Rationales of the study
In Vietnam, the popularity of English language teaching and learning has surged in recent years, as English is essential for communication across various sectors, including international commerce, science, technology, and education Consequently, students now aim to learn English not just for exams, but to develop communication skills that enhance their job prospects and opportunities for studying abroad Mastering speaking skills has become increasingly important in this context.
To enhance English teaching effectiveness in high schools, new textbooks and innovative teaching methods have been introduced Emphasizing communicative language teaching (CLT), student participation in classroom activities is vital for lesson success Nevertheless, many teachers face the significant challenge of students' reluctance to engage in speaking during class.
After six years of teaching English at Doson High School, I observed a common issue among students: their lack of active participation in speaking activities To address this challenge, I decided to explore the topic "Factors Affecting the Participation in Speaking Activities of 10th Grade Students at Doson High School and Some Possible Solutions" for my thesis, aiming to identify the underlying causes and propose effective solutions.
This study explores the various factors influencing student participation in oral activities, highlighting influences from teachers, students, and classroom conditions It examines teaching techniques and activities while addressing challenges in teaching speaking skills The researcher aims to identify effective solutions to enhance student engagement in speaking activities.
Aims of the study
The study aims to investigate the factors affecting the participation in speaking activities of 10 th grade students at Doson High School and find out some possible solutions
To be more specific, the major aims of the study are as follows:
- To identify factors affecting the participation in speaking activities of 10 th grade students at Doson High School
- To examine some techniques and activities applied by teachers and students‟ preference
- To offer some suggestions for teachers to increase students‟ participation in speaking activities.
Research questions
The study is implemented to answer the following questions:
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
Methods of the study
To conduct the study, both quantitative and qualitative methods are used The data was collected by means of:
- Interviews Survey questionnaires, one for students and the other for teachers were mainly used to gather information and evidence for the study
To enhance data reliability, interviews and classroom observations were performed, ensuring that all comments, recommendations, and conclusions in the thesis are grounded in thorough study analysis.
Scope of the study
This study focuses on 10th grade students who possess the energy, motivation, and time for participation It emphasizes oral activities, as speaking skills are crucial for effective communication The research aims to identify factors influencing student participation in speaking activities, including teacher, student, and classroom dynamics that may hinder engagement, while also exploring potential solutions A combination of quantitative and qualitative methods was employed for their reliability and convenience.
Significance of the study
Understanding the factors that influence participation in speaking activities is beneficial for both English students and teachers, especially at Doson High School The recommendations provided to enhance student involvement enable educators to tackle challenges effectively and conduct successful lessons This study holds significant value for the English learning community.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationales, aims, methods, scope, significance and design of the study
Part B: Development – consists of three chapters Chapter 1: Literature review – provides some theoretical background about speaking skill and factors affecting students‟ participation in speaking activities
Chapter 2: The study – presents the situation analysis, participants, data collection instrument, data collection procedures and data analysis The detailed results of the research are focused
Chapter 3: Major findings, discussion and recommendations – shows major findings, discussion and some recommendations for teachers to increase students‟ participation in speaking activities
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study
LITERATURE REVIEW
Theoretical background of speaking in second language learning and teaching
Speaking is defined as the process of constructing and conveying meaning through both verbal and non-verbal symbols in various contexts (Chaney, 1998) According to Bailey (2005), speaking is an oral skill that involves the systematic production of verbal utterances to effectively communicate meaning.
In addition, Florez (1991:1) defines speaking as “an interactive process of constructing meaning that involves producing and receiving and processing information” (cited in Bailey, 2005:2)
Oral expression encompasses the correct use of sounds, rhythm, and intonation, as well as the selection and arrangement of words and inflections to effectively convey meaning (Mackey, 1965, cited in Bygate, 1987:5).
From the above definitions, it can be concluded that speaking is the productive skill used to convey meaning
From the teaching point of view, language skills consist of four macro skills: listening, speaking, reading and writing Those four skills have a supportive relationship
Speaking is the most crucial skill among the four essential communication abilities, as it serves as the foundation for human interaction (Ur 1996:120) In our everyday lives, individuals engage in speaking significantly more than they do in writing.
Effective speaking is essential in social interactions, serving as a cornerstone of communication According to Kayi (2006) and Bygate (1987), learners must develop the confidence to speak in order to successfully navigate basic transactions Therefore, given the critical role of oral skills in language education, it is imperative to prioritize the development of speaking abilities.
1.1.3 Approaches to the teaching of speaking
The Grammar-Translation Method focuses on teaching students to analyze grammar and translate texts between languages, primarily to access literature from specific cultures However, this approach does not effectively prepare learners for speaking English, making it unsuitable for enhancing their speaking skills Consequently, the Grammar-Translation Method fails to align with the objectives of improving fluency, oral production, and communicative competence in English learners.
- The Direct Method and Audio - lingualism
The Direct Method emphasizes the use of everyday vocabulary and sentences, with lessons conducted entirely in the target language It prioritizes speaking over writing, introducing new teaching points through structured question and answer exchanges between teachers and students, which are carefully graded for effective practice.
