Background and Rationale of the Study
Vietnam's English teaching has evolved from traditional methods to more modern approaches, notably the Communicative Language Teaching (CLT) method, as highlighted by Khoa Anh Việt (2008) The Ministry of Education and Training (MOET) has actively promoted the CLT approach through initiatives such as teacher training and textbook development Numerous projects have been established to equip teachers with communicative techniques and methodologies This comprehensive teaching strategy emphasizes communication over mere linguistic forms, with textbooks playing a crucial role in addressing the diverse needs of the classroom, as noted by Hutchinson and Torres (1994).
From 1982 to 2002, Vietnamese textbooks primarily focused on grammar-based instruction, emphasizing systematic teaching of grammar rules for proficient language use, as noted by Hoang Van Van In 2002, the Vietnamese Ministry of Education and Training (MOET) initiated a comprehensive redesign of the curriculum and textbooks for all subjects, culminating in 2008 with the introduction of new textbooks throughout Vietnam's general education system Currently, there is one set of English textbooks for lower secondary schools and two sets for upper secondary schools, known as the standard and advanced sets Each English textbook unit includes five components: reading, speaking, listening, writing, and language focus, and these materials are utilized in both private and public schools, with all teachers adhering to a unified syllabus.
The new English textbooks assert that students can achieve English communication skills after seven years of secondary education, relying on communication-oriented speaking activities to foster speaking competence Aimed at immersing students in real-life situations, these textbooks emphasize integrative language use through various activities, with a particular focus on speaking This raises the question of whether the speaking activities align with Communicative Language Teaching (CLT) principles If the textbooks do not adhere to CLT, it could significantly hinder students' communication development To date, no studies have evaluated these textbooks in the context of CLT within Vietnam Therefore, my research focuses on assessing the speaking activities in the textbook "Tiếng Anh 10" for 10th-grade students at Gia Lộc High School through the lens of CLT.
Objectives of the study
1 Examine the extent to which the speaking activities in the textbook Tiếng Anh 10 are communicative in the light of CLT principles
2 Examine the suitability of these activities in Gia Loc High School context
3 Make some suggestions for adaptation to enhance the effectiveness of these activities within a case of Gia Lộc High School
Research questions
1 To which extent are speaking activities included in the textbook Tiếng Anh 10 communicative in the light of CLT?
2 How far are the speaking activities suitable for the teachers and students at Gia Loc High School?
3 How can some speaking activities in the textbooks be adapted to suit Gia Loc High School context?
Scope of the study
This article analyzes the Tieng Anh 10 textbook through the lens of Communicative Language Teaching (CLT) principles, focusing on its appropriateness for Grade 10 students at Gia Lộc High School during the 2012-2013 academic year The study also offers recommendations for English teachers to effectively adapt sections of the textbook to better meet the needs of their students.
Regarding participants of the study, five 10th classes with 227 students and three teachers of English from Gia Loc High School took part in the study.
Significance of the Study
This study aims to evaluate the effectiveness of communicative activities in English speaking lessons, providing valuable insights for teachers to identify strengths and weaknesses in textbook designs By analyzing the speaking lesson sections, the research seeks to offer constructive feedback that can guide textbook writers and curriculum designers in enhancing the effectiveness of their materials for improved student outcomes.
Structure of the Thesis
Chapter I presents the background and rationale of the study, the aims, the research questions, the scope, the significance, the limitations and the structure of the thesis
Chapter II examines the state of English language teaching and the use of English textbooks in Vietnam, providing an overview of Communicative Language Teaching (CLT) It discusses the design of speaking activities rooted in CLT principles, evaluates and adapts textbooks, and explores relevant theoretical frameworks.
Chapter III outlines the research methodology, detailing the study's design and context, as well as the introduction of the Tieng Anh textbook This chapter also provides a comprehensive overview of the research methods employed and the procedures for data collection.
Chapter IV presents a comprehensive analysis of the speaking lessons, detailing the findings from the questionnaire survey This section discusses the results in depth and offers insights into the effectiveness of the speaking activities Additionally, it provides practical suggestions for adapting these activities to enhance learning outcomes.
Chapter V summarizes all the key issues of the study The limitations of the study and some suggestions for further studies are also mentioned in this chapter.
THEORETICAL BACKGROUND
The Current English Teaching and English Textbooks in Vietnam
In Vietnam, the emphasis on enhancing the quality of English language education has become widespread, recognized by the Party and State as essential for modernization and industrialization English is officially the first foreign language taught in schools, with its introduction as a compulsory subject at the upper secondary level and as an elective at the lower secondary level between 1982 and 2002 Despite varying orientations, English textbooks primarily focus on grammar, promoting a systematic approach to teaching rules for proficient language use By the early 1990s, Vietnamese government and Communist Party officials acknowledged the necessity for educational reform to equip managers for a global economy.
In 2002, the Vietnamese Ministry of Education and Training (MOET) initiated the development of a new curriculum and textbooks for all school subjects English was established as a compulsory subject for both lower and upper secondary education, while it remains an elective at the primary level This curriculum is mandated by MOET and applies to all grades and school types across the country.
From Grade 6 to Grade 12, students engage in a weekly English class lasting 135 minutes, divided into three 45-minute lessons (Le Van Canh & Barnard, R 2009) The locally developed textbooks align with and effectively represent the national English curriculum The overarching goals of general English education include enhancing language proficiency and fostering communication skills.
To effectively communicate in English, individuals should achieve proficiency in the four key skills: listening, speaking, reading, and writing This includes the ability to read materials comparable to their textbooks while utilizing a dictionary for assistance.
- To have mastered basic English phonetics and grammar; to have acquired the minimum of around 2500 vocabulary items of English; and
To achieve a deeper understanding of English and American cultures, it is essential to recognize cross-cultural differences that enhance communication skills This awareness not only helps in effectively conveying the rich history and culture of the Vietnamese people but also fosters a sense of pride in Vietnam's language and heritage.
