OVERVIEW OF THE STUDY
Rationale
In today's global landscape, English has emerged as the dominant language, leading to a significant rise in students from non-English-speaking countries opting to learn it as a second or foreign language However, many of these learners find that simply attending English classes is not sufficient to achieve proficiency in this essential language.
In learning the English language, mastering the four essential skills—speaking, reading, listening, and writing—is crucial Among these, speaking is often considered the most vital as it directly relates to effective communication This skill demands a comprehensive understanding of grammar, phonology, and semantics, as well as cultural knowledge, vocabulary diversity, and the ability to listen actively to engage in conversations.
In Vietnam, despite teachers' efforts to enhance students' communicative skills, effective English speaking instruction remains a significant challenge, particularly for first-year non-English major students Many face difficulties such as confusion, lack of confidence, and inadequate learning methods, compounded by a passive learning environment that features monotonous lessons and few engaging activities This lack of stimulating practice opportunities hinders their ability to improve their English speaking skills Ultimately, mastering the English language, especially speaking, demands substantial time and dedication both in and out of the classroom, which is why many students struggle to achieve effective results in their English learning journey.
To enhance English speaking skills among first-year non-English major students at Thuong Mai University, I propose incorporating extra activities into their study routine This approach aims to facilitate better English learning outcomes in the near future Therefore, I have decided to conduct a study focused on the effectiveness of these extra activities in improving speaking proficiency.
Previous studies
Thanyalak Oradee conducted a study titled “Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing)” aimed at evaluating and comparing the speaking skills of Grade 11 students through these activities, as well as assessing their attitudes towards learning English speaking skills The research involved a sample of 50 students from a secondary school in Udon Thani, categorized into high, medium, and low proficiency levels in English speaking Utilizing a mixed-methods design, the study collected quantitative data from speaking tests and student attitudes, employing various research instruments to analyze the outcomes.
8 lesson plans, an English speaking ability test, and an attitude questionnaire
Urrutia & Vega (2006) conducted an action research project at the Federico Garcia Lorca public school in Colombia to enhance students' speaking skills through oral games The study involved twenty girls and twenty boys aged 14 to 18, focusing on activities designed to promote speaking proficiency Data collection included questionnaires, teacher journals, and video recordings, which were analyzed using charts to illustrate students' responses regarding their challenges in speaking English, frequency of use in class, and factors affecting their performance, such as shyness, limited vocabulary, and fear of humiliation.
Hamzah & Ting (2009) conducted a qualitative action research study to evaluate the effectiveness of group work in teaching speaking skills in an English classroom at SMK Damai Jaya in Malaysia The study involved various participants, focusing on their experiences and outcomes related to collaborative learning.
In a study involving 33 students and 3 English teachers, researchers employed a combination of observations, questionnaires, and interviews to assess the effectiveness of oral activities in enhancing students' speech skills The students participated in three oral activities, after which they completed questionnaires in Malay, allowing them to express their views on group work and their engagement levels Additionally, observations were conducted to analyze student participation and behavior during lessons, while interviews with the experienced teachers provided further insights into the instructional process.
Aims of the study
This study aims to investigate the attitudes of first-year non-English major students at Thuong Mai University regarding the use of extracurricular activities Additionally, it will present effective techniques, particularly focusing on these activities, to enhance students' speaking skills Ultimately, the research seeks to address two key questions related to these objectives.
• What are the attitudes of first year non English major students toward speaking skill?
•What types of techniques suitable for first year non English major students to improve speaking skill?
Research Subjects
A study conducted at Thuong Mai University involved 30 students majoring in Marketing and Human Resource Management, for whom English is a compulsory subject rather than a major These students have studied English for a minimum of six years, with some having nine years of experience While most demonstrate strong grammar skills, they struggle with mastering the four language skills, particularly finding speaking to be both crucial and challenging.
That was the reason why most of students feel bored and unmotivated in speaking lesson.
Scope of the study
This study specifically targets first-year non-English major students at Thuong Mai University, acknowledging its limited scope due to the small sample size, time constraints, and the researchers' experience.
In this study, the sample group consisted of 30 students classified by high, medium and low according to their abilities of English speaking proficiency level.
I hope that this study is a good reference material for the English non major as well as all students who wish to achieve the higher speaking skill.