Audiolingualism focuses on teaching speaking through repetition and memorization of sentences and dialogues from textbooks Bygate (2001) asserts that the approach viewed oral language instruction as simply requiring the repetitive production of language structures (cited in Bailey, 2005) This method prioritizes repetition drills to help students become accustomed to the sounds and structural patterns of the language However, relying on memorized patterns often fails to foster fluent and effective communication in real-life contexts.
In the late 1960s, the Audio-Lingual Method faced significant criticism from American sociolinguistics and British functional linguistics, which advocated for a broader understanding of language Hymes (1972) introduced the concept of "communicative competence," highlighting the importance of appropriate language use beyond mere linguistic knowledge Concurrently, Brumfit and Johnson (1979) underscored the necessity of prioritizing communicative proficiency over simply mastering grammatical structures Communicative Language Teaching (CLT) emphasizes interactive activities such as role plays, information gaps, and collaborative work, making it the most effective approach for fostering communication skills in language education.
CLT and teaching speaking
To define CLT, Nunan (1989:194) states:
Communicative Language Teaching (CLT) emphasizes language as a tool for expressing meaning, focusing on oral communication and meaningful tasks that resonate with learners The objectives of CLT are tailored to meet learners' needs, encompassing both functional skills and linguistic goals In this approach, learners act as negotiators and integrators of knowledge, while teachers serve as facilitators of the communication process.
In brief, CLT emphasizes communication in a foreign language and improves the learners‟ competence through communicative activities
According to Richards and Rogers (2001:161), CLT has a rich theoretical base and some of the characteristics of the communicative view of language are:
- Language is a system for the expression of meaning
- The primary function of language is to allow interaction and communication
- The structure of language reflects its functional and communicative use
- The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse
In Brumfits‟s view (1984:91-93), CLT‟s characteristics can be summarized as follows:
- Teaching is leaner – centered and responsive to learners‟ needs and interests
- The target language is acquired through interactive communicative use that encourages the negotiation of meaning
- Genuinely meaningful language use is emphasized , along with unpredictability, risk-taking and choice-making
- There is exposure to examples of authentic language from the target language community
- There is a whole language approach in which the four traditional language skills (speaking, listening, reading and writing) are integrated
Communicative Language Teaching (CLT) emphasizes communicative competence, learner-centered approaches, and the integration of four language skills These core principles guide teachers in selecting effective techniques and activities that enhance students' ability to communicate effectively in the classroom.
Communicative activities, as defined by Harmer (1999), engage students in meaningful language use by fostering their desire to communicate with a clear purpose These activities are essential in language classrooms, as they encourage students to utilize the language effectively and work towards achieving language autonomy.
According to Richards and Rogers (2001:165), the variety of exercise types and activities within a communicative approach is vast, as long as they facilitate learners in achieving the curriculum's communicative goals and actively involve them in communication.
1.2.4 Students’ participation in speaking activities
Student participation refers to their engagement in classroom activities, particularly oral tasks, involving interactions among peers and between students and teachers This interaction is often facilitated through pair work and group work, where collaboration and a sense of responsibility among students can be observed and measured.
In classroom discussions, students engage with their teacher by articulating their thoughts, answering questions, and sharing relevant knowledge or personal experiences.
For a lesson to be successful, it is essential that students engage actively and evenly in classroom activities Various factors, including those related to students, teachers, and the classroom environment, can influence the level of student participation in oral activities.
Factors affecting students’ participation in speaking activities
An individual's learning style in education refers to their unique approach to processing new information According to Keefe (1979), learning style encompasses cognitive, affective, and physiological traits that serve as consistent indicators of how learners perceive, engage with, and respond to their educational environment.
2007:120) Although we share similar learning patterns, preferences and even approaches, everyone learns and processes information in their own way
Willing (1987, as cited in Bailey 2005:169-170) divides learners into four groups based on their behaviors:
- concrete learners are interested in social aspects of language learning
- analytical learners would rather work individually on reading and grammar
- communicative learners are willing to communicate with other speakers
- authority – oriented learners tend to be independent and prefer to work in non – communicative classroom
Willing's classification indicates that when most students in a class belong to concrete and authority-oriented groups, their participation in oral activities tends to be low.
The contrast between reflectivity and impulsivity significantly impacts student participation in speaking lessons, as noted by Brown (1994) Reflective learners tend to be more cautious and deliberate, taking their time to consider their responses before speaking In contrast, impulsive learners make quicker decisions and often take risks, resulting in faster but less accurate speech This dynamic highlights the different approaches to communication among students in a classroom setting.
As claimed by Ellis (1985:120), extroverted learners are more willing to interact with others than the introverted, and therefore they are more successful in oral communication
Lightbown and Spada (1995) identify several personality traits that significantly impact the success of second language learners, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
Neglecting the diverse needs of students in the classroom can lead to only a fraction of them benefiting from the activities It's important to recognize that not all students engage actively in these activities.
In Tsui‟s research (1996) in HongKong, she found out five principal factors affecting the reluctance of students‟ participation in class speaking lesson:
- students‟ perceived low proficiency in English
- students‟ fear of mistakes and derision
- incomprehensible input (as cited in Nunan 1999:234)
Many Vietnamese high school students face a common challenge: a limited vocabulary, insufficient structures, and lack of expressions, which leads to a reluctance to speak As a result, numerous students remain silent during class, failing to engage in classroom activities.
