Aims of the study
The study is aimed at finding out the English language teaching and learning at Dong
Hy Secondary School in Thai Nguyen aims to enhance educational outcomes through a focused study This research will provide essential insights into the necessity of improving current practices The specific objectives of the study include identifying key areas for development and implementing effective strategies to foster student success.
This study aims to examine the current state of English language teaching at Dong Hy Secondary School by analyzing key factors such as teachers' perceptions of Communicative Language Teaching (CLT) and its practical application, the effectiveness of the new English textbook, the role of examinations, the characteristics of the students, and the overall teaching and learning environment.
- To find out difficulties that the teachers of English at Dong Hy Secondary School experience when applying CLT
- To offer some suggestions on how to improve the quality of teaching English when using CLT
III Scope of the study
This study explores the implementation of the Communicative Language Teaching (CLT) approach in English instruction at Dong Hy Secondary School in Thai Nguyen It specifically examines teachers' perceptions of CLT, their practical application of the method, the effectiveness of the new English textbook, and the overall teaching and learning environment, along with student engagement.
This study focuses on grade 10 students and six teachers at Dong Hy Secondary School in Thai Nguyen, selected as participants due to time constraints and the requirements of an M.A minor thesis.
IV Methods of the study
In order to complete this thesis, the quantitative method was used to collect the needed data from the participants
- The questionaire was for six teachers at Dong Hy Secondary School
Classroom observations were carried out in three randomly selected classrooms, ensuring a fair representation without bias towards the teachers' experience or the students' performance levels.
All comments, remarks, recommendations, and conclusions given in this study were based on the data analysis
The thesis consists of three parts
Part A - Introduction- Presents the rationale, the aim, scope, methods, and design of the study
Part B - Development- consists of three chapters
Chapter One of the Literature Review explores key theories pertinent to the study, focusing on communicative activities and the principles of Communicative Language Teaching (CLT) It highlights the advantages of implementing CLT in foreign language instruction, while also addressing the challenges faced in its application for teaching English as a foreign language Additionally, the chapter reviews previous studies related to the application of CLT and examines the conditions necessary for its effective implementation.
Chapter two-Research methodologies- Presents the methodology performed in the study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter
Chapter three-Findings and recommendations Discusses the data of the study and propose recommendations for applying CLT in teaching English to grade10 students at DH secondary school
Part C: Conclusion- Summarizes all the key issues as well as the limitations of the study and suggestions for further study
Part b: Development CHAPTER 1: LITERATURE REVIEW
This chapter explores key concepts in communicative language teaching (CLT), highlighting its advantages in foreign language instruction, such as enhanced learner engagement and real-world communication skills It also addresses challenges faced in implementing CLT in teaching English as a foreign language, reviews previous studies on CLT application, and discusses the necessary conditions for its effective use in educational settings.
The primary goal of a Communicative Approach (CA) in the classroom is to encourage learners to engage in realistic and meaningful interactions, primarily through the exchange of information To effectively organize and enhance the CA, several key factors must be considered.
Communicative activities, as defined by Harmer (1991) and Scrivener (1994), involve learners using their language skills to achieve specific communicative purposes These activities encourage students to engage in speaking and listening with one another, fostering a genuine desire to communicate For effective communication, students must have a clear objective, focusing on the content of their interactions rather than the language form When learners are motivated to communicate, their language use becomes more meaningful and effective.
1.1.2 Characteristics of a good communicative activity
Effective communicative activities should be driven by a genuine desire to exchange information When a question is posed, the asker seeks specific insights or knowledge, highlighting the importance of an "information gap" or "opinion gap" as motivation for communication For instance, when a teacher prompts students to describe their homes, it fosters an engaging environment that encourages students to articulate their thoughts and experiences.
The teacher enhances the communicative purpose of activities by encouraging students to engage in discussions in English, which adds an element of artificiality Additionally, by providing pairs of students with differing information, the teacher creates an "information gap," motivating them to exchange details and collaborate effectively.
A key aspect of communicative activities is the emphasis on meaning rather than language forms In real-life situations, students inquire about their friends' families not to practice specific grammatical structures, such as "have got," but out of genuine interest in the information being shared This highlights that their focus is on understanding and conveying meaning, rather than merely using language forms.
A well-designed communicative activity (CA) can enhance language learning by offering whole-task practice, boosting motivation, facilitating natural learning processes, and establishing a supportive context for learning According to Littlewood (1981, p.17), these contributions are essential for effective language acquisition.
