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TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF FIGURES AND TABLES ABSTRACT .6 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Research purposes 11 1.4 Scope of the study 11 1.5 Structure of the study 12 CHAPTER 2: LITERATURE REVIEW 13 2.1 Introduction 13 2.2 Previous studies related to the topic 13 2.3 The overview of Vietnamese learners’ English speaking competence 20 2.3.1 Students’ background 20 2.3.2 Vietnamese learners’ English speaking competence 21 2.4 The situation of learning English speaking skill in the classroom 22 2.4.1 What is speaking? 22 2.4.2 Activities for speaking practice in the classroom 23 2.4.3 Students’ problems appearing while learning English-speaking skill 26 2.4.4 Solutions to overcome those problems 29 2.4.4.1 Possible ways to overcome speaking problems inside the classroom 29 2.4.4.2 Overcoming speaking problems through out-of-class activities 32 2.4.4.2.1 Definition 32 2.4.4.2.2 The importance of out-of-class activities 34 2.4.4.2.3 Some out-of-class activities to enhance English speaking skill 34 2.4.4.2.4 Benefits of out-of-class activities 38 2.5 Summary 38 CHAPTER 3: METHODOLOGY 39 3.1 Introduction 39 3.2 Research methods .39 3.3 Participants 41 3.4 Research instruments 41 3.4.1 Questionnaires 41 3.4.2 Interviews 42 3.6 Data analysis methods 43 3.7 Summary 44 CHAPTER 4: FINDINGS AND DISCUSSION 44 4.1 Introduction 44 4.2 The situation of learning English .45 4.2.1 Students’ background 45 4.2.2 Students’ purposes of learning English 46 4.2.3 Learning English speaking skill 48 4.2.3.1 Students’ expectations in learning English speaking 48 4.2.3.2 Students’ attitudes towards English speaking skill 49 4.2.3.2.1 The understanding of speaking 49 4.2.3.2.2 The importance of English speaking skill 51 4.2.3.2.3 Students’ interest in learning English speaking 53 4.2.3.3 Activities organized in speaking practice in the language classroom 54 4.2.3.4 Students’ English speaking competence 58 4.2.3.5 Students’ problems while speaking English 58 4.2.3.6 Effective ways to enhance English-speaking skill 60 4.2.3.6.1 Students’ suggestions to enhance English-speaking skill 60 4.2.3.6.2 Teacher’s interest in improving students’ English speaking competence 63 4.3 Students’ perceptions about out-of-class activities 64 4.3.1 Students’ interest towards out-of-class activities 64 4.3.2 The importance of out-of-class activities 65 4.4 Out-of-class activities for enhancing students’ English speaking competence 67 4.5 Benefits of out-of-class activities .71 4.6 Summary 72 CHAPTER 5: CONCLUSIONS, IMPLICATIONS, AND LIMITATIONS .72 5.1 Introduction 72 5.2 Summary 72 5.3 Implications and suggestions .74 5.3.1 For teachers .74 5.3.2 For students .75 5.4 Limitations 77 5.5 Further research 77 REFERENCES 77 APPENDICES LIST OF ABBREVIATIONS EFL : English as a Foreign Language N1 : The number of the first year students N2 : The number of the second year students N3 : The number of the third year students N4 : The number of the fourth year students CALL : Computer-Assisted Language Learning CMC Computer Mediated Communication : LIST OF FIGURES AND TABLES LIST OF FIGURES Figure 4.1: Students’ background .45 Figure 4.2: Students’ English speaking competence 58 Figure 4.3: Students’ interest towards out-of-class activities 64 Figure 4.4: The importance of out-of-class activities .65 Figure 4.5: Benefits of out-of-class activities 71 LIST OF TABLES Figure 4.1: Students’ background .45 Table 4.1: Students’ purposes of learning English 46 Table 4.2: Students’ expectations in learning English speaking .48 Table 4.3: The understanding of speaking 49 Table 4.4: The importance of English speaking skill 51 Table 4.5: Students’ interest in learning English speaking .53 Table 4.6: Activities organized in speaking practice in the language classroom .55 Figure 4.2: Students’ English speaking competence 58 Table 4.7: Students’ problems while speaking English 58 Table 4.8: Students’ suggestions to enhance English-speaking skill 60 Table 4.9: Teacher’s interest in improving students’ English speaking competence 63 Figure 4.3: Students’ interest towards out-of-class activities 64 Figure 4.4: The importance of out-of-class activities .65 Table 4.10: Out-of-class activities for enhancing students’ English speaking competence 67 Figure 4.5: Benefits of out-of-class activities 71 ABSTRACT This paper aims to explore some out-of-class activities in order to help students enhance their English speaking skill The subjects involved in the research consist of 49 students of advanced physics program at Hue University, College of Education The data was collected both quantitatively and qualitatively The findings of the study were obtained by means of questionnaires and interviews with the informant of the research The findings reveal that the students are highly aware of the importance of out-of-class activities in improving English-speaking skill In addition, the findings show five interesting out-of-class activities that students have done for developing English speaking skill such as (1) listening to and singing along with English music songs, (2) watching English films, (3) participating in some English-speaking clubs, (4) reading English grammar books, and (5) talking to friends in English Moreover, some benefits from out-of-class activities were confirmed by the majority of participant such as (1) be more confident in speaking English with everyone, (2) be better at English speaking skill, and (3) know more some English vocabularies Based on the findings, some recommendations and implications are made in the hope that the quality of learning English-speaking skill