Rationale
The rising global prominence of English has heightened awareness of its importance in Vietnam, particularly in Tien Lang, where the national English curriculum mandates high school students engage in conversations on familiar topics However, despite this emphasis, many students struggle with speaking English, often appearing quiet, uncooperative, or exhibiting nervous behaviors such as trembling voices, excessive pauses, and shaking hands or legs during lessons.
This study investigates the reluctance of Toan Thang high school students to engage in English-speaking class interactions, motivated by my three years of teaching and living experience with them My observations indicate a lack of spontaneous discourse and limited individual contributions during oral interactions, leading to frustration among both teachers and students regarding learning outcomes Understanding this phenomenon is crucial for improving the teaching and learning of oral English at Toan Thang high school Additionally, recognizing the diverse backgrounds of students offers valuable perspectives on their reticence This research aims to explore these issues in depth, forming the basis of my thesis, "An Investigation into Students’ Reticence in English Speaking Lessons - A Case of Toan Thang High School."
Aim of the study
The current study aims at:
Exploring the nature of students‟ reticence in English speaking lessons at Toan Thang high school and some common situations for reticence to flourish,
Investigating students‟ viewpoints of their own learning behaviour and potential obstacles to their verbal participation in the classroom,
Finding out students‟ aspiration on whether, and how, to move the classroom to a more interactive mode.
Research questions
(1) To what extent do the students remain reticent in English speaking classes, and what activities make them the most reticent?
(2) What are students‟ perceptions of their own learning behaviour and factors influencing such behaviour?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode?
Scope of the study
This study examines the phenomenon of reticence among 11th graders during English speaking lessons at Toan Thang High School, exploring their perspectives and motivations regarding this issue.
Methods
This study employs a mixed methods approach through a survey to achieve its objectives, utilizing various data collection tools such as class observations, semi-structured interviews, and questionnaires.
Design of the study
There are three main parts in the thesis:
Part A: Introduction, which presents the rationale, aims, scope and research questions
Part B: Development of the research which includes:
LITERATURE REVIEW
Reticence behaviour in foreign language class
The terminology of reticence in academic writing was first introduced in
In 1965, Phillips introduced the concept of reticence in speech communication, highlighting that some individuals struggle to communicate effectively in various situations This pivotal work sparked interest among researchers and linguists, leading to the exploration of related constructs such as communication incompetence, communication apprehension, and unwillingness to communicate.
Research conducted by Keaten and Kelly (1976) and other scholars highlights that reticence is a multifaceted communication issue encompassing cognitive, affective, and behavioral dimensions This communication problem often stems from the belief that remaining silent is preferable to the risk of appearing foolish.
Reticence in the English-speaking classroom, as defined by Keaten & Kelly, refers to the behavior of individuals who avoid communication due to a fear of being judged negatively This chronic silence stems from feelings of uneasiness, worry, and apprehension, particularly among non-native speakers These learners often develop faulty beliefs about communication and the foreign language learning process, which further contributes to their reluctance to engage in conversation.
Since the beginning of reticence research, theories have been made relating to what involved in reticence behaviour, and who often reveal themselves as reticents
Reticence often reflects a characteristic of shyness, encompassing feelings of low confidence, especially in new social environments It can manifest as an intense self-consciousness, insufficient social skills, and heightened anxiety, leading to self-criticism during social interactions (Cheek & Watson, 1989).
Second, reticence may imply too much inner speech overlapping one another, which is conductive to depression, morbidity and anxiety (Tomlinson,
Reticence can convey acceptance of another person; however, it may also indicate passivity, a lack of creativity, and limited knowledge This silence often reflects a deficiency in justification and inventive skills.
Reticence often reveals a lack of interest in the situation at hand, indicating that individuals may not fully engage with the topic Additionally, it can signal confusion or misunderstanding, particularly when discussions involve complex or advanced subjects that exceed their current level of comprehension.
Many individuals occasionally feel shy in challenging social situations, a temporary response noted by researchers (Russel, Cutrona & Jones, 1986; Zimbardo, 1977) Additionally, some people experience fear and anxiety when faced with unprepared circumstances, which can lead to an aversion to taking risks in uncertain challenges (Ely, 1986; Liu & Jackson, 2008).
Numerous studies by linguists have demonstrated a significant correlation between environmental factors and communication reticence The findings reveal that reticence is notably affected by prior environmental influences, supporting etiological explanations rooted in learning and perception theories.
Reticence often stems from a complex interplay of factors, including tension, inhibition, and self-consciousness, rather than a single cause This behavior is frequently accompanied by somatic anxiety symptoms such as an upset stomach, pounding heart, sweating, trembling, or blushing, which can contribute to stress and depression If left unaddressed, reticence can have serious repercussions for an individual's health.
