Rationale
To master a language, learners must practice all four skills: listening, speaking, reading, and writing Speaking is crucial in communication, used twice as much as reading and writing (Rivers, 2002), making its development essential in language programs, especially EFL/ESL Richard and Renandya (2002) emphasize that speaking is a central component of EFL teaching that requires focused instruction Despite its importance, many students find speaking to be the most challenging skill to develop, as noted by Brown and Lee (2015), who highlight that learning to speak a foreign language is often perceived as particularly difficult.
Effective speaking skills require learners to master various language elements, including vocabulary, grammar, and pronunciation, making it essential to activate these components during the teaching process Factors such as limited opportunities for meaningful speaking practice, large class sizes, and mixed-ability groups can hinder students' motivation and performance in acquiring English as a Foreign Language (EFL) speaking skills This is evident among students at an English center in Yen Bai, where they face several challenges related to speaking proficiency.
Many students struggle with speaking proficiency due to limited vocabulary, grammar, and pronunciation skills, which hinders their ability to participate in speaking classes This results in infrequent oral responses to teachers' questions and prolonged pauses while attempting to articulate their thoughts, as they often face challenges in finding the right words to express their ideas effectively.
Students often struggle with low motivation for learning speaking skills due to limited opportunities to use English in their daily lives Additionally, speaking activities in class tend to be monotonous and lack engagement, which further hampers their practice Moreover, the techniques and strategies employed in speaking classes are often ineffective in enhancing students' communication abilities in the target language As noted by Brown and Lee (2015), the routine nature of these activities fails to inspire meaningful improvement in students' speaking proficiency.
Routine learning activities can lead to student boredom, resulting in decreased motivation and participation When learning becomes monotonous and lacks challenges, students often lose enthusiasm and interest, particularly in speaking activities.
Many students struggle with confidence when speaking English, often feeling shy and passive during lessons This fear of making mistakes and being judged by peers leads them to avoid using English in class, opting instead for their native language during interactions Research indicates that psychological factors such as anxiety, lack of motivation, and fear of errors significantly impede students' willingness to speak (Nunan, 1999; Sato, 2003; Thornbury, 2011).
A significant challenge hindering the improvement of students' speaking skills is the absence of authentic language input and output, as noted by Zhang (2009) Students often find themselves with limited opportunities to practice the target language outside the classroom, leading to monotonous learning experiences that rely heavily on traditional methods of listening and repetition This lack of practical application is a key factor contributing to the phenomenon where many students achieve high exam scores yet struggle to use English effectively in real-life situations.
Teachers play a vital role in providing students with opportunities to practice their speaking skills through diverse methods such as discussions, drama, role play, information gaps, and simulations Among these approaches, Readers Theater (RT) stands out as a particularly popular activity among students.
RT is a versatile drama technique ideal for students of all levels, allowing them to enact stories without memorizing scripts This method encourages active participation in practice activities, transforming learners from passive observers to engaged participants Thornburry (2011) notes that incorporating drama into speaking activities serves as an effective catalyst for authentic language use, enabling students to explore their imagination beyond the classroom Ultimately, RT aims to enhance students' enthusiasm for speaking practice and address various challenges they face in language learning.
The author aims to enhance students' speaking competence by implementing RT in their English center classroom, as this approach appears to be new in the country This initiative will be explored through action research to assess its effectiveness.
“Improving English speaking skill of 4 th graders by using Readers Theater”.
Objectives
This action research aims to investigate the effectiveness of Role-Playing Technique (RT) in enhancing speaking skills among students at a local center in Vietnam Additionally, it seeks to gather insights into students' attitudes towards RT in their speaking classes, exploring both the advantages and potential disadvantages they may face Ultimately, the study focuses on understanding how RT can be beneficial within this specific educational context.
Research Questions
To deliver the objectives stated above, the following research questions must be addressed:
RQ1: How is the students‟ speaking skill improved thanks to the application of RT? RQ2: How do the students respond to RT?
Also, through the study, I could see what works well and what not so well so that necessary precautions can be provided to subsequent users of RT in similar contexts
The findings offer valuable insights for educators, enabling the broader application of RT in similar contexts across the country and its integration into existing training curricula as a standard practice Additionally, they enhance the understanding of RT and its implementation within local environments.
Methodology
This research involved a classroom action study conducted in two cycles, following the action research model by Kemmis and McTaggart (1988, as cited in Burns, 2010) Each cycle consisted of four key phases: planning, action, observation, and reflection The insights gained from the initial cycle informed the planning of the subsequent cycle, allowing for continuous improvement and adaptation throughout the research process.
Figure 1: The cycle of action research model Kemmis and Mc Taggart
To address the research questions, qualitative data were gathered through descriptions, field notes, and video recordings, while quantitative data were obtained from students' speaking performance scores and questionnaire results The teacher's observations and video recordings, along with test scores, were utilized to assess students' speaking skill improvements Additionally, the observation process highlighted the need for caution when applying RT in the classroom A questionnaire survey was also conducted to gauge students' responses to the implementation of RT in their speaking classes.
Significance
Practical Significance
This study aims to enhance EFL programs in Yen Bai by introducing the RT model in speaking classes, which can also be adapted to improve reading, listening, and writing skills Additionally, it addresses challenges such as large class sizes and mixed-ability groups, alleviating the teacher's workload in creating supplementary materials while fostering student engagement in speaking activities Ultimately, RT offers students the opportunity to collaborate, learn from peers, and experience the enjoyment of "real drama" in a theatrical setting.
Theoretical Significance
This research aims to enhance the understanding of Reader Theater's application in language teaching, particularly in improving speaking skills within the local context Utilizing a mixed method approach, the study investigates the effectiveness of Reader Theater in promoting speaking abilities, demonstrating the viability of this methodology for conducting research in this area.
Organization of the Thesis
This thesis presents an action research study structured into three main chapters, alongside an Introduction, Conclusion, and essential Annexes The Introduction provides an overview of the study's background, rationale, objectives, research questions, significance, and overall organization Chapter 1 offers a comprehensive literature review and examines prior research related to the implementation of the study's focus.
Chapter 2 outlines the research methodology, detailing the research design, procedures, materials, data collection methods, instruments, implementation of RT in teaching, and data analysis processes Chapter 3 highlights the findings and discussions, while the conclusion summarizes the overall thesis.
LITERATURE REVIEW
Speaking
Speaking encompasses various meanings in linguistics, defined by the Oxford Dictionary as the act of conveying information or expressing thoughts and feelings through spoken language Johns (1981) views speaking as a productive skill, akin to writing, that utilizes speech organs to communicate meanings Burns and Joyce (1997) and Luoma (2004) describe speaking as an interactive process of meaning construction, involving the production, reception, and processing of information The form and meaning of spoken communication are influenced by context, including the participants, their shared experiences, the physical environment, and the purposes behind the communication.
