Rationale
Scope of the study
This study focuses on the challenges faced by second-year English major students at VTTC in their speaking class It also examines the effective instructional strategies employed by teachers to enhance students' English speaking skills.
Aims of the study
This study aims to assist English teachers at VTTC in identifying effective instructional strategies for teaching English speaking skills It explores the strategies currently employed by teachers through questionnaires, interviews, and observations to determine which methods help students overcome challenges in speaking lessons Additionally, the research investigates the impact of role-play practice on enhancing students' English speaking performance.
In order to achieve the aims mentioned above, the study is designed to answer the following research questions:
(1) What are the instructional strategies applied by the English language teachers in speaking classes at VTTC?
1.1 What instructional strategies are commonly used by the English language teachers in their speaking lessons?
1.2 Which instructional strategies help the students to overcome their difficulties in speaking lessons?
(2) How well can role- play practice help the students to overcome their difficulties in speaking lessons?
Significance of the study
This study is significant for both the author and English teachers, offering essential insights that enable educators to select effective instructional strategies aimed at enhancing students' English speaking skills.
Methods of the study
This study aimed to identify effective instructional strategies for teaching English speaking skills to second-year English major students A survey method was utilized to gather data, involving questionnaires distributed to 15 English teachers and 60 students To enhance the reliability of the findings, semi-structured interviews were conducted with both the students and teachers, alongside classroom observations for additional insights Ultimately, the researcher developed a mid-term test to assess the speaking performance of the students.
Design of the study
The study is structured into three main sections: an introduction, development, and conclusion The introduction outlines the study's rationale, aims, research questions, scope, significance, research methods, and design The development section consists of three chapters: Chapter 1 reviews the theoretical background, Chapter 2 details the methodology, including the setting, subjects, instruments, and data collection and analysis procedures, while Chapter 3 presents data analysis, findings, discussions, and additional strategies for speaking lessons Finally, the conclusion summarizes the study, highlights its limitations, and offers suggestions for future research.
LITERATURE REVIEW 1 Overview of speaking skills
Definition of speaking and teaching speaking skills
Speaking is a crucial skill among the four language abilities—listening, speaking, reading, and writing—as it serves as the primary indicator of language proficiency According to Pattison (1992), the ability to speak a language is fundamental to language learning Donough and Shaw (1993) emphasize that speaking enables individuals to express themselves and communicate effectively to achieve specific goals.
Speaking is defined as an interactive process of constructing meaning through the production, reception, and processing of information (Florez, 1999, cited in M Bailey, 2005) This process involves five key elements: pronunciation, vocabulary, grammar, gesture and mimics, fluency, and accuracy (Harmer, 2001) In foreign language education, teaching speaking skills focuses on enabling students to produce grammatically correct and contextually appropriate utterances with acceptable pronunciation (Fararwati, 2010).
Principles for teaching speaking skills
To enhance the effectiveness of speaking lessons, teachers should adhere to key principles outlined by renowned linguists Nunan (1991) identifies five essential principles for teaching speaking skills that educators can implement to improve student engagement and proficiency.
- Be aware of the difference between second language and foreign language learning contexts
- Give students practice with both fluency and accuracy
- Provide opportunities for students to talk by using group works or pair works and limiting teacher talk
- Plan speaking tasks that involve negotiation for meaning
Design classroom activities that foster both transactional and interactional speaking skills Transactional speech focuses on effective communication to accomplish specific tasks, while interactional speech emphasizes social interactions and relationship building Incorporating these elements into lessons enhances students' ability to navigate real-world conversations and strengthens their overall communication proficiency.
Brown (1994) mentioned six principles for teaching speaking skills
- Focus on both fluency and accuracy
- Encourage the use of authentic language
- Provide appropriate feedback and correction
- Capitalize on the natural link between speaking and listening
- Give students opportunities to initiate oral communication
(Source: Slides by Daniel Beck- samuraitheologian@gmail.com)
The two authors present differing views, yet they agree on a fundamental principle: teachers must prioritize both fluency and accuracy in teaching speaking skills According to Richards (2006:14), fluency is defined as the natural use of language during meaningful interactions, where a speaker maintains clear communication despite limitations in their language skills In contrast, accuracy emphasizes the importance of producing correct language examples Therefore, it is essential to recognize that one cannot truly speak fluently without also being accurate.
Communicative Language Teaching Today
According to Nunan (2003), accuracy refers to how closely students' speech aligns with natural usage of the target language, while fluency pertains to the speed and confidence with which they communicate, minimizing hesitations and unnatural pauses Ur (1996) emphasizes the importance of balancing both fluency and accuracy alongside other factors, a sentiment echoed by Brown (1994), who asserts that achieving both fluency and accuracy is essential in Communicative Language Teaching (CLT).