According to Prof Dr Hoang Van Van, the new Vietnamese high school textbooks are developed based on Communicative Language Teaching (CLT) principles, emphasizing communicative skills as the primary goal of English instruction Formal language knowledge is viewed as a means to achieve this goal The textbooks are designed to be both theme-based and skill-based, integrating learner-centered and communicative approaches As a result, students are encouraged to develop effective and appropriate communication skills to meet their communicative objectives This innovative curriculum received official approval in 2006.
Implemented nationwide in 2006 for grades 6 to 12, this curriculum stands out as the most comprehensive and detailed to date It embraces a communicative approach to English Language Teaching (ELT), emphasizing the significance of meaningful communication in enhancing English learning effectiveness.
An overview of Communicative Language Teaching
1.2.1 Definitions of Communicative Language Teaching
Communicative Language Teaching (CLT) is an effective approach for teaching second and foreign languages, focusing on interaction as both the primary method and the ultimate goal of language learning This method, often called the "communicative approach," prioritizes real-life communication skills to enhance fluency and comprehension in learners.
Longman Dictionary of Language Teaching & Applied Linguistics defines the Communicative Approach or Communicative Language Teaching as “an
The approach to foreign or second language teaching focuses on achieving communicative competence, as highlighted by Richards et al (1992) Developed by British applied linguists in response to traditional grammar-based methods, this approach emphasizes teaching the language necessary for expressing and understanding various functions It is structured around a notional syllabus or a communicatively organized curriculum and prioritizes the communication process This includes using language appropriately in diverse situations, performing tasks such as solving puzzles or gathering information, and engaging in social interactions.
The principles of CLT have been stated in different ways by Richards and Rodgers (2001), Finocchario& Brumfit, Berns (1990, 104), Nunan (1991a), Brown (2001: 43), etc D Nunan (1991:279) “Language Teaching Methodology “ said that
Communicative Language Teaching or Communicative Approach differs from other traditional Methods in language teaching He presented the most important features as the following: -:
1 Give the learners opportunities to focus on to the language and on the learning process
2 Try to link between classroom language learning and language activities outside the classroom
3 The authentic text related into learning situation
4 Support of learner’s own experience, which is an important elements to classroom learning
5 Focus on learning of the target language to communicate
According to Richards and Rodgers (2001), three main principles can be inferred from CLT practices:
1 The communication principle: Learning is promoted by activities involving real communication
2 The task principle: Learning is also enhanced through the use of activities in which language is employed for carrying out meaningful tasks
3 The meaningfulness principle: The learning process is supported by language that is meaningful to the student Activities should consequently be selected according to how well they involve the learner in authentic and meaningful language use
Finocchario and Brumfit summarize the principles as follows:
(1) Teaching is learner-centered and responsive to the students’ need and interests
(2) The target language is acquired through interactive communicative use that encourages the negotiations of meaning
(3) Genuinely meaningful language use is emphasized, along with risk- taking, unpredictability, and choice making
(4) The formal properties of language are never treated in isolation from use Language forms are always addressed within a communicative context
(5) There is exposure to examples of authentic language from the target language community
(6) The students are encouraged to discover the forms and structures of language for themselves
(7) There is a whole-language approach in which the four traditional language skills (speaking, listening, reading, and writing) are integrated
Berns (1990, 104) provides a useful summary of eight principles of CLT:
1 Language teaching is based on a view of language as communication That is, language is seen as a social tool that speakers use to make meaning speakers communicate about something to someone for some purpose, either orally or in writing
2 Diversity is recognized and accepted as part of language development and used in second language learners and users, as it is with first language users
3 A learner’s competence is considered in relative, not in absolute, terms
4 More than one variety of a language is recognized as a viable model for learning and teaching
5 Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and subsequent languages
6 No single methodology or fixed set of techniques is prescribed
7 Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners’ competence in each
8 It is essential that learners be engaged in doing things with language—that is, that they use language for a variety of purposes in all phases of learning
Brown (2001: 43), in assessing the various interpretations, offers a concise summary of key tenets as follows:
1 Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence Goals therefore must intertwine the organizational aspects of language with the pragmatic
2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes
3 Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use
4 Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom Classroom tasks must therefore equip students with the skills necessary for communication in those contexts
5 Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning
6 The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge Students are therefore encouraged to construct meaning through genuine linguistic interaction with others.
Designing speaking activities based on CLT
Communicative Language Teaching (CLT) emphasizes the importance of meaningful communication and language use in all classroom activities It is built on key principles that guide language teaching globally, including the integration of language skills, a balanced focus on both accuracy and fluency, and opportunities for practice through creative construction Additionally, CLT encourages a trial-and-error approach, fostering authentic and meaningful communication among learners.
To create effective tasks for a communicative classroom, various activities can be utilized, as suggested by Nunan (1989) These activities include question-and-answer sessions, dialogues, role plays, matching exercises, communicative strategies, picture-based tasks, puzzles, problem-solving activities, and discussions Incorporating these elements fosters interaction and enhances language learning in a communicative context.
According to Richards and Rodgers (2001), activities in language learning can be categorized into three main types: text-based activities, which utilize resources like textbooks; task-based activities, which are grounded in jigsaw or information-gap principles; and realia, which involves the use of authentic materials from real life, such as signs, magazines, newspapers, maps, pictures, graphs, charts, and even physical objects, to enhance classroom learning.
In conclusion, Communicative Language Teaching is no doubt an excellent tool for increasing fluency Overcoming its limitations and implementing with different
Textbook evaluation and adaptation
Textbooks are essential components of instructional programs, as highlighted by Nunan (1999), who emphasizes their central role in classrooms Richards (2007) supports this by noting that materials provide crucial information and language practice for students However, Tomlinson (2006) points out that no textbook is universally perfect, necessitating evaluations to identify and address weaknesses Hutchinson and Waters (1989) advocate for evaluating materials to assess their suitability for specific purposes Given that no single textbook can meet every teaching-learning scenario, research in ELT material evaluation aims to explore potential modifications (Cunningsworth, 1995).