Research methodology
In order to achieve the aims and objectives mentioned above, action research procedures were used in this study Firstly, a survey questionnaire was delivered to
A study involving 30 first-year non-English major students at Thuong Mai University was conducted to explore their challenges in developing speaking skills The findings from the questionnaire provide valuable insights into the current state of speaking skill instruction and highlight the potential of incorporating additional activities to enhance students' speaking abilities effectively.
All information gathered from the questionnaires will be kept strictly confidential The questionnaire is divided into two groups, with Group 1 addressing the first research question regarding students' general attitudes toward the English language and speaking skills This group includes four questions focused on students' interest in learning English and the significance of speaking skills, while the fifth question seeks participants' opinions on their teacher's methods in speaking lessons.
Group 2 with 4 questions (from 6 to 10), is the students’ attitides toward using language games and storytelling to improve their speaking skill.
The procedure of collecting data was divided into two main phases as follow: Phase 1: Preparation
In the preparation phase, the researcher developed a questionnaire as the primary data collection tool, organizing the questions to align with the two research inquiries while ensuring a user-friendly layout for student comfort First-year non-English major students were invited to voluntarily participate in a trial of the questionnaire, and insights from these pilot tests significantly informed the creation of the final drafts Enhanced instructions were included to ensure participants comprehended the questions clearly.
The questionnaire was administered to three randomly selected classes, with ten students chosen from each class to ensure a relevant connection between the topic and participants' skills, fostering a positive response environment After obtaining permission, the researcher engaged with the students and sought cooperation from the teachers, as Nguyen (2007) notes that participants often mirror their superiors' attitudes toward surveys This support encouraged students to participate willingly Under teacher supervision and encouragement, students completed the questionnaires in approximately ten minutes, ensuring that the results accurately reflected their true perceptions.
Organization of the study
With a view to help readers to have a clear overview of the research proposal, the study contains four more chapters as follows:
Chapter 1:Overview of the study
This chapter presents the rationale, previous studies, aims, scope, research subjects, research methodology of the study.
LITERATURE REVIEW
The definition of speaking
Speaking is essential for effective language learning, as it enhances fluency and helps learners identify gaps between their thoughts and their language abilities It also provides an opportunity to test language hypotheses Given its significance, the concept of "speaking" has garnered considerable attention in linguistics, leading to numerous definitions and interpretations.
According to Nguyen and Nguyen (2001), speaking encompasses two key aspects: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is the ability to communicate spontaneously without interruption Language learners should focus on conveying their message effectively, even if they make grammatical errors Many educators argue that in communicative lessons, teaching conversational features and emphasizing accurate communication may not be necessary, as fluency can be enhanced through ample conversational practice Consequently, the emphasis on fluency and accuracy in language learning can vary significantly depending on the learner's stage of development.
According to Bygate (1987), speaking encompasses the correct use of sounds, rhythm, and intonation patterns, as well as the appropriate selection and arrangement of words and inflections to effectively convey meaning.
Speaking, an essential productive skill, encompasses two distinct types of conversation: dialogue and monologue Monologue involves delivering an uninterrupted oral presentation, while dialogue entails engaging with one or more speakers for transactional and interpersonal communication.
It is noticeable from the two productive language skills that speaking is different from writing in both processing conditions and reciprocity conditions.
Spoken language is influenced by time constraints, which create challenges in planning, memory, and production under pressure Additionally, it is a reciprocal activity that significantly impacts the decisions made during communication.
The Significance of Speaking in Language Learning
Language serves as a vital communication tool, enabling us to express and share ideas Effective speaking skills are crucial for language learners, as communication relies on verbal interaction; without speech, language becomes merely written text Language is utilized in diverse contexts, including professional environments where clear and effective communication is essential, such as in medical or language laboratories Any breakdown in communication can lead to misunderstandings and challenges, highlighting the significance of mastering speaking skills in any language.
To become a well-rounded communicator, proficiency in the four language skills—listening, speaking, reading, and writing—is essential, with speaking offering distinct advantages The ability to articulate thoughts, opinions, and feelings effectively enhances communication and fosters a deeper understanding of oneself As Robert Frost noted, "I talk in order to understand," highlighting that speaking not only conveys ideas but also aids in personal clarity and reflection Ultimately, clear speech is a reflection of clear thinking.