Communicative activities offer "whole-task practice," enabling learners to engage in complete skills rather than just isolated components In contrast, non-communicative activities focus on training specific part-skills For instance, learning to swim involves both practicing individual strokes and attempting to swim short distances, which exemplifies whole-task practice tailored to the learner's ability through diverse communicative activities.
Communicative activities significantly enhance learner motivation, as students are ultimately driven by the desire to engage in meaningful communication with others When learners recognize the connection between classroom lessons and their communication goals, their motivation to learn is more likely to remain strong, leading to greater success in achieving these objectives.
Methods of the study
In order to complete this thesis, the quantitative method was used to collect the needed data from the participants
- The questionaire was for six teachers at Dong Hy Secondary School
Classroom observations were conducted in three randomly selected classrooms, ensuring that the selection process did not favor the most experienced teachers or the strongest and weakest students.
All comments, remarks, recommendations, and conclusions given in this study were based on the data analysis.
Design of the study
The thesis consists of three parts
Part A - Introduction- Presents the rationale, the aim, scope, methods, and design of the study
Part B - Development- consists of three chapters
Chapter One of the Literature Review explores key theories pertinent to the study, focusing on communicative activities and communicative language teaching (CLT) It highlights the advantages of implementing CLT in foreign language instruction, while also addressing the challenges encountered in applying CLT for teaching English as a foreign language Furthermore, it examines previous research on the application of CLT and the conditions necessary for its effective implementation.
Chapter two-Research methodologies- Presents the methodology performed in the study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter
Chapter three-Findings and recommendations Discusses the data of the study and propose recommendations for applying CLT in teaching English to grade10 students at DH secondary school
Part C: Conclusion- Summarizes all the key issues as well as the limitations of the study and suggestions for further study.
LITERATURE REVIEW 1.1 Communicative activities
Definition of a communicative activity
Communicative activities, as defined by Harmer (1991) and Scrivener (1994), involve learning through meaningful language use for specific purposes, where students engage in speaking and listening to each other For these activities to be genuinely communicative, learners must have a desire to communicate; otherwise, the effectiveness of the interaction diminishes Students should focus on achieving communicative objectives rather than merely on the language forms being used, emphasizing the importance of content in communication.
Characteristics of a good communicative activity
Effective communicative activities require a genuine desire to exchange information When a question is posed, the asker should seek to gain insights, highlighting the presence of an "information gap" or "opinion gap." For instance, when a teacher prompts students to describe their houses, it creates a structured opportunity for communication, fostering engagement and interaction.
The teacher enhances the communicative purpose of the activity by instructing students to engage in English, thereby creating a more structured environment Additionally, by providing pairs of students with differing information, the teacher establishes an "information gap," encouraging meaningful exchanges and interactions among them.
A key aspect of communicative activities is the emphasis on meaning rather than language forms In real-life situations, students inquire about their friends' families not to practice specific grammatical structures, such as "have got," but out of genuine interest in the information being shared This highlights that the primary focus is on understanding meaning, rather than merely using language forms.
A well-designed communicative activity (CA) plays a crucial role in language learning by offering whole-task practice, enhancing motivation, fostering natural learning processes, and establishing a supportive context for learning These contributions significantly enrich the language acquisition experience, making it more effective and engaging for learners.
Communicative activities offer "whole-task practice," essential for mastering skills in their entirety, while non-communicative activities focus on part-skills For instance, learning to swim requires both individual movement practice and actual swimming attempts to develop comprehensive abilities This approach tailors the learning experience to the learner's level through diverse communicative activities.
Communicative activities significantly enhance motivation among learners, as their primary goal is to engage in meaningful communication with others When students recognize the connection between their classroom learning and their communication objectives, their motivation to learn is likely to remain high, leading to greater success in achieving these goals.
Communicative activities facilitate natural language learning, as essential aspects of acquiring a language occur through genuine interactions These processes are activated when individuals engage in using the language for communication Therefore, incorporating communicative activities, whether in the classroom or beyond, is crucial to the overall language learning experience.
Communicative activities foster a supportive learning environment by encouraging positive relationships among learners and between students and teachers These connections enhance individual efforts to learn, creating a context that is conducive to effective learning.
Harmer (1991:19) has summarized those characteristics in a figure called the communication continuum; as follows:
NON - COMMUNICTIVE ACTIVITIES COMMUNICTIVE ACTIVITIES
To enhance communication in a monolingual classroom, teachers can implement strategies that foster genuine interaction among students By minimizing their own intervention and incorporating authentic materials, educators can create a more engaging learning environment Additionally, encouraging diverse language use and establishing natural communicative purposes will significantly improve student interaction and make English communication more meaningful.