Burns and Joyce identify several challenges faced by students in learning English, including difficulties with pronunciation, such as sounds, rhythms, and stress patterns Additionally, a lack of social and cultural knowledge, low proficiency in grammar, and issues with transferring from their native language to English contribute to these challenges These linguistic factors ultimately lead to breakdowns in language processing and communication.
Limited knowledge can hinder students' confidence in expressing themselves, impacting their participation in activities To foster engagement, it is essential to select topics and activities that align with their language proficiency levels, ensuring they feel comfortable and encouraged to participate.
Harmer (1999:51) defines motivation as “some kind of internal drive which pushes someone to do things in order to achieve something” According to Lightbown and Spada
Motivation in second language learning is influenced by two key factors: the communicative needs of learners and their attitudes toward the second language community When learners possess positive attitudes and a strong desire to communicate in the second language, they are more likely to be motivated to achieve language proficiency.
According to Harmer (1999:51), motivation can be categorized into two types: intrinsic and extrinsic Intrinsic motivation arises from an individual's personal interest in an activity, while extrinsic motivation is driven by external factors, such as the desire to pass an exam or the anticipation of financial rewards.
Many students focus solely on learning English to pass written exams, leading them to believe that speaking activities are unnecessary This raises a significant challenge for language teachers: how can they inspire students to develop a genuine interest in speaking lessons?
In order to do so, we have to understand the sources of motivation as “without knowing where the roots of motivation lie, how can teachers water those roots?” (Oxford
& Shearin, 1994:15) Fisher (1990) points to three major sources of motivation in learning:
- The learners‟ natural interests (intrinsic satisfaction)
- The teacher/ employment…etc (extrinsic reward)
Success in tasks is closely linked to the combination of satisfaction and reward According to Harmer (1999:51), motivation sources are diverse, stemming from societal influences, significant others such as parents and older siblings, as well as teachers and teaching methods It is the responsibility of educators to enhance and guide student motivation by establishing clear goals, creating an engaging learning environment, and delivering interesting lessons, all of which can significantly impact student participation.
According to Downs (2000), student motivation can be enhanced when learners feel acknowledged and understood, possess confidence in their abilities, engage with language that serves a communicative purpose, and take responsibility for their own learning Lightbown and Spada (1999) further emphasize that creating an enjoyable classroom environment—characterized by interesting content, clear and achievable goals, and a supportive atmosphere—significantly contributes to boosting student motivation.
Motivation is a crucial factor in the success of language learning, significantly influencing students' participation in oral activities Research indicates that there is a direct correlation between the level of motivation and the degree of involvement in speaking tasks; therefore, highly motivated students tend to engage more actively in these activities.
Anxiety is fundamentally a troubled mental state characterized by feelings of tension, apprehension, and worry, often linked to the activation of the autonomic nervous system (Spielberger, 1983) It encompasses emotions such as uneasiness, frustration, self-doubt, and nervousness (Scovel, 1978) Anxiety can be categorized into three types: trait anxiety, state anxiety, and situation-specific anxiety, with trait anxiety reflecting a person's general tendency to experience anxious feelings.
THE STUDY
Research setting
Doson High School, established in 1969, is located in Doson District, just 20 kilometers from Haiphong city Over its 40 years of growth, it has become a trusted institution for students and parents alike The school currently hosts 26 classes with nearly 1,200 students in grades 10 to 12, supported by a dedicated teaching staff of 80 teachers, one-third of whom are young and enthusiastic.
Doson High School employs six English teachers, consisting of five females and one male, aged between 25 and 40 All teachers hold a Bachelor's Degree in English, with two graduating from Vietnam National University, Hanoi – University of Languages and International Studies, and the others from Haiphong University They are known for their helpfulness, enthusiasm, and openness to innovative teaching methods However, their relatively young age indicates limited teaching experience.
Despite beginning their English education in grade six, students exhibit low proficiency levels, primarily learning the language to pass tests rather than for practical communication Their focus on grammar lessons and exercises does not translate into effective speaking skills, as many struggle to communicate despite understanding grammatical structures Furthermore, most Doson students concentrate on group A subjects for the University Entrance Exam, leading to a lack of motivation to improve their English, particularly in speaking.
At Doson High School, the primary resource for teaching English is the newly approved textbook Tieng Anh 10, endorsed by the Ministry of Education and Training This textbook features 16 units divided into five key components: reading, speaking, listening, writing, and language focus, all designed with a communicative approach The speaking section aims to enhance students' ability to share information simply regarding topics they have studied Overall, the new English textbook aligns well with the contemporary needs of high school English education in Vietnam, although it presents challenges due to varying student proficiency levels and differing teaching and learning conditions across schools.
Methodology
This research aims to explore the factors influencing the participation of 10th-grade students in speaking activities at Doson High School and to identify effective solutions for enhancing student engagement The study is designed to address key questions regarding these influences and potential improvements.