Reticence in foreign language classes can lead to significant failures in language acquisition, as active involvement and participation are crucial for improving spoken language skills This aligns with the "Matthew Effect," where engaged learners tend to thrive while less active students struggle Research shows that students who participate actively experience greater satisfaction and persistence in their language learning journey.
Silence and reluctance to engage in the target language often lead to frustration for both students and instructors, significantly impacting the effectiveness of the Communicative Language Teaching approach (Flowerdew & Miller, 1995; Jackson, 2002) This passive behavior disrupts instructional plans and hinders active learning, ultimately preventing students from making progress and achieving desired learning outcomes Consequently, instructors frequently face the challenge of finding strategies to alleviate uncomfortable silences during interactions, aiming to reduce feelings of confusion and promote a more engaging learning environment.
Students' reluctance to engage in classroom discussions not only hinders their own learning but also prevents teachers and peers from gaining valuable insights This reticence significantly impacts the teaching and learning process, highlighting the necessity for both educators and classmates to actively work towards reducing or eliminating these barriers to interaction.
RESEARCH METHODS OF THE STUDY
Participants and setting of the study
The study involves 373 students aged 17 to 18 from one intermediate level class and seven preliminary level classes, with varying English instruction hours The selection of 11th graders, who have experienced two to three years of English learning, enables them to discuss their current classes and reflect on their educational history Among the participants, 193 are male and 180 are female, primarily from low to middle-income rural families Due to limited access to information and technology, these students have few opportunities to engage with English outside the classroom Notably, 96.5% of the students have never interacted with foreigners, and half do not plan to continue using English post-graduation Only 5.6% of the students intend to pursue university subjects in group D.
The analysis was carried out as a case study of Toan Thang high school This is a state- run school located in Tien Lang district, which is about 30 kilometer from
Hai Phong city center is characterized by its residents who primarily engage in farming, deep-sea fishing, and various traditional handicrafts Currently, there are no English clubs or centers available in this region.
At this school, students have a structured schedule comprising five mandatory morning periods and three optional afternoon extra classes Eleventh graders adhere to the curriculum set by the Ministry of Education and Training, dedicating 135 minutes weekly to English, divided into three 45-minute lessons Only students in class 11B8, the intermediate level, receive an additional "elective lesson" each week All students utilize theme-based and skill-based Basic English textbooks for their studies.
The assessment of facilities and technology highlights significant shortcomings, including inadequate resources and outdated equipment Essential tools like flexible seating and reliable power supply are lacking, while the classrooms are equipped solely with deteriorating chalkboards instead of modern alternatives The library's limited collection of audiovisual aids, such as projectors and radios, is further compounded by a scarcity of English books available for borrowing Additionally, the cumbersome process of transporting and setting up projectors or laptops hinders teachers from effectively utilizing these resources in their everyday lessons.
In grade 11 at Toan Thang High School, a selective English class boasts a higher average score; however, English proficiency among students is inconsistent due to large class sizes ranging from 44 to 48 students, which complicates teaching The school enforces strict disciplinary measures, including uniforms, badges, and a requirement for students to take notes and remain quiet during lessons, to uphold high standards A dedicated disciplinary team of teachers and students monitors behavior daily, ensuring adherence to these rules.
The testing system at this school does not assess communicative competence, reflecting the broader trend of non-communicative testing prevalent in Vietnam's educational framework Although the goal is for students to develop communicative skills, the Ministry has mandated multiple-choice tests as the sole method for standardized high-stakes assessments These tests focus solely on phonetics, grammar, vocabulary, and reading comprehension, neglecting speaking and listening skills.
Data collection
For the purpose of this study, a triangulation of three different methods was used for data collection These included classroom observation, questionnaire and semi-structured interviews
Observation plays a crucial role in classroom research, serving as a valuable tool for investigating student reticence, the practical implementation of teaching methodologies, and the dynamics of student-teacher interactions This study aims to determine whether reticence is specific to certain individuals or a common behavior across various classroom settings The researcher focused on observing class activities and analyzing verbal exchanges, examining communicative features such as target language use, information gaps, sustained speech, student readiness to respond, and overall mood and behavior.
To ensure a comprehensive understanding of classroom dynamics during observations while minimizing observer bias, a combination of note-taking, video recording, and audio recording was discreetly employed Additionally, the weekly practice at Toan Thang High School, where students welcome teachers from other classes for observation, along with the established rapport between researchers and students, facilitated a deeper insight into the classroom environment.