Many second-year students struggle with confidence when speaking or presenting in English However, the content of their discussions is more significant than their performance Therefore, it is essential for teachers to foster a supportive environment that encourages students to express themselves, helping them to feel more secure and confident in their presentations.
The increasing global demand for effective English communication skills has led to a surge in the need for English teaching worldwide Today, millions of individuals seek to enhance their proficiency in English, while parents strive to ensure their children attain a strong command of the language.
Perhaps the majority of language teachers today when asked to identify the methodology they employ in their classrooms mention “communicative” as the methodology of choice
Communicative Language Teaching (CLT), as defined by Richard (2006), encompasses principles regarding language teaching goals, learner acquisition processes, effective classroom activities, and the roles of both teachers and learners The primary objective of CLT is to develop communicative competence in students.
According to Richards and Rodgers (2001), Communicative Language Teaching (CLT) is recognized as a significant approach in language education, embodying a specific research paradigm or theoretical framework (Celce-Murcia, 2001) The main objective of CLT is to enable learners to achieve communicative competence, a concept introduced by Hymes in 1971.
CLT is learner-centered and emphasizes communication and real- life situations
In traditional methods of English teaching, the teacher is the expert and carries the responsibility for students’ learning
In CLT, learners practice real- life situations, for example, asking someone for directions Learners communicate their thoughts without worrying about perfect grammar
CLT methodologies are best described as a set of macro- strategies (Kumaradivelu, 1994) or methodological principles (Doughty and Long, 2003)
Modern language teaching approaches aim to embrace a comprehensive understanding of language and learning, as highlighted by the communicative language teaching (CLT) perspective Jacob and Farrell (2001: 3) identify this transition to CLT as a significant paradigm shift in the roles of teachers, learners, and the overall teaching process Key elements of this shift include a focus on real-life communication, learner-centered methodologies, and the integration of cultural contexts in language instruction.
The shift from teacher-centered instruction to learner-centered instruction emphasizes the importance of learners' roles over external stimuli from their environment This transition focuses on placing students at the center of the classroom, enhancing their engagement and active participation in the learning process.
- Focusing attention on the learning process rather than the products that learners produce This shift is known as the move from product-oriented to process- oriented instruction
- Focusing attention on the social nature of learning rather than on students as separate, decontextualized individuals
Emphasizing the importance of diversity among learners, this approach views individual differences not as obstacles to learning but as valuable resources to be acknowledged, supported, and celebrated This perspective is central to the study of individual differences in education.
- Helping students to understand the purpose of learning and develop their own purpose
- An emphasis on the importance of meaning rather than drills and other forms of rote learning
- A view of learning as a lifelong process rather than something done to prepare students for an exam
Since the advent of Communicative Language Teaching (CLT), educators and materials developers have been focused on creating classroom activities that embody the principles of a communicative approach These activities emphasize regular interaction among students and with other speakers, facilitating information exchange and problem-solving (Wesche and Skehan, 2002).
Effective communication involves seeking information that individuals do not already have In the classroom, authentic communication is fostered when students move beyond merely practicing language forms and instead utilize their linguistic and communicative skills to acquire new knowledge.
In this activity, the class is divided into groups, with each group possessing essential information needed to complete a task Students must collaborate to piece together the information, enhancing their language skills through meaningful communication This collaborative approach fosters effective communication practices and promotes active participation in the learning process.
Puzzles, games, map reading in which the focus is on using one’s language resources to complete a task
Student- conducted surveys, interviews, and searches in which students are required to use their linguistic resources to collect information
Engaging students in activities that involve comparing values, opinions, or beliefs can enhance their decision-making skills For example, a ranking task where students prioritize qualities they deem important in selecting a date or spouse encourages critical thinking This exercise not only fosters self-reflection but also promotes discussions about personal values and preferences, making it a valuable educational tool.
These activities require students to take information that is presented in one form, and represent it in a different form
- Reasoning- gap activities: These involve deriving some new information from given information through the process of interfence, practical reasoning,
- Role- play: Activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.
Instructional strategies
There have been many definitions of the instructional strategies mentioned in linguistics Friedman and Fisher’s (1998) states that instructional strategies are those tactics used by the instructors to promote learning
According to Dick and Carey (1996), instructional strategies refer to the methods teachers utilize to meet learning objectives These strategies help shape the learning environment and define the activities that engage both teachers and learners throughout the lessons.
