 27 IV.1.1.4 Factors influencing in students‟ participation and interests in the speaking lessons 28 IV.1.1.5 Students‟ difficulties caused by materials 29 IV.1.2 Year 10 students‟ difficulties of learning speaking skill using the new English textbook .31 IV.1.2.1 Students‟ opinion about the importance of speaking 31 IV.1.2.2 Students‟ opinions about speaking activities in the classroom 32 IV.1.2.3 Students‟ opinions about teacher‟s roles in speaking lessons 33 IV.1.2.4 Students‟ opinions about the use of teaching aids 35 IV.1.2.5 Students‟ opinion about the textbook .36 IV.2 Teachers difficulties 38 v IV.2.1 Teachers‟ difficulties in teaching speaking skill using the new English textbook 41 IV.2.1.1 Teacher‟s personal information 41 IV.2.1.2 Teachers‟ evaluation about the importance of speaking skill and new textbook “Tieng Anh 10” 43 IV.2.1.3 Teachers‟ opinion about the new textbook “Tieng Anh 10” 44 IV.2.1.4 Highlighted problems in using new material to teach speaking skill 46 IV.3 Solutions to difficulties 47 IV.3.1 Teachers‟ solutions to difficulties 47 IV.3.1.1 General view 47 IV.3.1.2 Teachers share experience or tips with students .50 IV.3.1.3 Teachers‟ employment of teaching aids 51 IV.3.1.4 Teachers‟ solutions to students‟ low motivation 52 IV.3.1.5 Adaptation of the new textbook 54 IV.3.2 Students‟ solutions to difficulties 54 IV.3.2.1 Students‟ suggestions for a better teaching and learning speaking skill .54 IV.3.2.2 Suggestion for better speaking lessons 56 CHAPTER V - RECOMMENDATIONS 58 V.1 Recommendations for more effective speaking lessons 58 V.2 Limitations of the study 59 V.3 Suggestions for further research .60 REFERENCES .61 APPENDICE 65 vi LIST OF TABLES AND CHARTS Table 4.1.1.1 Students‟ difficulties in general 23 Table 4.1.1.3 Students‟ motivation in teachers‟ viewpoints 27 Table 4.1.1.4 Factors influencing in students‟ participation 28 and interests in the speaking lessons 29 Table 4.1.1.5 Students‟ difficulties about materials 29 Table 4.1.2.2.Students‟ opinions about speaking activities in the classroom 32 Table 4.1.2.3 Students‟ opinions about teacher‟s roles in speaking lessons 34 Table 4.1.2.4 Students‟ opinions about the use of teaching aids .35 Table 4.1.2.5 Students‟ opinion about the textbook 36 Table 4.2.1.3 Distinctive features of the new textbook “Tieng Anh 10” compared with the previously used textbook 44 Table 4.3.1.2 Teachers share experience or tips with students 50 Table 4.3.1.3 Teachers share experiences or tips with students 51 Table 4.3.1.4 Teachers‟ employment of teaching activities 52 Table 4.3.1.5 Adaptation of the new textbook 54 Table 4.3.2.1 Students‟ suggestions for a better teaching and learning speaking skill 55 Table 4.3.2.2 Suggestion for better speaking lessons 56 Chart 4.1.1.2 Factors affecting students‟ motivations and interests in speaking lessons 24 Chart 4.1.2.1 Students‟ opinion about the importance of speaking 31 Chart 4.2.1.1.1Teacher‟s age 41 Chart 4.2.1.1.2Education level 41 Chart 4.2.1.1The frequency of training programs and workshops 42 Chart4.2.1.2 Teachers‟ opinion about the importance of speaking 43 Chart 4.2.1.4.The highlighted problems faced the teachers when using new textbook “Tieng Anh 10” to teach speaking skill 46 Chart 4.3.1.1 Distinctive features in new textbook “Tieng Anh 10” compared with the previously used textbooks 48 vii Giving appropriate extra tasks to practice in the class or at home Frequency Percent Valid Percent Valid Cumulative Percent rarely 6.7 7.7 7.7 sometimes 16.7 19.2 26.9 often 17 56.7 65.4 92.3 always 6.7 7.7 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Giving advice how to form speaking habit through using learning aids Frequency Percent Valid Percent Valid Cumulative Percent rarely 6.7 7.7 7.7 sometimes 10 33.3 38.5 46.2 often 30.0 34.6 80.8 always 16.7 19.2 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Sharing and updating authentic resource to practice speaking Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 11 36.7 42.3 46.2 often 11 36.7 42.3 88.5 always 10.0 11.5 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 101 Other Frequency Percent Valid Percent Valid 30 100.0 Cumulative Percent 100.0 100.0 Authentic speaking topics Frequency Percent Valid Percent Valid Cumulative Percent rarely 6.7 7.7 7.7 sometimes 13 43.3 50.0 57.7 often 10 33.3 38.5 96.2 always 3.3 3.8 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Tasks in textbook and supplementary books Frequency Percent Valid Percent Valid Cumulative Percent sometimes 23.3 26.9 26.9 often 16 53.3 61.5 88.5 always 10.0 11.5 