There are two sets of questionnaire used in this study, which consists of 14 questions that sought information to answer the three research questions:
(1) To what extent do the students remain reticent in English speaking classes, (Question 1 and 3) and what activities make them the most reticent (Question 8)?
(2) What are students‟ perception of their own learning behaviour (Question2, 4,
5, 6, and 7) and factors influencing such behaviour (Question 13 and 14)?
(3) What are students‟ perspectives on whether, and how, to move the classroom into a more interactive mode (Question 9, 10, 11 and 12)?
The questionnaire consisted of structured and open-ended items and was initially written in English before being translated into Vietnamese for clarity To maintain the concentration and interest of teenagers, the questionnaire was divided into two parts, administered in two sessions within each class Part 1 addresses various issues, while Part 2 explores factors influencing students' reticence behaviors.
The rationale of this questionnaire originated from Burns and Joyce‟s identification of three sets of factors explained in chapter 2 of this study (Burns &
Joyce, 1997) that might cause the reticence in class Furthermore, it consisted of items extracted from instruments used in previous studies, including:
-Bao Dat‟s questionnaires (Bao, 2013; Bao, 2014) to create the 2 nd questionnaire of this research;
- Chen Meihua and Wang Xuehua‟s questionnaire (Chen & Wang, 2013) to construct question 3 in the 1 st questionnaire;
- The second section of the questionnaire in Young‟s research (Young, 1990) with twenty different in-class activities to set up question 8 in the 1 st questionnaire of this thesis
However, the final set of questionnaires used in this study is a result of the researcher‟s preliminary investigation rather than attaching other studies‟ outcomes
Eight observations and five pilot studies conducted with 10th and 12th graders at Toan Thang High School and 11th graders at Tien Lang High School were essential in refining the original questionnaires This process involved simplifying terminology and replacing complex expressions with more accessible language and explanations.
Interviewing serves as a powerful research tool for gaining a comprehensive understanding of classroom dynamics, offering a more natural approach than questionnaires Unlike standardized methods that require fixed responses, interviews yield diverse and unpredictable answers, enriching the data collected This qualitative method not only provides realistic insights for further analysis but also acts as a supplementary mechanism to verify information obtained from other sources (Bryman, 2008) However, challenges such as managing interviewee responses and the time commitment required can arise Thus, researchers must be sensitive, active, and tactful in their questioning techniques to effectively elicit meaningful responses.
Despite its disadvantages, semi-structured interviewing is appropriate for this case study Six students (three males and three females) were selected based on their availability, willingness, and the thoughtfulness of their questionnaire responses They were interviewed about their English speaking practices in class, their views on reticence and interactive modes, and suggestions for improving the classroom environment To protect their privacy, pseudonyms were used: Lan, Mai, Hoa, Nam, Tuấn, and Hùng (from classes B1, B2, B3, B4, B7, and B8) The interviews were recorded to allow interviewers to focus on conversation and body language, rather than note-taking Transcripts were created afterward to enhance the analysis process.
At the start of the second semester, eight morning classroom observations were conducted, covering periods one through five Following two weeks of observations and three weeks of study, a primary questionnaire and interview research were developed and tested for clarity and relevance Five pilot tests were carried out at Toan Thang High School with grades 10 and 12, and at Tien Lang High School for grade 11, ensuring the questions were refined and aligned with timing and budget considerations To facilitate the main study, 13 teachers and administrators approved the researcher to conduct the investigation in eight eleventh-grade classes over two sessions, each lasting 30 minutes The questionnaires were distributed one week apart, allowing students to reflect on their responses after an additional Speaking lesson The purpose of the questionnaires was communicated to the students to gather information on a "communicative class model," minimizing any shyness or bias Students were given time to respond privately, with clear instructions provided beforehand Teachers were directed to assist students, while the researcher remained available throughout the process Additionally, a semi-structured interview was conducted with selected participants who offered insightful perspectives, chosen based on their voluntary participation Table 1 outlines the data collection procedure for the study.
In the morning In the afternoon
1 st 2 nd 3 th 4 th 5 th 1 st 2 nd 3 th 4 th 5 th
10 Interview Lan Mai Hoa Nam Tuấn Hùng
Data analysis emphasizes in-depth interpretation over mere factual reporting, as noted by Wellington (2000) and Bryman (2004), which aids in uncovering themes and meanings within empirical data Key factors relevant to research objectives, such as teacher-student interactions, communication styles, and various activities and behaviors, are captured through observation transcripts Additionally, the researcher utilized questionnaire data to gather statistics, analyze response frequencies, and explore relationships between variables The primary concerns identified in the questionnaire analysis were further explored through in-depth interviews.