Speaking is a dynamic and evolving skill that requires more than just linguistic competence, such as grammar, pronunciation, and vocabulary; it also demands sociolinguistic competence, which involves understanding the context and social norms of language use According to Thornbury (2011), speaking is akin to skills like playing the guitar or driving, necessitating various types of knowledge This includes extra-linguistic knowledge, which encompasses sociocultural norms, topics, and relationships with other speakers, as well as linguistic knowledge that involves genre, discourse, and pragmatic understanding Thornbury further distinguishes between two primary purposes of speaking: transactional, which focuses on conveying information and exchanging goods or services, and interpersonal, which aims to create and maintain social relationships.
To sum up, speaking is both a productive skill and an interactional process, which is subject to a number of influential factors such as context, relationship, socio- cultural knowledge, amongst others.
1.1.2 Micro- and Macro-Speaking Skills
According to Brown (2004, p 142), speaking encompasses both micro- and macro-skills, which serve as essential guidelines for evaluating students' speaking performance Micro-skills involve the production of smaller language units such as phonemes, morphemes, words, collocations, and phrasal units, while macro-skills focus on broader elements like fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options The research highlights the distinct purposes of these micro- and macro-skills in oral production.
1) Produce chunks of language of different lengths;
2) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours;
3) Produce reduced forms of words and phrases;
4) Produce fluent speech at different rates of delivery;
5) Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentence constituents
Regarding the same reference, some of macro-skills are as follows:
1) Appropriately accomplish communicative functions according to situations, participants, and goals;
2) Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face-to-face conversations;
3) Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.
Teaching Speaking
Speaking skill is essential in English language teaching and learning, as it enables effective communication in the target language According to Nunan (1999) and Burkart & Sheppard (2004), language learning success is evaluated by the ability to engage in conversations Consequently, for many English learners, developing speaking proficiency is a top priority (Florez, 1998).
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney & Burk, 1998, p
Speaking is a complex skill that involves cognitive abilities, cultural understanding, and physical execution in real-time communication Effective teaching of speaking goes beyond rote drills and memorization; it requires imparting knowledge, skills, and strategies Educators should focus on enhancing students' vocabulary and confidence by providing opportunities for authentic language use in meaningful contexts (Brown & Lee, 2015).
According to Nunan (2003), “teaching speaking” is to teach ESL learners to:
- produce the English speech sounds and sound patterns;
- use word and sentence stress, intonation patterns and the rhythm of the second language;
- select appropriate words and sentences according to the proper social setting, audience, situation and subject matter;
- organize their thoughts in a meaningful and logical sequence;
- use language as a means of expressing values and judgments;
- use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan, 2003)
Goh & Burns (2012) identified three essential components of second language speaking competence: knowledge of language and discourse, core speaking skills, and strategies The first component involves mastering pronunciation, vocabulary, grammar, and organizing various types of speech to achieve social acceptance in the target language The second component emphasizes fluency, negotiation, and monitoring skills, as well as effective speech management Lastly, the strategies component focuses on developing cognitive techniques to overcome language knowledge gaps, utilizing methods like circumlocution, gestures, word creation, approximation, or avoidance to enhance communication abilities.
Brown (2015, pp 257-267) discussed the principles of teaching speaking that can be summarized as follows:
1 Use technique that cover the spectrum of learners needs, from language-based focus on accuracy to message-based focus on interaction, meaning and fluency;
3 Encourage the use of authentic language in meaningful contexts;
4 Provide appropriate feedback and correction;
5 Capitalize on the natural link between speaking and listening;
6 Give students opportunities to initiate oral communication
7 Encourage the development of speaking strategies
Teaching speaking involves guiding students in language production, focusing on grammar, pronunciation, and vocabulary, while also imparting structural and systematic knowledge of when and how to use language effectively Crucially, teachers' instructions significantly enhance students' speaking skills, particularly in areas like pronunciation, communication strategies, and the use of appropriate gestures to support their speech.
Readers Theater
Readers Theater has its origins in ancient Greece and was first introduced as a minimal theater in support of literature and reading It was originally developed as a means to present literary works in dramatic form RT allows students to engage in creative writing through adding and recreating lines in a story script, and by providing introductory and transitional details as they adapt a piece of literature into dramatic form (Shepard, 2006) RT is an oral interpretation of a story presented as a mini- theater production; besides, it is a literature-based oral reading which communicates story through oral interpretation (Walker, 1998) In RT, the readers read aloud directly from the script with expressive intonation and facial expression “Reader‟s Theater is an interpretive reading activity in which readers use their voices to bring characters to life” (Martinez, Roser, & Strecker, 1998) It is dependent on the ability of readers‟ voice and expression to capture the listeners‟ attention (Sloyer, 1982) Based on Shepard (2004), there are many styles of RT, but nearly all share these features: (a) Narration serves as the framework of dramatic presentation; (b) No full stage sets If used at all, sets are simple and suggestive; (c) No full costumes If used at all, costumes are partial and suggestive, or neutral and uniform; (d) No full memorization Scripts are used openly in performance
According to Worthy & Prater (2002), the readers first read a story and then transform the story into a script involving several characters A wide range of texts can be used for Reader Theatre purposes These may be fictional texts, such as narratives, short stories, folk tales, myths and extracts from novels, or non-fiction texts, such as biographies and autobiographies, diaries, speeches, letters, newspaper articles and historical documents (Black & Stave, 2007) Texts that pupils have written themselves can also be used for Readers Theatre (Hoyt, 1992) Whatever text is used, it is necessary to adapt it for group reading by dividing it up into smaller units, often at the sentence level, which different readers are allocated Patrick (2008) writes that these are four basic steps in Readers Theatre as follows:
1 Readers first read a story, and then
2 Make selective and analytical choices in transforming the story into a script through social negotiation,
3 Formulate, practice and refine their interpretations, and
4 Finally perform for an audience, reading aloud from hand-held scripts
“The goal of Reader‟s Theater is to read a script in which the story theme and character development are conveyed to the audience through intonation, inflection, and fluency” (McAndrews, 2004).