Major types of speaking extra-activities
2.3.1.1 The definiton of Language Games
Language games are activities focused on enhancing language skills Just as games can boost intellectual abilities and patience, language games specifically contribute to the development of linguistic proficiency According to Greenal (1984), these games represent a unique category of interactive learning that fosters effective communication and language acquisition.
Language games serve as an effective tool to reinforce previously taught concepts during free lesson stages or events like English club meetings These activities not only make learning enjoyable for students but also provide them with the opportunity to practice English in a fun environment, thereby enhancing their motivation to learn.
McCabe (1992) defines a language game as a spoken routine involving two or more participants, designed for repeated practice This repetition fosters effective communication skills in children, as engaging in language games enhances their language development and cognitive abilities.
According to Byrne (1995), language games are defined as playful activities governed by specific rules, designed to be enjoyable and engaging These games serve not only as a diversion from routine but also as a means for learners to actively use the language during gameplay In a similar vein, Jill Hadfield (1990) also elaborated on the concept of language games.
"an activity with rules, a goal and an element of fun."
Language games not only offer supportive and relaxing activities that motivate student interaction and communication but also create meaningful opportunities for language acquisition.
Teachers have numerous options when it comes to language games, but selecting the most suitable ones for a specific lesson requires careful consideration Factors such as student engagement, learning objectives, and individual preferences play a crucial role in determining which language games will be most effective and successful in the classroom.
2.3.1.2 The purpose of Language Game.
Lee (1979) argues that language games encourage learners to actively use the language rather than just focus on mastering correct forms He emphasizes that these games should be considered a central component of foreign language teaching programs, rather than a supplementary activity.
Games offer numerous benefits in language learning, as they can reduce anxiety and enhance input acquisition (Richard-Amato 1988:147) They provide motivation and entertainment, allowing students to express their opinions and feelings more freely Additionally, games create opportunities for learners to gain new experiences in a foreign language that may not be achievable in traditional lessons This engaging approach helps students relax, leading to improved memory retention and understanding.
In response to the evolving teaching methods, many educators are adopting innovative techniques, including the integration of games into their lessons Utilizing games in language classes not only boosts student motivation but also significantly enhances the overall quality of the learning experience.
Creating a supportive and non-threatening classroom atmosphere can significantly enhance students' motivation to learn (Lightbrown & Spada, 1999) Incorporating language games into the learning environment offers several advantages: they provide meaningful contexts for language use, encouraging students to actively participate by understanding others and expressing their viewpoints Additionally, the variety and engagement of language games can reduce anxiety, especially in small group settings, fostering a positive attitude towards speaking activities Furthermore, these games help sustain students' interest and study habits, which is crucial for maintaining the long-term effort required in language learning.
Hadfield (1987) also classified language games into many more categories as follows:
Sorting and arranging games engage students by allowing them to categorize cards featuring various products For instance, learners can sort these cards into two distinct groups: items typically found in a grocery store and those available at a department store This interactive activity not only enhances their organizational skills but also reinforces their understanding of different retail environments.
The information gap game is an engaging activity where students work in pairs, with one partner possessing information that the other lacks This collaborative exercise encourages problem-solving and information sharing, as each partner plays a crucial role in completing the task By requiring both students to contribute, these activities promote extensive conversation in the target language, making them an effective tool for language learning.
Guessing games are a fun variation of information gap games, with one popular example being 20 Questions In this game, one player thinks of a famous person, place, or object, while the other players ask up to 20 Yes/No questions to gather clues and deduce the answer.
Matching games: As a name applies, participants need to find a match for a word, picture or card
Labeling games: These are form of matching, in that participants match labels and pictures
Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery.
Role play games, often confused with drama and simulation, have distinct characteristics (Kodotchigova, 2002) In role play, students assume roles they do not typically occupy in real life, like a dentist, while simulations involve roles they may already experience, such as being a restaurant customer Unlike scripted dramas, role plays and simulations allow students to create their own dialogue, although some preparation can enhance the experience.