Communicative language teaching
Communicative Language Teaching (CLT) has established itself as the dominant theory in Teaching English as a Foreign Language (TEFL) over the past three decades According to Richards & Rogers (2000), CLT is grounded in several key principles: language serves as a system for expressing meaning, its main purpose is interaction and communication, the structure of language mirrors its functional and communicative applications, and the fundamental units of language extend beyond mere grammar and structure.
materials control features, but categories of functional and communicative meaning as exemplified in discourse
CLT method has brought many advantages Dubin and Olshtain (1986) in Burns
Communicative Language Teaching (CLT) offers a comprehensive approach to teaching and learning by incorporating real-life situations that require communication In this method, teachers create scenarios that students are likely to face outside the classroom, fostering closer interactions that mimic real communication The unpredictability of class exercises, influenced by student responses, adds an element of suspense that enhances engagement Ultimately, students are motivated to learn as they seek to communicate meaningfully about relevant topics, highlighting CLT's significant role in foreign language education, especially in developing speaking skills.
Communicative Language Teaching (CLT) revolutionized English Language Teaching (ELT) by emerging in Britain during the 1970s as a response to the inadequacies of traditional grammar-focused methods The shift towards CLT was driven by the need to address unsatisfactory teaching outcomes and enhance language learning effectiveness.
Communicative Language Teaching (CLT) is a teaching approach focused on using communicative activities and the target language to enhance learners' ability to understand and exchange diverse ideas, behaviors, values, beliefs, and cultures Despite extensive discussions by researchers, a clear definition of CLT remains scarce.
Communicative Language Teaching (CLT) is an approach to teaching foreign or second languages that prioritizes communicative competence as the primary goal of language learning This method emphasizes the importance of meaningful communication and aims to integrate language use into all classroom activities.
Communicative language teaching emphasizes that learners acquire a language by actively using it for communication The primary aim of classroom activities should be to foster authentic and meaningful interactions Both fluency and accuracy play crucial roles in the language learning process, which is characterized by creative construction and the necessity of trial and error.
A communicative approach to language teaching prioritizes the learner, focusing on enhancing their ability and motivation to use the target language effectively and accurately for successful communication.
1.2.3.1 The goal of teachers who use the communicative approach
The goal of the teacher is to have students become communicatively competence
1.2.3.2 The role of the teachers and students
Teachers in communicative classrooms will find themselves talking less and listening more-becoming active facilitators of their students' learning (Larsen - Freeman, 1986)
The CL teacher plays a dual role: facilitating communication among all classroom participants and serving as an independent participant within the learning-teaching group (Breen and Candlin, 1980:99).
The communicative learner acts as a negotiator between their own learning process and the subject matter, engaging collaboratively within group activities and classroom dynamics This approach emphasizes that learners should contribute equally to their learning experience, fostering independence (Breen and Candlin, 1980:110) In this context, students are encouraged to interact more with their peers than with the teacher, leading to infrequent error correction Additionally, the cooperative learning model inherent in Communicative Language Teaching (CLT) may be a new concept for many learners (Richards and Rodgers, 2001: 166).
1.2.3.3 The feelings of the students
The communicative approach posits that students are more motivated to learn a foreign language when they perceive its practical utility in real-life situations.
The characteristics of CLT help the learners understand what is happening in a CLT classroom And then the teacher can take advantage of this approach to promote her students' learning
A focus on communicative function: The communicative function is considered as the most important characteristic of CLT because the goal of CLT is to help the learners gain communicative competence
Focusing on meaningful tasks enhances students' communicative competence by encouraging practical language use By providing engaging activities, teachers create opportunities for learners to actively apply their language skills, fostering both understanding and effective communication.
To enhance learning, it is crucial to tailor tasks and language to the specific needs of learners by analyzing authentic, real-life situations Incorporating these genuine contexts in the classroom allows students to engage with relevant tasks, facilitating a deeper understanding of meanings and functions within those contexts.
Utilizing authentic materials in the foreign language classroom significantly enhances learner motivation by providing students with exposure to real-life language usage These materials create valuable opportunities for engagement, fostering a deeper understanding and connection to the language being learned.
Group activities in the classroom foster student collaboration, offering two key benefits: they encourage simultaneous participation from all students, allowing for comparison of findings, and they provide valuable practice for real-world communication Additionally, establishing a secure and non-threatening atmosphere is crucial; when the classroom environment is relaxed, students are more likely to engage and express themselves enthusiastically, whereas a serious atmosphere can stifle their willingness to speak.