Material textbook adaptation should be guided by the results of materials evaluation, as different resources offer varying potential for modification Adapting textbooks is crucial to align with teaching goals and student needs, ultimately enhancing learning outcomes Traditionally, textbooks served as comprehensive teaching manuals; however, the emergence of Communicative Language Teaching (CLT) has highlighted their limitations, making them often too restrictive Teachers must create and select tasks that foster interactive skills reflective of real-life language use, as standard textbooks rarely provide such opportunities Therefore, adaptation becomes a necessary step to address these limitations and transform textbooks into effective tools for educators.
Grant (1987) has listed the following principles for materials adaptation:
2) Making learning activities relevant and purposeful
3) Meet your learners’ needs, both external and psychological
4) Use models of real, authentic language Additionally, Graves (2003) points out, any “course book must be adapted to your particular group of learners.” He suggests ways of considering how to modify one’s own course book:
Select from the textbook the writing activities you want your students to do
Reject the other writing activities as not being useful for the purpose of your lesson (you may of course use them some other time with the students.)
supplement the textbook by finding some extra speaking activities which could work for your students
If necessary, adapt the extra activities to be suitable for your lesson and for your students’ needs
Using the first letter of each of the words in the list, the acronym SARS are made He also suggests the incorporation of SARS into lesson planning.
Theoretical frameworks
Numerous theoretical evaluative frameworks have been developed, including those by Williams (1983), Breen & Candlin (1987), Sheldon (1988), McDonough & Shaw (2003), Cunningsworth (1995), and McGrath (2002), which advocate for the use of checklist or checklist-like evaluation forms to assess how well textbook materials align with student needs Harmer (1991) emphasized the value of these evaluation forms in determining the appropriateness of textbooks for students Initial impressionistic evaluations can lead to the creation of detailed checklists that facilitate in-depth analysis of textbooks, ensuring they meet the demands of the syllabus and the educational requirements of students, as highlighted by Cunningsworth (1995) These evaluation tools are predominantly checklist-based, consisting of questions designed to measure the extent to which materials satisfy established criteria.
Teaching and learning scenarios are distinct, necessitating tailored evaluation frameworks for each context As language teaching priorities have shifted over time, the requirements of both teachers and learners, as well as classroom materials, have also evolved.
In evaluating speaking activities and exercises in textbooks, it is essential to adapt criteria to fit our specific context rather than relying on external checklists, as highlighted by (1983, p.251) as a “question of relevance.” This study will utilize certain evaluation criteria proposed by Gloria Luque Agulló (2007) while also developing additional criteria based on the frameworks established by Nunan (1989) and Ellis.
1.6 Summary The sections discussed in this chapter will help to work as the basis for evaluation of the speaking activities designed in the textbook Tieng Anh 10 for grade 10 students at Gia Loc high school, Hai Duong They will be used in constructing the researcher's own checklists to analyze the content of the speaking lessons and to design the students’ questionnaire.
RESEARCH METHODOLOGY
Research Design
of these speaking lessons for grade 10 students at Gia Loc high school in Hai Duong.
The context of the study
The school accommodates approximately 541 students across twelve 10th-grade classes, supported by a dedicated team of 81 well-trained teachers, recognized as the most hardworking and enthusiastic in the province Among them, eight English Language teachers boast teaching experience ranging from 5 to 27 years, with an average of 11 years Six teachers hold a B.A degree, while one has an M.A in teaching methodology All participating teachers have completed a training course organized by the Hai Duong Department of Education and Training, focusing on the new textbook "Tiếng Anh 10" and modern teaching approaches The researcher, a full-time staff member, has over twelve years of experience teaching English.
The textbook Tiếng Anh 10
The textbook Tiếng Anh 10 features 16 units, each comprising five lessons: Reading, Speaking, Listening, Writing, and Language Focus Designed to create communicative situations, the book enhances students' English language skills while emphasizing both communicative and linguistic competence It includes numerous group activities to foster collaboration and communication among learners Students benefit from listening to both native and non-native English speakers through accompanying audio materials The activities are structured around specific tasks, providing clear instructions and promoting task-based language teaching, which not only facilitates language use but also reduces the burden on teachers in designing lesson activities.
As for the general objectives of skills of the textbook Tiếng Anh 10, after finishing the textbook, students will be able to:
Table 2.1: General objectives of skills for Tiếng Anh 10 ( standard)
Understand the main ideas and details of monologues/dialogues of 120-
150 words on the 6 topics covered Understand texts that are delivered at a slow speed
Ask and answer about the topics covered Perform some basic language functions such as giving instructions, expressing opinions, asking direction, asking and giving information, etc
Understand the main ideas and details of the texts of 190-230 words on the topics covered Develop vocabulary strategies: using words in contexts, dictionary skills, etc
Writing Write texts of 100-200 words on familiar topics based on models or prompts for personal or basic communicative purposes
The speaking lessons in the Tiếng Anh 10 textbook are structured with three to four tasks that progress from controlled to freer language production Initial tasks offer language input through examples, allowing students to practice in pairs or groups This is followed by more open activities where learners generate language independently The objectives of these speaking sections aim to enhance students' language functions and fluency.
Table 2.2: Objectives of speaking lessons in the textbook Tiếng Anh 10
(adapted from the book map of the textbook)
1 A day in the life of - Talk about daily activities by using given information and pictures
2 School talks - Start, continue and close a conversation
3 People’s background - Talk about people’s background
4 Special education - Talk about school life
5 Technology and you - Talk about new technology in daily life and uses of modern inventions
6 An excursion - Talking about a boat trip abroad
- Talk about different types of the mass media
- Talk about advantages and disadvantages of the mass media
8 The story of my village - Talk about plans to improve life of a village and their possible results
- Offer solutions to sea problems using should/shouldn't
- Talk about causes and consequences of sea problems
- Ask for someone's opinions, and show their agreement or disagreement about the new kind of zoo
- Talk about national parks and nature conservation
11 National parks - Use conditional sentences type 3 to express regrets
12 Music - Ask and answer questions about music
- Talk about favorite kinds of music
- Ask and answer questions about the plot of a film based on prompts
- Tell what kinds of film they like and dislike
- Express their opinions about a film, using attitudinal adjectives
- Use some football vocabulary to ask and answer about the World Cup and to talk about the World Cup winners
- Describe a city, using the vocabulary and structures that they have learned in the lesson
- Compare different cities, using the comparative structures that they have learned in the lesson
- State their preferences and explain the reasons
- Ask and answer questions about a historical place, based on the vocabulary and structures that they have learned in the lesson
- Talk about a historical place based on the given information.