may be improved in the near future Besides, some limitations and further researches are thus suggested CHAPTER 1: INTRODUCTION 1.1 Rationale “It is an evitable fact that English language is the most widely used language around the world” (Wijarwadi, 2008, p 1) In the researcher’s opinion, therefore, more and more people would like to learn English due to different purposes For instance, some people would like to learn English because they have an intention to work or immigrate in the foreign countries where English is spoken as the first language like the United States of America or Canada, others would like to learn English because they would like to keep space with the trend of the era of globalization However, for many students, it is likely that they learn English as a Foreign Language because it is considered one of the compulsory subjects in their curriculum Similarly, on write has stated, Outside English-speaking countries, English has become a compulsory component of education in many countries This trend also applies in Vietnam At many schools and universities, English is chosen as a compulsory subject for students as English is considered to be a useful tool to access the world knowledge (Bùi Thị Minh Hồng, 2006) In fact, it is no doubt that English has been introduced to educational institutions, which is learnt from Junior High School up to University level as a compulsory subject In addition, some students also think that they need to learn English well in order to be able to get high score when taking some kinds of tests like TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System), then it can provide them with ready access to world scholarship Actually, this is considered as one of the best wishes of many Vietnamese students This is possibly because studying abroad is a great chance for practicing English as well as a useful way for improving English-speaking skill What is more, “it is often suggested that one of the principle advantages of studying abroad is that it has the power to expand the four walls of the traditional classroom to include the local streets and people of any given culture” (Mendelson, n.d., p.2) Besides, in terms of studying abroad, one writer shared, Studying abroad, I have learned much I have learned what I have not learned during my 12 years of secondary education and years at university… I have learned how to learn independently Students have to exploit the resources in the library to their utmost, which helps develop autonomy in studying and doing research Working by this way, when knowledge has been constructed, they are in learners’ mind In Vietnam, we not even have enough time for rote learning, let alone going to the library for doing searching As a result, after the exam, knowledge “goes back” to the teachers (Trịnh Quốc Lập, 2005) Secondly, learning a foreign language requires the language learners to master four skills at the same time They are listening, speaking, reading, and writing It is because these four skills have a close relationship with each other For instance, listening and reading often help us to receive information Meanwhile, speaking and writing are considered the means of transferring information However, among these four skills, speaking skill seems to be the most important skill because “speaking ability is the measure of knowing a language” (Lawtie, 1998, p 1) This is to say that students can evaluate their English knowledge throughout their speaking ability Therefore, in the researcher’s point of view, in order to help students to be better at English speaking skill, the EFL teachers should pay more attention to teaching speaking by making some suitable changes in teaching methodology to make the lesson more interesting and meaningful If so, to some extent, the teachers may encourage students to have some positive motivations in learning English in general and in learning English-speaking skill in particular Nevertheless, both teachers and students play an important role in teaching and learning process, so not only teachers but also students should strive to have the results more than expected What happens if the teacher teaches well, but the students not learn well? This, as a result, can cause two situations- one is that the teacher is not satisfied with their students; another is that the students not really pay attention to their learning or it seems that the students themselves are less responsible for their learning In other words, they seem to be indifferent to their learning For this reason, it makes the researcher tend to think that students should participate positively all activities in speaking practice inside the classroom as well as take all chances in speaking class to express their ideas in English to make their English speaking skill better However, rarely can all students like that in the classroom because there are many students with different levels, learning styles as well as interests in each class Therefore, in the researcher’s viewpoint, it is desirable that students are encouraged to some activities outside the classroom actively in addition to taking part in all activities organized in speaking practice in the classroom in order to help them enhance their English speaking skill as well as other skills effectively It is because participating in out-of-class activities makes students feel free in choosing what activities they would like to in order to enhance English-speaking skill Moreover, when doing some out-of-class activities, students will be able to realize that they themselves play the central role in learning process and this can remind them that the teachers just give some sincere advice as