Dick and Carey (1996) used the term instructional strategy to describe the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities
Mentioned in Alberta Learning, (2002: 67), instructional strategies are defined as the activities the teachers use to help the students become independent, strategic learners
The purposes of the instructional strategies are:
- To motivate students and help them focus attention
- To organize information for understanding and remembering
- To monitor and assess learning (Instructional strategies/ 67/ 2002, Alberta Learning, Alberta, Canada)
3.2 Instructional strategies model of Dick and Carey (1996)
Dick and Carey's model (1996) is a systematic instructional design framework that consists of ten key components, including nine iterative steps and a final evaluation to assess the effectiveness of the instruction.
The 9 components in an iterative cycle include:
- Assess needs to identify instructional goal(s): to identify what it is the learners are expected to be able to do at the end of the instruction
- Conduct instructional analysis: to determine a step-by-step of what learners are doing when they are performing the goal; to determine what skills and knowledge are required
To effectively tailor instruction, it's essential to analyze learners and their contexts by assessing their current skills, preferences, and attitudes This includes understanding the characteristics of the instructional setting, their prior knowledge of the subject matter, and their attitudes toward the content and potential delivery systems Additionally, evaluating academic motivation plays a crucial role in designing an effective learning experience.
- Write performance objectives: to specify what it is the learners will be able to do with the statements of the skills to be learned, the conditions, and the criteria
- Develop assessment instruments: to develop a criteria-referenced assessment consistent with the performance objectives
- Develop instructional strategy: to develop strategies in pre-instructional activities, presentation of information, learner's participation, testing and follow-through activities
- Develop and select instruction: to use the instructional strategies to produce the instruction
- Design and conduct formative evaluation: to collect data that are used to identify how to improve the instruction
To enhance the effectiveness of instructional design, it is essential to utilize data from formative evaluations to assess the validity of various components, including instructional analysis, learner and context analysis, performance objectives, assessment instruments, and instructional strategies This comprehensive examination ensures that the instructional approach is aligned with the needs of learners and the context in which they operate, ultimately leading to improved educational outcomes.
The final process is to design and conduct summative evaluation, which is an evaluation of the value of the instruction
(Dick, W., & Carey, L (1996) The systematic design of instruction)
Comments from Gustasfon and Branch (1997) about Dick and Carey's (1996) Model:
"The most widely adopted introductory text related to the process is Dick and Carey
The Dick and Carey model, established in 1996, is widely recognized in English language education due to its accessible text and ongoing updates that align with evolving educational philosophies The authors enhance the model's usability by providing clear examples and case studies, offering readers practical insights Additionally, they have made minor adjustments to incorporate trends in performance technology, context analysis, multilevel evaluation models, and total quality management.
Based on the definitions provided by various linguists and the instructional strategies model by Dick and Carey (1996), I have formulated my own definition of instructional strategies.
Effective instructional strategies are essential activities that teachers implement in the classroom to meet learning objectives These strategies involve various methods and activities designed to engage students and encourage their active participation in the learning process.
To effectively enhance students' English speaking skills, teachers must create diverse speaking opportunities that encourage confidence in various situations.
However, many teachers and students in an ESL class dread the words “role- play” Just a few of the terms which are used, often interchangeably, are
"simulation," "game," "role-play," "simulation-game," "role-play simulation," and
"role-playing game" (Crookall and Oxford, 1990a)
Role- play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive
According to Gower et-al, a role play part of a particular person: a customer, a manager, a shop assistant, for example As this person, they take part in a situation, acting out a conversation
Meanwhile according to Revell, role play defined as an individual’s spontaneous behavior reacting to others in a hypothetical situation
Incorporating role-plays into educational activities enhances variety and fosters creativity among students This interactive approach allows learners to develop and practice essential language and behavioral skills in a safe environment, ultimately boosting motivation and engagement for meaningful learning experiences.
Reasons for using role play in the English speaking classroom
- Role play allows a wider range of language functions and language varieties to occur than would normally occur within a classroom
- Role play allows exploration of cultural issues, in particular, appropriate ways to behave in certain situations such as when being offered food or drink
- Role play can add interest to an activity and by distributing roles can ensure participation in an activity
- Role play can result in repetition of speaking activity by providing a change
In summary, language teachers have access to numerous effective instructional strategies, such as group work, information gap activities, jigsaw activities, and role play, to enhance student engagement in English speaking classes At VTTC, role play activities are particularly prevalent; however, there has yet to be a study examining their impact on student performance in speaking classes This gap in research motivated my decision to explore the effects of role play activities in this context.
The context
The study at VTTC focused on major English students, who must complete four semesters of speaking skills throughout their first and second years, with each semester worth four credits.
The primary textbook for second-year students in their first semester is "Speaking Three," developed by the English teachers at VTTC to align with the students' English proficiency and the college's educational objectives This course comprises nine units, each focusing on a specific topic and incorporating various components, including grammar, vocabulary, pronunciation, exercises, and communicative skills The main activities and drills within the textbook are specifically designed to enhance speaking skills.