Research methods
To address the first research question, content analysis was employed to evaluate the communicative nature of speaking activities in the textbook, aligned with Communicative Language Teaching (CLT) principles The aim of this analysis was to determine if these activities fulfill the criteria established by CLT The study utilized six specific criteria for assessing speaking activities, as proposed by Gloria Luque Agulló (2007).
1 Does it provide natural, authentic conversations?
2 Does it provide effective speaking strategies for facilitating communication?
3 Are the contents of the topics familiar and interesting?
4 Are accuracy and fluency taken into account?
5 Is group and pair work sufficiently used?
A structured close-ended questionnaire was administered to 227 grade 10 students at Gia Loc High School, while unstructured interviews were conducted with three English teachers to gather in-depth insights This research utilized both quantitative (via the questionnaire) and qualitative (through interviews) methods, highlighting the strengths of a mixed-method approach that combines both data collection techniques for a comprehensive analysis.
The study involved 227 students and 3 English teachers from Gia Loc High School in Hai Duong For the research, the investigator randomly selected 5 classes from a total of 12 tenth-grade classes, specifically from 10A and 10C.
In the 2012-2013 academic year, three female English language teachers taught classes 10 E, 10 H, and 10 P, each accommodating up to 45 students of both genders These educators utilized the textbook "Tieng Anh 10" and brought diverse teaching experiences ranging from 5 to 15 years.
The research utilized a questionnaire as its primary data collection tool, featuring a four-point Likert scale to gauge participants' agreement levels regarding the suitability of the speaking lessons in the Tiếng Anh 10 textbook for students at Gia Loc High School Completing the questionnaire took approximately 20 minutes and included 10 questions, informed by previous studies Participants were guided to select the most appropriate response, ranging from "strongly disagree" to "strongly agree," with the researcher providing clear explanations in Vietnamese for each item After initial responses, participants were encouraged to review their answers to ensure accuracy Out of 227 distributed questionnaires, 216 were completed correctly Additionally, the researcher prepared an interview guide with 10 questions aligned with the study's criteria to gather more in-depth insights related to the research question.
3) The interviews took approximately 30 minutes individually and they were recorded by the researcher
The survey criteria were established following the frameworks of Ellis (1996), Cunningsworth (1995), and Savignon (2002), with a particular emphasis on Nunan's (1989) seven principles of task-based language teaching The research focused on ten specific criteria designed to enhance language education.
1 The speaking lessons in the book motivate the students
2 The speaking lessons are related to the previous knowledge of the students
3 The speaking lessons are according to the interest of the students
4 The speaking lessons are according to the students’ level ability
5 The speaking lessons develop speaking skills of the students
6 Students enjoy participating in speaking activities
7 The vocabulary items are appropriate to the students
8 The topics are interesting and motivating enough for students to enjoy talking about
9 The instructions and examples in the textbooks are understandable
10 The speaking activities address learning targets
To enhance the research instrument, the questionnaire was initially distributed to a select group of students Based on their feedback, several items were rephrased and modified, leading to the final version administered to the entire sample.
Data Collection Procedures
To analyze students' responses to the questionnaires, all responses were quantified and entered into Excel software for calculation of frequency and percentage of individual items A tape recorder was utilized during interviews to ensure precise information collection, with all interviews conducted in Vietnamese This approach allowed participants to express their views clearly without the constraints of English, reducing confusion in understanding questions and providing answers The interviews were subsequently translated and analyzed by the researcher.
In conclusion, the study synthesized key findings from both the questionnaire and interviews, emphasizing the overall suitability of speaking lessons for grade 10 students at Gia Loc High School The analysis, results, and discussion were presented cohesively, reflecting the focused nature of the survey.
Summary
In conclusion, this study employed content analysis to evaluate the alignment of speaking activities with Communicative Language Teaching (CLT) principles, specifically focusing on their appropriateness for students at Gia Loc High School The findings from the content analysis, along with a detailed discussion of the questionnaire results, will be presented in the subsequent chapter.
RESULTS, DISCUSSIONS AND SUGGESTIONS
Analysis based on the criteria in light of CLT
As mentioned above, the textbook Tiếng Anh 10 has claims to be
This section of the research will analyze the speaking activities in the textbook "Tiếng Anh 10" to determine their communicative effectiveness, emphasizing the use of authentic English through engaging tasks This investigation aims to validate or challenge the claims made by the authors and publishers regarding the textbook's approach to fostering real communication skills.
- Question1: Does it provide natural, authentic conversations?
In Communicative Language Teaching (CLT), the primary objective of classroom activities is to foster authentic and meaningful communication Each speaking lesson is designed to reflect real-life situations, allowing students to showcase their abilities in front of their peers For instance, in unit 1, students share their daily activities, while unit 2 encourages small talk in pairs based on provided scenarios In unit 3, discussions focus on the backgrounds of known individuals These engaging activities expose students to language used by native speakers, preparing them for real-world interactions Furthermore, they motivate students by creating an environment where sharing information is relevant and topics are of genuine interest.
- Question 2: Does it provide effective speaking strategies for facilitating communication?
Effective conversation strategies include opening and closing dialogues, topic development, turn-taking, and the use of idiomatic expressions For instance, in unit 5, students engage in small talk by following guideline questions that focus on starting and ending conversations These activities allow for controlled practice, providing students with sufficient language input to discuss assigned topics, such as causes and consequences related to ocean protection in unit 1 Although these tasks may be challenging for grade 10 students, they are supported with models and examples Most activities feature "target language" through sample dialogues, which, while appearing communicative, are often pre-specified True communicative activities occur when students utilize their existing language skills, even if not entirely accurate Controlled practice remains a significant component of speaking lessons, structured around key communicative stages.
‘controlled’ and ‘productive’ activities – the latter implying the potential for communicative interaction
- Question 3: Are the contents of the topics familiar and interesting?
