Rationale for the study
English is a global language essential for communication, making it crucial for individuals worldwide, especially in Vietnam, to engage effectively with people from other countries.
Communicative Language Teaching (CLT) has gained popularity in Vietnam's language education, yet its effectiveness remains questionable Le and Roger (2009) note that while national curriculums based on CLT principles have been implemented across various Asian countries, the outcomes have often fallen short of expectations In many English classrooms, students are provided with limited opportunities to engage in speaking activities, highlighting the need for a greater focus on increasing student interaction and reducing teacher-led discourse.
In English lessons, students often remain silent, despite possessing strong grammar skills that enable them to excel in reading and writing exercises However, many struggle to express themselves verbally, finding it challenging to respond spontaneously and naturally in conversation.
Learning a foreign language presents more challenges than mastering a student's native language To facilitate this process, teachers must select effective teaching techniques that enhance students' communication skills One effective approach is the use of eliciting techniques, which promote increased student participation and minimize teacher-led dialogue, ultimately encouraging students to engage more actively in conversation.
Grade-10 students, being newcomers, present a valuable opportunity for research due to their unfamiliarity with the Tieng Anh 10 curriculum, which contains an extensive amount of knowledge This lack of familiarity contributes to their difficulties in speaking English during class.
This study aims to examine the techniques employed by teachers at Luu Nhan Chu High School to encourage Grade 10 students to engage in conversation during English classes.
The objectives of the study
This article explores the use of eliciting techniques to encourage communication among 10th-grade students at Luu Nhan Chu High School It delves into the various techniques chosen by teachers, the frequency of their elicitation methods, and the corresponding student responses, along with the feedback provided by teachers.
Examine teachers‟ and students‟ evaluation on the benefits of eliciting techniques
Identify difficulties in the process of using these eliciting techniques, followed by teachers‟ suggestions to overcome these problems.
The research questions
The study is conducted to answer the following questions:
2.1 What is the current situation of using eliciting techniques to stimulate
At Luu Nhan Chu High School, 10th-grade students engage in English classes that prioritize speaking skills Eliciting techniques are recognized by both students and teachers as effective tools for encouraging conversation These methods not only enhance student participation but also boost their confidence in using the English language The collaborative nature of these techniques fosters a supportive learning environment, ultimately leading to improved communication skills and a deeper understanding of the language.
2.3 What are the difficulties in using these eliciting techniques as reported by teachers?
2.4 What solutions do teachers suggest to overcome identified problems?
The scope of the study
This study focuses on the communication techniques employed to engage grade-10 students at Luu Nhan Chu High School Due to the scope of the thesis, the research is limited to this specific institution and does not aim to encompass the entire student body at Luu Nhan Chu High School.
The significance of the study
The study's findings aim to enhance the teaching and learning process, offering significant benefits to students, teachers, educational administrators, and researchers in related fields.
Teachers at Luu Nhan Chu High School benefit from research findings that serve as a valuable reference These insights enable educators to gain a comprehensive understanding of their use of eliciting techniques, ultimately enhancing student engagement and encouraging more meaningful classroom discussions.
This study is crucial for students as it aims to enhance their active participation, reduce anxiety in speaking English, encourage them to confidently answer teachers' questions, and improve their overall communication skills in the language.
The study serves as a valuable resource for researchers by providing references for future investigations, offering various techniques to stimulate student engagement in discussions Ultimately, students, teachers, educational administrators, and researchers stand to gain significant insights from the findings of this study.
Methods of the study
Data collection method
To gain a comprehensive understanding of the issue, the research employed both qualitative and quantitative methods Data was collected through questionnaires, interviews, and observations A total of 120 students from four different classes participated in the questionnaire survey, while semi-structured interviews were conducted with four English teachers Additionally, one lesson observation was carried out as a representative sample to validate the data gathered from the questionnaires and interviews.
Data analysis method
The information collected from questionnaires, observation and interviews was transcribed, analyzed and the data was reported.
Organization of the study
Apart from acknowledgement, table of contents and appendices, this paper is structured in three main parts namely, Introduction, Development and Conclusion
The first part “Introduction” presents the rationale, objectives, research questions, scope of the study, the significance of the study, methodology and its organization
The second part “Development” includes three chapters
Chapter 1 explores the relevant literature on Communicative Language Teaching (CLT), highlighting its fundamental concepts and defining characteristics It also examines various eliciting techniques and the crucial roles teachers play in encouraging student participation and dialogue.
Chapter 2 defines the methodology of the research including features of the participants, contexts, research instruments, data collection and data analysis procedure
Chapter 3 analyzes and discusses the findings, which gives comprehensive answers to the four research questions
The third part “Conclusion” presents the summary of the major findings, implications, limitations of the study and recommendations for further research
LITERATURE REVIEW
An overview of Communicative Language Teaching (CLT)
1.1.1 Definition and characteristics of CLT
Communicative Language Teaching (CLT), emerging from the evolution of British language teaching traditions since the late 1960s, represents a significant innovation in language education due to its widely accepted principles Numerous researchers have explored CLT, each contributing unique perspectives and ideas to its development.
Communicative Language Teaching (CLT) focuses on enhancing students' communication skills, as highlighted by Harmer (2001) and Rudder (2000), who emphasize that the primary goal of language education is effective communication and self-expression This perspective underscores that teaching students to communicate in English is as vital as the language learning process itself, making communication both a means and an end in English language instruction.