Advantages of Readers Theater in Teaching and Learning Speaking Skill
Readers Theater is one of many types of drama activities which have been used in teaching language for a long time Having been used to teach foreign languages since middle ages, drama plays an important role to learn target language and culture Nathan and Stanovich (1991) indicate that incorporating drama within the classroom has distinctive and defining elements of language development Drama is pedagogy that reaches students of multiple intelligences and different learning styles It is a multi-sensory mode of learning that engages mind, body, senses and emotions to create personal connections to the real world and helps to improve comprehension and retention (Prochazka, 2007) Drama is considered an effective method in teaching foreign language because it provides meaningful contexts for learners to practice the target language Dougill (1987) indicates that the drama activities in classroom could encourage them to use their language to speak in meaningful dialogues It can help increase students‟ motivation in learning English, reduce anxiety and enhance language acquisition, especially speaking Through drama, students can gain greater experience in using the language and be more willing to share their feelings and views with other members within a secure environment If the teacher and the learner are able to use drama to create roles and situations, there will be a greater variety of different contexts for talk (Neelands, 1992)
RT has been proved to have several benefits for language skills, including listening, speaking, reading and writing RT offers a visual, oral, and audio stimulus for students; it attracts students‟ interest and attention through drama It incorporates all four skills, literary materials, and provides motivation for students in a communicative context (Flynn, 2004; Kelleher, 1997) In other words, RT can improve listening, speaking, reading and writing skills (Huang, 2006) RT performs a plot of meaning-making for the aim of communication and, spiriting with an audience (Neelands, 1992) Jordan and Harrell (2000) recognize RT as an effective drama activity for providing authentic speech practice, especially in teaching reading fluency (rate, accuracy, phrasing, pitch, stress and expressiveness) as well as facilitating comprehension for beginning readers They suggested that “involving students with enjoyable and exciting active reading procedures provide the key to fluency and higher levels of comprehension gain, through a natural process of repeated readings and interactive transactions with language” (Jordan & Harrell, 2000, p 74) According to Shepard (2006), Readers Theater allows students to engage in creative writing through adding and recreating lines in a story script, and by providing introductory and transitional details as they adapt a piece of literature into dramatic form Readers Theater will benefit EFL students because it has the following key features:
1 Students interpret the story orally, rather than act it out
2 Students don‟t try to become the characters, like actors do, although they use their voices and gestures to bring life to the characters
3 Students don‟t have to memorize lines They take their reading texts or scripts on stage with them – even if they don‟t use them
4 Students don‟t need elaborate costumes
5 Students don‟t need special sets or props
Readers Theatre is a holistic method that integrates reading, speaking, listening and thinking (Rinehart, 1999) It is a collective, all-inclusive reading activity, allowing readers of different levels of reading ability to participate in a non-threatening, controlled and prepared setting‟ (Black & Stave, 2007, p 4) Some of RT advantages are related to the factors affecting speaking skill They are:
1 Readers Theater boosts listening and speaking skills
2 Students are trained to speak at an appropriate rate with accuracy, proper phrasing, and expression
3 Readers Theater improves sight word recognition
4 Readers Theater improves students‟ confidence
5 Students‟ ownership and engagement in the process is high
6 Readers Theatre supports the learning of bodily-kinesthetic learners
7 Collaboration and teamwork and emphasized skills
8 Readers Theater promotes cooperative interaction with peers
9 Readers Theater encourages social interaction during reading time
10 Readers Theater encourages practice at home with family members and friends (Buzzeo, 2006)
Hill (1990) states that, in creating Readers Theater scripts, students increase their knowledge of language structure (vocabulary, syntax and meaning), language use (forms and functions of language use) and their metalinguistic awareness (the ability to talk about language) Dougill (1987, p 22) outlines two important reasons why scripts are of particular value to language learning Firstly, scripts provide a rich source of comprehensible input in language that is natural and spoken This is in contrast to the atomistic approach of much of the language skill found in many course books where language is broken down into sentences or even smaller units and moreover, what spoken language is contained therein often takes the form of unrealistic (and uninvolving) slices of dialogue that have little value in terms of style or humor Secondly, script also offers psychological security to the students This is particularly applicable to EFL learners who generally exhibit language anxiety (Horwitz, 1986) particularly in English oral proficiency and are looking for a secure starting point Berlinger (2000), recognizing the benefits of scripted dialogues in encouraging English expressions, argues that scripts have long been employed in ESL instruction because they permit students to actively acquire the vocabulary, idioms, grammar and syntax of English speech He also points out that such dialogues involve all aspects of language In addition, scripts that are rehearsed in class can offer students a dynamic encounter that comes closest to real communication
Readers Theater is an effective tool for EFL students, as it engages them in a real communicative context, fostering creativity while enhancing their oral communication skills This approach not only broadens students' imaginative capacities but also reinforces their language skills through exposure to well-written stories Additionally, it encourages avid reading and stimulates focused listening, contributing to a comprehensive language acquisition experience (Sloyer, 1982).
RT enhances students' English oral abilities by emphasizing oral and facial expressions, creating a meaningful context that alleviates nervousness and encourages participation, even from the most reluctant students Through oral reading performances, all students can practice speaking, gradually building their confidence to perform scripts in front of an audience (Huang, 2006).
In Reader's Theater (RT), students read brief segments of a script, which are shared among multiple readers, effectively reducing their anxiety By focusing on their specific parts without the pressure of memorization, students can concentrate on enhancing their performance and engaging with other elements of the drama This approach not only alleviates stress but also fosters a deeper connection to the material.
Effective reading techniques, such as articulation, pronunciation, fluency, and projection, are crucial for enhancing oral skills (Harris, 1993; Black & Stave, 2007) Additionally, Reading Techniques (RT) focus on the importance of not just words and structures, but also on understanding thoughts, motivations, and overall comprehension (Miccoli, 2003) Ultimately, the application of RT leads to significant improvements in students' oral communication abilities (Tian & Wu, 2012).
In Reader's Theatre (RT), students engage in collaborative group work that fosters extensive discussions throughout the scriptwriting process They deliberate on character lines, deciding what to include or exclude, which deepens their understanding of language, structure, and narrative According to Latrobe (1996), this collaborative effort boosts students' confidence in scriptwriting based on literary texts The focus of RT script writing instruction is to teach students how to systematically organize and articulate their ideas (Lee, 2010; Styles & Dunn, 1989) During rehearsals, students analyze character traits and appropriate tones, intonations, and expressions, while practicing correct pronunciation and reading techniques Flynn (2004) highlights that teamwork in RT enhances motivation, as students strive to excel collectively, often dedicating extra time to improve their oral skills As they confront their fears and embrace the challenge of speaking in front of peers, students experience significant growth in their oral proficiency.
As RT brings about so many benefits to students and teachers, why not apply it in a local context to see how local students respond, what benefits it offers the most, what may not work in the local context, what can be improved in RT application – these again confirm the necessity to do this action research of mine.
How is Readers Theater Applied and Studied around the World?
Reader's Theater (RT) is a collaborative reading experience rooted in the ancient storytelling traditions of Greece Since the 1950s, it has been utilized in schools across the USA, initially focusing on first language instruction In the 1960s, RT gained popularity in college theater departments and subsequently spread to secondary English education Although its theatrical practice has diminished, RT remains a valuable tool in mother tongue education and has been effectively adapted for foreign language classrooms.
Research on the implementation of RT (Reciprocal Teaching) in educational settings has demonstrated its significant value in both mother tongue and foreign language classrooms Studies conducted by Chard & Tyler (2000), Flynn (2004), Martinez et al (1998), and Rinehart (1999) highlight its effectiveness in native language contexts, while investigations by Chan & Chan (2009), Drew (2013), and Drew & Pedersen (2010) explore its benefits in foreign language environments.
Research indicates that Reading Therapy (RT) enhances students' cognitive abilities, particularly in word recognition, while also boosting their motivation and confidence in reading aloud.