well as some conscientious guidance in order to help them learn English better This is to say, students themselves decide the path leading to the success of learning English Thirdly, English is more important to those who follow some learning programs in cooperation with many foreign universities In fact, nowadays, there are many universities in Vietnam having a close relationship with other universities in the world in order to train some majors such as Business Administration, Banking and Finance, and so on For example, in Hue University, College of Education, in recent years, there has always been a class about less than 30 students following the program, namely “Advanced physics program” In all of the classes following this program, students mostly learn many subjects related to their major with many teachers coming from The United States of America During the first year, they mainly learn English at the basic level with some important grammatical rules However, from the second year to the fifth year, they will totally learn all subjects belonging to their major in English Therefore, in order to help them to communicate in English successfully with their teachers, students need to be good at English, especially English-speaking skill because “it is one of the central elements of communication” (Shumin, 1997, p 7) For this reason, the researcher really thinks that the students of advanced physics program should practice English as much as possible in order to help them to have “a concrete foundation” when learning with many foreign teachers in the near future To so, they may need to take advantage of all opportunities in the classroom to talk or share their ideas in English Nevertheless, not all students can like that, because they seem to be less confident in expressing their ideas in English In addition, it is clear that some students tend to be shy when speaking English because they not have good pronunciation Moreover, other students also think that their vocabulary is not abundant enough to express their ideas as well as their thought in English Therefore, it is necessary for them to some activities outside the classroom to help them improve their pronunciation, gain the vocabulary as well as build up their confidence in speaking English It is because, to some extent, out-of-class activities can measure the ability of students’ self-study as well as help them learn some new words as they can in addition to the vocabulary items introduced by their teachers in the classroom To sum up, from all ideas above, it is reasonable to conclude that speaking is one of the most important skills and seems to be more important for those who are taught by foreign teachers Therefore, it is clear that many EFL teachers have tried to make a continuous effort in designing many interesting lessons with creative activities in the classroom in order to encourage students to learn English positively However, in this case, it is rather difficult to satisfy all the needs of learners, so perhaps they should have more attention to some out-of-class activities It is because doing activities outside the classroom can help students to be more conscious of their learning and more comfortable than inside the classroom because they have a right to make a choice the activities they can in order to improve their English-speaking skill in the useful ways This is to say that they practice speaking English with their own free-will and patience Moreover, out-ofclass activities may help them to make some new friends as well as have new relationships with many people around them, and then they can take the opportunity 10 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 707070707070707070707070707070707070707070707070707070707070707070 7070707070707070707070707070707070707070r the vocabulary” (ibid.) Another student added, “I often watch English films or sometimes I watch Vietnamese films with English subtitles in order to develop my Englishspeaking skill It is because I have a chance to learn some new words as well as can be familiar with English sounds through those films” One more student shared, “Following my teacher’s recommendation, I often read English grammar books to master some major English grammatical rules because I need to use correct grammatical rules while speaking English” The other student said, “In order to enhance my English speaking skill, I often listen to English music and try to speak English in some situations in the classroom Besides, in order to enhance my English speaking skill, I have attended an English communication course at a foreign language center” In summary, under the researcher’s viewpoint, all out-of-class activities proposed above are really interesting and help students to develop their English speaking skill effectively to some extent Here, it can be seen clearly that the five major out-of-class activities from the result of the research look as the same as that of Chusanachoti (2009) In this research, the result of the survey only adds one more activity, which is, participating in some English-speaking clubs Overall, one more time, the researcher would like to review five major interesting activities that students of advanced physics program often in order to enhance English speaking skill as follows: Listening to and singing along with English music songs Watching English films 70 Participating in some English-speaking clubs Reading English grammar books Talking to friends in English 4.5 Benefits of out-of-class activities Figure 4.5: Benefits of out-of-class activities Be better at English speaking skill 42.86%, 61.22% 34.69% Be more confident in speaking English with everyone Love