To define CLT Nunan (1991: 194) states:
Communicative Language Teaching (CLT) emphasizes language as a tool for conveying meaning, focusing on activities that promote oral communication and meaningful tasks relevant to learners Objectives are tailored to meet learners' needs, encompassing both functional skills and linguistic goals In this approach, learners act as negotiators and integrators of knowledge, while teachers serve as facilitators of the communication process.
David Nunan (1991: 279) lists five basic characteristics of CLT:
1 An emphasis on learning to communicate through interaction in the target language
2 The introduction of authentic texts into the learning situation
3 The provision of opportunities for learners to focus, not only on language but also on the learning process itself
4 An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
5 An attempt to link classroom language learning with language activities outside the classroom
Practitioners of Communicative Language Teaching (CLT) emphasize five key features that highlight their focus on addressing learners' needs and desires, as well as bridging the gap between classroom language instruction and real-world usage According to Nunan, effective teaching practices that enhance students' communicative competence in authentic contexts are considered valuable and beneficial for language acquisition.
In the light of the characteristics above, different researchers suggest some types of communicative activities
Littlewood (1981) distinguishes between functional communication activities and social interaction activities as major activity types in CLT
Functional communication activities focus on the practical use of language to convey intended meanings effectively in specific contexts The primary goal of these activities is to enable learners to utilize their existing language skills to communicate successfully Success is assessed based on how well learners meet the communicative demands of their immediate situations Examples of functional communication activities include question-and-answer sessions, open-ended responses, text-based interviews, information-gap tasks, and role-plays.
Social interaction activities emphasize both the social and functional aspects of communication, requiring learners to effectively convey meanings while considering the social context Success is evaluated not only by the functional effectiveness of language but also by the acceptability of language forms used Initially, acceptability focuses on achieving reasonable accuracy in pronunciation and grammar, but it later evolves to include producing language appropriate for specific social situations Examples of such activities include pair and group work, simulations, role-plays, and discussions.
Harmer (1991) classifies communicative activities into oral and written forms Oral activities encompass seven categories: reaching consensus, discussions, following instructions, communication games, problem-solving, personal storytelling, and simulation or role-play Meanwhile, written activities include following instructions, writing reports and advertisements, collaborative writing, letter exchanges, and journal writing.
Eliciting techniques
Elicit, as defined by the Cambridge Learner's Dictionary, refers to the process of obtaining information or reactions from individuals during communication This technique focuses on encouraging verbal responses, making it an essential tool in language instruction Moreover, effective techniques are crucial for presenting language concepts to students, as highlighted by Brown (2001).
Eliciting, as defined by www.teachingenglish.org.uk, refers to various techniques that empower teachers to encourage students to share information actively, rather than simply receiving it This approach fosters engagement and enhances the learning experience by promoting student participation.
Eliciting, as defined by Doff (1988), is the process of engaging students actively in the learning experience This involves encouraging them to share their ideas and suggestions, drawing on their existing knowledge, and prompting them to infer new vocabulary.
Eliciting techniques in classroom interaction are strategies employed by teachers to encourage student responses and foster discussion According to Darn (2008), these techniques allow educators to draw out information from students rather than simply delivering it to them This approach promotes active participation and engagement, as students' answers and ideas are solicited throughout the learning process.
There are many ways teachers can follow to stimulate students to talk in English classes as follows:
Asking questions is an effective strategy for encouraging student participation and enhancing communication in the classroom Darn (2008) emphasizes that questioning is not only a natural aspect of communication but also a vital tool for teachers to manage classes, engage students, and promote understanding To optimize student contributions, teachers should carefully consider the number and timing of questions while minimizing their own speaking time Additionally, various researchers, including Doff (1988), have classified questions grammatically, highlighting the importance of knowing what types of questions to ask.
Yes/no questions are designed to elicit a simple affirmative or negative response Doff (1988: 23) notes that these questions are often the easiest for students to answer, as they do not necessitate the use of new language While this simplicity limits their effectiveness in encouraging student conversation, yes/no questions remain a common practice in English language classrooms.
Alternative questions serve as an effective tool for reviewing students' prior knowledge, prompting them to engage and respond actively.
Wh-questions, starting with words like what, where, why, who, which, and how, play a crucial role in fostering logical thinking and enhancing students' abilities to relate, infer, compare, predict, conclude, and expand their knowledge As a result, these questions are effective tools for encouraging student participation and dialogue during classroom discussions.
Darn (2008) also made a thorough review on types of questions According to the author, classroom questions can fall into two main types:
Display questions are used to assess learners' prior knowledge and comprehension, often targeting the form or meaning of language structures Teachers typically have the answers in advance, making these questions effective for gauging understanding.
Referential questions are essential for engaging learners, as they encourage the provision of information, opinions, and explanations These questions typically emphasize content over language, necessitating follow-up or probing inquiries Importantly, the answers to these questions are not always known to the teacher, fostering a more interactive and exploratory learning environment.
Using pictures is considered an effective way to elicit student-talk The same picture may encourage a variety of responses from different students
By seeing pictures from students‟ books or any supplementary sources, students are highly motivated In other words, pictures help attract students‟ attention in English classes, increase their participation
Games are a powerful educational tool that enhances student motivation, reduces stress, and fosters genuine communication As noted by Wright, Betteridge, and Buckby (1984), games create meaningful contexts for language use, making learning more relevant They not only prepare students for real-life situations but also promote positive social attitudes, teaching essential skills such as sharing, collaboration, and teamwork.