Storytelling involves reinterpreting a narrative that one has read or heard, using the storyteller's unique perspective and language As noted by Zaro and Saberri in Akhyak and Indramawan (2013: 20), this art form fosters interaction between the storyteller and the audience, creating a dynamic connection between the narrator and the listener.
The Importance of Using Extra-activities in Teaching and Learning
Extracurricular activities literally mean “activities supplementary to a course of study,” but it is essential to every student’s learning experience
2.4.1 Extra-activities improve the personal development.
Extracurricular activities play a vital role in developing essential life skills, particularly in fostering strong interpersonal and relationship-building abilities through team-oriented clubs and activities These experiences not only enhance working skills but also cultivate crucial time-management and organizational skills, as students learn to balance their extracurricular commitments with academic responsibilities.
Extracurricular activities play a vital role in enhancing education by inspiring and fostering student interest They aid in better time management, promote informed decision-making, and enhance communication skills among students (Kotts, 2011 apud Warren, 1997).
Engaging in extracurricular activities alleviates the pressure and burden students often feel during presentations, allowing them to express their ideas and emotions more freely These activities not only reduce anxiety but also enhance interest and excitement in practicing English speaking skills By participating in these extra activities, students gain valuable opportunities to articulate their opinions and feelings effectively.
2.4.2 Extra-activities influence the social behaviour.
Extra-curricular activities are experiential and action-oriented, encompassing three key components: the act of participation, the experiences gained during the process, and the knowledge learned from these experiences (Pittaway, 2010; Rae, 2000) Engaging in these activities not only immerses students in action but also fosters significant insights into their behavior and personal development.
Extracurricular activities foster collaboration and knowledge sharing among group members, enhancing their effectiveness when participants interact, encourage, and support one another These activities significantly influence students' social behavior, improving classroom atmosphere and creating a dynamic environment that strengthens relationships among students and between students and teachers.
RESEARCH FINDINGS
The teaching staff
Thuong Mai University boasts a dedicated and experienced teaching staff, with most educators holding M.A degrees and a strong commitment to the teaching profession They recognize the vital role of education in human development and strive to understand student expectations, delivering engaging and responsible lectures However, some instructors still rely on traditional teaching methods, such as outdated topics and passive lectures, particularly in English language instruction To enhance the learning experience, it is essential for teachers to incorporate innovative activities into their lessons to capture student interest and attention.
The students
As I concerned, the number of the first year non English major students in each class is large, approximately 35-40 students In the fact that they have just left the high school , they come from different places , had different experience in learning condition When they came to the new environment, they are still passive Their basic knowledge in English level is not equal That is the most difficult problem However, they are get acquainted with the new learning environment at the university as well as aware of the fact that English is really important and necessary for their future work So they always have a positive attitide in learning English
English teaching and learning condition at Thuong Mai University
At Thuong Mai University, first-year non-English major students benefit from classrooms equipped with radios and a variety of English cassettes, enhancing their learning experience Teachers introduce engaging topics like weather, hobbies, and social news during speaking lessons to encourage student participation, creating a lively classroom atmosphere Additionally, fun English games are organized to help students showcase their skills The university also hosts small festivals such as Halloween, Christmas, and Valentine's Day, providing opportunities for students to socialize, share knowledge, and relax Interaction with foreign speakers further enriches their learning environment, significantly improving their English speaking skills Overall, these supportive conditions greatly influence the academic success of first-year non-English major students.
Data analysis
3.2.1 Students’attitudes towards English learning
To assess the current state of speaking skill development and understand students' preferences and expectations in speaking lessons, a survey was conducted among thirty students from three non-English major classes The collected data from the survey will be analyzed to provide insights into this specific student demographic.
Students’ perspectives towards English learning (Question 1)
Figure 3.1 : Perspectives of four language skills
The data indicates that 56.5% of students identified listening as the most challenging language skill, with 17 out of 30 participants expressing this difficulty Speaking follows closely, with 37% of students, or 11 individuals, reporting challenges in this area In contrast, only 2% of students, equating to 2 participants, find reading to be the most problematic skill, while just 3 students, or 10%, consider writing as their primary challenge.