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 VCD/CD/Projector Frequency Percent Valid Percent Valid Cumulative Percent never 6.7 7.7 7.7 sometimes 10 33.3 38.5 46.2 often 12 40.0 46.2 92.3 always 6.7 7.7 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 102 Computers, speakers, recorders Frequency Percent Valid Percent Valid Cumulative Percent never 3.3 3.8 3.8 rarely 13.3 15.4 19.2 sometimes 26.7 30.8 50.0 often 26.7 30.8 80.8 always 16.7 19.2 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Handouts Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 23.3 26.9 30.8 often 11 36.7 42.3 73.1 always 23.3 26.9 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Pictures, board Frequency Percent Valid Percent Valid Cumulative Percent sometimes 16.7 19.2 19.2 often 12 40.0 46.2 65.4 always 30.0 34.6 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 103 Music Frequency Percent Valid Percent Valid Missing Cumulative Percent rarely 3.3 3.8 3.8 sometimes 14 46.7 53.8 57.7 often 23.3 26.9 84.6 always 13.3 15.4 100.0 Total 26 86.7 100.0 System 13.3 30 100.0 Total Games, quizzes Frequency Percent Valid Percent Valid Missing Cumulative Percent sometimes 10 33.3 38.5 38.5 often 13 43.3 50.0 88.5 always 10.0 11.5 100.0 Total 26 86.7 100.0 System 13.3 30 100.0 Total Other Frequency Percent Valid Percent Valid 30 100.0 100.0 104 Cumulative Percent 100.0 Question - answer sessions Frequency Percent Valid Percent Valid Missing Cumulative Percent rarely 3.3 3.8 3.8 sometimes 10 33.3 38.5 42.3 often 12 40.0 46.2 88.5 always 10.0 11.5 100.0 Total 26 86.7 100.0 System 13.3 30 100.0 Total Picture description Frequency Percent Valid Percent Valid Cumulative Percent rarely 6.7 7.7 7.7 sometimes 20.0 23.1 30.8 often 16 53.3 61.5 92.3 always 6.7 7.7 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Storytelling Frequency Percent Valid Percent Valid Missing Cumulative Percent never 3.3 3.8 3.8 rarely 20.0 23.1 26.9 sometimes 11 36.7 42.3 69.2 often 20.0 23.1 92.3 always 6.7 7.7 100.0 Total System 26 86.7 13.3 100.0 105 Storytelling Frequency Percent Valid Percent Valid Cumulative Percent never 3.3 3.8 3.8 rarely 20.0 23.1 26.9 sometimes 11 36.7 42.3 69.2 often 20.0 23.1 92.3 always 6.7 7.7 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Presentation Frequency Percent Valid Percent Valid Cumulative Percent sometimes 11 36.7 42.3 42.3 often 13 43.3 50.0 92.3 always 6.7 7.7 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Role play Frequency Percent Valid Percent Valid Cumulative Percent rarely 10.0 11.5 11.5 sometimes 20.0 23.1 34.6 often 14 46.7 53.8 88.5 always 10.0 11.5 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 106 Interview Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 23.3 26.9 30.8 often 17 56.7 65.4 96.2 always 3.3 3.8 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Do extra-speaking tasks Frequency Percent Valid Percent Valid Cumulative Percent never 6.7 7.7 7.7 sometimes 11 36.7 42.3 50.0 often 26.7 30.8 80.8 always 16.7 19.2 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Play games related to speaking topic Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 16.7 19.2 23.1 often 12 40.0 46.2 69.2 always 26.7 30.8 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 107 Listen for entertainment (music/films/news) related to speaking topic Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 30.0 34.6 38.5 often 15 50.0 57.7 96.2 always 3.3 3.8 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Give encouraging and positive correction and feedback on students' mistakes Frequency Percent Valid Percent Valid Cumulative Percent sometimes 6.7 7.7 7.7 often 13 43.3 50.0 57.7 always 11 36.7 42.3 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Encourage the students by giving the additional mark for their voluntary speaking Frequency Percent Valid Percent Valid Cumulative Percent sometimes 16.7 19.2 19.2 often 14 46.7 53.8 73.1 always 23.3 26.9 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 108 Use authentic materials (songs, films, games ) Frequency Percent Valid Percent Valid Cumulative Percent sometimes 12 40.0 46.2 46.2 often 30.0 34.6 80.8 always 16.7 19.2 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Do brainstorming exercises so that they have something to talk about Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 20.0 23.1 26.9 often 15 50.0 57.7 84.6 always 13.3 15.4 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 Get them to speak by giving some prompts Frequency Percent Valid Percent Valid Cumulative Percent rarely 3.3 3.8 3.8 sometimes 13.3 15.4 19.2 often 12 