1.2.5 Conditions related to CLT application
The successful application of Communicative Language Teaching (CLT) hinges on several key factors, including the teachers' effectiveness, students' motivation, proficiency, and learning styles, as well as the availability of authentic materials Additionally, the quality of teaching and learning materials, administrative support, the overall learning environment, allocated time for instruction, examination methods, and cultural influences all play crucial roles in determining the success of CLT implementation.
Advantages of using CLT
There are some advantages of using the communicative language teaching approach
Integrating real-world contexts into language learning enables students to use English meaningfully, even at the beginner level Learners are motivated to communicate effectively within their communities, whether it’s making phone appointments, discussing matters with teachers, or seeking information and advice from others.
This approach offers the flexibility to accommodate learners at all proficiency levels, from pre-beginners to advanced students It is particularly effective in diverse classrooms, as it enables students with varying linguistic backgrounds and communicative skills to engage and interact with one another based on their individual levels of competence.
The CLT approach allows teachers to adopt the role of a facilitator, enabling them to observe individual student learning during various tasks This observation helps teachers identify and respond effectively to the unique needs of each student.
Problems of applying CLT
According to Littlewood (1984), English as a Second Language (ESL) is primarily spoken within the local community, while English as a Foreign Language (EFL) serves as a means of communication beyond that community Implementing Communicative Language Teaching (CLT) in EFL classrooms poses challenges for both teachers and students, as the absence of an English-speaking environment and authentic contexts hinders the learning process.
The variations in English-speaking environments, authentic situations, motivation levels, school curricula, national curriculum goals, and testing systems lead to distinct outcomes in the application of Communicative Language Teaching (CLT) in ESL and EFL classrooms.
Previous studies related to CLT
This thesis presents four studies conducted by Hird (1995), Li (1998), Gahin and Myhill (2001), Bock (2000), and Vu To Lan (2003) in China, Egypt, South Korea, and Vietnam, aimed at identifying the challenges that impede the successful implementation of Communicative Language Teaching (CLT) in these countries.
In his 1995 article, Hird discusses the challenges of implementing Communicative Language Teaching (CLT) in China, highlighting key limitations such as the grammar-focused examination system, the influence of traditional teaching methods, and various teacher-related factors.
Research reveals that teachers face significant challenges in implementing Communicative Language Teaching (CLT) due to economic factors, examination pressures, varying academic abilities, and cultural traditions in Egypt Key economic constraints include inadequate salaries, insufficient resources, overcrowded and poorly equipped classrooms, and a lack of appropriate training for teachers Additionally, these challenges contribute to feelings of frustration and stress among educators.
Li discovered that teachers, students, and educational system are the main hindrances of CLT success
The results of the study made by Bock pointed out that CLT implementation is hindered from success by the teachers, the students, and educational system Vu To Lan
In 2003, a research study was conducted on the challenges of implementing Communicative Language Teaching (CLT) in sixth-grade classes at Hanoi-Amsterdam School The study identified four main categories of difficulties: issues related to teachers, the new curriculum materials, the testing system, and the overall teaching and learning environment.
RESEARCH METHODOLOGY 2.1 Background of the study
Description of the students
At DH secondary school, most students have been studying English for over four years, beginning in lower secondary school, where they were introduced to learner-centered approaches and communicative language teaching Despite this experience, many students struggle with listening and speaking skills, excelling instead in written grammar exercises Their lack of confidence in verbal communication presents a significant challenge, as they often view language learning as merely mastering grammar and structures, leading to minimal participation in classroom activities.
Description of the teachers
The teachers are the most important factors in the process of teaching and learning a target language In DH secondary school, there are 12 teachers of English aged from 28 to
Out of 52 individuals, none have visited English-speaking countries Two have undergone in-service training programs as former Russian language teachers, while the remainder received their training at the College of Foreign Languages at Vietnam National University in Hanoi and Thainguyen Teachers' Training College.
Teachers at DH Secondary School are well-versed in traditional language teaching methods, yet many actively seek to enhance their understanding of communicative competence and integrate it into their English instruction.
Setting of the study
With approximately 45 students in each class, conducting communicative activities in a large, mixed-ability setting presents significant challenges The classroom environment often becomes noisy as teachers strive to foster communication among students Additionally, the classrooms are primarily designed for traditional lecture-based lessons, with seating arranged in orderly rows facing the teacher, and equipped only with a chalkboard and cassette recorder.
The English textbook "Theme-based" adopts a learner-centered approach and communicative language teaching (CLT), featuring sixteen teaching units Each unit comprises five 45-minute periods that focus on the four essential skills: reading, speaking, listening, and writing, encouraging fluency in communication rather than strict adherence to grammar and vocabulary rules Additionally, each unit includes a Language Focus section to summarize key language elements, providing students with a comprehensive overview After every three units, learners can assess their progress through evaluations called "Test yourself."
