Nghiên cứu về các các chiến lược của giáo viên tiếng anh để giải quyết tình trạng thụ động của học sinh trong giừo học nói tại một số trường trung học phổ thông ở quảng trị

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI THANH HUYEN AN INVESTIGATION INTO EFL TEACHERS’ STRATEGIES TO DEAL WITH STUDENTS’ PASSIVENESS IN ENGLISH SPEAKING LESSONS AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE 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 HUYEN AN INVESTIGATION INTO EFL TEACHERS’ STRATEGIES TO DEAL WITH STUDENTS’ PASSIVENESS IN ENGLISH SPEAKING LESSONS AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: HOANG TINH BAO, Ph.D HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THỊ THANH HUYỀN NGHIÊN CỨU VỀ CÁC CHIẾN LƯỢC CỦA GIÁO VIÊN TIẾNG ANH ĐỂ GIẢI QUYẾT TÌNH TRẠNG THỤ ĐỘNG CỦA HỌC SINH TRONG GIỜ HỌC NÓI TẠI MỘT SỐ TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở QUẢNG TRỊ 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 TS HOÀNG TỊNH BẢO HUE, 2016 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma 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: Le Thi Thanh Huyen Date: 24/10/2016 iii ABSTRACT This research aims to investigate EFL teachers’ strategies to deal with students’ passiveness in speaking lessons at some high schools in Quang Tri Province The research’s subjects are the EFL teachers and the students from Vinh Linh, Gio Linh, Nguyen Hue and Bui Duc Tai High School To fulfill the purpose of the study, the relevant theories of the previous researchers on teaching strategy, speaking skill and students’ passiveness were chosen and cited appropriately for the content of the research Both quantitative and qualitative methods were used for the research Questionnaires and interviews were employed to collect the data Questionnaires were delivered to 160 students and 32 teachers Additionally, five teachers were invited to participate in the interviews The findings of the research demonstrated that there were a lot of strategies employed by the teachers to deal with students’ passiveness but the frequency of using them varied among teachers In addition, there are still some difficulties in carrying out their strategies effectively because of some problems such as students’ shyness, lack of confidence or anxiety Based on these findings, implications for teachers and students were also presented to increase students’ participation in speaking lessons as well as enhance the efficiency of English teaching and learning iv Acknowledgements This study would not be done without the encouragement and assistance of many people Therefore, I wish to express my sincere gratitude and appreciation to their support during the time of doing this research First of all, I wish to express my deepest gratitude to my supervisor, Dr Hoang Tinh Bao for his professional guidance and support His guidance helped me in all the time of studying and writing this thesis I sincerely thank the teachers and students at Vinh Linh, Gio Linh, Nguyen Hue, Bui Duc Tai High School who participated in this project My special thanks would also go to my family and friends for all their understanding, faith, and involvement during the time I was conducting this project v TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES AND FIGURES ix CHAPTER I-INTRODUCTION .1 1.1 Background 1.2 Rationale 1.4 Research questions 1.5 Research scope 1.6 Significance of the study………………………………………………… 1.7 Organization .5 CHAPTER II- LITERATURE REVIEW .7 2.1 Teaching strategy .7 2.1.1 Definition of teaching strategy 2.1.2 What is an effective teaching strategy? 2.2 Theoretical background of speaking skill 2.2.1 Concepts of speaking 2.2.2 Components of Speaking 10 2.2.2.1 Pronunciation 10 2.2.2.2 Grammar 10 2.2.2.3 Vocabulary 11 2.2.2.4 Fluency 11 2.2.2.5 Comprehension .11 2.2.3 The importance of speaking skill 11 2.2.4 Characteristics of a successful speaking activity 12 2.2.5 Speaking activities in classroom 13 2.3 Students’ passiveness in learning 15 vi 2.3.1 Definition of passive learners 15 2.3.2 Characteristics of passive learners 16 2.3.2.1 Personality .16 2.3.2.2 Involvement .17 2.3.2.3 Energy .17 2.3.3 Causes of students’ passiveness in learning 18 CHAPTER III- METHODOLOGY 23 3.1 Research approach 23 3.2 Subjects of study 24 3.3 Data collection instruments 24 3.3.1 Questionnaire 24 3.3.2 Interviews .26 3.4 Data Analysis 26 3.5 Chapter summary 27 CHAPTER IV- FINDINGS AND DISCUSSION 28 4.1 Introduction 28 4.2 EFL teachers’ strategies to deal with students’ passiveness in English speaking lessons 28 4.2.1 Teachers’ strategies in using speaking tasks to deal with students’ passiveness 28 4.2.2 Teachers’ behavioral strategies to deal with students ‘passiveness in speaking lessons .30 4.2.3 Questioning strategies used by EFL teachers to