Participants' perceptions are analyzed through content analysis of interview transcriptions, where their responses are categorized and interpreted to reveal their thoughts, behaviors, and viewpoints This method of combining categorization with interpretation effectively generates research outcomes, as supported by Cohen et al (2011) and Creswell.
(2008), Hesse-Biber & Leavy (2004) and Maxwell (2005) The researcher also compared and linked the findings to those in the relevant literature for further insights
To maintain objectivity in data analyses, it is crucial to minimize dependence on researchers' prior knowledge, using it solely to draw connections between key issues This approach is supported by theorists such as Bryman (2008) and Asher (1965), who emphasize its importance in interpretive research inquiry.
FINDINGS AND DISCUSSIONS
Findings
Based on the research instruments utilized, including classroom observations, questionnaires, and interviews, the findings are organized around three key themes: students' reticence in English speaking classes, the factors influencing their behavior, and their expectations regarding the learning process.
3.1.1 Students’ reticence behaviour in English Speaking classes
The researcher initially observed students' reticence behavior from an outsider's perspective and later confirmed these observations through student responses in the first questionnaire and interviews While many educators have noted similar reticence behaviors, a surprising finding was the students' lack of awareness regarding their own reticent habits.
Classroom observations revealed significant student reticence, evidenced by prolonged periods of silence during speaking lessons, which accounted for over half of the class time This silence was accompanied by signs of anxiety and embarrassment, reinforcing the observation that two-thirds of students displaying nervousness when called upon Many students showed reluctance to participate voluntarily, with only 17 out of 373 students (4.56%) raising their hands during discussions The inhibition of oral participation and reluctance to ask questions were prevalent across various activities, despite some students being outgoing outside the classroom Group work often devolved into chatting in Vietnamese or individual tasks, rather than collaborative learning, indicating that classroom dynamics were heavily influenced by the teacher and a few dominant students.
Although 11 th graders at Toan Thang high school are notorious for their heavy reliance on teachers in English classes, not all the students view themselves as verbally passive When being asked about the frequency of attending English Speaking activities such as group work, role play, interview, etc (in question 8, part
During the lesson, students demonstrated varying degrees of participation instead of remaining entirely disengaged The accompanying data illustrates the percentage of students who contributed their ideas, along with the average for each item assessed.
GRAPH 1: Students' self- evaluation The frequency of attending English Speaking Activities
Item 8.1 Item 8.2 Item 8.3 Item 8.4 Item 8.5 Item 8.6
Item 8.7 Item 8.8 Item 8.9 Item 8.10 Item 8.11 Item 8.12
Item 8.13 Item 8.14 (See more detail in appendix 8) Item 8.15 Item 8.16 Item 8.17 The data from the graph above shows that “group work” (item 8.5, 8.7 and 8.17) ranks first in the order of preference of seventeen English lesson activities in question 8 This strong desire for active participation contrasts sharply with the passive role that students are said to adopt
Students show a clear preference for collaborative work in pairs or groups over individual tasks, as indicated by the survey results (item 8.1- 3.64; item 8.2- 3.76; item 8.3- 3.62) An interviewee, Hoa, also emphasized this trend, highlighting the value of teamwork in their educational experience.
The challenge of the Speaking task can be frustrating, but it’s not due to our classmates While I can't speak for other classes, mine is very close-knit, allowing us to feel at ease collaborating in diverse groups, whether they consist of high or low achievers, or are made up of males or females.
Engaging group activities such as singing, team games, repeating after the teacher, and collaborative projects are enjoyable and accessible for all skill levels In contrast, activities like open discussions, role-plays, and skit performances are utilized less frequently, reflecting a mix of student engagement that fluctuates based on individual interest and the interactive nature of the tasks.
- (Nam) No, I‟m not (a reticent) I‟m active in some certain activities and passive in others……It depends on whether the task is compelling or not
While role play can be appealing, I prefer to engage in it "sometimes" due to my uncertainty about my abilities It's essential that the activity is manageable, allowing me sufficient time for preparation, and I believe that teacher feedback prior to the performance is crucial for success.
When evaluating their learning behavior, only 1% of students identified themselves as reticent, noting that those who are reticent in class do not exhibit shyness and are active outside the classroom In contrast, a significant 77% of students reported occasionally displaying reticence, particularly during English classes.
According to a survey, 81 students (22%) do not consider themselves reticent in English speaking lessons Despite half of the respondents describing the classroom atmosphere as uncommunicative with infrequent English interactions, they perceive the number of reticent students as minimal and insignificant.
Statistics reveal that students perceive English classes as anything but passive, with a significant 10,456% indicating active participation However, meaningful English interactions occur infrequently, at only 44,772% Additionally, a positive classroom atmosphere is predominantly fostered by a small group of dominant students, accounting for 44,236%.