Students’ Level of Interest in Learning English speaking skill (Question 2)
Not much Not at all
Figure 3.2 : Students’ Level of Interest in Learning English speaking skill
A survey conducted among 30 students revealed that 10 students, or 33.4%, have a strong preference for learning English speaking skills Additionally, 23.4% of the participants expressed a moderate interest in the skill Conversely, 5 students, making up approximately 16%, indicated that they have little interest in learning English speaking skills, while 4.55% of the first-year students reported no interest at all.
Most first-year non-English major students at Thuong Mai University recognize the importance of speaking skills in both communication and foreign language learning However, many lack a strong motivation to engage with this skill, finding the process of learning and practicing speaking to be less interesting.
Informants recognized that speaking is the second most challenging language skill to master, highlighting the importance of supplementary activities for individuals aiming to improve this ability.
Students’ attitudes toward the importance of speaking skill ( Question 3)
Figure 3.3 : Students’ attitudes toward the importance of speaking skill
The data reveals first-year non-English majors' strong belief in the significance of speaking skills for effective communication Among the 30 participants, 50% fully endorse the importance of speaking, while 26.7% regard it as merely "important." Additionally, 20% express a neutral stance, describing it as "normal," and only 3.3% deem it "not important at all." Overall, it is evident that nearly all first-year students maintain a positive attitude towards the value of speaking skills in both daily communication and language acquisition.
Student’s paticipation in speaking lessons (Question 4)
17.51% always willing sometimes never willing
Figure 3.4 : Student’s paticipation in speaking lessons
Question 4 assesses student participation levels, revealing that 50% of participants are eager to join speaking lessons Additionally, one-third of the students, comprising 33.4% of respondents, express that they occasionally find these lessons interesting and motivating.
Many participants expressed their reluctance to speak in front of others due to their high school experiences, where they felt unaccustomed to public speaking During speaking lessons, they often remained silent, too shy to share their ideas, fearing ridicule for potential mispronunciations or lack of fluency Additionally, some students found the speaking activities either boring or overly challenging, while the teaching methods failed to engage them These factors contributed to their unwillingness to participate in speaking lessons, despite recognizing their importance.
Teacher’s extra-activities gave in speaking lessons ( Question 5) visual aids language games storytelling songs group work & pair work others
Figure 3.5 : Teacher’s extra-activities gave in speaking lessons
A survey of students reveals a strong preference for incorporating extra activities in speaking lessons, which they believe would enhance their learning experience The researcher aims to implement these activities to boost student motivation for speaking Additionally, visual aids and language games are also favored, with 23.3% and 30% of students respectively expressing interest in these methods.
When asked about the purposes of language games in teaching speaking, most respondents believe they serve both educational and recreational functions, while a minority view them solely as relaxation tools Additionally, a survey question aimed at assessing students' willingness to engage in extra activities during speaking lessons revealed a positive response, with all participants expressing enthusiasm for involvement in such activities.
Studying through extracurricular activities is recognized as a highly effective approach compared to traditional methods, as it enhances the classroom atmosphere Therefore, it is recommended that teachers incorporate this method into English speaking lessons to help students appreciate its benefits.
3.2.2 Student’s perspectives toward teacher using language games and storytelling in speaking lessons
The evaluation of students regarding the use of language games and storytelling in speaking lessons reveals their preferences and expectations for these activities To gain insights, five targeted questions were posed, focusing on how these engaging methods enhance their speaking skills and overall learning experience The feedback highlights the importance of incorporating interactive elements in lessons to foster a more enjoyable and effective learning environment.
Types of language games the teacher apply in speaking lessons ( Question 6)
Ordering & Arranging games Guesing games Role play Other Games 0.00%
Figure 3.6 : Types of language games the teacher apply in speaking lessons
Students overwhelmingly agree on the importance of incorporating language games into speaking lessons to enhance interest and enjoyment The most favored method is role play, preferred by 43.4% of respondents, while 30% opt for guessing games Additionally, 20% support the use of various other games, and 6.7% favor ordering and arranging games.
To maintain student engagement, teachers should curate a diverse selection of language games Repeatedly playing the same games can lead to student boredom, so incorporating a variety of activities is essential for keeping the learning experience fresh and enjoyable.
To effectively utilize language games in the classroom, teachers must select games that align with their students' language proficiency Games that are too easy can lead to boredom, while overly challenging games may discourage participation Therefore, it's crucial for teachers to provide clear and concise demonstrations of the games, ensuring that students can engage successfully and maintain their interest in learning.