1 How actively are the 10 th grade students at Doson High School involved in oral activities in the class?
2 What are the factors affecting the participation in speaking activities?
3 What are the possible solutions to increase students‟ participation in speaking activities?
The study involved 120 randomly selected students from classes 10 C1 to 10 C8, along with 6 English teachers, conducted during the second term of the school year All participants completed survey questionnaires, and to gather more detailed insights, 10 students were also interviewed.
In this study, two distinct questionnaires were utilized: one tailored for students and the other for teachers These questionnaires incorporated a mix of closed and open-ended questions, checklist items, and a scale ranging from agreement to disagreement.
The student questionnaire is divided into two sections, featuring a total of 12 questions The first part gathers personal information such as gender, age, and class The second part assesses students' engagement levels, self-evaluations, perceptions of teachers and textbooks, factors influencing participation in speaking activities, and includes suggestions from the students.
The teacher questionnaire is divided into two key sections comprising 13 questions The first section gathers demographic information, including gender, age, and years of teaching experience The second section explores teachers' attitudes towards teaching speaking skills, their perspectives on Communicative Language Teaching (CLT), factors influencing student engagement, and proposed strategies for improvement.
Two interviews were conducted in Vietnamese with 10 students, one before treatment and one after, each lasting approximately ten minutes These informal conversations were documented on paper, allowing the researcher to take notes and gain a comprehensive understanding of the students' issues, preferences, and feedback.
In addition to survey questionnaires and pre- and post-interviews, the researcher employed class observations to enhance the reliability and validity of data regarding factors influencing student involvement and the effectiveness of teaching techniques The researcher observed multiple English speaking lessons throughout the treatment period, documenting teacher activities, instructional methods (including giving instructions, encouragement, comments, and feedback), as well as student engagement, preferences, and attitudes towards the implemented techniques using a checklist.
The research data was gathered through questionnaires, interviews, and classroom observations Initially, questionnaires were distributed to 6 teachers and 120 randomly selected students Following the questionnaire analysis, interviews were conducted with 10 students to obtain deeper insights To ensure data validity, the researcher observed English lessons to identify factors influencing student participation From these findings, a hypothesis was developed regarding techniques and activities aimed at enhancing student engagement Additionally, classroom observations during the intervention and post-treatment interviews were conducted to assess the impact of the applied techniques and students' responses to speaking activities.
The primary data for this study was collected through responses from two questionnaires designed for students and teachers In addition to the survey data, interviews and classroom observations were conducted to enrich the overall findings.
The questionnaire was delivered to 120 students, however only 114 answers were collected and analysed 114 students selected randomly including 46 male and 68 female ones were at the age of 16
2.2.5.1.1 Students’ assessment of their speaking ability ok 26% bad 65% very good
Chart 1: Students’ assessment of their speaking ability
According to the data from Chart 1, only 2% of students demonstrated very good speaking skills, while 7% rated themselves as good, and 26% were at a medium level Notably, a significant 65% (74 out of 114) felt they were poor at speaking This indicates that most students are at a low level in English speaking, likely due to insufficient practice or limited participation in speaking activities To enhance their speaking abilities, students should actively seek opportunities to practice English both in class and in external learning environments.
2.2.5.1.2 Students’ level of participation in speaking activities
Chart 2 reveals that 50% of students rarely engaged in speaking lessons, often remaining silent unless prompted by the teacher Only 31% of participants occasionally participated, influenced by their interest in specific topics or activities Furthermore, 16% were frequently willing to speak English, while a mere 3% were consistently active in discussions This data indicates a notably low level of student participation in speaking activities.
Chart 2: Students’ level of partipation in speaking activities
2.2.5.1.3 Students’ attitudes towards speaking skill important 40% very important not important 30%
Chart 3: Students’ attitudes towards speaking skill
According to Chart 3, a significant majority of students (70%) consider speaking to be an important or very important skill, while 26% view it as having little importance, and only 4.4% underestimate its significance Overall, most students recognize the value of English, particularly in terms of communication skills However, this appreciation appears contradictory to their low levels of participation in classroom activities.
2.2.5.1.4 Students’ assessment of speaking activities in the class
According to the data presented in Chart 4, 37% of participants found speaking activities appropriate for their skill level, while 16% expressed interest in the tasks; however, none rated them as very interesting In stark contrast, 47% of respondents deemed the speaking activities uninteresting Interview data corroborated these findings, revealing that many participants viewed the speaking tasks as boring and lacking creativity, primarily due to their reliance on unaltered textbook materials To enhance the effectiveness of speaking lessons, it is essential for teachers to employ strong teaching techniques, possess comprehensive knowledge, and demonstrate enthusiasm in designing engaging and innovative activities that provide deeper insights beyond the textbook.
Chart 4: Students’ assessment of speaking activities in the class
2.2.5.1.5 Students’ evaluation on learning speaking English
1 I prefer doing exercise to speaking in the classroom 64 56.1% 50 43.9%
2 I enjoy practising English at home by myself 40 35% 74 65%
3 I always take every opportunities to speak English 4 3.5% 110 96.5%
4 I only speak English when the teacher calls me 96 85% 18 15%
The data indicates that a significant portion of students exhibit passive learning styles, with 56.1% preferring exercises over classroom speaking and 65% enjoying solo English practice at home Notably, 96.5% of students rarely seize opportunities to speak English unless called upon by the teacher, who does so for 85% of the time This suggests that in large classes with limited time, teachers' reliance on volunteer participation may leave quieter students unheard To address this issue, implementing group work is recommended as an effective strategy to ensure all students engage in classroom activities.