Research indicates that repeated reading (RT) enhances various aspects of literacy, including pronunciation, fluency, and comprehension (Rinehart, 1999; Samuels, 1997; Trousdale & Harris, 1993; Martinez et al., 1998; M E McKay, 2008; Rasinski, 2006) Additionally, RT significantly boosts students' motivation, particularly for those who are usually hesitant to read aloud (Black & Stave, 2007; Casey & Chamberlain, 2006; Millin & Rinehart, 1999; Peebles, 2007; Worthy & Prater, 2002) Being part of a reading group fosters a sense of belonging and responsibility, encouraging even struggling readers to engage more actively (Chard & Tyler, 2000) Moreover, as students rehearse and become more familiar with the text, their confidence grows, further motivating them to participate (Rinehart, 1999; Uthman, 2002).
Numerous studies highlight the role of role-playing (RT) as a performance genre that offers significant educational advantages While there is a limited amount of research specifically investigating the implementation of RT in second language (L2) contexts, it remains a valuable tool for enhancing language learning experiences.
Research on repeated reading (RT) has primarily concentrated on its potential to improve fluency, comprehension, motivation, and reading development However, there is a lack of studies examining RT's effectiveness as an instructional method for enhancing students' oral skills, particularly in elementary ESL classrooms This gap in research underscores the need for the current study.
How is Readers Theater Applied and Studied in Vietnam?
The National Foreign Language 2020 Project in Vietnam emphasizes the need to reform foreign language teaching and learning, aiming for all learners to effectively communicate in foreign languages, especially English, by 2020 To enhance students' communicative abilities, English classes must move away from traditional methods like rote comprehension questions and vocabulary tests Recent years have seen significant changes in instructional approaches, incorporating various techniques that encourage meaningful and communicative use of the target language, thereby improving students' oral production in English Extensive research has explored different strategies to create supportive learning environments, leading to valuable resources and techniques for teachers.
Drama is a highly effective strategy in ESL/EFL education, particularly for enhancing speaking skills According to Hamilton and McLeod, drama provides a diverse range of speaking opportunities, including monologues, role-plays, and group discussions, covering various language functions such as explaining, praising, and requesting Despite the familiarity of many English teachers in Vietnam with traditional drama techniques like role-play and simulations, there is a notable lack of awareness regarding Readers Theater (RT) Furthermore, limited research has been conducted on the implementation of RT in English language instruction in Vietnam, highlighting the necessity for further exploration in this area, as presented in this thesis.
Theoretical Support for this Study
Readers Theater is a longstanding drama activity used in language education, dating back to the Middle Ages, and it plays a crucial role in learning both the target language and its associated culture (Tüm, 2010) Psychologists recognize drama as a valuable learning tool, noting that it fosters cognitive development through interactive play Notably, Lev Vygotsky and Jerome Bruner emphasize that cognitive growth relies on children engaging in imaginative scenarios that challenge their current physical and intellectual capabilities, highlighting the effectiveness of drama in enhancing understanding in the classroom (Wagner 15).
Dr Howard Gardner, co-director of Project Zero at Harvard University, introduced the theory of multiple intelligences, highlighting that traditional school systems primarily emphasize verbal and logical-mathematical intelligence Gardner argues that students have diverse learning styles and that while everyone possesses varying degrees of different intelligences, the combination of these skills is unique to each individual He identifies seven distinct types of multiple intelligences, underscoring the importance of recognizing and nurturing these differences in educational settings.
Educators who recognize the existence of multiple intelligences beyond just verbal and logical reasoning can significantly enhance student learning outcomes (Gardner, 1985) Each child possesses a unique learning style, highlighting the importance of acknowledging various intelligences, as noted by Gardner (1993) Readers' Theatre effectively engages at least five of these intelligences—bodily-kinesthetic, intrapersonal, musical, verbal-linguistic, and interpersonal—through interactive activities that foster repeated readings, movement, and collaboration among students Gardner asserts that these intelligences are equally vital for learning, serving as the foundation for artistic expression and communication across subjects (Dickinson) Evidence suggests that Readers' Theatre is a powerful tool for reaching diverse learners, as it aligns with their preferred learning styles Additionally, Susan Stern (in Sam, 1990) points out that drama in second language learning enhances self-esteem, motivation, and empathy while reducing the fear of rejection, thereby creating an optimal environment for language acquisition by catering to students' multiple intelligences.
Constructivist theory significantly influences instruction and curriculum design, promoting integration with contemporary educational practices (Jones & Brader-Araje, 2002) Central to constructivism is the belief that learning is an active process rather than passive or merely imitative (Schifter & Simon, 1990) Knowledge is constructed through the assimilation and accommodation of new information into existing frameworks (Piaget, 1967) The term "constructivism" encapsulates this understanding of learning, which is organized within the learner's cognitive network (Schifter & Simon, 1990) Influential educators like Rousseau, Montessori, Bruner, and Dewey advocate for learning through active participation, emphasizing "learning by doing," a principle exemplified by drama as a dynamic educational tool Dewey also highlighted the critical role of imagination in the learning process.
Imagination serves as the essential bridge connecting past experiences to present understanding (Iannone 307) Therefore, it is crucial for the curriculum to merge the imaginative or aesthetic dimensions with the cognitive aspects of student learning.
“John Dewey‟s, „learning by doing‟ theory shaped The progressive era in education” (Wagner 15).
METHODOLOGY
Research Setting
In 2017, a study was conducted in a Movers class at an English center in Yen Bai, involving 16 primary students from grade 4 across various schools All participants, aged 10, had two years of English experience at the Starter level and had completed six months of the first Movers course The research was carried out during the students' second course at the Movers level.
At this English center, we offer classes tailored for students of all ages, including specialized courses for children that adhere to the Cambridge YLE framework, ranging from Pre-Starters to Flyers levels Our engaging lessons are held twice a week, with each session designed to enhance language skills effectively.
Research Materials
A successful Reader's Theater (RT) script, as noted by Ludolph (2013), should feature a compelling storyline, engaging conflict, dynamic plot, action, humor, and intriguing characters It's essential that the script includes dialogues rather than excessive descriptive passages Additionally, selecting materials that align with students' English proficiency levels is crucial for the effectiveness of the RT activity.
This study utilized materials sourced from the Reading A-Z website, renowned among educators for its extensive library of over 2,000 graded reading resources across 29 reading levels The stories are categorized by reader age, facilitating the selection of appropriate content for students.
To align with the English proficiency of participants and engage young learners, the researcher selected two relatable stories, “Doctor Jen” and “Four Friends,” by Cheryl Ryan, for two cycles of action research.
Data Collection Techniques and Instruments
Data collection techniques are determined by the research questions outlined in the Introduction In this classroom action research, data is gathered through observations, questionnaires, and tests, which are detailed as follows.
The qualitative data were collected through teacher observations during the teaching-learning process, focusing on student behavior and activities As noted by Burns (2010), observing and describing are crucial in action research, as these observations are systematically conducted to gain insights into students' skills, knowledge, interests, thought processes, social interactions, and attitudes toward learning This process involves note-taking and may utilize specific recording methods, serving as a diagnostic tool for reflection and analysis (Duncan & Lockwood, 2008) The observations were documented as field notes, and video recordings were also employed to enhance the data, capturing aspects of classroom interactions that the notes alone could not fully convey.