“…teacher may also consider using texts and dialogues to guide students to respond to the language use and context of use presented in those texts and dialogues”
Teachers can encourage students to predict what happens next in a text, enhancing their comprehension and stimulating interest and creativity According to Roger (1999), leveraging students' background knowledge can facilitate deeper discussions, ultimately improving their oral skills.
Body language, or nonverbal communication, encompasses various forms of communication without words, including facial expressions, eye contact, touching, and tone of voice This method can stimulate students' curiosity and encourage them to use expected language items According to Sullivan and Bourke (1990, cited in Tran, 2007: 16), teachers can effectively use nonverbal cues to elicit verbal responses from students during class By integrating these nonverbal communication tools with other teaching strategies, educators can enhance the classroom atmosphere.
1.2.3 Benefits and hindrances of using eliciting techniques 1.2.3.1 Benefits of using eliciting techniques
Eliciting is a crucial element in language teaching, offering significant benefits for both students and teachers According to Adrian Doff (1988), the importance of elicitation lies in its ability to enhance engagement and understanding in the learning process.
“Eliciting gives teachers a chance to see what students know and what they do not, and so adapt their presentation to the level of the class”
Eliciting enhances students' guessing skills, crucial for effective communication in real-time interactions By predicting teachers' responses and interpreting their tone and body language, students can improve their understanding However, many students may feel shy or lack confidence in using these skills, especially in a foreign language classroom Encouraging them to guess answers through elicitation can significantly boost their comfort and proficiency in the language.
Teachers‟ roles in stimulating students to talk
Effective classroom interaction is essential in the teaching and learning process According to Harmer (1983), teachers must fulfill multiple roles simultaneously, including that of a controller, organizer, and prompter, to cultivate an interactive learning environment.
Teacher as controller means that the teacher acts as controller in implementing the activities in order to make the process of teaching and learning conducive and comfortable
The teacher's primary and challenging responsibility is to act as an organizer This involves clearly communicating the topic of discussion, writing, or reading to students, providing explicit instructions regarding their tasks, and effectively initiating the activity.
The role of the teacher as a prompter involves actively assisting students in their activities by fostering motivation and encouraging open communication By helping students build confidence in their interactions and providing support in their tasks, teachers play a crucial role in enhancing the learning experience.
This chapter is intended to define the methodology of the research including features of the participants, contexts, research instruments, data collection and data analysis procedure
Since this study investigates eliciting techniques in real classroom settings, both teachers and students were involved as participants
This study focused on tenth-grade students and their English teachers at Luu Nhan Chu High School, involving an average of 30 students per class across 10 classes, totaling approximately 300 students A survey was conducted with 120 participants from four classes, along with the involvement of four English teachers in the research.
To ensure the reliability and validity of the samples, this study employed simple random sampling, giving each member of the target population an equal and independent chance of selection The researcher numbered all ten tenth-grade classes from one to ten, placed corresponding numbers on ten pieces of paper, and randomly drew four papers, resulting in the selection of classes 10 A1, 10 A2, 10 A4, and 10 A7 as informants for the research.
Description
The research targeted 120 grade 10 students aged 15 to 16 at Luu Nhan Chu High School, selected from four classes with varying teaching methodologies for English skills The students exhibited different proficiency levels, categorized as good (grades over 8.0), fairly good (grades from 7.0 to 7.9), average (grades from 6.0 to 6.9), and weak (grades below 6.0).
Table 1: Summary of selected students
The research focused on teachers, who were purposefully selected for in-depth interviews to gather rich and reliable data Although only four teachers were interviewed, this number was sufficient for meaningful insights, allowing for a comparison of their perspectives with those of their students This approach included a technique of double-checking to enhance the study's reliability A summary of the five teachers involved is presented in the following table.
Group Number Years of teaching English in the target school
Table 2: Summary of selected teachers
Research instruments
To gain a comprehensive understanding of the issue, this study employs both qualitative and quantitative methods By integrating observations, interviews, and questionnaires, the researcher aims to enhance the study's validity.
The use of questionnaires as a research instrument is both economical and practical, enabling the collection of data from a large group of participants They facilitate the gathering of comparable information from multiple respondents and offer flexibility in administration, making them an effective tool for researchers (Mackey and Grass, 2005: 95-96).
This research utilized questionnaires divided into two sections: the first gathered students' personal information, including their class and English scores from the previous semester, while the second focused on the core content The purpose of the questionnaire was to investigate the employment of eliciting techniques by teachers to encourage student participation and to assess the benefits derived from these techniques.
In this study, the researcher employed semi-structured interviews to gather comprehensive data, allowing for clarification on vague or incomplete responses (Mackey and Grass, 2005:173) This method enabled the interviewer to discern the interviewees' attitudes towards the topic, ensuring the collection of authentic and rich data.
The semi-structured interview comprised two key sections: personal information and the main content In the main section, five questions addressed the first two research questions, while three additional questions explored the challenges and solutions related to using eliciting techniques to encourage student discussions.
Four semi-structured interviews were conducted with four 10th-grade English teachers, each lasting approximately twenty to thirty minutes The interviews were conducted in Vietnamese to ensure clarity and precision in the data collected, minimizing the risk of misunderstandings between the interviewers and the participants.
To enhance the findings from the questionnaires and interviews, the researcher incorporated classroom observation as an additional data collection method This approach not only supports qualitative insights but also strengthens quantitative results, making classroom observation a valuable instrument for comprehensive research analysis.