Pair work Giving opinions about tourism in Vietnam Group work Advantages and disadvantages in developing tourism in your local area
Role- play A tour guide and a visitor Group work How to attract tourists to visit landscapes in your hometown
Pair work Good and bad habits when at school Group work Difficulties the Vietnamese Education System is facing Role- play Talk about the school education system in Viet
Nam: An education researcher and a journalist Pair work Give advices to protect your local environment
Pair work The effects of environmental pollution on human life Role- play Green World Group work Why is Vietnam ranked in top ten for worst air pollution?
4 Jobs Group work Talk about your job
Group work Advantages and disadvantages of sports Group work Positive and negative effects of sports on our health Pair work Describing a popular sport Role- play A gymnast and a sport reporter
Group work Advantages and disadvantages of advertising Role- play A buyer and a seller
Role- play A serious smoker and his son/ daughter Group work Bad effects of smoke on pregnant and children’s health
Pair work Benefits of learning English Role- play An English student and teacher Group work How English has been spreaded into Viet Nam
Engaging in group work and free time activities significantly benefits your health, promoting social interaction and mental well-being In British and Vietnamese colleges, holiday activities present both positive and negative aspects, influencing students' experiences and learning outcomes Role-playing scenarios, such as a student and their partner at an entertainment center, can enhance communication skills and foster teamwork, making these interactions valuable for personal development.
Table 1: Speaking activities and topics designed for the second year students
It can be learned from the table that the speaking activities are vivid with many kinds of activities in which role- play activities are the most popular
The textbook "Speaking Three" is designed to enhance students' understanding of English grammar, vocabulary, and phonology while focusing on the development of their speaking skills To successfully complete the course, students are required to pass two mid-term oral tests and one final oral test.
Second-year English majors at the English Department of VTTC, aged 19 to 22, have studied English for at least eight years, including four years in secondary school, three years in high school, and over one year at VTTC Despite this extensive education, their English proficiency remains low and varies significantly due to their diverse backgrounds from different areas of Vinh Phuc Province Many students hail from rural areas with limited English learning resources, while others from towns and cities have had better opportunities Additionally, most students lacked opportunities to practice speaking skills during their schooling, as they reported not participating in role-play activities.
Teachers play a crucial role in the teaching process, making them essential to student learning At VTTC, there are sixteen English teachers aged between 26 and 59, with four having experience in English-speaking countries Among them, ten are graduates of the University of Language International Studies at Vietnam National University, while others hail from Hue University, Ha Noi University, Ha Noi National University of Education, and Ha Noi Pedagogical University No 2 Currently, one teacher has recently completed a PhD in Australia, five hold a Master's degree, and three are pursuing their Master's studies.
University of Language International University, Ha Noi National University and at Ha Noi University
Six out of sixteen teachers at the college have over 15 years of experience in teaching English, while seven have more than 6 years These educators effectively combine traditional methods, such as the Grammar Translation Method, with modern approaches like the Audiolingual Method Despite their expertise, student performance in English speaking classes remains inadequate, highlighting significant challenges faced by the language teachers They have identified various issues affecting the teaching of speaking skills, which stem from the teachers themselves, the students, and external factors Consequently, it is essential for the faculty to explore effective strategies to overcome these challenges and enhance the quality of English speaking lessons.
Method and procedure
The subjects who participated in this study are 60 English majored students and
The study involves 15 English teachers from ED, VTTC, and 60 students in their second year of an academic training program The students, aged 19 to 22, are both male and female, and all reside in Vinh Phuc Province, reflecting a local educational context This shared background contributes to their comparable speaking abilities The teachers, aged between 26 and 59, bring extensive teaching experience to the classroom.
The study employed a combination of qualitative and quantitative data collection methods, including questionnaires, semi-structured interviews, and personal observations This diverse approach established triangulation, which significantly enhanced the reliability and validity of the data through multiple sources.
The questionnaires for students and teachers were distributed with a clear explanation of the study's purpose, focusing on identifying students' challenges in speaking classes, the instructional strategies employed by language teachers, and the effectiveness of role-play activities Additionally, interviews were conducted to further clarify responses from the questionnaires.
The data collection methods would be described in details as follows:
The study utilized a questionnaire designed specifically for students to gather information addressing the research questions It included three sections: the first focused on identifying students’ difficulties in speaking classes, the second comprised four questions regarding the instructional strategies employed and preferred by teachers, and the final section contained a single question assessing students’ perceptions of role-play practice.
A questionnaire was developed specifically for English teachers, consisting of two sections The first section included two questions focused on the challenges faced by both teachers and students during speaking classes The second section contained four questions that explored the instructional strategies employed by teachers to enhance speaking skills.