Teacher field notes and video recordings were utilized to document the teaching and learning process in the classroom, aiming to evaluate whether the application of the RT technique could enhance students' speaking skills and to identify important considerations for implementing RT in speaking lessons.
A questionnaire survey was conducted among students to gather their opinions on the implementation of Readers Theater According to Dornyei (2001), questionnaires can provide demographic, behavioral, and attitudinal information This method is effective for collecting large-scale numerical data quickly In this study, the researcher utilized a questionnaire with 8 Likert-type items to assess student responses to the Readers Theater technique Given that the participants were 10 years old, a 5-point Likert scale was deemed too confusing, as noted by Royeen (1985) Instead, an adapted 3-point scale with smiley face indicators was used to facilitate understanding Participants rated statements as 1 (agree), 2 (neither agree nor disagree), or 3 (disagree) The questionnaires were written in Vietnamese to enhance comprehension and ease of response for the students.
A test is a method for measuring an individual's ability, knowledge, or performance in a specific area (Brown & Abeywickrama, 2004) This research involved administering a pre-test at the start of the teaching-learning process and a post-test at the end of each cycle The analysis of speaking scores from these tests was conducted to evaluate the students' speaking proficiency levels.
In the final assessment of the Movers course, students participated in storytelling tests where they narrated stories based on provided images This evaluation included a pre-test and two post-tests, totaling three assessments designed to gauge students' storytelling abilities.
In this study, student performance was evaluated using a speaking rubric developed by Gall, Borg, and Gall (2003) The rubric assessed four key aspects: fluency, accuracy, vocabulary, and pronunciation, with each aspect rated on a scale from 1 to 10 Higher scores indicated more complex indicators, while lower scores reflected simpler criteria.
Data Analyses
Qualitatively, all the observation data collected were organized and classified the researcher followed the framework proposed by Burns (2010) This framework consists of five stages:
During this stage, we collected field notes and ongoing reflections, while also reviewing the initial and revised research questions to analyze the changes observed across the two cycles.
The data gathered were then coded into categories
Once the coding was complete, the categories or patterns were compared across different sets of data to review and highlight contradictions and differences
In this stage, more abstract „big picture‟ concepts of what had been found were built and any „personal theories‟ about the meaning or importance of the research were refined
In the final stage of the research, it was crucial to effectively organize and present the entire narrative of the study, from inception to conclusion.
The researcher examined the implementation of RT in the classroom by analyzing the activities of both teachers and students across five key stages: reading, script writing, rehearsing, performing, and providing feedback Observation notes were categorized according to these stages, and video recordings were utilized to enhance the written documentation.
The study utilized questionnaires to assess students' responses to the teaching and learning process using RT The collected data were analyzed quantitatively, with responses rated by frequency and tabulated into percentages, which were rounded off to ensure they do not always total 100%.
The comparison of students' scores in pre-tests and post-tests was conducted to evaluate improvements in their speaking skills The mean scores for both the pre-test and post-test can be calculated using specific formulas.
In which: x = means of pre-test scores y = means of post-test scores
A qualitative analysis is utilized to provide a clear numerical overview of issues by summarizing data through averages, frequencies, and percentages, while also illustrating the variation of numbers around a central point (Burns, 2010, p 118).
Research Procedure
Regarding the aims of solving students‟ problem in learning speaking skill and improving their speaking competence, this research was undertaken on the basis of a classroom action research design
Action research is defined as a self-reflective inquiry conducted by participants in social situations, particularly in education, aimed at enhancing the rationality and fairness of their practices, deepening their understanding of these practices, and improving the contexts in which they operate, according to Kemmis (1993).
Classroom action research is a dynamic process that combines inquiry and action to address and solve educational challenges As defined by Pine (2008), it involves teachers purposefully implementing strategies within their classrooms to enhance teaching and learning This sustained and ethical approach allows educators to gather and analyze data, leading to new insights and improved practices, ultimately benefiting both students and the educational environment (Mills, 2011; Stringer, 2008).
Burns (1999) states that classroom action research has some characteristics:
1 Action research is contextual, small-scale and localized It identifies and investigates within a specific situation
2 It is evaluative and reflective as it aims to bring about change and improvement in practice
3 It is perspiratory as it provides for collaborative investigation by team colleagues, practitioners, and researchers
4 Change in practices is based on the collection of information or data which provide the impetus of change
Action research can be conducted collaboratively among teachers or individually by a single teacher (Ferrance, 2000; McKay, 2006) According to Burns (2012), the questions posed in action research differ from those in traditional research; while traditional research focuses on the actions of others, action research centers on the researcher’s own practices In this approach, the researcher assumes dual roles, functioning both as a teacher and an active participant in the research process (Frankel & Wallen, 2012).
The action research model developed by Kemmis and McTaggart (2005) is highly regarded and frequently utilized in educational research This study adopted their framework to effectively conduct an action research investigation, as depicted in the cycle of classroom action research shown in Figure 2.
Figure 1:Cyclical Action Research Model by Kemmis & McTaggart, 1988 (in Burns,
By adapting that model, Burns & Kurtoglu-Hooton (2014) consider the dynamic process through a spiral of activities that can be implemented flexibly as the research progresses
The planning stage is crucial for researchers as it allows them to refine their investigation ideas and formulate specific questions they wish to explore in their classroom This preparation enables the development of effective teaching strategies and activities that can be implemented and tested.
Act: This stage involves acting on the researchers‟ plans and experimenting with new approaches or activities
Observe: In this stage, the researchers collect information, or data, on what is happening as a result of implementing their plans
During the research process, it is crucial for researchers to reflect systematically on the impact of their work This reflection not only aids in understanding the research's effects but also helps in identifying key messages that inform their personal teaching philosophies and theories of practice.
This research utilized an action research design to address challenges faced by students in developing their speaking skills The cyclical nature of the research allowed the practitioner to implement changes between cycles, enhancing the learning process Conducted in a classroom setting with a small group of students, the action research design proved to be an appropriate choice for this study.
The researcher engaged in two reflective cycles encompassing four key processes: planning, action, observation, and reflection Planning involves identifying the subject matter, outlining the steps to be taken, and selecting data collection tools Action pertains to the implementation of the lesson plan and classroom management strategies Observation focuses on monitoring the classroom dynamics and analyzing student behaviors to identify challenges and areas for improvement Lastly, reflection allows the researcher to evaluate the effectiveness of the study and decide whether to proceed or halt the research.
2.5.1 The Situation Prior to the Research
The researcher collaborated closely with the English teacher of the Movers class at the English center to conduct the research Prior to the study, they engaged in discussions about Action Research, which piqued the teacher's interest as she aimed to assess the students' improvement through the research findings.
The researcher conducted observations and interviews to identify problems in the English teaching and learning processes at the Movers class During the observation, it was noted that students faced significant challenges in their speaking abilities, including issues with pronunciation, fluency, and limited vocabulary, which hindered their ability to express ideas effectively While some students demonstrated better skills, they lacked confidence in communicating in English The classroom atmosphere was unengaging, with many students distracted, silent, or reverting to Vietnamese when prompted Overall, most students expressed that they found speaking English difficult and felt unmotivated during speaking lessons.