“pivotal activity” with a crucial role to play in classroom research, teachers‟ personal professional growth, and school development as a whole (McDonough and McDonough 1997:101)
In this study, one observation was done and selected as a representative sample Observation scheme and criteria checklist were applied for later description and analysis
In summary, the researcher could collect a rich amount of valid and reliable data from questionnaires and interviews and observation.
Data collection procedure
To collect data for the study, the researcher applied four main phases as follows
Phase 1: The preparation for the data collection process
The researcher meticulously selected three data collection instruments—survey questionnaires, interviews, and class observations—to fulfill the research objectives During this phase, the survey questionnaires and interview schedules were developed, alongside a structured interviewing plan for teachers Additionally, a detailed observation checklist was crafted for the class observation scheme, and appointments with teachers for interviews and observations were arranged.
Phase 2: Implementation of the survey
The researcher distributed survey questionnaires to 10th-grade students from four different classes, ensuring that they understood the research topic beforehand Students were encouraged to ask questions if they found any items on the questionnaire unclear, as the researcher was available to provide clarification.
Following the initial phase, four semi-structured interviews were carried out with teachers The researcher provided a brief overview of the interview's purpose, format, and expected duration before commencing Throughout the interviews, notes were taken to capture key points and facilitate summarization of the interviewees' insights Additionally, supplementary questions were often posed to gather more in-depth information relevant to the research.
In the third phase, one lesson observation was conducted During the lesson all the observation checklists were fulfilled and some other observation notes were taken by the researcher
After data were collected from questionnaires, interviews, and class observations, a plan for synthesizing and analyzing these data was quickly and thoroughly designed by the researcher to get the results.
Data analysis procedure
As mentioned earlier, the data for this research was collected from questionnaires, interviews and observations The analysis of data was done based on the following steps
The collected data were systematically classified according to four research questions, utilizing responses from 120 questionnaires completed by students This analysis aimed to address the first research question regarding the current use of eliciting techniques to stimulate student dialogue, focusing on the types of techniques employed, the frequency of teacher elicitation, student responses, and teacher feedback Additionally, the second question explored the benefits of these eliciting techniques The findings were then represented through statistical data, including numbers and percentages, organized in tables and charts to facilitate comparison and analysis.
Semi-structured interviews were transcribed and analyzed to gain deeper insights into the research topic The findings will facilitate a comparison of students' opinions regarding the types and frequency of teachers' elicitation techniques, as well as students' responses and teachers' feedback This analysis highlights the benefits of employing eliciting techniques to enhance student engagement in discussions Additionally, the interview data enables the researcher to address challenges associated with these techniques and gather teachers' suggestions for overcoming these issues.
Content analysis proved valuable as the researcher conducted an in-depth examination of the observational details from a single lesson, subsequently comparing the findings with data gathered from questionnaires and interviews.
In conclusion, this chapter outlines the research methodology utilized in the study, detailing the characteristics of the participants and the research environment It also describes the data collection instruments, the procedures employed for data gathering, and the analysis methods applied to interpret the data.
The next chapter will be the data analysis and discussion
DATA ANALYSIS AND DISCUSSION
Data analysis
3.1.1 Research question 1: The current situation of applying eliciting techniques to stimulate 10 th form students to talk in English classes at Luu Nhan Chu high school
The researcher examined two key aspects: the various eliciting techniques used by teachers to stimulate student engagement and the frequency with which each technique is employed Additionally, the study explored the nature of teachers' feedback on students' responses.
10 th form students’ talk and the frequency of using each
The following chart shows that all the eliciting techniques were applied in English classes Nevertheless, the frequency of employing each technique was different
Uisng pictures Conducting games and activities
Always Usually Sometimes Rarely Never
Figure 1 Eliciting techniques and frequency (Students’ opinion)
The chart clearly indicates that "Asking questions" was the most favored option, with 75% of participants selecting "always." Additionally, 20% of respondents chose "usually," while a mere 5% opted for "sometimes." Notably, there were no participants who selected the option of "never."
“rarely” or “never” to rate the frequency of applying “asking questions” It is obvious that questioning was used with a greatly high frequency
The second most favored technique among students was the incorporation of "games and activities," with 60% of students selecting "always," followed by "using texts and dialogues" at 25% This indicates that both techniques were commonly utilized in the learning process.
With the regard to non-verbal language, it was not regularly used in an English class It can be seen from the figure that no one chose “always” and
“usually” However, up to 54, 2 % of students ticked at “rarely” and the proportion of those who chose “never” was 25 %
Noticeably, the employment of “pictures” stood at the lowest position when the highest number of students who decided on point 5 “never” was 71, 7 %
In short, “asking questions” was used with high frequency In contrast,
“using pictures” was hardly employed by teachers in English classes
Types of eliciting techniques and the frequency of teachers‟ employment of each technique was illustrated in detail in the following table always usually sometimes rarely Never
Using texts and dialogues 0 % 75 % 25 % 0 % 0 % Using non-verbal language 0 % 50 % 25 % 25 % 0 %
Table 3: Eliciting techniques and frequency (Teachers’ opinions)
Teachers employed various eliciting techniques, but their usage frequency varied significantly Both student questionnaires and teacher interviews revealed consistent findings Notably, 75% of the interviewed teachers reported that they "always" utilized "asking questions" as their primary eliciting technique Teacher 1 (T1) emphasized this practice, highlighting its importance in their teaching approach.