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
A significant 40% of respondents expressed a desire to improve their English fluency and pronunciation, yet only 19.3% actively engaged in speaking activities for effective future communication Interviews revealed that eight out of ten students studied English primarily to prepare for their future careers, with none indicating a passion for the language or an interest in exploring native cultures This suggests that while students maintain a positive attitude towards speaking skills, they lack intrinsic motivation to learn, leading to decreased participation in speaking activities Consequently, the absence of intrinsic motivation profoundly impacts students' engagement in English speaking practice.
7 I‟m afraid of making mistakes when speaking English 100 88% 14 12%
9 I often feel nervous when I have to speak in front of the class 108 95% 6 5%
Table 3 presents students‟ anxiety in terms of being afraid of making mistakes (88%)and feeling nervous when speaking in the class (95%) During the interview, 9 out of
MAJOR FINDINGS, DISCUSSIONS AND RECOMMENDATIONS
Major findings and discussions
An analysis of questionnaires from teachers and students, along with interviews and class observations, revealed that 10th grade students at Doson High School exhibited low participation levels Despite recognizing the significance of speaking skills, many students showed reluctance to engage in oral communicative activities This challenge is prevalent among educators, highlighting the need to identify the factors contributing to students' low participation.
The findings showed that the factors came from the teachers, the students, the materials and the classroom itself
Despite teachers at Doson High School having a solid understanding of Communicative Language Teaching (CLT), its implementation is hindered by large class sizes, mixed proficiency levels, and students’ passive learning styles Teachers often rely on monotonous teaching methods that fail to engage students, as they repetitively use the same textbook topics for speaking lessons To enhance student motivation, educators need to design innovative and challenging activities that encourage self-discovery Additionally, excessive teacher talk time limits students' speaking practice, emphasizing the need for a shift in focus where students take center stage in the classroom.
Students face several challenges in learning English, including low and mixed proficiency levels, lack of motivation, anxiety, and passive learning styles Many students reported that their limited vocabulary and difficulty in expressing ideas contributed to their reluctance to participate Additionally, interviews revealed that students often view English study as a requirement for future employment rather than a personal interest, indicating a lack of intrinsic motivation crucial for language acquisition Observations also showed that students experienced anxiety during speaking lessons, fearing embarrassment from mistakes and the pressure of being called on unexpectedly Furthermore, their passive learning approaches hindered their success in speaking activities Therefore, it is essential for teachers to recognize these issues and develop effective strategies to support students in overcoming these barriers.
Classroom factors significantly influence students' learning success, with most students favoring a cooperative and supportive environment over a competitive and stressful one A pleasant atmosphere fosters safety and comfort, encouraging students to share their ideas openly Conversely, a tense classroom climate heightens shyness and anxiety among students Additionally, in larger classes with diverse skill levels, lower-performing students may feel anxious or fearful of negative judgment from peers Therefore, it is crucial for teachers to prioritize the classroom environment to enhance student involvement and engagement.
There is a significant disconnect between teachers' and students' evaluations of topics and tasks, as teachers deem the textbook appropriate while many students find it unengaging Although teachers employ activities like question-and-answer sessions and group discussions, students show a preference for engaging games and entertaining quizzes This misalignment between teachers' methods and students' interests leads to low participation in class To address this issue, it is essential for teachers to adapt the textbook and incorporate more captivating activities.
3.1.3 Students’ attitudes towards the applied teaching techniques
Following the observation and interviews conducted after the treatment, it is evident that students' participation in oral activities significantly increased The implementation of new teaching techniques and engaging activities sparked students' interest in oral tasks, fostering a willingness to collaborate in group work and cooperate with teachers Consequently, we can conclude that the applied teaching methods positively influenced students' engagement in oral activities.
Recommendations
To effectively motivate students to learn spoken English, it's essential to diversify activities that align with their interests and proficiency levels Engaging oral activities should address a range of learners' needs, enhance intrinsic motivation, and incorporate authentic language within meaningful contexts.
In multi-level and large classrooms, implementing pair and group work is highly beneficial, as it encourages active participation from all students This collaborative approach allows learners to share ideas and support one another, fostering a sense of community Additionally, anxious students receive assistance from more confident peers, creating a secure and non-threatening environment conducive to learning.
Teachers can effectively stimulate students' interest by incorporating games into their lessons This approach not only makes learning more enjoyable but also helps alleviate stress and anxiety, leading to a more engaging English learning experience.
- Finally, teachers can apply a lot of other activities such as discussion, role play, story telling, interview, picture description, raking exercises, etc in other stages of a speaking lesson
In short, teachers should use various speaking activities to avoid students‟ boredom of repetition everyday
The TIENG ANH 10 textbook covers 16 diverse topics, but many students find some of them unengaging and disconnected from their interests To enhance student participation in speaking activities, it's essential to select topics that resonate with their preferences, such as Music and Films, which are popular among them Additionally, topics should align with students' language proficiency and knowledge levels; overly challenging subjects can lead to demotivation In conclusion, teachers can modify the topics to make them more appealing and relevant to students, fostering a more engaging learning environment.