English more 69.39% Know more some English vocabularies The above figure 4.5 provides a clear illustration of three major benefits that most of the students can get from doing out-of-class activities such as (1) Be more confident in speaking English with everyone, (2) Be better at English speaking skill, and (3) Know more some English vocabularies Evidently, the results from questionnaires reveal that 69.39% of students feel more confident in speaking English In addition, many other students (61.22%) think that their English speaking skill is better after doing some out-of-class activities Moreover, the number of English vocabularies increased is also one of the benefits that students can have from out-of-class activities (42.86%) Apart from the data collected from the questionnaires, the researcher also had some interesting information from the interviews When being interviewed about some benefits of doing out-of-class activities, one student shared, “From 71 doing out-of-class activities, I feel that my English vocabularies are more abundant and my English speaking skill is better Besides, when I took an English course, I have had many new friends” Another student stated, “From doing out-of-class activities, I feel more confident in speaking English and my English pronunciation as well as vocabulary are better also” In short, it is clear that out-of-class activities bring many benefits to students Among them, under the researcher’s viewpoint, three benefits presented above are three main ones that many students have from out-of-class activities They are (1) Be more confident in speaking English with everyone, (2) Be better at English speaking skill, and (3) Know more some English vocabularies 4.6 Summary To sum up, this chapter so far has presented some issues related to the research clearly and specifically Among them, three following sections are considered as the most important ones of this study: Students’ perceptions about out-of-class activities Out-of-class activities for enhancing students’ English speaking competence Benefits of out-of-class activities CHAPTER 5: CONCLUSIONS, IMPLICATIONS, AND LIMITATIONS 5.1 Introduction This chapter will summarize the major findings from the research and presents some conclusions and implications The implications of the research and some suggestions for further research are taken into account 5.2 Summary 72 Based on the findings from the research on the topic: “Exploring some out-of-class activities to enhance English-speaking skill for the students of advanced physics program at Hue University, College of Education”, the research questions will now be reviewed and a brief summary of the results will be presented The research has answered to the following questions: The first question referred to the students of advanced physics program’s perceptions about out-of-class activities The findings showed that nearly 100% of participants have a positive attitude towards out-of-class activities This is to say, out-of-class activities play an important role in learning process In addition, when being asked about the importance of out-of-class activities, a large number of students (51.02%) considered that out-of-class activities are very important Moreover, many students (40.82%) also thought that out-of-class activities are important However, a few of students (8.16%) thought that out-of-class activities are rather important In spite of having a little difference among students towards out-of-class activities, in the researcher’s point of view, however, most of the students seem to be highly aware of the importance of out-of-class activities The second question was set out to explore some out-of-class activities to enhance English-speaking skill The findings revealed, there are five major interesting activities that students of advanced physics program have done in order to enhance their English speaking skill as follows: Listening to and singing along with English music songs Watching English films Participating in some English-speaking clubs Reading English grammar books Talking to friends in English Among five activities reviewed above, the first activity- listening to and singing along with English music songs is one of the activities that many students (75.51%) would like to in order to enhance English-speaking skill It is because 73 students can improve English pronunciation as well as grammar and gain English vocabulary knowledge through listening and singing English songs The last question was raised to investigate some benefits that students may have from doing out-of-class activities The findings showed some benefits that students have got from doing out-of-class activities, for instance, they can be more confident in speaking English with everyone, especially with their friends and teachers In addition to this, they can be better in English-speaking skill Moreover, some students also thought that their English vocabulary knowledge has been gained due to doing some out-of-class activities presented 5.3 Implications and suggestions Based on the findings, the researcher would like to offer some implications for both teachers and students in order to make teaching and learning English speaking better in some extends 5.3.1 For teachers In order to enhance the students’ English speaking skill as well as help them be more aware of the importance of English speaking skill, the researcher proposes some following suggestions for English language teachers: The teacher should organize some various and creative activities for speaking practice in order to motivate students to speak English Here, it is worth noticing that “teacher should also use topics and themes