“Oh, I apply many techniques to stimulate them to talk For example, using questions, pictures, dialogues and so on One of the techniques I always use is questioning”
This idea was shared by teacher 3 (T3):
“I always ask questions as an eliciting technique to stimulate my students to talk as questioning is convenient and easy to use”
In the study on teaching methods, "games and activities" were utilized frequently, with 50% of teachers indicating they used them "always." Conversely, the use of pictures was notably low, as 75% of teachers reported using them "rarely." This indicates a shared perception between teachers and students regarding the frequency of certain elicitation techniques However, a discrepancy emerged in their views on "non-verbal language," with 54.2% of students stating it was used "rarely."
25 % of them chose “never” for the frequency of using “non-verbal language”,
50 % teachers chose “usually” for the frequency of employing this technique
A classroom observation during a speaking lesson highlighted the effectiveness of various techniques and activities used to enhance student engagement The predominant method employed was questioning, which effectively encouraged students to participate in discussions Visual aids, such as pictures, were utilized sparingly, primarily during the warm-up activity Additionally, teachers provided constructive feedback on students' responses, which was well-received and valued by the students.
Only give compliment to your right answers
Both compliment and correct your answers
Give compliment to both right and wrong answers
Figure 2 Teachers’ giving feedback to students’ talk (students’ opinions)
Chart 2 showed the students‟ opinions on teachers‟ way of giving feedback to students‟ response Strikingly, the majority of students (55 %) chose “Both compliment and correct your answers”, followed by 20 % of them choosing “Only correct your answers” “Only give compliment to your right answers” and “Give compliment to both right and wrong answers” were assessed by equal percentages of participants, namely 12, 5 % for each
Teachers’ opinions Ways of giving feedback Numbers of teachers Percentage
Giving compliment and correcting students‟ response later
Table 4: Teachers’ giving feedback to students’ talk
The findings from interviewed teachers mirrored those of the students, with 75% of teachers indicating they both complimented and corrected student responses, while 25% focused solely on correcting However, a notable difference emerged as neither group discussed the practice of exclusively complimenting correct answers or acknowledging both correct and incorrect responses T3 highlighted this observation in their feedback.
“I think that praising is necessary It helps encourage students to talk
Hence, I often both compliment and correct students’ response Of course, I only correct their mistakes after they have finished their talk”
The ways teachers corrected students‟ answers were also reported by interviewed teachers The majority of teachers stated that they never used instant correction This was shared by T4:
“I never correct their mistakes while they are talking as this will make them lose face I wait until they finish their talk”
Interestingly, the way teachers gave feedback and corrected mistakes was reflected precisely in one classroom observation as follows:
T: teacher S: student T: Where was the first World Cup held?
T: Which teams played in the final match?
T: Which team became the champion?
S: Uruguay After the dialogue, teacher corrected some mistakes as follows:
T: Thank you very much You have done very well However, passive voice should be used in sentence: It was held, not it held
As can be seen from the transcribed speaking lesson, teacher both gave compliment and corrected students‟ response, especially the teacher did not use instant correction
In brief, the findings revealed a surprising similarity in terms of giving feedback to students‟ response from both groups of participants, which relatively coincided with the classroom observation
3.1.2 Research question 2: Benefits of teachers’ using eliciting techniques in stimulating 10 th form students to talk
Eliciting techniques are recognized as powerful tools for encouraging student participation in discussions A survey conducted with 120 students revealed unexpected insights into the benefits of these techniques, as detailed in the accompanying table.
A Giving you more chances to talk in class 90,8 %
B Making you more confident in response to teacher 82,5 %
C Helping you develop independent thinking 30,83 %
D Inspiring you in involving in oral class activities 67,5 %
Table 5: Benefits of eliciting techniques (Students’ opinions)
Strikingly, 100 % students circled all options in this questionnaire This means that teachers‟ employment of eliciting techniques was beneficial to their learning
The evaluation of students highlights key benefits, with 90.8% reporting that it provides more opportunities to speak in class Additionally, 82.5% feel it boosts their confidence in responding to teachers Involvement in oral class activities inspired 67.5% of students, while only 30.83% noted that it helps develop independent thinking.
A Helping students talk more easily 100 %
B Making students more confident and not timid 75 %
C Motivating students in participating in class activities 75 %
D Giving students more chance to talk 75 %
Table 6: Benefits of eliciting techniques (Teachers’ opinions)
Eliciting techniques significantly enhance student participation in discussions, as confirmed by all interviewed teachers Notably, 100% of educators reported that these techniques facilitate easier communication for students, ultimately fostering a more engaging learning environment.
th form students to talk
Research question 3: Difficulties of applying eliciting techniques to
This inquiry aimed to identify the challenges teachers face when using eliciting techniques to encourage student participation The responses shed light on the reasons behind the infrequent application of certain eliciting strategies.
Students' shyness and lack of confidence
Figure 3: Difficulties in using eliciting techniques (Teachers’ opinions)
th form students to talk in English classes as reported by teachers
Research question 4: Solutions to those difficulties as suggested by teachers
In this question, the teachers were asked to suggest some solutions to each of the difficulties they encountered
To address time management challenges in the classroom, teachers emphasized the importance of flexibility and careful lesson preparation Most educators believe that allowing for adaptable schedules can encourage student participation, while thorough lesson planning is essential for effective teaching.
Regarding the flexibility in time management to employ eliciting techniques, T3 stated that:
I believe in being flexible with tasks in books, as I don't always adhere to every activity It's important to prioritize and selectively choose which tasks to focus on and when to implement them.