The interview results reveal students' attitudes towards participation in English speaking classes While four respondents identify as active communicators, Mai, Hùng, and Tuấn acknowledge their tendency to remain silent but assert that they can engage when they choose, challenging the notion of passive learning One student pointed out that mere participation levels are insufficient indicators of active or passive engagement All participants view their classroom atmosphere as constructive, largely influenced by a few dominant individuals In classes with fewer than five reticent learners, contributions often occur only when prompted This raises questions about the understanding of "participation" in English speaking classes and whether silence can be considered a form of participation, prompting further investigation through additional questions.
(See more detail in appendix 9)
The majority of responses in this section indicate a tendency towards disagreement, with most scores falling below 3.5, particularly around 1 and 2, reflecting a prevalent culture of reticence and passivity among students who are reluctant to share their ideas.
1, 3, 5, 6) nor ask questions (item 2 and 4) during the lesson
They seldom use English in class to express ideas, work in group or chat with friends (Question 1- 65, 95%) Comparing this number with the mean of above
Discussions
This section will explore three key issues informed by recent data, focusing on the divergence and convergence in participants' conceptualizations A thorough investigation will be conducted to ensure acceptable interpretations of these phenomena.
3.2.1 To what extent do the students remain reticent in English speaking classes, and what activities make them the most reticent?
Class observation revealed that students exhibited significant reticence, often remaining silent and unwilling to contribute during discussions When questions were posed, most students showed signs of shyness and nervousness, indicating a lack of preparedness to respond Even interactive activities like games and group work failed to encourage meaningful engagement, as students frequently conversed in Vietnamese or merely repeated textbook content instead of sharing their thoughts Some students preferred to remain disengaged, opting to work independently rather than collaborate with peers This behavior aligns with findings from previous studies (Bui, 2004; Bao, 2013; Lương Trường Xuân, 2014) Overall, the participation rate in the observed lessons was low, with fewer than five students actively engaging in various speaking activities, highlighting a pervasive issue of reticence in the English Speaking class.
3.2.2 What are students’ perception of their own learning behaviour and factors influencing such behaviour?
This study reveals a surprising disparity between students' self-perception of their learning behavior and the views of teachers and researchers, as noted in previous studies (Jackson, 2002; Chen, 2003; Bui, 2004) While 11th graders exhibited reticence in class, they did not identify themselves as reticent, claiming to be socially active and maintaining good relationships with teachers and peers, although they acknowledged occasional reticence in specific situations Students perceived the number of reticent individuals in their classes as minimal and expressed a willingness to engage in in-class activities This contradiction suggests a potential misunderstanding of "participation" between students and educators, as highlighted by Jarvis, Little, and Sanders (Jarvis, 1986; Little & Sanders, 1990) The researcher noted that students seemed to equate traditional class participation with passive activities like listening to lectures and taking notes, leading to misconceptions such as the belief that respect for teachers requires silence and that effective speaking stems solely from extensive vocabulary and grammar knowledge.
This research explores the factors contributing to reticence in speaking English among 11th graders at Toan Thang High School, highlighting English language competence and communication skills as the primary concerns expressed by students Unlike previous studies that identified teacher criticism and monotonous teaching methods as significant factors (Cheng, 2003; Bao), this study underscores the students' self-perceived inadequacies in language proficiency as a key barrier to effective communication.
Teachers face challenges in making lessons comprehensible for students with varying language skills, as highlighted in a 2014 study Although students do not see themselves as shy, they lack confidence in assessing their communication abilities, viewing themselves as ineffective English users, which contributes to their reticent behavior Additional factors influencing this behavior include learning habits, inadequate preparation, teacher-related issues, classroom atmosphere, and students' roles This reticence is often a reflection of learned classroom behaviors shaped by the environment rather than an innate trait Therefore, improving the learning environment can effectively reduce classroom reticence.
3.2.3 What are students’ perspectives on whether, and how, to move the classroom to a more interactive mode?
Many students desire a more interactive role in their communicative English classes, leading them to share numerous suggestions with their teachers They hope for the inclusion of fun and relaxing activities, as recommended in previous studies (Tomlinson & Bao, 2004; Tran & Baldauf, 2007; Lương Trường Xuân, 2014) Additionally, they expect teachers to assign easier tasks, speak slowly with clear explanations, provide more support to weaker students, and guide them on how to prepare for upcoming lessons.