relevant to students’ own lives and interests in English class to increase students’ interests in participating in classroom activities” (Wang, 1998, as cited in Hồ Thị Hồng Phúc, 2011, p 81) The teacher should speak English clearly and fluently so that students may be easy to understand what s/he said The teacher should [give their students opportunities to present information in class Hold an informal show and tell day where everyone brings something from home to share with the class.] (Bagwell, n.d) 74 The teacher should spend a short time giving some comments to students’ oral presentations in order to help them realize or know their good points as well as shortcomings while speaking English The teacher should organize some contests related to English knowledge to attract students’ positive attention in learning English The teacher should establish an English-speaking club at weekend in order to encourage students to participate actively In fact, English-speaking club is one of the ideal places for students to speak English as well as have a chance to make acquaintance with many friends who are really interested in learning English The teacher should open an English course lasting about one month without intuition fee in order to welcome all students who would like to improve their English knowledge The teacher should be friendly in correcting students’ mistakes It is because, “students feel more at ease when the teacher’s manner of correction is nor harsh and when the teacher considers making mistakes in language learning as normal phenomenon” (Young, 1991, as cited in Hồ Thị Hồng Phúc, 2011, p 81) 5.3.2 For students In order to help students to overcome some problems above in speaking English as well as enhance their English-speaking skill, the following ideas are suggested: The students should be aware of the importance of out-of-class learning The students should be active when participating in some English-speaking clubs The students should take an English course if possible The students, in some cases, should not be shy about asking for the teacher’s explanation about some problems they have in their learning process 75 The students should take all chance in speaking practice to speak English with their friends The students should try to speak clearly and learn some ways of improving voice and speech skills It is because “the clearness with which they speak depends greatly upon how they utter words If their voice gives pleasure to others, it has a warm quality and is free from unwanted sounds.” (Angels, n.d.) It is clear that eye contact plays a vital role in speech and speaking Therefore, it is essential to look directly into the audience’s eyes, but not stare at them In order to speak and communicate meaningfully, “students should be able to control a variety of pitch levels because pitch levels directly affect the intonation of sentences that they speak” (Bùi Thị Minh Hồng, 2006) The students should talk to themselves in some appropriate contexts they can in order to help them be better in expressing ideas in English because Self-talking helps a lot to ease the anxious feelings When building up a positive conception of himself or herself by using self-talk, the student’s negative feelings may be replaced gradually Proper self-talk reduces students’ affective obstacles in English speaking learning and helps students develop a positive and optimistic attitude towards English speaking learning in the long run (Qui, 1991, as cited in Hồ Thị Hồng Phúc, 2011, p 79) Overall, in order to have good communication in English, the students should pay attention to the seven Cs as follows: (1) Candid –This is to be clear, frank, and straightforward in your conversation with other (2) Complete –This makes it necessary for the speaker to be comprehendible and speak complete sentences which have a complete thought (3) Concrete – This make it mandatory on the part of the speaker not to colour the information and state inappropriate facts (4) Courteous –This expects you to be polite and courteous with the speaker so that he feels good speaking to you 76 (5) Clear – This requires your conversation to be lucid so that the listener is able to understand your thoughts better (6) Concise –This makes the speaker to keep in mind the KISS principle mentioned above (7) Correct – This makes it obligatory on the part of the speaker to be correct with regard to grammar and that the information is true in all sense (Alex, 2011, as cited in Rao, 2011) 5.4 Limitations In spite of having received a lot of useful information from students’ questionnaires and interviews, however, due to the limitation of ability and time, this research has to bear some unavoidable shortcomings as follows: Firstly, it may be that the participants of the study are not much (only 49 students enrolling advanced physics program at Hue University, College of Education) Secondly, the researcher still lacks experience and skill in analyzing data collected As those above reasons, anyways, the researcher hopes that those limitations might be dealt with by other studies in the near future 5.5 Further research The topic needs further research in the future in which the scale should be larger number of participants In addition to this, further researches may focus on other skills like listening, reading, or writing REFERENCES Al-Sheedi, M A (n.d) Teachers’ Beliefs about using group work in basic education Retrieved July 5, 2012, from http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol /6/Teachers%E2%80%99%20beliefs%20about%20using%20group%20work %20in%20Basic%20Education.pdf 77 Angels, S (n.d.) 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