The school's library offers limited resources for reference and self-study, primarily featuring books intended for students, with a scarcity of English language materials available.
The study focuses on English teachers at DH Secondary School who instruct 10th-grade students Each teacher has a minimum of 5 years and a maximum of 15 years of experience, showcasing their extensive expertise in teaching English across various contexts.
The classroom observation aimed to collect information rather than assess the teachers' quality To maintain focus and avoid deviation, the researcher developed a checklist in advance, aligning her observations with the specific categories relevant to her research objectives.
In-class teaching and learning activities have been meticulously documented, including teachers' questions and explanations, students' responses and errors, interactions between teachers and students, as well as collaborative group work among students.
In the second semester of the 2009-2010 school year, an observation was conducted over one week, focusing on three randomly selected classrooms This selection process intentionally excluded any bias towards choosing the most experienced teachers or the highest and lowest performing students.
- The questionnaire was distributed to 6 teachers of English who teach grade 10 at
DH Secondary School The questionnaires which had been delivered were handed back The questionnaires are about
- Teachers‟ CLT training background (Question 3)
- Teachers‟ opinions about the most suitable method for their teaching English at present (Question 4)
- Teachers‟ information on CLT (Questions 5,6)
- Teachers‟ understanding of subjects about CLT (Questions 7,8)
- Looking about applying CLT in the actual classroom practice (Questions 9,10,11)
- Inspecting the English textbook in CLT application (Question 12)
- Teachers‟ oppinions about the difficulties in the implementation of CLT in their context of language teaching (Question 13)
- The degree of success in applying CLT at DH secondary school (Question14).
Presentation of statistical results
* Question1 and 2 Question 1 focuses on the teachers‟ ages Question 2 is about the teachers‟ experience of teacing English The results are shown the following table
Table1: Teachers’ ages Years of Teaching
Table2: Teachers’ years of teaching English
It can be seen in table 1 that teachers attended in the study are different ages Only 17
A significant percentage of teachers surveyed are over 45 years old, while 33% fall within the 30 to 35 age range Additionally, teachers aged 36 to 45 comprise 50% of the respondents This data indicates that the majority of teachers are middle-aged, bringing substantial life and teaching experience to their roles.
The table 2 shows that English language teachers are quite experienced in their profession Four out of six teachers (67%) have been teaching foreign language for than eleven years
*Question 3 and 4 Question 3: Have you ever been trained in CLT?
Table 3: Teachers’ CLT training background
Communicative Language Teaching (CLT) has become the leading method for teaching foreign languages; however, data reveals that not all educators are adequately trained in this approach According to Table 3, only 67% of teachers have received formal CLT training, while two teachers lack any formal training altogether Despite this, these teachers possess a general understanding of CLT through self-study and reading relevant literature.
Question 4: What approach do you think most suitable for ?
The Grammar-Translation Method (GTM) 0
Combination of GTM and CLT 67
Table 4: Teachers’ oppinions about method
In a recent survey, 33% of teachers expressed that the Communicative Language Teaching (CLT) method is suitable for their current teaching situation, while 67% reported using a combination of the grammar-translation method and CLT This blending of approaches is largely driven by the pressures of testing formats and the varying proficiency levels of students.
*Question 5 and 6 Question 5 How often do you read books or attended workshops to improve your knowledge of CLT?
Table 5 Teachers’ information about the enrichment of knowledge on CLT
Question 6 You understand the principle and the characteristics of CLT
Table 6 Teachers’ information about perception on CLT
Table 5 shows that all teachers sometimes attended workshops or the training course on CLT to improve their knowledge of CLT
According to Table 6, a significant 67% of respondents reported a clear understanding of the principles and characteristics of Communicative Language Teaching (CLT), while the remaining participants expressed uncertainty regarding these concepts.
The Opptions % approach prioritizes fluency over accuracy, emphasizing a learner-centered environment that fosters communicative competence among students While it does not focus on grammar instruction, it is specifically designed for teaching speaking and listening skills This method concentrates on engaging learners with meaningful tasks rather than the intricacies of language itself.
Table 7 Teachers’ point of view about CLT
According to data from Table 7, all surveyed teachers believe that the primary goal of Communicative Language Teaching (CLT) is to enhance students' communicative competence, and they acknowledge its learner-centered approach However, only 50% agree that CLT neglects grammar instruction in favor of meaningful tasks, while 67% assert that CLT is primarily utilized for teaching speaking and listening skills.