This study employed semi-structured interviews with language teachers and students to provide flexibility in addressing significant topics (Nunan, 1992) This interactive approach allowed for the collection of rich and engaging data that may not be captured through other data collection methods.
The thesis utilized semi-structured interviews to enhance the data collected from questionnaires, employing four distinct interview schedules—two tailored for teachers and two for students Each schedule comprised a series of targeted questions aimed at guiding the researcher in conducting interviews that remained focused on the study's objectives.
The researcher selected observation as the primary data collection method due to its effectiveness in capturing interactions within the classroom (Brown & Rodgers, 2002).
The researcher dedicated two weeks to observing colleagues' procedures and instructional strategies at VTTC to identify which methods were effective and which were not in the specific context of the institution.
In the study, observations were appropriate to examine students’ participation in speaking activities and teachers’ instructional strategies to boost their participation
The data in the study were collected during the period of 8 weeks by the instruments mentioned above
Observations were carried out over two weeks to identify the instructional strategies utilized by language teachers in speaking classes The findings revealed that the most popular and effective strategy significantly contributed to the study's process.
The initial version of the questionnaire was tailored for students and, after verifying its accuracy, fluency, conciseness, and focus, it was distributed to 60 second-year students across two classes at the Educational Department (ED) of VTTC A second version was created for language teachers, with questionnaires sent to 15 teachers in the ED meeting room at VTTC To minimize misunderstandings, the researcher provided a brief introduction to the study along with clear instructions.
Semi-structured interviews were conducted with students in Vietnamese to create a comfortable environment and reduce anxiety Following this, interviews with five teachers focused on speaking skills were held in English, lasting between 10 to 15 minutes each.
The researcher identified role-play as the most popular and effective instructional strategy used by language teachers To implement this strategy, she conducted two classes over a six-week period In one class, role-play activities were conducted in a traditional manner, while in the other class, she enhanced the role-play experience with video clips, visual aids, and pictures to engage students more effectively.
Next, observations were continuously conducted to examine the performance of two classes in the speaking lessons The researcher designed a mid- term test to check the students’ understanding and performance
Following each lesson, a five-minute semi-structured interview was conducted in Vietnamese with five students from the observed group for data collection Additionally, teachers were interviewed after each lesson using the second teachers' schedule, with these interviews conducted in English.
The findings would be demonstrated in the following chapter, Chapter Three: Findings and Discussion
CHAPTER III: FINDINGS AND DISCUSSION
This chapter presents, compares, and contrasts data from four sources: questionnaires, semi-structured interviews, tests, and observations, focusing on teachers' instructional strategies in speaking classes and the impact of role-play activities on students' speaking performance The findings address two key research questions, with each section providing a detailed discussion of the results.
1 TEACHERS’ INSTRUCTIONAL STRATEGIES IN THE ENGLISH SPEAKING CLASSES
The first research question: “What are the instructional strategies applied by
FINDINGS AND DISCUSSION 1 Teachers’ instructional strategies in English speaking classes
Which instructional strategies help the students to overcome their
(2) How well can role- play practice help the students to overcome their difficulties in speaking lessons?
This study is crucial for both the author and English teachers, offering essential insights that enable educators to select effective instructional strategies aimed at enhancing students' English speaking skills.
This study aimed to identify effective instructional strategies for teaching English speaking skills to second-year English major students A survey method was utilized, involving questionnaires distributed to 15 English teachers and 60 students To enhance the reliability of the data, semi-structured interviews were conducted with both the students and teachers, alongside classroom observations Ultimately, a mid-term test was created to evaluate the speaking performance of the students.
This study is structured into three main sections: introduction, development, and conclusion The introduction outlines the study's rationale, aims, research questions, scope, significance, methodology, and design The development section consists of three chapters; Chapter 1 provides a literature review that establishes the theoretical foundation of the study, while Chapter 2 outlines the methodological framework, including the setting, subjects, instruments, and data collection and analysis procedures Chapter 3 focuses on data analysis, findings, and discussions, offering additional strategies for enhancing speaking lessons Finally, the conclusion summarizes the study, discusses its limitations, and suggests directions for future research.
PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW
This study investigates instructional strategies aimed at enhancing students' speaking abilities, presenting a review of both previous and current literature on speaking skills It defines the instructional strategies employed by English language teachers during speaking lessons and explores the nature of speaking itself Additionally, the research analyzes the definition and current trends of Communicative Language Teaching (CLT), with these key issues addressed in the first chapter.