The researcher conducted a pre-test where students narrated a story based on provided pictures and practiced in front of their classmates This assessment aimed to evaluate their speaking abilities, resulting in a mean score of 5.47 on a scale of 1 to 10.
Following the identification of the issues, a prerequisite analysis was performed to explore the cause-and-effect relationships among these problems, facilitated through discussions with the collaborating teacher The researcher identified key factors contributing to the issues, including students' insufficient speaking practice, the absence of meaningful contexts for speaking exercises, and limitations in the speaking activities implemented during class The situation prior to the research is summarized in the accompanying table.
Table 1:Situation Prior to the Research
The students‟ speaking proficiency was still low
Students had low motivation to speak in English
The students’ speaking proficiency was still low
rarely answered questions given by the teacher orally
spoke with a lot of pauses
difficulties to find the appropriate words to create sentences or expressions
difficulties to recognize the words and grammar used
Students had low motivation to speak in English
Students kept silent when being required to do the speaking tasks
Students prefer using Vietnamese to answer the teacher‟s questions
Some students did not concentrate on the lesson, they were busy chatting to their friends
Students were not confident to speak out their answers
Causes Low mastery of grammar and vocabulary
Limited time and speaking practice
The speaking activities were boring
The teaching – learning activities were too tense and nerve- racing
No meaningful contexts for students to practice speaking
The researcher collaborated with an English teacher to implement a classroom action research project aimed at enhancing student learning through RT (Reciprocal Teaching) This study was conducted over two cycles, each consisting of five essential steps: planning, implementing, observing, reflecting, and revising the action plan Each cycle included four meetings, with each session lasting 45 minutes Detailed descriptions of the implementation process will be provided in the following section.
2.5.2.1 Report of Cycle I i) Planning of Cycle I
The research identified two primary issues: students exhibited low speaking proficiency and lacked motivation to communicate in English The initial cycle of the study concentrated on strategies aimed at enhancing these conditions.
To address the identified challenges, the researcher collaborated with the teacher to conduct action research utilizing RT in the classroom Prior to implementation, detailed plans were developed to guide the actions in the field, focusing on the topic of expressing health problems for Cycle I The researcher prepared essential teaching materials, including a story and lesson plan, and established a schedule Additionally, instruments for data collection, such as classroom observation sheets, survey questionnaires, and a camera, were organized to facilitate the research process.
FINDINGS AND DISCUSSION
Readers Theater and the Improvement of Students‟ Speaking
From the observation, improvement of students‟ speaking can be seen in all stages of RT application
The reading stage served as an essential preliminary activity where students collaboratively engaged with the text to build background knowledge about the play During this stage, students demonstrated careful reading, often encountering unfamiliar vocabulary that prompted them to seek clarification from peers or the teacher, thus enhancing their vocabulary acquisition Initially, in cycle I, most students posed their vocabulary questions in Vietnamese However, by cycle II, following exposure to classroom English and encouragement to use it, students began to ask questions in English, with the teacher simplifying explanations through clear language and gestures This transition fostered greater confidence among students in their English-speaking abilities, as documented in video recordings and field notes.
During the scriptwriting stage, students collaborated in groups to discuss and create scripts based on a provided story, deepening their understanding of the narrative and familiarizing themselves with the text genre This collaborative effort allowed them to comprehend the context of the characters' dialogues, facilitating meaningful language learning Additionally, as they crafted their scripts, students engaged with grammar to transform the text into dialogue, which heightened their grammatical awareness Notably, instances of this were observed when they shifted the subject from third person to first person in their Cycle 1 scripts.
My sister is sick She has a fever
Story 1: Doctor Jen (see Annex F)
In Cycle II, the teacher addressed students' script errors publicly, enabling them to recognize and learn from their mistakes This aligns with Patrick (2008), who noted that creating RT scripts enhances students' understanding of language structure, usage, and metalinguistic awareness.
During the rehearsal stage, students honed their reading skills by focusing on pronunciation, intonation, gestures, body language, and facial expressions This process allowed them to freely express their characters while practicing their lines repeatedly, leading to improved fluency and automatic memorization of certain phrases As they rehearsed, students gradually overcame their fear of speaking, particularly in the second cycle when the teacher provided additional support to those struggling Observations indicated that students experimented with different ways of delivering their lines to enhance their performances, working on intonation, stress, and rhythm This practice also enabled them to incorporate relevant vocabulary and expressions from their daily lives, such as softening their voices to discuss health issues The combination of writing and oral rehearsal further enriched their learning experience.
„simultaneously provides training in the ability to communicate meaningfully, one of the most important aims of language learning‟ (Drew, 2013, p 1)
During the performing stage, students utilized their voices, facial expressions, and gestures to effectively portray their characters, fostering a collaborative environment where each member aimed to contribute to a successful group performance This stage provided all students, including the shy ones, with the opportunity to present in front of their classmates, helping them to overcome their fear of public speaking As they observed their peers, the audience was encouraged to listen attentively and show respect While some students initially performed softly in the first cycle, by the second cycle, most exhibited increased confidence in delivering their lines Despite minor mistakes, the joy of successfully completing their group performance was evident The authenticity of the practice was heightened by the presence of a real audience, leading to engaged performances As noted by Farabi, Hassanvand, and Gorjian (2017), oral presentation activities not only engage learners but also help them conquer their speaking anxieties while enhancing their speaking skills.
During the evaluation stage, students engaged in providing and receiving feedback on their performances, highlighting the importance of peer assessment In the first cycle, some students struggled to hear their classmates due to soft speaking, but they actively participated in observing and critiquing presentations By the second cycle, students utilized a self-evaluation checklist to assess their own performances, with some expressing dissatisfaction and a desire to improve This indicates a notable increase in student motivation for speaking activities, aligning with Davies' (1990) assertion that dramatic activities enhance both maturity and motivation among students.
3.1.2 Improvement of Speaking through Tests
The pre-test was conducted prior to the implementation of RT, while post-test 1 and post-test 2 were administered at the conclusion of cycle I and cycle II As outlined in the Methodology chapter, student performance was evaluated using the speaking rubric developed by Gall et al (2003), which assesses fluency, accuracy, vocabulary, and pronunciation The results from the speaking tests were analyzed to determine any improvements in students' speaking skills following the application of RT in teaching and learning Both the researcher and the English teacher provided their evaluations during the testing process.
In the pre-test, many students exhibited a lack of confidence in speaking, leading to hesitance and fear of making mistakes Their limited vocabulary contributed to difficulties in pronunciation and incorrect grammar usage Additionally, their speech lacked strong cohesion, impacting the clarity of their utterances.
The implementation of RT significantly enhanced students' speaking abilities, as evidenced by the results of post-tests 1 and 2 Improvements included a reduction in grammatical errors, better pronunciation, and a wider vocabulary Additionally, students exhibited increased confidence and fluency in their speech The detailed results of the tests are presented below.