The textbook Tiếng Anh 10 includes 16 speaking topics, such as daily activities, small talks, technology, and conservation of nature However, many of these topics, like historical places and special education, are unfamiliar to grade 10 students, leading to challenges in comprehension due to a lack of prior vocabulary This unfamiliarity causes students to become passive learners, often relying on mechanical drills rather than engaging actively with the language For instance, the speaking topic in unit 5 presents vocabulary that is new to students, hindering their ability to understand and participate effectively.
- Question 4: Are accuracy and fluency taken into account?
Fluency and accuracy are essential objectives in Communicative Language Teaching (CLT) Textbook authors design activities that emphasize both aspects, with specific speaking sections dedicated to commonly used conversational expressions, such as those for initiating and concluding discussions, as seen in Unit 2 Additionally, the application of information is further explored throughout the units.
5 and the plans to improve villagers’ life in unit 8 Students are instructed to uses given phrases or sentences to practice in pairs or groups
- Question 5 Is group and pair work sufficiently used?
Pair work Group work Not clearly stated
Chart 3.1 Percentage of class organization
Chart 1 shows the distribution of types of classroom organization of 52 the tasks in the speaking lessons of the textbook tiếng Anh 10 Pair work presents the largest percentage of classroom organization It makes up 44% When combined with group work, 69% of types of classroom organization are pair work and group work The tasks that do not explicitly state if they are to be solved in pair or group work amount to 16 tasks (31 %) To sum up, pair and work group still represent the majority of types of classroom organization
Individual, pair, and group work are clearly defined in the instructions provided to students, guiding them on how to organize their efforts Some tasks, however, require students to first work individually before transitioning to pair or group work This approach ensures a theoretical balance among the three work formats, allowing for a diverse range of activities and ample opportunity for students to engage in individual, pair, and group collaboration.
- Question 6: Is visual support provided?
Visual support plays a crucial role in 8 out of 16 speaking lessons, with well-designed pictures and photographs closely tied to the lesson content These visuals enhance the activities by adding an artistic and contextual element Primarily found in task 1, teachers encourage students to engage with these images, fostering group work and authentic discussions For instance, in unit 16, students might be grouped to create questions and answers about President Ho Chi Minh’s Mausoleum, sparking diverse opinions and deeper conversations This approach not only drills students in providing information but also allows them to express their own ideas in a meaningful and communicative way.
In fifty percent of the speaking lessons visual support is not provided Some of them do not necessarily need pictures because they are given in reading lessons
However, lack of visual aid makes the other speaking lessons uninteresting and does not motivate students to learn.
The results and discussions of the survey
In order to answer the research questions, the students' and the teachers’ responses have been analyzed Below is a detailed discussion of the results obtained through this questionnaire
The questionnaire comprised 10 items specifically assessing the suitability of speaking activities in the Tiếng Anh 10 textbook for 10th-grade students at Gia Loc High School Overall, the respondents provided positive feedback regarding the questionnaire and its items A summary of the results can be found in Table 5 and Chart 1.
Table 3.2 Results gained from students’ responses
Questions Strongly disagree Disagree Not sure Agree Strongly agree Question 1 23 10.65% 32 14.81% 14 6.48% 89 41.21% 58 26.85% Question 2 21 9.72% 14 6.48% 17 7.87% 121 56.02% 43 19.91% Question 3 36 16.67% 32 14.81% 8 3.70% 63 29.17% 77 35.65% Question 4 17 7.87% 26 12.04% 20 9.26% 77 35.64% 76 35.19% Question 5 26 12.04% 31 14.35% 14 6.48% 53 24.54% 92 42.59% Question 6 12 5.56% 51 23.61% 5 2.31% 97 44.91% 51 23.61% Question 7 41 18.98% 37 17.13% 8 3.70% 53 24.54% 77 35.65% Question 8 36 16.67% 27 12.50% 11 5.09% 91 42.13% 51 23.61% Question 9 10 4.63% 27 12.50% 6 2.78% 102 47.22% 71 32.87% Question 10 30 13.89% 37 17.13% 8 3.70% 56 25.93% 85 39.35%
Not sure Agree Strongly agree
Chart 3.2 Results gained from students’ responses on assessment of the suitability of speaking lessons
Item 1: The speaking lessons in the book motivate the students
The first questionnaire item was “speaking lessons in the book motivate the students”
Chart 3 shows the results for students’ agreement about the statement
Disagree Not sure Agree Strongly agree
A recent survey revealed that 41.21% of students agreed and 26.85% strongly agreed that the speaking lessons in their current textbooks effectively motivate them, resulting in a total of 68.06% of students feeling positively about these lessons In contrast, only 10.65% strongly disagreed and 14.81% disagreed, indicating a minimal level of discontent with the speaking lessons.
Item 2: The speaking lessons are related with the previous knowledge of the students
The second questionnaire item assessed the connection between speaking lessons and students' prior knowledge Chart 4 illustrates the findings regarding how speaking lessons in the textbooks correlate with the existing knowledge of students.
Disagree Not sure Agree Strongly agree
Chart 3.4 Relation of the speaking activities to the students' previous knowledge Based on the students’ evaluation, 75.93% of the students believed in the relation of speaking lessons with the previous knowledge of the students However, 16.20% of the students believed not and 7.87% were not sure In fact, some of these students did not have enough previous knowledge related to textbook Tieng Anh 6,7,8,9 before starting to study grade 10
Interviews with teachers indicated a unanimous agreement that speaking lessons are closely linked to students' prior knowledge The students possess sufficient understanding to effectively engage with the Tieng Anh 10 textbook.
Students struggled to comprehend lessons and practice speaking English, largely due to a lack of motivation developed during their lower secondary education Additionally, the Hai Duong Department of Education and Training's decision to exclude English from high school entrance exams for several years contributed to this issue, leading many students to neglect English in grade 9 in favor of subjects that were part of the entrance exam curriculum.