1 An overview of speaking skills 1.1 Definition of speaking and teaching speaking skills
Speaking is a crucial language skill that serves as a primary indicator of language proficiency, as highlighted by Pattison (1992) It is essential for effective communication, allowing individuals to convey their thoughts and achieve specific objectives, as noted by Donough and Shaw (1993).
Speaking is defined as an interactive process of constructing meaning through the production, reception, and processing of information (Florez, 1999, cited in M Bailey, 2005) This process encompasses five key elements: pronunciation, vocabulary, grammar, gesture and mimics, and fluency and accuracy (Harmer, 2001) In foreign language education, teaching speaking skills involves equipping students to create grammatically correct and contextually appropriate utterances with acceptable pronunciation (Fararwati, 2010).
1.2 Principles for teaching speaking skills
To ensure effective speaking lessons, teachers should adhere to key principles highlighted by renowned linguists Nunan (1991: 55, 56) outlines five essential principles for teaching speaking skills that educators can implement to enhance their students' speaking abilities.
- Be aware of the difference between second language and foreign language learning contexts
- Give students practice with both fluency and accuracy
- Provide opportunities for students to talk by using group works or pair works and limiting teacher talk
- Plan speaking tasks that involve negotiation for meaning
Design classroom activities that focus on enhancing both transactional and interactional speaking skills Transactional speech is aimed at accomplishing specific tasks, while interactional speech fosters social connections and relationships By incorporating these elements into lessons, educators can create engaging environments that promote effective communication and social interaction among students.
Brown (1994) mentioned six principles for teaching speaking skills
- Focus on both fluency and accuracy
- Encourage the use of authentic language
- Provide appropriate feedback and correction
- Capitalize on the natural link between speaking and listening
- Give students opportunities to initiate oral communication
(Source: Slides by Daniel Beck- samuraitheologian@gmail.com)
Both authors emphasize the importance of fluency and accuracy in teaching speaking skills, despite their differing opinions According to Richards (2006:14), fluency involves natural language use that facilitates meaningful interaction and ongoing communication, even when a speaker faces limitations in their communicative competence Conversely, accuracy is concerned with producing correct language examples Therefore, successful communication and presentations require a balance of both fluency and accuracy; one cannot achieve true fluency without accuracy, nor can accuracy alone ensure effective communication.
According to Nunan (2003), accuracy refers to how closely students' speech aligns with native usage of the target language, while fluency pertains to the speed and confidence with which they communicate, minimizing hesitations and unnatural pauses Ur (1996) emphasizes the importance of balancing both fluency and accuracy alongside other factors in language learning Similarly, Brown (1994) supports the notion that achieving both fluency and accuracy is essential in Communicative Language Teaching (CLT).
Many second-year students struggle with confidence when speaking or presenting in English However, the content of their discussions holds greater significance than their performance Therefore, it is essential for teachers to foster a supportive environment that encourages students, helping them feel safer and more self-assured in their presentations.
The increasing global demand for effective English communication skills has led to a surge in the need for English language education Today, millions are eager to enhance their proficiency in English or ensure their children attain a strong command of the language.
Perhaps the majority of language teachers today when asked to identify the methodology they employ in their classrooms mention “communicative” as the methodology of choice
According to Richard (2006), Communicative Language Teaching (CLT) encompasses a framework of principles that outline the objectives of language instruction, the processes through which learners acquire a language, effective classroom activities that enhance learning, and the respective roles of teachers and students The primary aim of CLT is to cultivate communicative competence in learners.
Communicative Language Teaching (CLT) is widely recognized as an effective approach to language education, as noted by Richards and Rodgers (2001) This methodology embodies a specific theoretical framework, as highlighted by Celce-Murcia (2001) The central objective of CLT is to enable learners to achieve communicative competence, a concept introduced by Hymes in 1971.
CLT is learner-centered and emphasizes communication and real- life situations
In traditional methods of English teaching, the teacher is the expert and carries the responsibility for students’ learning
In CLT, learners practice real- life situations, for example, asking someone for directions Learners communicate their thoughts without worrying about perfect grammar
CLT methodologies are best described as a set of macro- strategies (Kumaradivelu, 1994) or methodological principles (Doughty and Long, 2003)
Modern language teaching approaches aim to embrace the comprehensive understanding of language and learning inherent in communicative language teaching (CLT) Jacob and Farrell (2001: 3) highlight this transition to CLT as a significant paradigm shift concerning teachers, learning, and the teaching process Key elements of this shift include a focus on real-life communication, learner-centered methodologies, and the integration of cultural contexts in language education.
Effect of role- play practice to students’ performance in English
The research question, "How well can role-play practice help students overcome their difficulties in speaking lessons?" investigates the impact of this popular instructional strategy on students' performance in English speaking classes The study aims to determine the effectiveness of role-play in enhancing students' speaking skills and addressing their challenges during lessons.