Besides, according to interviewed teachers, they could anticipate possible problems when drafting the lesson plan so they could know which eliciting techniques to exploit to avoid dead time
Dealing with students’ incomprehensibility of eliciting techniques
Mentioning the matter of making elicitation comprehensible, the careful preparation of techniques with simple and understandable language was highly appreciated by all interviewed teachers T3 stated:
“Sometimes I see that techniques I use make my students incomprehensible In this case, I use simple language to explain or I can simplify my tasks”
A teacher proposed that incorporating body language can enhance the clarity of elicitation techniques Additionally, utilizing Vietnamese during these techniques was seen as a viable solution to improve understanding This perspective was further developed by T4.
“When students still cannot understand what I want to explain, using Vietnamese is the best solution as it helps check students’ comprehensibility of techniques.”
Coping with students’ shyness and lack of confidence
Motivating students is essential for boosting their confidence to participate in class discussions Incorporating games and interactive activities can effectively encourage students to speak up Additionally, teachers recommend utilizing group and pair work as strategies to enhance students' self-assurance in expressing their thoughts.
“When my students work in groups or pairs, I see their confidence and motivation in sharing ideas with their friends”
Additionally, choosing interesting topics and easy questions to help timid students overcome their shyness was recommended by T3:
Choosing engaging topics is crucial, as they encourage student discussion I also opt for simple questions to help shy students participate, boosting their confidence when they successfully respond.
Dealing with the problem of small-sized classroom and lack of modern facilities
Most interviewed teachers suggested utilizing pair work as a solution to the challenges posed by small-sized classrooms To address the issue of inadequate facilities, they recommended maximizing the use of existing resources, such as textbooks and blackboards.
“If my classroom is not equipped with computer or projector, I often use posters such as pictures One picture posted on the blackboard can be used to elicit students’ talk”
In brief, a lot of solutions were proposed by four interviewed teachers to resolve certain difficulties they encountered in the process of applying eliciting techniques to stimulate students to talk.
Discussion of results
3.2.1 The current situation of using eliciting techniques to stimulate 10 th form students to talk at Luu Nhan Chu high school
Eliciting techniques and the frequency of using each
Survey questionnaires and interviews reveal that various eliciting techniques, such as asking questions, conducting games and activities, utilizing pictures, incorporating texts and dialogues, and employing non-verbal language, were effectively implemented in English classes.
However, the frequency of asking question was assessed with the highest percentage of participants This finding was similar with that in Tran
A 2007 study indicated that the highest percentage of inquiries was made, while the use of pictures was notably minimal Interviewed teachers expressed that incorporating pictures was inconvenient and time-consuming In contrast, Pham's 2006 research found that non-verbal language was utilized the least, highlighting a discrepancy with the current study This variation can be attributed to differing contexts in language learning and teaching.
Teachers’ giving feedback to students’ response
It is interesting to discover that the results from questionnaires and interviews corresponded The majority of two groups of participants chose
Teachers effectively balanced both complimenting and correcting student answers, with the majority opting for later corrections This highlights their understanding of the crucial role feedback plays in the learning process Notably, a classroom observation illustrated how their feedback methods encouraged student engagement and conversation.
3.2.2 The benefits of eliciting techniques in stimulating 10 th form students to talk
Eliciting techniques significantly enhance student participation in discussions, as indicated by questionnaire results and interviews Most students reported that these techniques provided them with increased opportunities to speak, a finding that aligns with teachers' observations during interviews This consensus between the questionnaire data and interview insights supports Doff's theories on student engagement.
Eliciting techniques significantly enhance student participation in discussions by encouraging them to utilize their existing knowledge Teachers unanimously agree that these techniques facilitate easier communication for students, a finding that has not been addressed in earlier research.
3.2.3 Teachers’ difficulties in using eliciting techniques
Teachers encounter several obstacles when using eliciting techniques to encourage student participation, including time constraints, students' difficulty in understanding the techniques, shyness, lack of confidence, and challenging teaching and learning conditions These findings align with previous studies, revealing that time limitations were significant, with 90% of participants in Pham's study and 80% in Tran's study reporting this issue This aligns with Doff's theory (1988), highlighting the persistent challenges educators face in fostering student engagement.
161) pointing out time consumption as one of disadvantages: “Eliciting takes more time than straightforward presentation of new knowledge”
The second hindrances identified in the study were related to student factors, specifically their lack of understanding of techniques and their shyness and lack of confidence Teachers noted that many students came from rural areas, contributing to their timid behavior Both this study and Tran's (2007) research highlighted these issues, but while Tran reported that only 20% of teachers observed shyness and lack of confidence in their students, this study found a significantly higher incidence, with 55% more teachers noting these challenges.
A significant disparity exists in the teaching and learning conditions reported in two studies, with the current study indicating that 50% of teachers face challenges, compared to only 20% in Tran's study This variation can be attributed to differences in the educational contexts examined.
3.2.4 Solutions to hindrances as suggested by teachers
When being asked about measures to overcome the listed difficulties, all interviewed teachers offered meaningful solutions to tackle particular difficulties
Firstly, in order to cope with the most common problem-time consumption, the majority of teachers proposed two measures, including
“being flexible in managing time” and “preparing the lesson plans carefully”
In the current study, interviewed teachers emphasized the importance of strategically selecting what and when to elicit during instruction This aligns with Doff's (1988) assertion that "most teachers would not try to elicit all the time," highlighting the necessity of thoughtful elicitation in teaching practices.
Rudder (2002) emphasizes the importance of carefully preparing lesson plans to ensure that eliciting techniques are readily available for all focused skills and lesson stages This approach is strongly supported by existing literature in the field, highlighting the necessity of thorough lesson planning for effective teaching.