3.2.1.3 Using group work to good effect
In order to use group more effectively in large classes, teachers should consider the following points:
Teachers can utilize various criteria to group students for oral tasks, considering factors like classroom conditions and individual student characteristics such as shared preferences and proficiency levels (Hammer, J 1991) By adjusting group compositions regularly, educators can ensure that students collaborate with different partners, helping to maintain engagement and reduce monotony Additionally, it's important to carefully determine the size of each group to optimize learning outcomes.
3 or 4 so that every member of the group can have chances to practise speaking English
To ensure effective group work in speaking lessons, it's essential that tasks for students are clear and specific Teachers act as facilitators and resource providers, assigning distinct roles to each student during activities to prevent any one student from dominating the conversation By circulating around the classroom, teachers can observe discussions and ensure that every student has the opportunity to practice speaking English.
In a large classroom, students exhibit varying levels of confidence, with some eager to participate while others feel hesitant or anxious about speaking the target language To create an inclusive learning environment, teachers must effectively balance speaking opportunities among all students.
- Firstly, teachers should lengthen the wait – time for students‟ answers Thus, the anxious students have more time to think carefully and be confident about their responses
In addition to this, teachers need to be more tolerant towards students‟ responses
To enhance classroom engagement, teachers must refine their questioning techniques Nolasco and Athur (1988) emphasize the importance of keeping students alert and motivated through dynamic questioning This approach involves teachers posing questions and randomly selecting students to respond, ensuring that all learners are prepared and actively involved in the discussion.
To enhance student participation and reduce inhibition, teachers should assign suitable tasks tailored to lower-performing students, such as acting as note-takers or secretaries during group work and providing feedback on peers' answers This approach encourages engagement and fosters a collaborative learning environment.
Creating a cooperative classroom environment encourages students to engage in oral activities, allowing them to express their opinions without fear of making mistakes or facing negative evaluations To maintain motivation, teachers should be tactful in correcting errors and focus on providing constructive feedback, praise, and comments Additionally, it's important to avoid stress-inducing tasks like surprise quizzes or overly competitive activities that can hinder student participation Instead, fostering a collaborative atmosphere where students work together in groups can enhance their learning experience and boost their confidence in speaking English.
3.2.1.6 Establishing good rapport with students
A positive relationship between teachers and students is essential for fostering trust and respect, which in turn makes students feel happy and comfortable enough to share their thoughts in class To cultivate this strong rapport, teachers can implement strategies suggested by Brown (1994).
- Show interest in each students as a person
- Give feedback on each student‟s progress
- Openly solicit the students‟ ideas and feelings
- Laugh with the students and not at them
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
3.2.1.7 Combining the textbook with other relevant materials
While the TIENG ANH 10 textbook serves as a solid foundation for English learning, it may not fully cater to the diverse interests and levels of all students To enhance the creativity and engagement of speaking lessons, teachers should integrate supplementary materials from the internet, magazines, newspapers, and other reference books Encouraging students to deliver oral presentations on various topics can further broaden their knowledge, boost their confidence, and promote the exploration of different information sources In today's digital age, leveraging the internet allows both teachers and students to communicate, refine pronunciation, and practice English with native speakers, ultimately enhancing their language skills and speaking proficiency.
In Communicative Language Teaching (CLT), the focus shifts from teachers to learners, emphasizing the importance of reducing teacher talk time to maximize student practice The more speaking opportunities students have, the more their speaking skills will improve Careful preparation is essential to boost students' confidence in expressing themselves Additionally, assigning speaking topics for home preparation can help students feel more assured about their contributions in class.
3.2.2 For students 3.2.2.1 Cooperating with students
To achieve successful group work, students must foster cooperation and build strong relationships with one another By collaborating on topic preparation, sharing ideas, engaging in peer corrections, and providing constructive feedback during presentations, they can enhance their collective performance and learning experience.
Students should collaborate not only with their peers but also with their teachers during discussions, question-and-answer sessions, and feedback opportunities Utilizing the teacher's assistance is crucial, especially when encountering unfamiliar vocabulary or pronunciation challenges, to ensure effective task completion.
Summary of the study
The study investigates the factors influencing the participation of 10th-grade students at Doson High School in speaking activities and explores potential solutions Utilizing instruments such as two questionnaires (targeting both students and teachers), student interviews, and classroom observations, the research successfully addresses three key questions related to this topic.
The participation of 10th-grade students at Doson High School in oral activities is notably low, with many students showing reluctance to engage in speaking exercises This lack of involvement often leads to silent and unengaging classroom environments during speaking lessons.
Several factors influence participation in speaking activities, including the role of teachers, the attitudes of students, and the classroom environment itself.
Teachers play a crucial role in student engagement, yet factors such as their teaching methodology and characteristics significantly impact participation levels Many classes suffer from uninteresting topics and activities, largely due to an over-reliance on textbooks, which stifles students' creative thinking While some pair and group work is implemented, it often lacks effectiveness Additionally, teachers tend to dominate speaking time, limiting students' opportunities to practice English Although educators possess a general understanding of Communicative Language Teaching (CLT), its practical application in the classroom remains limited.