Following the study's approval, the researcher observed colleagues' speaking lessons for two weeks to identify effective instructional strategies The findings revealed that role-play was the most frequently used and effective strategy among English teachers at VTTC Consequently, the researcher implemented role-play activities for 30 students in class K17C, incorporating video clips, visual aids, and handouts, while 30 students in class K17A participated in similar activities independently After six weeks, the researcher assessed the students' performance, noting that the initial speaking proficiency levels of both classes were nearly identical.
Students provided feedback on role-play activities by indicating their level of agreement with various statements using a 5-point Likert scale, where 1 represented "Strongly disagree," 2 indicated "Disagree," 3 was "Neutral," 4 stood for "Agree," and 5 signified "Strongly agree."
1 Role- play increases students’ interactions, promotes their communicative competence, interactive skills, and interpersonal relationships
2 Role- play helps the students more actively in the English speaking skills
3 Role- play creates chances for students to use English more
4 Role- play helps the students more 0% 0% 15% 10% 75% confident to present about the topic
5 Role- play forces the students to practice 0% 0% 25% 8,3% 66,7%
6 Role- play helps the students overcome their shyness
7 Role- play is time- consuming 88,3% 1,7% 10% 0% 0%
8 Role- play leads misunderstanding among the members of the groups
Table 8: Students’ perceptions towards role- play
The majority of students expressed a positive perception of role-play activities, with 66.7% strongly agreeing that role-play enhances student interactions and promotes communicative competence, interactive skills, and interpersonal relationships Additionally, 25% of respondents agreed with this statement, while only 8.3% remained neutral.
A significant 75% of participants strongly agreed that role-play enhances students' English speaking skills, while 15% expressed general agreement, and 10% remained neutral regarding the benefits of this interactive learning method.
Continuously, the table also showed other advantages of this instructional strategy 81,7% indicated that they strongly agreed with the statement: “Role- play creates chances for students to use English more”
A significant majority of students, 75%, believe that role-play enhances their confidence in presenting topics, while 10% expressed some level of agreement, and 15% remained neutral on the matter.
A significant majority of respondents (66.7%) strongly agreed that role-play compels students to practice, while 8.3% expressed agreement, and a notable portion (25%) remained neutral on the effectiveness of role-play in enhancing student engagement.
Many students reported that role-play significantly helped them overcome shyness in speaking classes, with 61.6% expressing strong agreement Additionally, 28.4% of students acknowledged the advantages of this approach.
Many students expressed their views on the disadvantages of role-play, as highlighted in Table 8 A significant majority (88.3%) completely disagreed with the notion that role-play is time-consuming, while only 1.7% disagreed and 10% remained neutral.
Lastly, they continued to give their opinions about the disadvantage of role- play:
A significant majority of respondents (80%) strongly agreed that role-play contributes to misunderstandings within group members Additionally, 6.7% expressed agreement with this assertion, while 13.3% of students remained neutral on the matter.
Through the table, all of the readers can see that role- play practicing has many advantages
2.2 Data from mid- term test After 6 weeks of applying this activity, the researcher checked her students’ understanding through a mid- term test The researcher designed 4 subjects for the students Each includes three parts (see Appendix 7):
The students’ understanding is transcribed in Appendix 8 and Appendix 9 After checking, the results are described as follows:
Table 9 : Students’ r esult from the mid- term test
Figure 9: Students’ result from the mid - term test
The mid-term test results for K17 English A and K17 English C show a notable disparity despite both classes starting at the same level six weeks ago Currently, the average score for K17 English A is 6.9, significantly lower than K17 English C's average of 7.33 Additionally, there is a considerable imbalance in the number of excellent and good students between the two classes.
In Class K17 English A, the percentage of students achieving average or below average scores is significantly higher at 68.7%, compared to 83.3% in Class K17 English C The mid-term test results clearly indicate that the implementation of well-prepared instructional strategies, including role-play and the use of visual aids, handouts, and video clips, has positively impacted student performance in English speaking classes.
Average point Excellent Good Average Below average
The study examined participation dynamics in role-play activities among eight participants, revealing a significant imbalance in engagement Initially, only one student took more than three turns, while others participated far less, resulting in uneven talking time (See Appendix 12) However, after six weeks, participation levels improved dramatically, with turn-taking becoming nearly equal among members and total speaking time more balanced The findings indicate that students became more active in English speaking lessons, overcoming shyness and gaining confidence to speak in front of the class.
In conclusion, the findings from questionnaires, mid-term tests, and observations indicate that role-play activities, combined with the teacher's instructional strategies—including video clips, visual aids, pictures, and handouts—significantly enhance students' understanding and performance in English speaking classes.