Table 2: Scores of pre-test, post-test 1 and post-test 2
The difference in scores between the pre-test and post-test 1 was presented in the following chart
Chart 1: Comparison between the Average Scores of Students’ Pre-test and Post-test 1, post-test 2 in Terms of Fluency, Accuracy, Pronunciation, and
The chart illustrates significant improvements in students' speaking skills across four key aspects: fluency, accuracy, pronunciation, and vocabulary mastery Post-test 1 scores surpassed pre-test scores, and post-test 2 scores exceeded those of post-test 1, indicating consistent growth throughout the process Specifically, fluency and pronunciation showed mean score increases of 1.13 and 1.0, respectively, while accuracy and vocabulary improvements were slightly lower, at 0.82 and 0.96 As noted by Burns (2010), descriptive statistics effectively summarize quantitative data, making them suitable for reporting on specific learner groups in action research contexts.
Students‟ Responses toward the Implementation of Readers Theater in
The findings from research question No 2 were derived from a questionnaire survey, which provided valuable insights that complemented the observational data A total of 16 students participated in the survey, and their responses significantly enhanced the overall conclusions drawn from the study.
The study assessed fluency, pronunciation, accuracy, and vocabulary through pre-tests and two post-tests Responses regarding frequency were collected and tabulated into percentages, with figures rounded to ensure they do not always total 100%.
Table 2: Survey on Readers Theater
Statement disagree Neither agree or disagree agree
2 The lesson is more fun with RT 12.5% 6.2.% 81.2.%
3 I like working with my friends in writing and performing the scripts
5 I am more confident using English through RT
6 I prefer to learn English on my own than in a group
7 After watching my friend performance,
I want to improve my English
8 I learn about group communication after watching other groups‟ performance
A significant 62.5% of students reported enjoying role-playing (RT), while 81.2% found the lessons to be more engaging with this method Additionally, approximately 75% of students expressed enjoyment in collaborating with friends to write and perform scripts These findings indicate that most students in the class embraced RT without any difficulty.
Students reported a positive experience using RT as a tool for enhancing their pronunciation and building confidence Specifically, 81.2% felt they improved their word reading skills, while 62.5% expressed increased confidence in their English usage through RT.
Most students find collaborative group work to be an effective learning method, with only 25% preferring to study English independently A significant 62.5% reported that observing their peers' performances motivated them to enhance their English skills Additionally, 68.7% of students indicated that watching other groups helped them improve their group communication skills, highlighting the benefits of collaborative learning in language acquisition.
In conclusion, students reported a positive experience with RT, indicating that it encouraged them to engage more actively with the language This aligns with Drew’s (2013) observation that students valued the opportunity to interact with English in a dynamic and meaningful context, leading to increased enthusiasm and participation.
Some Cautions Concerning Readers Theater Application in Speaking Classes
To successfully implement RT in speaking lessons, teachers must consider several key factors identified through comprehensive data collection during the RT application process.
Careful selection of reading materials is crucial, as evidenced by two cycles of innovation highlighting that students' comprehension of the story significantly influences the success of subsequent stages Appropriate stories not only assist students in creating scripted texts for RT materials but also foster a deeper connection with the text, facilitating easier interpretation and smoother progression to the next RT stage This process represents a valuable literacy experience, aligning with Drew and Pedersen's (2010) assertion that the choice of text plays a vital role in the successful implementation of RT.
Effective management of group activities is essential in RT, as students frequently collaborate in teams The teacher plays a pivotal role in this process, particularly in forming groups, which can lead to student dissatisfaction if they are placed with partners they do not prefer To foster cooperation, the teacher must clarify the rationale behind group pairings Throughout the stages of script writing, role assignment, rehearsals, and performances, the teacher’s guidance is vital for successful group dynamics As noted by Drew and Pedersen (2010), the teacher is instrumental in the successful implementation of RT projects in the classroom.
Maximizing the use of English during the implementation of RT significantly enhances students' speaking abilities Teachers should foster a classroom environment that encourages students to communicate in English consistently throughout the process Engaging in discussions at every stage of RT not only promotes interaction but also plays a crucial role in developing students' speaking skills when English is predominantly used.
I, the teacher did not set the requirement of using English in class and she also had to translate her instructions into Vietnamese sometimes, so most of the language in the discussions was in Vietnamese In the second cycle, when the teacher set some rules of using English in class, students used more English in class On the other hand, the teacher also tried to use some simple classroom instructions and gestures to communicate with students In this way, the English classroom environment was more alive
Effective teacher scaffolding is essential for supporting weaker learners throughout the reading and writing process During the reading stage, students require assistance with vocabulary, while in writing, they depend on the teacher for grammar and spelling corrections Additionally, during rehearsals, teachers act as models to help students navigate challenges related to pronunciation, tone, and stress (Allington, 1983; Rasinski, 2006).
(v) Allowing students sufficient time to do each activity can make them feel relaxed and comfortable in doing RT implementation, especially when they performed in front of the class
To ensure every student actively participates and contributes to the success of classroom activities, teachers must address reluctance to engage in front of peers Observations indicate that some students struggled with concentration during reading activities in the first cycle, leading to poor comprehension of the story However, in the second cycle, the teacher implemented various strategies to capture their attention, resulting in improved understanding and script performance With consistent encouragement and multiple rehearsals, students gradually overcame their fear of public speaking Additionally, providing ample time and guidance for script completion is essential for fostering student confidence and participation.
This section summarizes the study's findings and discussions, highlighting its limitations and offering recommendations for future research Additionally, it outlines the pedagogical implications derived from the results, emphasizing their relevance in educational contexts.
Recapitulation
This article draws three key conclusions based on the research questions discussed earlier The first conclusion highlights how the use of RT (Reciprocal Teaching) significantly enhances students' speaking skills The second conclusion focuses on students' responses to the implementation of this teaching method, revealing their perceptions and engagement levels.
In speaking classes, responses to two key questions highlight essential precautions for effectively implementing RT, outlining both recommended practices and pitfalls to avoid Drawing from prior data and discussions, several conclusions emerge regarding the optimal application of RT in educational settings.
This study demonstrates that the use of Role-Playing Techniques (RT) in teaching speaking is an effective alternative for EFL teachers to enhance speaking activities The various stages of RT contribute significantly to improving students' speaking skills, allowing them to engage actively in speaking tasks while acquiring vocabulary and grammar in context Additionally, RT facilitates practice in pronunciation, intonation, gestures, and body language Through each stage of the process, students not only become more confident but also develop a sense of collective responsibility towards their peers.
In addition to enhancing speaking skills, role-playing (RT) can be an engaging activity in speaking classes when all students participate actively Many students report having a positive experience with RT, noting that it adds enjoyment to English lessons and serves as a motivating factor in their language learning journey.
To ensure the successful implementation of RT in the classroom, teachers should exercise caution in selecting appropriate materials, possess adequate experience in group management, allocate sufficient time for each stage of RT, maximize English speaking opportunities during class, and maintain student engagement throughout the entire process.