Surprisingly, the number of respondents selecting "Neutral" in the Likert scale is relatively low compared to other options This neutral choice typically reflects individuals who are either truly indifferent, lack sufficient knowledge, or prefer not to disclose their opinions Initially, students in this case study were perceived as reticent, often hesitant to express their views and fluctuating between opinions However, data from two questionnaires reveal that 11th graders are accessible and open to sharing their perspectives, demonstrating a strong desire for innovation Their decisive responses in multiple-choice questions and eagerness to provide insightful feedback in open-ended questions indicate that these students are neither introverted nor conservative This highlights the urgent need for teachers to understand and empathize with the challenges faced by their students.
Conclusion
A study conducted at Toan Thang High School utilized mixed methods to investigate students' attitudes toward English speaking lessons and the manifestation of reticence The literature review established a foundation of knowledge by examining how researchers in Vietnam and globally have addressed this issue, highlighting key concepts such as reticence, its interpretations, and consequences The focus shifted to students' reticence behaviors during English speaking lessons, with insights drawn from experts regarding student participation in verbal interactions across various educational contexts and the obstacles they face Notably, the role of teachers emerged as a significant factor influencing students' misconceptions and their participation, affecting outcomes both positively and negatively Additionally, related studies on student reticence in English speaking lessons were reviewed to provide a comprehensive overview of the issue.
In this study, a suitable research methodology was selected based on the established background knowledge, focusing on the setting and final aims The data collection utilized mixed methods and multiple sources, including observations to assess the dynamics of English speaking lessons and student reticence, questionnaires to gauge students' perceptions of their learning behaviors and personal motivations, and interviews to provide affirmation and deeper insights.
All those mentioned scrutiny and techniques are for the benefit of exploiting the potential and feasibility of English Speaking lessons for 11 th graders at Toan Thang high school
Based on the analyses and discussions presented above, the following conclusions can be reached
At Toan Thang High School, while many 11th graders show a keen interest in participating in English class activities, they often remain hesitant to engage in speaking tasks This reluctance is evident as only a few students actively respond to the teacher, particularly when it involves sharing personal opinions, seeking clarification, or providing feedback, indicating a need for strategies to encourage more active participation.
Many students hold misconceptions about learning and participation, often rooted in traditional methods that emphasize passive listening to teachers and peers Factors contributing to their reluctance to engage include limited English proficiency, poor communication skills, ingrained passive learning habits, lack of preparation, and teacher-related influences This lack of confidence leads students to question their ability to use the target language effectively Consequently, it is crucial for teachers to provide clearer explanations and actively encourage student participation in communicative speaking classes.
Students highly value interpersonal interactions but often refrain from engaging in them due to various reasons To foster a communicative classroom, they suggest implementing enjoyable and manageable speaking activities with clear explanations and ample practice The students in this case study express a strong desire to be well-prepared before overcoming their reluctance and actively participating in lessons Therefore, teachers should address students' misunderstandings and concerns regarding speaking tasks while boosting their confidence and interest through well-structured activities and detailed instructions.
Pedagogical implications
The study reveals that students have the potential to overcome their reluctance in English Speaking lessons Understanding students' perceptions and expectations regarding teaching and learning is essential for teachers to foster a more interactive classroom environment, encouraging students to actively share their ideas and contribute to the lesson.
Passing on stereotypes can hinder student progress more than it helps Instead of focusing on students' reluctance, teachers should prioritize selecting effective methods tailored to students' current English proficiency and needs Lessons should incorporate pre-skill activities like brainstorming and vocabulary suggestions, a main activity suitable for students' performance levels, and post-activity exercises such as debriefing and summarizing Modifying textbook tasks to create these activities can enhance efficiency Additionally, homework should be clearly explained and instructed by the teacher to ensure students can complete it Given that the 11th class at Toan Thang High School consists of mixed-ability students, careful lesson planning and task redesign are essential.
The communicative approach requires careful consideration before implementation in real-world classrooms, particularly in Vietnam, where it remains unfamiliar to students at Toan Thang High School While students recognize the value of class discussions, their misconceptions about "the right answer" hinder their willingness to express their opinions Despite their eagerness to participate, they may struggle with the new teaching style and Western discourse conventions, such as turn-taking and non-verbal communication This disconnect often leads to conflicts, as students focus on expanding vocabulary and consolidating grammar, while teachers emphasize discussion-based techniques to enhance speaking skills To bridge this gap, open communication between teachers and students is essential, along with educating students on modern perspectives, such as understanding that differing viewpoints do not equate to disrespect.
Limitations of the study
Despite the significant efforts made by researchers, this study has notable limitations Firstly, the thesis primarily addresses key points related to three specific research questions, while numerous issues raised by students regarding English learning and teaching at Toan Thang High School were not fully explored during the data collection phase Given the small scale of this study, it was impossible to encompass all the insights gathered from questionnaires and interviews in the realm of English Language Teaching Secondly, the findings are relevant only to the specific context of English Speaking lessons at Toan Thang High School, focusing on 11th graders, with the intention that English teachers will consider student feedback to enhance their teaching methods in the upcoming school year Lastly, the research would have benefitted from a more comprehensive approach by incorporating perspectives from both students and teachers.