40.0 46.2 65.4 always 30.0 34.6 100.0 Total Missing System Total 26 30 86.7 13.3 100.0 100.0 109 Explain the importance of speaking in the classroom to the students Frequency Percent Valid Percent Valid Missing Cumulative Percent rarely 13.3 15.4 15.4 sometimes 30.0 34.6 50.0 often 11 36.7 42.3 92.3 always 6.7 7.7 100.0 Total 26 86.7 100.0 System 13.3 30 100.0 Total Create interesting topics which are suitable for their level Frequency Percent Valid Percent Valid Missing Cumulative Percent never 3.3 3.8 3.8 rarely 3.3 3.8 7.7 sometimes 23.3 26.9 34.6 often 30.0 34.6 69.2 always 26.7 30.8 100.0 Total 26 86.7 100.0 System 13.3 30 100.0 Total Others Valid Frequency Percent Valid Percent Cumulative Percent 30 100.0 100.0 100.0 110 Use only the textbook and its procedure without creating or designing others listening materials or activities( due to students' low ability and lack of time) Frequency Percent Valid Percent Valid Missing Cumulative Percent don't know 3.3 3.8 3.8 strongly disagree 6.7 7.7 11.5 disagree 18 60.0 69.2 80.8 agree 13.3 15.4 96.2 strongly agree 3.3 3.8 100.0 Total System Total 26 30 86.7 13.3 100.0 100.0 Make advantage of the procedure in the textbook and add more tasks/ activities Frequency Percent Valid Percent Valid Cumulative Percent disagree 6.7 7.7 7.7 agree 23 76.7 88.5 96.2 strongly agree 3.3 3.8 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Replace some inappropriate parts with other speaking tasks/ activities to motivate students' interests Frequency Percent Valid Percent Valid Cumulative Percent disagree 3.3 3.8 3.8 agree 19 63.3 73.1 76.9 strongly agree 20.0 23.1 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total 111 Use teacher’s alternative solution to lack of authentic material Frequency Percent Valid Percent Valid Cumulative Percent disagree 6.7 7.7 7.7 agree 20 66.7 76.9 84.6 strongly agree 13.3 15.4 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Provide students with more speaking tasks based on the available topic to practice and change the speaking atmosphere( use handouts) Frequency Percent Valid Percent Valid Cumulative Percent disagree 16.7 19.2 19.2 agree 16 53.3 61.5 80.8 strongly agree 16.7 19.2 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Omit speaking because it make no sense in examination and students' needs Frequency Percent Valid Percent Valid Missing Cumulative Percent don't know 3.3 3.8 3.8 strongly disagree 15 50.0 57.7 61.5 disagree 16.7 19.2 80.8 agree 16.7 19.2 100.0 26 30 86.7 13.3 100.0 100.0 Total System Total 112 Facilitate more equipment Frequency Percent Valid Percent Valid Cumulative Percent don't know 6.7 7.7 7.7 disagree 10.0 11.5 19.2 agree 19 63.3 73.1 92.3 strongly agree 6.7 7.7 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Provide regular workshops or programs to exchange experiences and train teachers' methodology among the English teachers Frequency Percent Valid Percent Valid Cumulative Percent disagree 3.3 3.8 3.8 agree 20 66.7 76.9 80.8 strongly agree 16.7 19.2 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Reduce the number of students in the class Frequency Percent Valid Percent Valid Missing Cumulative Percent strongly disagree 3.3 3.8 3.8 disagree 6.7 7.7 11.5 agree 17 56.7 65.4 76.9 strongly agree 20.0 23.1 100.0 Total System Total 26 30 86.7 13.3 100.0 100.0 113 Combine speaking and listening to improve students' communicative ability Frequency Percent Valid Percent Valid Cumulative Percent agree 21 70.0 80.8 80.8 strongly agree 16.7 19.2 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Guide the students to improve their vocab as well as how to express their ideas naturally Frequency Percent Valid Percent Valid Cumulative Percent disagree 6.7 7.7 7.7 agree 18 60.0 69.2 76.9 strongly agree 20.0 23.1 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Do not give any speaking tasks or tests Frequency Percent Valid Percent Valid Missing Cumulative Percent don't know 3.3 3.8 3.8 strongly disagree 30.0 34.6 38.5 disagree 30.0 34.6 73.1 agree 13.3 15.4 88.5 strongly agree 10.0 11.5 100.0 Total System Total 26 30 86.7 13.3 100.0 100.0 114 Improve students' background (vocabulary, pronunciation, etc.) Frequency Percent Valid Percent Valid Cumulative Percent agree 19 63.3 73.1 73.1 strongly agree 23.3 26.9 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total Strictly assess students' input at the entrance exams Frequency Percent Valid Percent Valid Cumulative Percent disagree 10.0 11.5 11.5 agree 16 53.3 61.5 73.1 strongly agree 23.3 26.9 100.0 26 30 86.7 13.3 100.0 100.0 Total Missing System Total 115