All information above show that the teachers donot have good knowledge of CLT and half of the teachers don‟t understand some important characteristics of CLT
Key concepts, principles and characteristics Agree (%) Disagree (%) Uncertain (%)
Grammatical correctness is the most important criterion by which language performance should be judged
Group work activities are essential in providing opportunities for co-operative relationship to emerge and in promoting genuine interaction among students
For students to become effective communicators in the foreign language, the teachers' feedback must be focused on the appropriateness and not the linguistic form of the students' responses
The learner- centered approach to 100 language teaching encourages responsibility and self- discipline and allows each student to develop his/ her full potential
Group work empowers students to independently investigate problems, giving them a sense of control over their learning process This collaborative approach is essential for effectively structuring classroom experiences.
The teacher should correct all the grammatical errors student make If errors are ignored, this will result in imperfect learning
Key concepts, principles and characteristics Agree (%) Disagree (%) Uncertain (%)
It is impossible in a large class of students to organize your teaching so as to suit the needs of all
Group work activities take too long to organize and waste a lot of valuable teaching time
The communicative approach to language teaching produces fluent but inaccurate learners 67 33
By mastering the rules of grammar, students become fully capable of communicating with another
The role of the teacher in the language classroom is to impart knowledge through activities such as explanation, writing and example
Tasks and activities must be tailored to meet students' individual needs instead of being imposed upon them Additionally, group work activities often prove ineffective, as teachers find it challenging to monitor student performance and discourage the use of their native language.
A textbook alone is not able to cater for all the needs and interests of the students
The teacher must supplement the textbook with other
Table 8 Teachers’ understanding about CLT
According to Table 8, all teachers (100%) agree that group work activities are crucial for fostering cooperative relationships and promoting authentic interactions among students This learner-centered approach to language teaching encourages responsibility and self-discipline, enabling each student to reach their full potential Additionally, group work empowers students to independently explore problems, giving them a sense of control over their own learning.
Organizing classroom experiences is essential, and tasks should be tailored to meet students' needs instead of being imposed All teachers acknowledge that textbooks alone cannot address the diverse needs and interests of students, highlighting the importance of supplementing textbooks with additional resources.
The findings indicate that while teachers possess a basic understanding of the Communicative Language Teaching (CLT) approach, there are still misconceptions regarding its concepts, principles, and characteristics This uncertainty may contribute to their hesitation in fully embracing CLT in their instructional practices.
Question 9 Which of the following activities are used and how often they are used when you teach a lesson in your class?
Writing vocabulary on the board and students copy down
Making sentences with new words 50 33 17
Explaining grammar rules or new structures
Doing role-plays/ Dramatizing the conversation
Playing games/ singing English songs 67 33
Discussing in pairs or group works 33 67
Table 9 The frequency of activities used in the classrooms
Question 9 focuses on the frequency of classroom activities, revealing that all teachers incorporate communicative activities into their lessons Notably, over 50% to 100% of educators frequently engage students in role-plays, pair discussions, substitution drills, and dialogue practice Despite this emphasis on communication, 100% of teachers also prioritize explaining grammar rules and new structures, highlighting the essential role of grammar in language learning The key consideration is the amount of time teachers allocate to each type of activity.
Teachers who primarily focus on grammar instruction and new structures are employing traditional teaching methods Conversely, when they dedicate more time to communicative activities, they are embracing Communicative Language Teaching (CLT) The actual implementation of these approaches will be detailed in the upcoming classroom observation results.
* Question 10 When students make errors, you often:
Correct errors for all students 50
Correct as soon as your students make errors 67
Correct yourself all errors of your students 50
Ask students to correct errors for each other 50
Collect students‟errors and correct them later 33 Mark students‟ errors then students correct themselves 50
Table 10 reveals that the majority of teachers address errors for all students, with 50% marking errors for students to self-correct and encouraging peer corrections Additionally, 67% of teachers correct errors immediately as they occur, while 33% prefer to collect and address errors later This data indicates a discrepancy between the prevalent error correction methods employed by teachers and the principles of error correction outlined in Communicative Language Teaching (CLT).
Question 11 Have you ever changed the position of the students’seat, tables, and benches for suitable lesson context?
Table 11: The frequency of change the position of students’seat, tables and benches for the lesson situations
According to the data, 17% of teachers occasionally rearrange student seating, while a significant 83% seldom do so for optimal lesson context Although various seating arrangements, such as circles and horseshoes, can enhance language classes, the limited classroom space and lesson time make implementation challenging.