Suggestions for further study
Further research should focus on gathering teachers' perspectives to complement student voices and conducting action research studies While this project highlights learners' perceptions and future aspirations, including teachers' insights would provide a more comprehensive view, which was limited by time constraints Implementing the recommendations through action research could yield valuable insights into classroom cultures over time in various educational settings By integrating suggestions from students into classroom methods and interactions, both teachers and students could engage in reflective practices This would not only enhance the educational experience but also foster a critical dialogue about current practices, allowing for the exchange of ideas that could benefit Toan Thang High School and similar institutions.
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In the realm of English as a Second Language (ESL) education, reticence significantly impacts student participation and learning outcomes Hui (2011) explores the nuances of reticence in ESL classrooms, highlighting its effects on communication and engagement Similarly, Jackson (2002) examines the relationship between anxiety and aspirations in second language discussions, revealing how these factors contribute to students' reluctance to participate Understanding these dynamics is crucial for educators aiming to foster a more inclusive and interactive learning environment.
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Observer: Nguyen Thi Lan Anh Teacher‟s name: Ms A
Subject: Speaking Date: February 17th, 2014
Lesson11: Sources of energy Period 4 in the morning
Furniture arrangement: Students sit in horizontal lines
The classroom, located in the corner of the first floor, suffers from a lack of natural light, making it difficult for students to see the board clearly, even with four light bulbs.
- Students sit in 4 to 5 in a fixed table
- Teacher (T) and students (Ss) are in relaxing feelings
- T steps into class, greets the class, take her seat, check for students‟ attendance and uniform
- (Ss in chorus) Good morning teacher!
- The monitor checks other members‟ attendance and uniform
- T: We‟ve finished Unit 11A- Reading Let‟s go to Part B- Speaking
- Ss: some open their bags, some look around to find their things, tease others, chat with friends, some sit idly or even yawning…
- T: Trong phần này chúng ta có mấy bài tập?
- Ss: (in chorus) ba bài
- T: Chúng ta vào bài thứ nhất Task 1 Đọc cho cô yêu cầu của bài này nào?
- Đoàn Linh: Em thưa cô, Task 1, The following statements…
- Đoàn Linh: (continued) list some…
- Đoàn Linh: disadvantages of various sources of energy Read and tick the…
- Đoàn Linh: appropriate box A for the…
- Đoàn Linh: advantages or D for the…
- Đoàn Linh: disadvantages, then compare the results…
- Đoàn Linh: (continued) with a partner‟s
- T: Rồi, bạn Linh ngồi xuống và về nhà nhớ luyện đọc lại đi nhé, nói kém quá, mấy từ này học ở tiết trước rồi mà vẫn đọc sai
- Đoàn Linh: nod her head and flatten her lips
Bài viết này trình bày 7 câu nói về những hạn chế và thuận lợi của các loại nguồn năng lượng khác nhau mà các em đã học Hãy đọc và thảo luận với bạn bên cạnh để xác định những khó khăn và lợi ích của các nguồn năng lượng này Cô yêu cầu các em làm việc theo cặp, hai bạn ngồi cạnh nhau sẽ hỏi và trao đổi với nhau.
Fossil fuels are projected to be depleted in the near future, raising concerns about energy sustainability.
- Ss:………….(look at their teacher with confused eyes and say nothing)
- Some students: (from two first row on the left) Không ạ
- T: À đúng rồi, các em mở lại phần bài đọc xem nào
- Some students: (open their book to find the Reading text)
- T: Câu đấy ở dòng nào? Tìm thấy chưa?
- Some Ss: (from two first row on the left) Dòng thứ 3, đoạn 1 ạ
Câu hỏi đặt ra là liệu việc cạn kiệt nhiên liệu hóa thạch mang lại thuận lợi hay khó khăn Điều này cần được xem xét kỹ lưỡng để hiểu rõ tác động của nó đến môi trường và nền kinh tế.
- One girl: (in the second row on the left) D
- T: Rồi, vậy bây giờ chúng ta cùng thực hành như vậy theo cặp nào
- Teacher went round the class to urge the students practice speaking
- Many students start falling asleep, some keep silent and look over the window
- During the practicing time (4 minutes), some students:
+ ask their friends for the right answer, but in Vietnamese, + look at their notebook doing nothing
+ chat with their partner about something else
- T: Thôi hết giờ rồi Bên dưới làm xong hết cả chưa?