To address students' difficulties in understanding techniques, teachers in the study proposed effective solutions such as using simple language, body language, and incorporating Vietnamese Given that the English proficiency of 10th-grade students in this context is limited, the interviewed teachers opted for these strategies to aid lower-level students in grasping the techniques taught in class Notably, these recommendations were not highlighted in previous research within the field.
To address students' shyness and lack of confidence, teachers implemented motivating games and activities that encouraged participation These engaging exercises were effective in helping students build their self-esteem Additionally, many teachers emphasized the importance of selecting captivating topics to inspire student discussions According to Ur (1996:87), these strategies play a crucial role in enhancing student engagement and confidence in the classroom.
Learners are motivated to engage in speaking tasks due to their interest in the subject matter Additionally, Rudder (2000) emphasizes the importance of incorporating games and activities, stating that teachers must design and facilitate both structured and unstructured activities that promote student communication.
Teachers effectively utilized available resources, including textbooks, blackboards, and handouts, to enhance teaching and learning conditions Additionally, a significant number of educators opted for pair work strategies to address the challenges posed by small classroom sizes.
In conclusion, this chapter has summarized the findings from surveys, interviews, and observations, highlighting both alignment and divergence with previous studies and theoretical frameworks discussed in the literature review The research effectively addressed four key questions using reliable and valid data.
Conclusion
Eliciting techniques are crucial for encouraging student participation in English classes, impacting not only speaking skills but also other language components This study focused on the use of these techniques to enhance communication among 10th-grade students at Luu Nhan Chu High School in Thai Nguyen A total of 120 students and four teachers from four classes were involved in the survey To conduct this research, various methods were employed, including questionnaires, interviews, and observations.
The study reveals that questioning is the most frequently used eliciting technique, as reported by both students and teachers Additionally, feedback provided by teachers often includes a combination of compliments and corrections to students' responses, which was preferred by the majority of participants.
Eliciting techniques significantly enhance student participation, as most students expressed a preference for having more opportunities to speak Teachers observed that these methods facilitate easier communication for students, ultimately fostering a more engaging learning environment.
Teachers face several challenges when using eliciting techniques in the classroom, including time consumption, student shyness and lack of confidence, difficulty understanding the techniques, small classroom sizes, and insufficient modern facilities To address these issues, educators can adopt flexible approaches, prepare lessons in advance, select engaging topics to motivate students, and maximize the use of available resources.
In a nutshell, those findings fully addressed the four research questions.
Pedagogical implications
In order to apply the eliciting techniques in stimulating students to talk more effectively, the researcher would like to propose some recommendations as follows
The effectiveness of stimulating student discussion heavily relies on the appropriate use of questions by teachers To elicit meaningful responses, questions should be simple and clear, ensuring that all students, particularly those who may struggle, can understand the inquiries Flexibility in questioning is also crucial; teachers should adjust the complexity of their questions based on the context and students' needs Providing students with adequate thinking time before answering can alleviate anxiety and encourage participation Furthermore, employing a variety of question types can prevent monotony and motivate students to engage more actively in discussions As Doff (1998:23) emphasizes, there are numerous ways to formulate and present questions, allowing for a dynamic classroom interaction.
To effectively provide feedback, teachers should balance compliments with corrections to enhance students' confidence and foster positive attitudes Phrases like "that's good," "good," or "excellent" can encourage students and support their engagement Additionally, instant corrections should be avoided to prevent making students feel shy or discouraged As Doff (1988:179) suggests, allowing students to complete their thoughts before offering feedback is crucial, as interruptions can be disconcerting for learners.
To address the time-consuming nature of eliciting techniques in teaching, it is recommended that educators prepare their lessons thoroughly in advance Additionally, maintaining flexibility during the application of these techniques can significantly enhance time management Teachers should strategically decide what to elicit and the appropriate timing for elicitation to optimize the learning experience.
To improve teaching and learning conditions affected by inadequate modern facilities and cramped classrooms, educators should creatively utilize available resources In the absence of modern tools, teachers can effectively employ handouts and printed images Additionally, pair work is an ideal strategy for small classrooms, allowing students to collaborate without the need for movement.
Limitations of the research
Despite the researcher's efforts to conduct this study, limitations such as time constraints, resource availability, and the researcher's capabilities have led to unavoidable drawbacks Notably, the survey did not include all students at Luu Nhan Chu High School, which may affect the generalizability of the results to the entire student population.
Moreover, 10 th form students, in majority, were not insightful enough to perceive issue
Finally, because of time constraints, only one speaking lesson was observed and selected to be analyzed.
Suggestions for further research
Firstly, the study should be conducted using a large number of participants with several teachers and classes Therefore, researchers can expand the scope on students of grade 11 and 12
In addition, the application of eliciting techniques in stimulating students to talk can be carried out in a particular teaching component or skill rather than an entire lesson
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(English version) Using eliciting techniques to stimulate 10 th form students to talk in English classes
I am Ho Sy Thanh, an English teacher at Luu Nhan Chu High School, conducting a survey to gather information for my research on "Using Eliciting Techniques to Stimulate Grade 10 Students to Speak in English Classes." Your participation is valuable and will significantly contribute to the success of my study.