* Question12 You think that in the current textbook:
There should be more communicative activities 100
The number of communicative activities should be reduced 50 50 Communicative activities are relevant to your students' background knowledge
There is not enough time to cover all the activities, content, tasks, exercises in the textbook
The topics deal with current issues 83 17
The exercises/ tasks are a little bit long and difficult 50 50 The exercises / tasks are properly designed for CLT 100
There is not enough time to develop other CLT materials in the English classes
There should be more authentic materials 50 50
There are enough audio/ visual aids to use with the unit 100
Table 12.Teachers’ opinions about the currently-used textbook
Findings and recommendation
Findings
The findings indicate several factors contributing to the ineffectiveness of teaching at DH Secondary School, which can be categorized into four primary groups: challenges faced by students, issues encountered by teachers, complications stemming from the testing system, and obstacles related to the teaching and learning environment.
The students‟ low level of English proficiency, limited motivation, passive learning styles and lack of confidence are constraints for the adoption of CLT
The implementation of Communicative Language Teaching (CLT) in the classroom is significantly hindered by students' low English proficiency Despite teachers' intentions to utilize the target language, students often struggle to comprehend, forcing educators to resort to Vietnamese for explanations This reliance on translation fosters a passive learning environment, where students become accustomed to waiting for teacher-led clarifications Ultimately, the combination of students' limited English skills and time constraints obstructs the effective application of CLT in language instruction.
Motivation plays a crucial role in language learning, significantly influencing success in acquiring a second language It manifests through students' diligence and active participation in lessons However, teachers often encounter challenges when implementing the Communicative Language Teaching (CLT) approach, particularly when students show a lack of enthusiasm for class activities This disengagement is primarily due to non-English major students viewing English merely as a compulsory subject in their curriculum, rather than a subject of genuine interest or passion.
The passive learning style prevalent among students significantly impedes the successful implementation of Communicative Language Teaching (CLT) Rooted in Confucian values, students often perceive interrupting, questioning, or challenging their teachers as disrespectful, leading to a classroom environment where they remain silent unless directly addressed Additionally, corrective feedback is essential for effective teaching; without it, students may question the teacher's competence.
The lack of student confidence significantly impedes the successful implementation of Communicative Language Teaching (CLT) When students feel insecure due to their limited proficiency in the target language, it creates challenges for teachers in effectively developing key skills such as speaking and listening.
Although all the six teachers have applied CLT to their teaching, they still have some mis conceptions about it
The data collected from the questionnaire shows that four out of the six teachers believe that CLT is only used for speaking and listening skills
Many educators believe it is their responsibility to supply students with all the necessary language for task completion However, in the context of Communicative Language Teaching (CLT), it is impossible for teachers to predict the exact language students will employ Continuously providing all the language can lead to student complacency and hinder their creativity in the learning process.
Many teachers mistakenly prioritize accuracy over fluency, which results in counterproductive methods of correcting student mistakes When teachers interrupt students to correct errors during tasks, it hinders their fluency and disrupts their thought processes Additionally, some educators are reluctant to implement Communicative Language Teaching (CLT) because students show little interest in communicative tasks, and exams often do not reflect these activities This lack of alignment between teaching methods and assessment further demotivates teachers from adopting CLT practices.
3.1.3 Difficulties arising from the testing system
The national grammar-focused exam significantly impacts teaching methods, compelling educators at DH Secondary School to employ the grammar-translation method in their classrooms This testing system mandates that teachers prioritize grammar instruction, regardless of their personal preferences for the Communicative Language Teaching (CLT) approach.
Grammar-focused examinations significantly influence students' learning approaches As practical learners, students prioritize mastering grammar and linguistic forms, often showing reluctance to engage in communicative tasks and exercises due to the exam's emphasis on grammar.
3.1.4 Difficulties from the teaching and learning environment
English classes at DH Secondary School typically comprise 40-50 students, creating challenges for teachers to effectively implement a communicative approach In such large and diverse classrooms, educators face difficulties in supporting weaker students while simultaneously keeping more advanced learners engaged and motivated.
Lack of class time and teaching aids are also difficulties which is a barrier to the success of CLT application.
Recommendations
To alleviate the challenges encountered by teachers at DH Secondary School in implementing Communicative Language Teaching (CLT), this section outlines targeted recommendations derived from the research findings These suggestions aim to enhance the effectiveness of lessons and promote greater success in the classroom.
To successfully implement Communicative Language Teaching (CLT) in traditional language classrooms, it is essential to shift students' attitudes toward English, treating it as an integral part of the school curriculum For CLT to become the standard approach in English instruction, students must embrace this learning method rather than resist it Therefore, teachers play a crucial role in consciously guiding students toward adopting CLT as their primary way of learning English.