- Others sit idly or do something else
- T: Who volunteer? Bạn nào xung phong nói trước lớp nào?
- T: Đứng tại chỗ đọc từng câu một và giải thích nhé Câu 2 nào, bạn nào xung phong?
- Phong: Thưa cô em đọc Geothermal heat…
- Phong (repeated after teacher) Geothermal heat is available…
- Phong: (continue) only in a few places in the world Câu này là True, à quên, D
- Phong (continue) D, vì năng lượng địa nhiệt chỉ có ở một vài nơi trên thế giới, nên là khó khăn ạ
- T: Đúng rồi, em ngồi xuống Câu 3 nào Mời bạn Nam
Nam emphasized that without the wind, there can be no wild energy, highlighting the essential role of wind in generating energy.
- Nam: Thưa cô vì câu này có nghĩa là gió không thổi thì không có năng lượng gió nên nó là khó khăn ạ
- T: Ừ, câu này dễ rồi, mời em ngồi xuống Câu số 4 cũng rất dễ, bạn nào xung phong nào?
- Only one student timidly raises her hand Others remain silence
- Vân Hà: Thưa cô….câu này là….A ạ
- T: Em đọc câu lên xem nào
- Vân Hà: Water power provides energy without pollution
- T: Được rồi Vì sao câu này là advantages?
- Vân Hà: Thưa cô vì năng lượng nước không gây ô nhiễm thì là thuận lợi ạ
- T: Đúng rồi, em ngồi xuống Câu thứ 5 nào Câu này có từ mới phải không nhỉ?
- Students from the first and second desks on the right: Vâng
- T goes to the board and write the new words:
- nuclear reactor (n) lò phản ứng hạt nhân
- release (v) thải ra, xả ra
- Ss write the new words in their notebook (keep silence in 20 seconds)
Từ thứ hai đã được đề cập trong bài số 10 về môi trường Hãy nhìn lên bảng và nghe cô đọc mẫu, sau đó các em cùng đọc theo nhé.
- T read out loud word by word
- Ss repeat in chorus Most of the students follows the chorus (Only three students don‟t)
- T: Rồi, bây giờ bạn nào làm câu 5 nào
Ngô Nhung stated that a nuclear reactor emits radiation that poses a significant threat to the environment, though her voice was too soft for those in the back row to hear clearly.
- T: Is this advantage or disadvantage?
- Ngô Nhung: Thưa cô là D, vì năng lượng hạt nhân nguy hiểm cho môi trường
- T: Đúng rồi, em ngồi xuống What about sentence number 6?
- Thương: Thưa cô em đọc Solar energy is not only plentiful and unlimited but also clean and safe
- T: Is this advantage or disadvantage?
- Thương: Thưa cô là advantage vì năng lượng mặt trời thì không giới hạn và sạch, và an toàn
- T: Đúng rồi, mời em ngồi What about sentence number 7?
- Tuyên: It is expensive to build a dam for hydroelectricity D
- Other students: (whispering) expensive đấy
- T: Cái gì expensive? Em phải nói là because water energy is expensive so it is disadvantage chứ Thôi ngồi xuống
- T: Let‟s move on to task 2 What do we do in task 2? (repeat the question twice)
- T: Một bạn cho cô biết yêu cầu của bài 2 nào? Bạn Ngô Linh nào?
- Ngô Linh: Thưa cô bài này….hỏi và trả lời ạ
Chúng ta sẽ tiếp tục thảo luận về các nguồn năng lượng Bây giờ, Linh hãy ngồi xuống và thực hành hỏi đáp dựa trên đoạn hội thoại ở trang 128 Hai bạn hãy đứng tại chỗ và đọc đoạn hội thoại này cho cô nhé.
- Nam and Hiền read out loud the dialogue
- T: Hai bạn ngồi xuống Hai bạn khác dịch đoạn hội thoại sang tiếng Việt nào Mời Đoàn
- Đoàn Linh and Phong translate into Vietnamese
Trong đoạn hội thoại này, người đầu tiên sẽ bắt đầu bằng cách nêu ra một chủ đề hoặc câu hỏi mở, sau đó người thứ hai sẽ tiếp tục bằng cách hỏi thêm hoặc đưa ra ý kiến phản hồi để phát triển cuộc trò chuyện Cấu trúc này giúp tạo ra sự tương tác và duy trì mạch đối thoại một cách tự nhiên.
- Phạm Nhung stands up and mumbles somethings incoherently
- T: Câu đầu tiên bạn A đưa ra suy nghĩ của mình về gì nhỉ?
- Phạm Nhung: Thưa cô là năng lượng gió là năng lượng thay thế ạ