Students' learning experiences are significantly influenced by various factors, including their learning styles, language proficiency, attitudes, motivation, and anxiety levels Among these, low English proficiency emerged as the most critical barrier Students often experience anxiety, such as fear of making mistakes or receiving negative judgments, which hinders their participation in oral activities Despite having a positive attitude towards speaking skills, their lack of intrinsic motivation makes them reluctant to engage in lessons Additionally, a passive learning style contributes to their inhibition in speaking English.
In the classroom, group cooperation often hinders student collaboration, particularly in multi-level and large classes This dynamic leads to uneven participation, where higher-performing students dominate, leaving lower-performing peers disengaged and less likely to participate in oral activities.
To enhance student participation in speaking activities, the findings from interviews and classroom observations demonstrated the effectiveness of the implemented techniques and activities Consequently, students showed a heightened interest in oral activities, leading to a significant increase in their participation levels following the intervention.
In summary, this study's findings will greatly enhance the teaching and learning of speaking skills for 10th grade students at Doson High School.
Limitations and suggestions for further study
The study demonstrates several strengths, yet it is not without its limitations due to time constraints and inherent weaknesses Firstly, the questionnaire was administered to only 120 students, which does not represent the entire student population at the school Secondly, the duration of the treatment was insufficient to draw broad conclusions about the effectiveness of the teaching techniques employed.
Basing on the findings and the limitations of this study, I would like to continue the study with the following topics:
- Strategies to maximize students‟ involvement in language learning
- Increasing the effectiveness of collaborative work in speaking lessons
- Personalizing oral activities to increase students‟ participation
In order to pilot the effectiveness of the study, the further research should be implemented by an experimental or an action research
Bailey, K M (2005) Practical English Language Teaching: Speaking: McGraw - Hill
Barry, K (1993) Beginning Teaching (2nd ed.) Wentworth Falls: Social Science Press Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language
Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents
Brown, H D (2007) Principles of Language Learning and Teaching (5th ed.) San
Brumfit, C J (1984) Communicative Methodology in Language Teaching Cambridge:
Bygate, M (1987) Speaking Oxford; New York: Oxford University Press
Byrne, D (1986) Teaching Oral English: Longman
Chaney, A L B., & Burk, T L (1998) Teaching Oral Communication Boston: Allyn &
Dornyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge:
Downs, M (2000) Increasing Student Motivation Teacher's Edition, 4, 8-13
Ellis, R (1985) Understanding Second Language Acquisition Oxford: Oxford Universtiy
Fisher, R (1990) Teaching Children to Think Basil Blackwell
Harmer, J (1999) The Practice of Engish Language Teaching Malaysia: Longman Harmer, J (2004) How to Teach English Malaysia: Longman
Hoang Van Van (2006) Tieng Anh 10 Hanoi: Educational Publishing House
Horwitz, E K., & Cope, J A (1986) Foreign Language Classroom Anxiety The Modern
Kayi, H (2006) Teaching Speaking The Interenet TESL Journal, XII(11)
Le Phuoc Ky (2002) Problems, Solutions, and Advantages of Large Classes Teacher's
Lightbown, P M., & Spada, N (1999) How Languages are Learned Oxford: Oxford
Matthews, A., Spratt, M., & Dangerfild, L (1985) At the Chalk face: Practical
Techniques in Language Teaching London: Nelson
McDonough, J., & McDonough, S (1997) Research Methods for English Language
Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge:
Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge
Nunan, D (1999) Second Language Teaching & Learning Boston: Heinle & Heinle
Oxford, R L., & Shearin, J (1994) Language Learning Motivation: Expanding the
Theoretical Framework The Modern Language Journal, 78, 12-28
Richards, J C., & Rodgers, T S (2001) Approaches and Methods in Language Teaching
Scovel, T (1978) The Effect of Affect on Foreign Languge Learning: A review of the
Searman, A (2005) Six Principles for Teaching Large Multilevel Classes Teacher's
Son, L T T (2006) Vietnamese Teacher's Understandings of CLT in Teaching Speaking
Spielberger, C (1983) Manual for the State - Trait Anxiety Palo Altro: Consulting
Tsui, A (1996) Recitence and Anxiety in Second Language Learning In K Bailey & D
Nunan (Eds.), Voices from the Language Classrooms (pp 145-167) Cambridge:
Underwood, M (1987) Effective Class Management NewYork: Longman
Ur, P (1996) A Course in Language Teaching Cambridge [England]; New York:
Zhang, X (2006) Speaking Skills and Anxiety CELEA, 29(1), 34-39
Zhao, N (2007) A Study of High School Students' English Learning Anxiety Asian EFL,
APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the factors influencing 10th grade students' participation in speaking activities at Doson High School Your cooperation in completing the questionnaire is greatly valued, and all information you provide will be used exclusively for research purposes Thank you for your contribution!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How do you evaluate your English speaking ability?