Summary of the study
Limitations of the study
The current study acknowledges several limitations due to its scope Firstly, the research involved 15 out of 16 English teachers, which may have influenced the data collection as the researcher had no control over the selection of participants However, the use of multiple data collection methods helped to mitigate this issue and ensured the reliability of the findings Secondly, the study did not explore each instructional strategy in depth, potentially leading to biased conclusions.
The current study has notable limitations that present opportunities for future research Expanding the research scale to include a larger, more diverse participant pool is essential, as the small and somewhat non-random sample raises concerns about the generalizability of the findings to a broader population.
The study focused on identifying effective instructional strategies specifically for English majors However, it is essential to expand research to include instructional strategies that benefit both English and non-English major students.
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TRANSCRIPTS OF STUDENT INTERVIEWS (SCHEDULE 1)
1 What are your difficulties in studying English speaking skills?
I struggle with my speaking skills due to a limited vocabulary, making it challenging to express my ideas effectively My shyness further complicates the situation, as I find it hard to speak in front of the class Additionally, I lack opportunities to practice English at home since my family members do not speak the language.
2 What has affected your participation in speaking class?
I struggle with my vocabulary and often find it inadequate for expressing my ideas in English My concentration during speaking activities is lacking, and I sometimes encounter topics that are challenging and not closely related to daily life, making it difficult for me to contribute my thoughts effectively.
1 What are your difficulties in studying English speaking skills?
Participating in group work is crucial for developing speaking skills, as it encourages frequent communication, which enhances proficiency However, I often face challenges during these interactions, primarily due to my limited English vocabulary, which makes it difficult to articulate my thoughts Additionally, my shyness prevents me from confidently presenting in front of others.
2 What has affected your participation in speaking class?
My participation in speaking classes has been influenced by several factors, primarily my lack of confidence in voicing my thoughts due to fear of making mistakes While I have ideas in Vietnamese, expressing them in English proves challenging, often leading me to translate word by word and make errors However, I appreciate my teacher's encouragement, as she assists us in selecting the right words and ideas Despite occasional mistakes, her guidance boosts my confidence and motivates me to speak more freely.
1 What are your difficulties in studying English speaking skills?
I struggle with my English pronunciation, which affects my confidence in speaking I'm concerned that listeners may not comprehend my words, and I often find it challenging to articulate my ideas clearly Additionally, I tend to rely on Vietnamese during speaking activities, which hinders my ability to form complete sentences in English.
2 What has affected your participation in speaking class?
When the lesson topic is engaging, I feel enthusiastic and eager to share my thoughts For instance, during discussions on "Education," I am confident in expressing my views However, I often struggle with pronunciation and find it challenging to articulate my ideas due to a limited vocabulary, which makes my expressions less compelling.
1 What are your difficulties in studying speaking skills?
In my speaking classes, I struggle with shyness and often feel embarrassed when sharing my ideas in front of a crowd The attention from others heightens my anxiety, and I lack confidence due to my limited vocabulary, which prevents me from effectively expressing my thoughts Despite careful preparation at home, I frequently find it challenging to perform well in class.
2 What has affected your participation in speaking class?
The instructional strategies employed by my teacher significantly influenced my participation in speaking classes Engaging activities designed by her boosted my excitement and confidence in speaking Additionally, the support provided during the learning process enhanced my overall experience and participation.
1 What are your difficulties in studying English speaking skills?
I struggle to articulate my thoughts due to a limited vocabulary, which hinders my ability to contribute meaningful ideas on various topics such as education, environment, and tourism My understanding of societal issues is not strong enough to provide insightful perspectives on these important subjects.
2 What has affected your participation in speaking class?
When I was at high school, my English teacher didn’t design the speaking activities I have no chance to practice speaking skills It is really difficult for me to attend speaking classes here at the beginning of the first year Step by step, I am similar to the ways the teachers here organize the class activities I am so excited I always look forward to the next speaking lesson
TRANSCRIPTS OF STUDENT INTERVIEWS (SCHEDULE 2)
1 How do you evaluate your level and quality of your participation in the speaking lesson today?
Today, I found myself less engaged in the speaking lesson due to my lack of knowledge on the topic While I grasped the basic meaning, I struggled to generate supporting ideas and examples, ultimately feeling uninformed.
2 What the instructional strategies your teacher often applies to motivate students in the speaking classes? Do you like them?
In our class, my teacher organizes us into small groups for engaging role-play activities Initially, I found the topic challenging and struggled to contribute However, when it was my turn to participate in the role-play, I felt a surge of excitement This activity quickly became one of my favorites, as it allows me to express myself and learn collaboratively.
1 How do you evaluate your level and quality of your participation in the speaking lesson today?