When oral tests are not conducted promptly and traditional assessments fail to effectively evaluate grammar, vocabulary, and reading skills in a communicative manner, it's essential to help students recognize that their classroom learning is intended for future application rather than immediate use Achieving a balance between instruction, correction, and communication is crucial in this context.
To boost student motivation, educators should create realistic scenarios that engage learners effectively By dedicating time and effort to find relevant images and documents, teachers can enhance lesson appeal and foster a more stimulating learning environment.
To boost students' motivation in learning English, it's essential to address their psychological needs Teachers can enhance motivation by using students' names, valuing their opinions, setting clear objectives, and providing appropriate praise and encouragement Understanding learners is crucial, as a deeper comprehension of their needs enables more effective teaching strategies.
Improving students' low English proficiency is a gradual process that requires teachers to simplify lessons for better understanding Educators should transform challenging exercises into more accessible formats by clarifying meanings and structures Additionally, they need to create tasks and activities tailored to the students' proficiency levels, ensuring that learning is both effective and engaging.
Students' passive learning styles can hinder the effective implementation of Communicative Language Teaching (CLT) To foster a more engaging classroom environment, teachers should recognize and praise students for correct answers and valuable contributions It is beneficial to encourage weaker students by assigning them simpler tasks or easy questions, ensuring they feel supported Timely praise is essential, while criticism should be avoided in front of peers, as it may lead to embarrassment and further disengagement Implementing these strategies can enhance student participation and create a more positive learning atmosphere.
Collect errors made by the students and involve the whole class as much as possible in correction process
To assist students in recognizing their mistakes, it is essential to highlight the errors made, specify their nature, and guide them toward understanding the correct concepts Encouraging students to attempt corrections not only reinforces their learning but also fosters a deeper comprehension of the material.
Spend less time correcting what is only problem for one student and more time on problems common to whole group
Do not interrupt students before he finishes his utterance because he will find it disconcerting or frustrating
Try not to repeat the errors, even in mocking, astonished way
The solution for this problem lies in the teachers themselves and the educational administrator and the government
To effectively implement Communicative Language Teaching (CLT), teachers must be willing to embrace change themselves Educational administrators play a crucial role by organizing more workshops and seminars focused on CLT These training sessions will not only enhance teachers' understanding but also motivate them to apply their newfound knowledge in the classroom.
In addition to receiving support from administrators, teachers should actively engage in self-study to enhance their knowledge This proactive approach to learning can significantly improve their expertise, as they can access a variety of resources, including books, magazines, the internet, and radio.
Currently, teachers face low salaries that do not adequately support their livelihoods, forcing them to seek additional work outside of their teaching responsibilities If the government were to increase their salaries, educators would be able to dedicate their full time and energy to the teaching profession, ultimately enhancing the quality of education.
3.2.3 Reform of the current English testing system
To drive innovation in teaching methodologies, significant macro-level changes are essential, particularly in reforming the testing system It is anticipated that the current grammar-based English examinations will persist in the educational framework A viable solution is to transform traditional assessments into more criterion-referenced tests that evaluate grammar, vocabulary, and reading skills in a more communicative manner.
3.3.4 Improving the teaching and learning environment
The large mixed ability classes also hinder the teachers from applying CLT There are only ideal classes for adopting CLT in the far future when the government invests
The diverse makeup of classrooms poses a challenge for teachers implementing Communicative Language Teaching (CLT) A viable solution is to group students with varying skill levels, pairing stronger students with those who may struggle By designing tasks that range from easy to difficult, teachers can foster collaboration and cooperation among students, enhancing their learning experience.
“Designing tasks suitable for the students‟ level” is considered an effective solution for the heterogeneous classes
So far the study has gone through all the necessary stages
In the part A, „Introduction‟ is mentioned: rationable, aims, methods, scope and design of the study
Part B consists of Chapters one, two, and three
Chapter one reviews some theoretical backgrounds relating to the study, namely
Communicative Language Teaching (CLT) emphasizes interactive and practical communicative activities that enhance language acquisition The advantages of using CLT in foreign language instruction include improved fluency, increased student engagement, and real-world language use However, challenges in implementing CLT in teaching English as a foreign language can arise, such as insufficient teacher training and large class sizes Previous studies have explored the effectiveness of CLT, highlighting its positive impact on learners' communicative competence Successful application of CLT requires specific conditions, including supportive classroom environments and resources that facilitate interactive learning.
Chapter two provides an overview of the implementation of the Communicative Language Teaching (CLT) approach in teaching English to grade 10 students at DH Secondary School, based on data collected from questionnaires completed by six teachers and observations conducted in three classes.