Item 3: the speaking lessons are according to the interest of the students
Chart 5 shows the results for students’ opinion about whether speaking lessons are according to the students’ interest (see chart 5 below) The result is not very positive Only about 64.82% (29.17% agreeing and 35.65% strongly agreeing) of the students’ believed that speaking lessons were according to their interest 16.67% of the respondents strongly disagreed, 14.81% disagreed and 3.70% were not sure about that In the interviews, They highlighted that many students lost interest to the lesson when they could not get out of the difficulty in learning all the new words and as a result they became unwilling to do the speaking activities They also pointed out that since the discussion questions in the speaking sections were difficult most, students had a tendency to avoid doing the speaking tasks
Disagree Not sure Agree Strongly agree
Chart 3.5 Speaking lessons according to the interest of the students
Item 4: The speaking lessons are according to the students’ level ability
Chart 6 shows the results for the difficulty of the speaking lessons Significantly, 70.83% of the students believed that the speaking activities are according to their level ability, whereas 7.87% disagreed and 12.04% strongly disagreed about this
In a recent interview, two out of three teachers expressed concerns that the textbook was too advanced for their students They echoed the students' sentiments, noting that certain speaking lessons posed challenges due to complex vocabulary and sentence structures According to questionnaire item 2, these lessons relied on prior knowledge that many students lacked Nevertheless, the teachers felt they could address this gap by offering additional language input to support their students' learning.
Disagree Not sure Agree Strongly agree
Chart 3.6 Students’ opinion about the suitability of the speaking lessons to their level ability
Item 5: The speaking lessons develop speaking skills of the students
The fifth questionnaire item assessed whether speaking lessons enhance students' speaking skills According to Chart 7, a significant number of respondents, with 24.45% agreeing and 42.59% strongly agreeing, indicated that these lessons effectively developed speaking abilities, while only 26.36% disagreed Interviews with teachers corroborated this, revealing that most students improved their speaking skills through these lessons However, some students with limited prior knowledge struggled to make significant progress, suggesting that they might benefit from studying English at a lower level In summary, while the majority of students showed improvement in their speaking skills, others faced challenges that hindered their effective English learning for various reasons.
Disagree Not sure Agree Strongly agree
Chart 3.7 Students’ speaking skills developed by the speaking lessons
Item 6: Students enjoy participating in speaking activities
Chart 8 shows the number of students believed that they enjoyed participating speaking activities Overall, a large number of the students were interested in taking part in speaking activities 68.52 % of the students reported that they enjoyed participating speaking activities However, 5.56 strongly disagreed, 23.61% disagreed that they enjoyed participating in speaking activities
In interviews with three teachers, all confirmed that their students enjoyed participating in speaking activities, likely due to a preference for these over other English lessons like listening and writing However, some students participated in speaking exercises out of obligation, which negatively impacted their progress This reluctance stemmed from various factors, including low language proficiency, insufficient prior knowledge, and a lack of motivation.
Disagree Not sure Agree Strongly agree
Chart 3.8 Students' enjoyment in participating speaking activities
Item 7: The vocabulary items are appropriate to the students
A study revealed that 60.19% of students found the vocabulary items in their lessons appropriate, while 36.11% disagreed Interviews with teachers confirmed that speaking lessons, particularly in units 5 (Technology and You), 7 (The Mass Media), and 9 (Undersea World), contained numerous unfamiliar words Teachers noted that some vocabulary was unsuitable for the students' proficiency levels, leading to excessive memorization efforts Additionally, the repetitive nature of the vocabulary made it time-consuming for students to look up word meanings, hindering their ability to complete tasks efficiently.
Disagree Not sure Agree Strongly agree
Item 8: The topics are interesting and motivating enough for students to enjoy talking about
Chart 10 reveals that 67.54% of respondents found the speaking lesson topics engaging and motivating, fostering their enjoyment in discussions In contrast, 29.17% of students disagreed with this sentiment, while 5.09% remained uncertain These findings highlight that a significant majority of students are both interested and motivated by the lesson topics.
In interviews with three teachers regarding the question, "Are the topics interesting and motivating enough for students to enjoy discussing?" it was found that both students and teachers generally shared similar perceptions While most topics were deemed interesting and motivating, some were considered boring due to their unfamiliar content, which was often disconnected from students' backgrounds, and the language level being too advanced for their current proficiency.
Disagree Not sure Agree Strongly agree
Chart 3.10 Students' opinions about the statement that the topics are interesting enough for them to enjoy talking about
Item 9: The instructions and examples are understandable
Suggestions for adaptation
The speaking lessons in the textbooks are well-suited to students, effectively addressing their needs in learning English at this grade level Cunningsworth (1984) emphasizes that no textbook can perfectly fulfill all requirements of teachers and students, highlighting the teacher's role in adapting course materials Consequently, it is essential to make certain adaptations to the speaking lessons to enhance their effectiveness.
The article highlights essential adaptations for improving speaking lessons based on student feedback and expert recommendations Approximately 32% of students find speaking lessons challenging, indicating a need for adjustments aligned with their cognitive levels, as suggested by Cowling (2007) Additionally, the introduction of new vocabulary is insufficient; Habtoor (2012) emphasizes that textbooks should enrich students' lexical knowledge To enhance engagement, activities must be tailored to students' interests, and more examples should be incorporated into tasks, particularly in units 3, 9, 10, and 16 Finally, increasing student interaction through varied classroom organization, entertaining activities, and enhanced visual support is crucial for fostering a more dynamic learning environment.
Based on the suggestions for adaptations mentioned above, some samples of adaptation have been made through using the principles of adaptation by Grant
(1987) and SARS (Select, Adapt, Reject, Supplement) by Graves (2003) mentioned in the literature review They are listed as follows:
In today's classroom environment, incorporating a variety of activities can be challenging To facilitate engagement, the class is divided into four groups, with each group assigned a specific topic for discussion Following this, the teacher selects pairs to perform their conversations in front of the class, promoting interactive learning and enhancing communication skills.
Suggestions: Last night’s TV programmes
A: Hi How are you today?
B I’m fine Thank you Did you watch TV last night?