The research then concludes that RT is a valuable teaching method to be applied to improve speaking skill in particular and in language learning in general.
Implications
The study findings highlight the significance of literature in understanding Reflective Teaching (RT) and present both theoretical and practical implications From a theoretical standpoint, this research enhances our comprehension of RT It demonstrates that utilizing a mixed-method approach to explore RT is effective, and action research is a suitable method for evaluating the impact of RT in speaking classrooms.
This study highlights several practical implications for EFL students, suggesting that the implementation of role play (RT) can significantly enhance their confidence in speaking English By making teaching and learning activities more enjoyable and engaging, RT helps students feel relaxed and comfortable Additionally, it provides numerous opportunities for authentic interactions, allowing students to act out various roles and explore real-life social conventions Furthermore, RT sharpens communicative strategies, enabling students to effectively elicit opinions, gather feedback, and ask questions.
For EFL teachers, incorporating RT into English speaking programs in Yen Bai and beyond offers a valuable opportunity By utilizing the tested model from this study, educators can easily adapt RT to their local contexts Additionally, findings from this research can be gradually integrated into teaching reading, writing, and listening skills It is essential for teachers to prepare themselves and their students prior to implementing RT, with a particular focus on supporting less-proficient students, effective group modeling, and management Ultimately, the timing of RT implementation plays a crucial role in maximizing its effectiveness.
Limitations and Suggestions for Further Research
The current study faces limitations primarily due to its reliance on qualitative data, which may lead to interpretations that are not exhaustive or reliable Additionally, the small sample size of 16 students restricts the ability to provide a comprehensive understanding of the research topic While the limited class size allowed for personalized monitoring and feedback from the teacher, expanding the participant pool could enhance the robustness of the findings Furthermore, the short duration of the study may undermine the strength of the results, suggesting that more time is necessary for effective implementation of RT in teaching speaking to yield more convincing outcomes.
Future researchers are encouraged to focus on quantitative research to validate findings, while also expanding the data sample for broader generalization Additionally, further studies should explore the effectiveness of RT in enhancing reading, writing, and listening skills within local contexts.
A study conducted by Adams et al (2007) explored the impact of reader's theater on the comprehension and fluency of Spanish language learners whose first language is English This short case study was carried out in the San Bernardino City Unified School District, highlighting the effectiveness of interactive reading strategies in enhancing language skills among bilingual students The findings suggest that incorporating reader's theater can significantly improve both understanding and fluency in a second language.
The Unified School in San Bernardino City emphasizes the importance of Spanish language acquisition, highlighting resources available for educators Allington (1983) discusses the critical yet often overlooked goal of reading fluency, which is essential for student literacy development Additionally, Berlinger (2000) explores innovative methods to enhance English expression through script-based improvisations, providing teachers with creative strategies to engage students in language learning.
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ET: English Teacher Ss: students
The teacher distributed scripts to each student and instructed them to assign roles within their groups As students began collaborating, some became noisy while vying for their preferred roles, leading to arguments in Vietnamese The teacher intervened, assisting each group in assigning roles Following this, students were asked to underline their lines and practice reading them However, some struggled to locate their lines and sought help from peers, while others were distracted and chatting, prompting the teacher to remind them to concentrate on the lesson.
During the reading session, students took turns reading their lines while the teacher observed their progress Some struggling students sought help from their peers to tackle challenging words The teacher then encouraged group practice, where confident readers shone, but weaker students faced criticism from their peers for their lack of fluency To support their classmates, stronger students stepped in to model the reading, fostering a collaborative learning environment.
Ss still did not concentrate they were busy to do other things, the others had to call their name when it came to their turn
T finished the class by remind Ss to practice at home and next lesson would be the performance time
ANNEXE B SPEAKING TEST Pre-test
This pictures show a story It’s called, “Fred’s bad day” Fred gets up late in the morning Now look at the pictures and continue the story!
In the story "Ben Loves Ice-Cream," we see Ben in the kitchen, eagerly receiving ice-cream from his mom The delightful moment captures the joy of sharing a sweet treat, inviting readers to imagine what happens next in this heartwarming tale.
Tom's birthday celebration at the zoo is a delightful story captured in these pictures On this special day, Tom and his friends embark on an exciting adventure, exploring the wonders of the zoo together As you view the images, imagine how the day unfolds and continue the narrative of Tom's memorable birthday experience!
BY GALL, BORG AND GALL (2003, p 571)
Range Fluency Pronunciation Accuracy Vocabulary
10 The speakers speak very fluently in communication to perform the expected competence
The speaker never makes pronunciation mistakes in performing the expected competency; intonation and stress are appropriate; all sound are unambiguous and can be understood
The speaker never makes any grammatical mistakes; both in basic grammatical structures (like phrases, simple and compound sentences) and in complex structure (like complex sentences)
The speaker uses so many vocabulary variations and makes no mistakes in word choices in performing the expected competency
9 The speaker speaks fluently in communication to perform the expected competence, but there are natural hesitations
The speaker almost never makes pronunciation mistakes in performing the expected competency; intonation and stress are appropriate; a few sounds are ambiguous but can be understood
The speaker almost never make any grammatical mistakes but makes very few mistakes in complex structure (like complex sentences), however those mistakes do not impede meaning
The speaker uses many vocabulary variations and only makes very few mistakes in word choices in performing the expected competency
8 The speaker speaks quite fluently although there are hesitations which are not quite natural hesitations
The speaker rarely makes pronunciation mistakes in performing the expected competency; intonation and stress are sometimes not quite appropriate; some sounds are rather ambiguous but can be understood
The speaker rarely makes grammatical errors in basic structures, such as phrases and simple or compound sentences However, they do occasionally struggle with complex structures, resulting in mistakes that can hinder clarity and impede understanding.
The speaker uses quite many vocabulary variations and makes few mistakes in word choices but those are sufficient and do not impede meaning in performing the expected competency
7 The speaker speaks quite fluently although there are often hesitations which are not quite natural
The speaker sometimes makes pronunciation mistakes in performing the expected competence; intonation and stress are sometimes not quite appropriate; some sounds are rather ambiguous but can be understood
The speaker rarely makes grammatical mistakes vary rare in basic grammatical structure (like phrases, simple and compound sentences) and makes some mistakes in complex structure (like complex sentences),
So that they rather impede meaning
The speaker demonstrates limited vocabulary variation and occasionally employs inappropriate word choices However, they manage to convey the intended meaning, often requiring additional explanations to clarify their ideas and find suitable terminology.
6 The speaker speaks does not quite fluently; sometimes he/she is impeded by language problems so that he/ she speaks rather slowly and hesitantly; sometimes those problems disrupt performance
The speaker often makes pronunciation mistakes in performing the expected competency; intonation and stress are appropriate; some sounds are rather ambiguous and rather difficult to be understood
The speaker occasionally makes rare grammatical errors in basic structures, such as phrases and simple or compound sentences However, they frequently struggle with complex sentence structures, leading to mistakes that can hinder overall clarity and meaning.