deal with students’ passiveness 32 4.2.4 Using motivational strategies to deal with students ‘passiveness in speaking lessons .33 4.2.5 Using outside classroom strategies to deal with students’ passiveness in speaking lessons .34 4.3 Teachers’ view on the current strategies in dealing with students’ passiveness .38 4.3.1 The current situation of students’ participation in speaking lessons 38 vii 4.3.1.1 Students’ view on participating in English speaking lessons 38 4.3.1.2 Students’ problems with participating in speaking lessons 40 4.3.2 Teachers’ evaluation of the effectiveness of their current strategies in dealing with students’ passiveness 42 4.4 Suggestions given by students .44 4.5 Conclusion .45 CHAPTER V- IMPLICATIONS 47 5.1 Summary of the study 47 5.2 Implications 48 5.2.1 For teachers 48 5.2.2 For students 49 5.3 Limitations of the study 49 5.4 Recommendations for further research 49 REFERENCES 51 APPENDICES 59 viii LIST OF TABLES AND FIGURES LIST OF TABLES Table 4.1: Strategy groups used by EFL teachers to deal with students’ passiveness 355 Table 4.2: The frequency of using strategies to deal with students’ passiveness in speaking lessons 355 Table 4.3: Reasons for students ‘passiveness in speaking lessons 41 Table 4.4: Students’ suggestions .444 LIST OF FIGURES Figure 4.1: Teachers’ strategies in using speaking tasks to deal with students ‘passiveness .299 Figure 4.2: Teachers’ behavioral strategies to deal with students ‘passiveness in speaking lessons 311 Figure 4.3: Questioning strategies used by EFL teachers to deal with students’ passiveness 322 Figure 4.4: Using motivational strategies to deal with students ‘passiveness in speaking lessons 333 Figure 4.5: Using outside classroom strategies to deal with students’ passiveness in speaking lessons 344 Figure 4.6: The importance of participating in speaking lessons towards students 39 Figure 4.7: Students’ attitude towards participating in activities in English speaking classes 39 Figure 4.8: The frequency of students ‘participation in speaking lessons 40 Figure 4.9: The number of students taking part in speaking lessons 42 ix Dörnyei, Z (2007) Research Methods in Applied Linguistics Oxford: Oxford University Press Effective Teaching Strategies 2015 Retrieved 29 June, 2015 from https://www boundless.com/education/textbooks/boundless education-textbook/working-withstudents-4/teaching-strategies-21/effectiveteaching-strategies-64-12994/ Erica, W (2013) 10 Strategies that Transform Passive Learners into Active Learners Retrieved August 24, 2015 from http://learningspecialistmaterials blogspot.com/ 2013/02/10-strategies-that-transform-passive.html Fajariyah, D N (2009) 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149-167) Beijing: Foreign Language Teaching and Research Press 58 APPENDICES APPENDIX QUESTIONNAIRE For Teachers This questionnaire is designed to collect data for the study “An investigation into EFL teachers’ strategies to deal with students’ passiveness in English speaking lessons at some High Schools in Quang Tri Province” Your responses will be valuable and useful for me to finish this study Therefore, I hope that you can spend a little precious time answering the following questions Please put a tick in front of your choice Thank you so much for your cooperation! I Background information  Male Gender Age  Female  20-25 years  26-30 years  31-35 years  36- 40 years  More than 40 years Educational level  Bachelor’s degree  Master’s degree  Other …………… II Please put a tick in the box beside the option(s) you choose How you evaluate your students’ speaking skills?  Very bad  Good  Bad  Very good  Average  Excellent How many students participate actively in your speaking lessons?  all of them  a few of them  most of them  few of them  many of them  none 59 How often you use these strategies to deal with students ‘passiveness in speaking lessons? The Statement of Strategies Degree of frequency always often sometimes rarely never                               Teach with technology      Perform in a positive and friendly      Bring humor into the classroom      10 Display teaching      11 Wait patiently for students to respond      Start the class with interesting prespeaking activities to stimulate students ‘participation Use games, jokes, cartoons, poems, films and songs related to the topic that will follow to engage students to participate Provide some supplement information or appropriate strategies for students to carry out the task Find areas or tasks in which passive students feel secure enough to participate Give passive students the responsibility by assigning them important tasks Provide pair and group activities during speaking lessons manner in the classroom enthusiasm of English 60 if they not so immediately                          they      