Students’ attitudes towards using language games and storytelling ( Question 7 and question 8)
29.97% like very much normal do not like no idea
Figure 3.7 : Student’s attitudes towards languages games
SOME SUGGESSIONS TO IMPROVE ENGLISH SPEAKING
Sample language games to apply in speaking lesson
4.1.1.1 Guessing Games in teaching speaking skill
Effective English teaching requires engaging methods, particularly for developing speaking skills To enhance student learning, teachers should incorporate games into their lessons, with guessing games being an excellent tool to foster speaking abilities.
Effective use of guessing games in the classroom requires careful lesson planning by teachers It is essential to clearly define the lesson's objectives and content while remaining flexible in selecting appropriate guessing games that align with each lesson's goals.
Guessing games can be used in different stages of one speaking lesson : pre- speaking activities, while-speaking activities or post speaking activities.
-In pre - speaking activities : Teachers can use guessing games to build the students’ background knowledge related to the lesson.
- In while - speaking activities : Guessing games can be used to motivate students to speak English according to the topic of each lesson.
-In post – speaking activities : Students may feel free to play guessing games to consolidate the lesson.
-The lesson is aimed at helping students be able to describe people’s physical characteristics and personalities.
-Guessing game is used in post – speaking stage.
-The game is called : “ Twenty questions ”
+ Students are divided into two group : Group A and Group B
+ Each group thinks of one the famous person ( a singer, an actor, an actress, a musician,etc ) and write in a paper, then tell the other group one clue.
+ If group A in charge, group B has to find out the answer by asking “yes- no” questions
( Teacher should encourage students to use the adjectives they have learnt to make questions ).
+ Group A can answer questions in complete answers or short answers ( Yes/ No)
+ If group B can find out the answer in twenty questions or less, they get point.
Participants will earn 20 points for discovering the answer in five questions or fewer, while those who take more than five questions will receive 10 points.
Group A says : “ I am a famous singer now”.
Group B has to find out the answer by asking “ yes-no” questions such as : 1.“ Are you a girl ? ”
3.“ Do you live in Ha Noi ?”
5.“ Do you have an oval face ?”
Group A can answer: “ Yes or No ”
Group B earns points based on their ability to find the answer within a specific number of questions If they can determine the answer in five questions or fewer, they receive 20 points However, if they take more than five questions but still find the answer within twenty, they earn 10 points.
+ In turns, group A then group B plays role a famous person.
+ The group gets more points, they win the game.
-The game is used in pre – speaking activity
The objective of incorporating a guessing game in this lesson is to help students recall various hobbies, including swimming, singing, fishing, stamp collecting, reading books, and listening to music.
- The game is called : “ Taboo”
+ Students are divided into two team: Team A and team B ( Each team should has even number of students with even skill level )
+ Teacher prepares a pile of cards with names of hobbies (swimming, singing, fishing, stamp-coolecting, reading book, etc.)
+ Each team has representatives to pick up the cards ( each time is one student for one card ).
To ensure fair play, students must keep their cards hidden from teammates during each turn If a teammate accidentally sees a card, it must be removed from the game; however, the opposing team will not receive any points for this action.
+ each player has a certain amount of time to get their teamates to guess as many words as they can.
In the game, the team representative examines a card featuring a hobby and provides hints to their teammates to guess the word However, they must avoid using any part of the word itself or any of the associated taboo words listed on the card For example, if the word is "stamp collecting," the representative cannot say "collect."
In the event that a player encounters an unfamiliar word or if their teammates struggle to guess it, they have the option to skip the card However, it's important to note that skipping a card results in the opposing team earning that point.
+ The team scores points when your teamates guess the words in limited time.
+ Take turns having each player on team be the one to hold the buzzer and keep track of taboo words use.
+ The team gets more points, they win
4.1.1 Sample storytelling to apply in speaking lesson
- Type of games: Story telling
The teacher organizes the class into groups of eight students, arranged in two rows of tables, to collaboratively create an imaginative excursion story Starting with a third conditional sentence, the teacher sets the stage for the activity, prompting each student to contribute by adding their own third conditional sentences Once each group has completed their narrative, they present their excursion stories to the entire class The teacher will then evaluate the stories and determine which one is the most captivating.