English score of the last semester:
I Eliciting techniques used to stimulate students to talk
1 What techniques does your teacher use to stimulate you to talk in English classes? (More than one option can be chosen) a Asking questions b Using pictures c Conducting games and activities d Using texts and dialogues e Using non-verbal language f Others:…… (Please specify)
2 How often does your teacher use those techniques? (Please tick in the appropriate blank)
1 Always 2 Usually 3 Sometimes 4 Rarely 5 Never
Asking questions Using pictures Using games and activities Using texts and dialogues Using non-verbal language Others
3 After you finish your talk, how does your teacher give feedback to your answers or ideas? a Only correct your talk b Only give compliment to your right answers c Both compliment and correct your answers d Give compliment to both right and wrong answers e Others: … (Please specify)
II Benefits of teachers’ using eliciting techniques
1 Do you think your teacher‟s using eliciting techniques brings benefits in stimulating you talk? a Yes b No
2 If yes, what benefits are they? (More than one option can be chosen) a Giving you more chances to talk in class b Making you more confident in response to teacher c Helping you develop independent thinking d Inspiring you in involving in oral class activities e Others: … (Please specify)
CÂU HỎI KHẢO SÁT (DÀNH CHO HỌC SINH)
Sử dụng các thủ thuật gợi mở để khuyến khích học sinh lớp 10 nói nhiều hơn trong các giờ học tiếng Anh
Chào các em! Tôi là Hồ Sỹ Thanh, giáo viên Tiếng Anh tại trường trung học phổ thông Lưu Nhân Chú Hiện tại, tôi đang thực hiện một nghiên cứu về việc sử dụng các thủ thuật gợi mở nhằm khuyến khích học sinh lớp 10 tham gia nói trong giờ học tiếng Anh Sự phản hồi của các em là rất quan trọng đối với nghiên cứu này Cảm ơn các em rất nhiều!
Trường: Lớp: Điểm phẩy môn tiếng Anh kì trước:
I Các phương pháp giáo viên sử dụng để khuyến khích học sinh nói trong tiết học tiếng Anh
1 Giáo viên của em thường sử dụng các phương pháp gì để khuyến khích em nói trong giờ tiếng Anh? (Em có thể chọn hơn MỘT đáp án) a Đặt câu hỏi b Dùng tranh ảnh c Tổ chức các trò chơi và họat động d Sử dụng các bài khoá và hội thoại e Sử dụng ngôn ngữ cơ thể ( Nét mặt,cử chỉ, điệu bộ, kịch câm….) f Các phương pháp khác:…… ……….……… (xin hãy viết rõ)
2 Mức độ thường xuyên mà giáo viên em sử dụng các phương pháp trên? (hãy đánh dấu vào ô trống thích hợp.)
1 Luôn luôn 2 Thường xuyên 3.Thỉnh thoảng
4 Hiếm khi 5 Không bao giờ
Phương pháp 1 2 3 4 5 Đặt câu hỏi
Tổ chức các trò chơi và hoạt động
Sử dụng bài khóa và hội thoại
Sử dụng ngôn ngữ cơ thể Các phương pháp khác…
3 Sau khi bạn phát biểu bằng tiếng Anh, giáo viên em thường hay phản hồi như thế nào nhất a Chỉ sửa lỗi sai cho bạn b Chỉ khen bạn khi bạn trả lời đúng c Cả khen và sửa lỗi sai d Luôn khen bạn dù bạn trả lời đúng hay sai e Những phản hồi khác:……….….(xin viết rõ)
II Những lợi ích của các phương pháp trên
1 Em có nghĩ việc sử dụng các phương pháp trên của giáo viên bạn có đem lại những lợi ích trong việc khuyến khích bạn nói trong các giờ học Tiếng Anh không?
2 Nếu “Có”, đó là những lợi ích gì? (Em có thể chọn hơn MỘT đáp án)
Tạo cho bạn nhiều cơ hội hơn để nói Tiếng Anh trên lớp Giúp bạn tự tin hơn khi trả lời giáo viên
Phát triển khả năng tư duy độc lập giúp bạn tự tin hơn trong việc tham gia các hoạt động thảo luận trên lớp Khi bạn tích cực tham gia, bạn không chỉ cải thiện kỹ năng giao tiếp mà còn mở rộng kiến thức và tăng cường khả năng lắng nghe Ngoài ra, việc này còn giúp bạn xây dựng mối quan hệ tốt hơn với bạn bè và giáo viên, tạo ra môi trường học tập tích cực và hỗ trợ lẫn nhau.
APPENDIX 2 INTERVIEW QUESTIONS (for teachers)
1 What techniques do you use to encourage your students to talk in English classes?
2 How often do you use each of the following techniques? (Asking questions, using pictures, using texts and dialogues, using games and activities, using body language)
3 Do your students respond to your elicitation or encouragement?
4 If yes, how do you give feedback to your students‟ talk? (in terms of compliment and correction)?
5 What do you think are the outstanding benefits of eliciting techniques in stimulating students to talk?
6 Do you have any difficulties in using those techniques?
7 If yes, what are those difficulties?
8 What did you do or what do you think you can do to overcome these difficulties in applying eliciting techniques to stimulate students to talk in class?
APPENDIX 3 THE DESCRIPTION OF OBSERVATION CHECKLIST
Date: 07 May 2012 Duration: 45 minutes Location: 10 A4, Luu Nhan Chu high school Unit: 14- World Cup- Speaking skill
- Types of techniques and frequency of using each type:
Games: Jumbled words Pictures: football teams
- Teacher‟s feedback to students‟ response:
- Types of techniques and frequency of using each type:
+ Asking questions: high frequency + Using pictures: low frequency
- Giving feedback: “good”, “you have done very well”, …
Non-verbal language: face expression
- Types of eliciting techniques and frequency:
2 Students‟ response to the teacher