students’      19 Talk to the parents to get information           12 Use a soft invitational tone to call on students in class 13 Call on students regardless of whether they have hands raised by using techniques such as random calls, tracking charts to ensure all students contribute 14 Scaffold the questions from simple to increasingly complex 15 Remind students that they can say “please come back to me” if they need more think time but be sure to let them know you will always come back to them 16 Provide positive rewards for students’ contribution and achievement 17 Praise the students when participate actively 18 Take time to celebrate success about what these students are like at home and their outside interests 20 Discuss directly with students the importance of participating actively in class activities 61 How effective are your strategies in dealing with students ‘passiveness in speaking lessons?  Very effective  Somewhat ineffective  Somewhat effective  Very ineffective  Neutral  Don’t know Are there any strategies to deal with students’ passiveness not mentioned above? Please describe ……………………………………………………………………………………………………… What are your suggestions in dealing with passive students? ……………………………………………………………………………………………………… 62 For students This questionnaire is designed to collect data for the study “An investigation into EFL teachers’ strategies to deal with students’ passiveness in English speaking lessons at some High Schools in Quang Tri Province” Your responses will be valuable and useful for me to finish this study Therefore, I hope that you can spend a little of your precious time answering the following questions Thank you so much for your cooperation I Background information Sex: Male (M)…………… Female (F)…………… Age: ………………………… II Please put a tick in the box beside the option(s) you choose How is it important to participate in activities in English speaking lessons?  Very important  Not important  Important  Not very important How often you take part in speaking activities in the classroom?  Always  Sometimes  Frequently  Rarely  Often  Never To what extent you like answering teachers’ questions or participating in activities in speaking lessons?  Like  not like  quite like  hate Which of these reasons below often make you hesitate to participate in speaking lessons? (You can have more than one choice)  Teachers’ teaching method makes you feel bored  The activities during the class are boring  English teachers are so strict and in a bad temper for students’ mistakes 63  You are fearful of criticism or losing face  You have no motivation to express yourselves  You are not confident in your English competence  You are shy  Other ideas: ……………………………………… According to you, what essential changes make you more active in English speaking lessons? …………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 64 BẢNG CÂU HỎI ĐIỀU TRA (Dành cho học sinh) Hệ thống câu hỏi thiết kế nhằm mục đích lấy tư liệu cho đề tài nghiên cứu: “Một điều tra chiến lược giáo viên tiếng Anh nhằm giải thụ động học sinh học nói số trường trung học phổ thông Quảng Trị” Những câu trả lời bạn nguồn tư liệu thực q giá hữu ích, giúp tơi hồn thành tốt nghiên cứu Do vậy, tơi mong bạn dành thời gian quý giá để trả lời câu hỏi Xin vui lịng hồn thành câu hỏi cách đánh dấu () trước câu trả lời mà bạn lựa chọn.Chân thành cảm ơn đóng góp bạn! Theo bạn, việc tham gia vào hoạt động học nói tiếng Anh quan trọng nào?  Rất quan trọng  Bình thường  Quan trọng  Khơng quan trọng Bạn có thường xuyên tham gia vào hoạt động học nói tiếng Anh lớp khơng?  Ln ln  Đôi  Thường xuyên  Hiếm  Thỉnh thoảng  Khơng Bạn có thích trả lời câu hỏi giáo viên đưa tham gia vào hoạt động học nói khơng?  Thích  Hơi thích  Khơng thích  Ghét Lý sau thường làm bạn lưỡng lự không muốn tham gia vào hoạt động học nói tiếng Anh? (Bạn lựa chọn nhiều đáp án)  Phương pháp dạy học giáo viên khiến bạn cảm thấy nhàm chán  Các hoạt động lớp học không thú vị  Giáo viên bạn nghiêm khắc khó chịu học sinh mắc lỗi  Bạn sợ bị phê bình mặt trả lời sai 65  Bạn khơng có động lực để thể thân  Bạn khơng tự tin khả tiếng Anh  Bạn nhút nhát  Lý khác: …………………………………………………………… Theo bạn, cần có thay đổi để bạn tham gia chủ động tích cực học nói tiếng Anh? ………………………………………………………………………………………………… ……………………………………………………………………………………………… … 66 APPENDIX BẢNG CÂU HỎI PHỎNG VẤN (Dành cho giáo viên) Theo quý thầy/ cô, tham gia học sinh học nói tiếng Anh quan trọng ? Quý thầy/ cô thường cảm thấy học sinh lớp ngại tham gia vào hoạt động học nói tiếng Anh ? Theo q thầy/ cơ, điều quan trọng việc giúp đỡ học sinh thụ động để họ trở nên động hơn? Chiến lược mà quý thầy/cô sử dụng thường xuyên để tăng tham gia học sinh học nói tiếng Anh? Lí cho lựa chọn q thầy/ gì? Q thầy/ chia hiệu hay tác động chiến lược đến tham gia học sinh học nói? 67