A: It’s a pity I had to finish my homework last night Is there anything interesting? B: Yes It’s the first time a contestant could answer 13 out of 15 questions in the game show Who wants to be millionaire He is very brilliant
A: Really? I will try to finish homework early tomorrow so that I will be able to watch the repeated broadcast at 8p.m
B: That’s a good idea I got to go now See you then
Completing this task can be challenging for students, so clear class organization and relevant examples are essential The teacher encourages students to collaborate in pairs to tackle the assignment effectively Prior to conducting the interview, it is important for students to thoroughly review the information items and formulate appropriate questions for each one.
Date of birth: When were you born?
Place of birth: Where were you born?
Home: Where do you live?
Parents: Can you tell me about your parents?
Brother(s): How many brothers /sisters have you got / Do you have…? Primary school: What’s the name of your primary school / secondary school?
Schoolwork: Have you ever been a leader of…/
Were you a member of any clubs?
Favorite subject: What subjects do you like best?
Experience: How do you work at school?
Thanking: Thank you very much!
A: Good afternoon, I am working for Thanh nien Newspaper
I’d like to ask you some questions Is it O.K ? B: Good afternoon That’s fine
Completing this task can be challenging for students, as it requires clear organization and the inclusion of relevant examples The teacher encourages collaboration by having students work in pairs to discuss and explore the key applications of information technology.
A: In what way is information technology the most useful to our life?
A: Why do you think so?
In a classroom activity, one student assumes the role of the head of a newly established zoo, while other students engage by asking relevant questions about the zoo's operations and features This interactive exercise encourages curiosity and fosters discussion among peers, enhancing their understanding of zoological concepts.
- How long have you worked here?
- Are the zoos of the new kind the places where wild animals are imprisoned?
- What are the advantages of the zoos of the new kind?
- Can animals develop in the zoos of the new kind?
This speaking period poses challenges, making it essential for diligent students to excel Average students must thoroughly prepare their lessons at home, while teachers provide clear and detailed instructions to guide them effectively.
Unit 14 – B Speaking ( page 145) For Free- practice, the teacher may help students to play the game of “Who am I?” and “What am I?”
1 Which World Cup is it? a This World Cup was held in Europe b There were 32 teams taking part in this World Cup c France was the champion then
2 Who is he ? a He is a French football player c He was the best player of the 2006 World Cup
3 Which World Cup is it? a It was a special World Cup b Finalists of this World Cup didn’t play in elimination games c Argentina was defeated in the final match
4 Who is he ? a He was a very famous French football player b He stopped his football career in 1995 c He was the magical 7 of Manchester United
Summary
In summary, this chapter has evaluated the findings from both the document analysis and the students' questionnaire The analysis effectively addressed the researcher's inquiries, revealing that the speaking lessons in the Tieng Anh 10 textbook are fairly communicative and align with Communicative Language Teaching (CLT) principles to a certain degree Overall, these speaking lessons are deemed appropriate for the targeted grade level.
A survey conducted at Gia Loc High School revealed that 10 students were not fully aligned with the speaking lesson design due to various factors, including their prior knowledge and motivation levels To enhance the effectiveness of the speaking lessons, it is essential to make necessary adaptations based on these insights.
1 Conclusion The content analysis indicates that the speaking lessons provide natural authentic communication with real spoken language It reflects typical real-life situations and enables students to interact with the real language and its use In terms of forms of CLT activities, the speaking lessons follow the natural order of spoken discourse, from meaning to form Additionally, speaking strategies for facilitating communication are effective and they can help students and teachers achieve the goal of each lesson Besides, speaking lessons provide the activities that focus on accuracy and fluency through using different kinds of interaction as well as using group work and pair work effectively As for visual support, pictures and photographs are properly added and they make speaking lessons more interesting and help teachers introduce language input naturally; however, visual support provided is not enough This can leave students with a general impression of dullness To some extent, uninteresting activities such as drills can be made interesting by visuals Another problem is that some topics seem to be unfamiliar with grade 10 students and not to be relevant to the students’ interest In conclusion, the speaking activities in the speaking lessons of the textbook Tieng Anh 10 are relatively communicative and they are according to CLT principles to a fairly large extent
A recent survey indicates that the speaking activities in the Tieng Anh 10 textbook are generally suitable for 10th-grade students at Gia Loc High School, aligning well with their previous English studies in grades 6 through 9 However, some students reported challenges due to ineffective English learning prior to grade 10, which impacted their perception of the speaking lessons' suitability Additionally, the lessons exhibit drawbacks, including challenging and unengaging topics, difficult vocabulary, and a lack of visual aids To enhance the effectiveness of speaking lessons for all students, teachers should consider adapting activities to make them more accessible and engaging.
2 Recommendations Since communicativeness of speaking lessons leads to the success of developing students’ speaking skill, speaking lessons should be strongly according to CLT principles The study indicates that the speaking activities in the textbook Tieng Anh 10 are not entirely according to CLT principles The speaking lessons only present a generic form of CLT activities Therefore, textbook writers need to obtain in-depth understanding of the concept of CLT if they hope to incorporate CLT principles into textbook development Topics should be more interesting and relevant to students’ personal experience and interests Instead of being drilled in given samples of language or in learning new words in given sentences in speaking lessons, they should be given more opportunities for using the target language creatively and actively
A recent study reveals that speaking lessons are generally suitable for grade 10 students at Gia Loc High School, contingent upon teachers' ability to effectively explore and adapt these lessons using appropriate methods, particularly through the application of Communicative Language Teaching (CLT) Additionally, it is essential for textbook designers to assess the strengths and weaknesses of existing materials and update English learning resources to ensure they meet the needs of students.