A very good B good C OK D bad
2 How often do you participate in speaking activities in the class?
3 How is English speaking skill important to you?
A very important B important C little important D not important
4 What do you think about speaking activities in the class?
A very interesting B interesting C All right D not interesting
5 Tick your appropriate choice (Learning style, Motivation, Anxiety, Language level)
1 I prefer doing exercise to speaking in the classroom
2 I enjoy practising English at home by myself
3 I always take every opportunities to speak English
4 I only speak English when the teacher calls me
5 I like speaking English as it helps me improve my fluency and pronunciation
6 I often participate in speaking activities in order to have good communication in the future
7 I‟m afraid of making mistakes when speaking English
8 I want to speak English but I don‟t know enough vocabulary
9 I often feel nervous when I have to speak in front of the class
10 I don‟t have a lot of chances to speak as better students are always the first to give their ideas
6 How often do you feel reluctant to speak in the class?
7 How do you find the speaking topics in the textbook TIENG ANH 10?
A very interesting B interesting C All right D.not interesting
8 What do you think about the teacher’s talking time?
A too much B much C all right D too little
9 How does your teacher encourage you to speak?
10 How do you evaluate your speaking lessons?
A All students are very active
C Students feel happy and willing to speak
D Most students are reluctant to speak
11 Which factors affecting your participation in speaking activities? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
12 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
This survey aims to investigate the factors influencing participation in speaking activities among 10th-grade students at Doson High School Your input in completing the questionnaire is invaluable and will be used exclusively for research purposes Thank you for your cooperation!
* Please circle the appropriate choice(s) in answering each of the following questions
1 How important do you think speaking skill is to your students? a very important b important c not very important d not important at all
2.How much do you like teaching speaking skill? a very much b so so c not very much d not at all
3 What do you think about students’ participation in your speaking class? a high level of participation c low level of participation b average level of participation d no participation
4 Give your opinions about CLT
2 CLT emphasizes on accuracy more than fluency
3 CLT gives students opportunities to communicate with others
4 Teachers always create good language atmosphere to interest students to learn
5 What teaching methods are currently being applied in your speaking lesson? a Grammar – Translation method b Audio – Lingual method c Communicative Approach d Combination of different methods
6 What are the problems you are facing in teaching speaking skill? a Students‟ reluctance to speak English b Students‟ lack of motivation c Students‟ uneven participation d Students‟ low English proficiency
7 How often do you use pair work and group work? a very often b often c sometimes d never
8 What do you think of your talking time in class? a too much b a little much c all right d too little
9 How often do you use the following activities in speaking lessons?
Very often Often Sometimes Never 1.Questions and answers
10 How is the relationship between you and your students? a very good b good c all right d not very good
11 What do you think about speaking topics and tasks in textbook Tieng Anh 10? a very interesting b interesting c all right d boring
12 According to you, what are factors affecting students’ participation in speaking lessons? a Teacher‟s inappropriate teaching methodology b Boring topics and activities c Students‟ lack of motivation d Students‟ low level of English proficiency e Large class sizes f Others: (please specify)………
13 What should teachers do to increase students’ participation in speaking lessons? a Use various communicative activities b Create a co – operative English learning environment c Combine textbooks with other relevant sources of materials for suitable adaption d Encourage students to speak by giving evaluation (comments, feedback and marks) e Personalize topics and tasks to be suitable for students‟ interests f Others (please specify):………
APPENDIX 3: PRE – TREATMENT INTERVIEW QUESTIONS
1 Do you think that speaking skill is very important? Why?
2 How often do you participate in English speaking activities?
3 Do you like speaking activities in you class?
4 What do you think about the speaking topics in the textbook Tieng Anh 10?
5 Are you afraid of making mistakes when speaking in the class?
6 Do you feel reluctant in speaking English in the class? Why?
7 Do you have a lot of opportunities to speak in the class?
8 What activities does your teacher often use in your speaking lessons? (Interview, role – play, pair work, group work, discussion, report, story – telling, dialogue completion, games…) Which activities do you prefer?
9 Does your teacher often encourage you to speak English?
10 Is your teacher helpful, enthusiastic and tolerant?
11 Do you have enough time to do speaking tasks in the class?
12 Can you name some factors affecting your participation in speaking activities? Which is the decisive factor?
13 What should your teacher do to increase your speaking involvement?
APPENDIX 4: POST – TREATMENT INTERVIEW QUESTIONS
1 How often do you participate in English speaking activities in recent lessons?
2 Do you like speaking activities applied in you class? Why?
3 What do you think about the teaching material?
4 Are you satisfied with your teacher‟s teaching technique?
5 Do you feel reluctant in speaking English in the class? Why?
6 Do you have a lot of opportunities to speak in the class?
7 Does your teacher often encourage you to speak English?
8 Do you have enough time to do speaking tasks in the class?
9 What are the roles of your teacher in recent speaking lessons?
10 What are the effects of using these techniques and activities?
11 Do you have any suggestions to make these techniques and activities more effective?
1 Students‟ level of participation in speaking activities Very low 1 2 3 4 5 Very high
2 Students‟ interation with the teacher and other partners Very bad 1 2 3 4 5 Very good
3 Students‟ attitudes towards speaking activites Not interested 1 2 3 4 5 Very interested
4 Teacher‟s teaching techniques & apeaking activities Not appropriate 1 2 3 4 5 Very appropriate
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active