For example: The teacher can begin: If yesterday had been Sunday,
Student A: If yesterday had been Sunday, I would have gone a picnic to Cua
Student B: If I had gone to Cua Lo beach, I would have gone with some of my friends
Student C: I had gone with some of my friends, we would have gone there by motorbike
Alternatively, it can be made more interesting and amusing by replacing the third conditional sentences with the story using “fortunately” and “unfortunately”.
The teacher can start: Yesterday it was nice, so I decided to go for a walk Student A: Unfortunately, it began to rain
Student B: Fortunately, I had an umbrella
Student C: Unfortunately, it was broken
Chapter IV has provided teachers and students with some applicable and effective extra activities of a speaking lesson With the aim to help the teachers and students have the successful speaking lessons, some suggestions of sample laguage games and storytelling are also mentioned It is hoped that it can help to enhance students’ motivation in speaking lessons.
This study aims to identify an effective teaching technique to enhance students' speaking skills While various methods are employed by educators to teach speaking, this research specifically focuses on using language games and storytelling to engage non-English majors and encourage them to practice speaking.
The literature review aims to highlight the theoretical framework of speaking skills, language games, and storytelling Data analysis reveals that, although students recognize the importance of speaking skills, many lack motivation during speaking lessons, often perceiving the activities as either challenging or tedious, leading to reluctance in participation To address this issue, the effectiveness of language games and storytelling as teaching techniques is examined, and findings indicate that these methods can enhance student motivation in speaking lessons, aligning with their attitudes, perspectives, and preferences.
Thus, in order to make the study more practical, some suggestions on using language games as well as storytelling applied in stages of a speaking lessons have also been mentioned.
It is hoped that the study will prove worthwhile to those who want to motivate students in speaking lessons and who are concerned about the problem.
2 Limitations of the study and suggestions for further study
Although the study has accomplished the objectives set at the beginning, it can not avoid some limitations.
Due to time constraints and the limited scope of this study, it cannot encompass all applications of language games and storytelling across the four language skills and elements Future research should explore the effectiveness of language games and storytelling as motivational tools in reading, writing, and listening lessons, as well as their role in teaching vocabulary and grammar effectively.
Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated.
1.Thanyalak Oradee(2010), “ Developing Speaking Skills Using Three
Communicative Activities ” Thai Land University Press.
2 Urrutia & Vega (2006),Communication games MAcmillian Publishers, New York.
3 Hamzah & Ting (2009) , study on success of using group work in teaching speaking in English classroom in a school called “SMK Damai Jaya” , Malaysia.
4 Nguyen and Nguyen (2001), Definition of speaking, Oxford University Press.
5 Bygate, M (1987) Speaking, Oxford University Press.
6 Robert Frost ( 1985) How to motivate learners of English English teaching Forum,Vol I, No1 (p 34)
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UK: Thomas Nelson and Sons
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My name is Dinh Thi Giang, a student at Thuongmai University, and I am conducting research on "Using Extra-Curricular Activities to Enhance English Speaking Skills Among First-Year Non-English Major Students." This study aims to identify common challenges faced by students in speaking English I hope the findings will contribute to improving speaking skills I would greatly appreciate it if you could take a moment to complete this questionnaire.
GROUP 1 : Students’ attitudes towards English learning.
1 Among the four language skills, which one is the most difficult to you?
2 How do you like learning English speaking skill?
C Not much D Not at all
3 How is speaking skill important to you?
C Normal D Not important at all
4 Are you willing to speak in speaking lessons ?
C No, I am never willing to speak.
5 In order to encourage students to speak and get them more involved in speaking activities, your teachers often :
(You can choose more than one)
A Use visual aids (pictures, charts, etc…….)
B Use language games such as Sorting, ordering or arranging games, Guessing games, role play,etc
E Use group work and pair work
GROUP 2 : Student’s perspectives toward teacher using language games and storytelling in speaking lessons.
6 What language games does your teacher apply in speaking lessons?
(You can choose more than one)
7 How much do you like language games given by your teacher during speaking lessons?
A I like them very much B Yes, they are OK
C I don’t like them at all D I have no idea
8 How much do you like storytelling during speaking lessons?