3 Limitations Because of limited time, knowledge and limited size of a minor thesis, the writer could not do the research on a larger scale based on criteria that are more reliable Moreover, in the study, the writer encountered such limitations as students’ carelessness with filling in the questionnaire and their misunderstanding of the questionnaire items In further studies, class observation should be involved to examine whether these speaking activities reflect the characteristics of communicative work
The study is applied in accordance with these limitations:
1 This study is restricted to grade 10 students at Gia Loc high school and cannot be generalized beyond
2 This research intends to cover speaking lessons and does not include other lessons ( reading, listening, writing, language focus) in the textbook Tieng Anh 10
3 The study took place in the academic year 2012-2013
1 Berns, M S (1990), Contexts of Competence: Social and Cultural Consideration in Communicative Language Teaching New York Plenum Press
2 Breen, M., and C N Candlin 1980, The essentials of a communicative curriculum in language teaching Applied Linguistics l (2): 89-1 12
3 Brown, H.D (2000), Principles of Language Learning and Teaching New York Addison Wesley Longman, Inc
4 Cowling, J (2007), Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company English for Specific Purposes,volume 26, pages 426–442
5 Cunningsworth, A (1984) Evaluating and selecting EFL teaching materials Oxford: Heinemann Educational.1984 44
6 Cunningsworth, A (1995) Choosing your Course book Oxford: Heinemann
7 Ellis, R 1996 Does it ‘Work’? Evaluating Tasks in Language Teaching The Language Teacher Online: http://jaltpublications.org/old_tlt/files/96/sept/eval.html
8 Finocchiaro, M.﹠C Brumfit (1983) The Functional-Notional Approach: From Theory to Practice New York: Oxford University Press
9 Gloria Luque Agulló (2007) Retrieved from: http://www4.ujaen.es/~gluque/
10 Habtoor, H.A (2012) English for Specific Purpose Textbook in EFL Milieu: An Instructor’s Perspective Evaluation International Journal of Linguistics, Vol 4,
11 Khoa Anh Viet(2008), Imperialism of communicative language teaching and possible resistance against it from teachers in Vietnam as an English foreign
12 Le Van Canh & Barnard (2009), Curricular innovation behind closed classroom doors: A Vietnamese case study Prospect, v.24, no.2, 2009, p.20-33 (ISSN: 0814-7094)
13 Littlejohn, Andrew (1998) The analysis of language teaching materials: inside the Trojan Horse In Tomlinson, Brian (Ed.) Materials Development in
Language Teaching (pp 190- 216) Cambridge: Cambridge University Press
14 Littlewood, W (1981): Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press
15 Napier, N K., & Nguyen, T T M (2003) Bridging Vietnam and America: Cooperation between the National Economics University and Boise State University Business Education Systems and Emerging Market Economies: Trends and Prospects Conference, Atlanta, Georgia 1-32
16 Ministry of Education and Training [MOET] (2006), Chương trình giáo dục phổ thông: Môn Tiếng Anh [English curriculum for the secondary school], Hanoi, Vietnam: Education Publishing House
17 Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press.
18 Nunan, D (1991a), Communicative Tasks and the Language Curriculum TESOL Quarterly, 25, 2: 279-295
19 Richards, J C (2006), Communicative Language Teaching Today, Cambridge University Press 2006
20 Richards, Jack C & Rodgers, Theodore S (2001) Approaches and methods in language teaching (2nd ed.) New York Cambridge University Press
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24 William Littlewood, 2004, The task-based approach: some questions and suggestions Retrieved from http://privatewww.essex.ac.uk/~vanton/HighlightedTask%20based%20app roach-littlewood.pdf
APPENDICES Appendix 1 – QUESTIONNAIRE FOR STUDENTS
This questionnaire aims to assess the effectiveness of the speaking lessons in the Tieng Anh 10 textbook for 10th-grade students at Gia Loc High School Your responses will remain confidential and will solely be utilized for research purposes.
Thank you for your co-operation PERSONAL INFORMATION
Participants are instructed to evaluate each statement using a 5-point scale, where 1 indicates strong disagreement and 5 signifies strong agreement Please circle the number that best reflects your opinion on each item.
Statement strongly disagree disagree not sure agree strongly agree
1 The speaking lessons in the book motivate the students 1 2 3 4 5
2 The speaking lessons are related to the previous knowledge of the students
3 The speaking lessons are according to the interest of the students
4 The speaking lessons are according to the students’ level ability
5 The speaking lessons develop speaking skills of the students
6 Students enjoy participating in speaking activities 1 2 3 4 5
7 The vocabulary items are appropriate to the students 1 2 3 4 5
8 Topics are interesting and motivating enough for students to enjoy talking about
9 Instructions and examples are understandable 1 2 3 4 5
10 The activities of speaking lesson address learning targets
Thank you very much for your cooperation!
PHIẾU KHẢO SÁT Ý KIẾN HỌC SINH
Bảng câu hỏi này nhằm mục đích nghiên cứu đánh giá sự phù hợp của các hoạt động nói trong các bài Speaking của sách giáo khoa Tiếng Anh 10 với học sinh lớp 10 tại trường THPT Gia Lộc Các câu trả lời của học sinh sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu.
Cảm ơn sự hợp tác của các em
1 Họ và tên: ( không bắt buộc phải ghi)
2 Lớp: ( không bắt buộc phải ghi) HƯỚNG DẪN:
Mỗi câu hỏi có 5 phương án trả lời:
3 = Chưa chắc chắn đồng ý hay không đồng ý
Các em vui lòng khoanh tròn chữ số tương ứng với ý kiến của em về mỗi câu hỏi
Hoàn toàn không đồng ý Không đồng ý Chưa chắc chắn Đồng ý Hoàn toàn đồng ý
1 Các bài học nói đã giúp học sinh có động cơ học tiếng Anh 1 2 3 4 5
2 Nội dung phần speaking của SGK có liên quan đến kiến thức cũ của học sinh
3 Các bài học nói phù hợp sự quan tâm thích thú của học sinh 1 2 3 4 5
4 Các bài học nói phù hợp với trình độ của học sinh 1 2 3 4 5
5 Các bài học nói đã phát triển kỹ năng nói của học sinh 1 2 3 4 5
6 Học sinh thích tham gia vào các hoạt động nói 1 2 3 4 5
7 Từ vựng trong các bài học nói là hợp lý 1 2 3 4 5
8 Các chủ đề nói đủ thú vị và tạo động lực khiến học sinh thích tham gia
9 Hướng dẫn và ví dụ minh họa dễ hiểu 1 2 3 4 5
10 Các hoạt động nói đã nêu ra và tập trung vào trọng tâm ngôn ngữ
Chân thành cảm ơn sự cộng tác của các em!