Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE USE OF WARMING UP ACTIVITIES FOR SPEAKING CLASSES OF THE FIRST-YEAR ENGLISH MAJORS AT
INTRODUCTION
Rationale
Getting started is crucial for preparing students and teachers for successful English lessons, particularly in speaking practice Warm-up activities generate excitement and foster connections among classmates, creating a comfortable learning environment that enhances understanding between students and teachers The Faculty of Foreign Languages emphasizes engaging activities during class to promote a positive study atmosphere and facilitate knowledge absorption As the approach to teaching English evolves, speaking skills have become essential for effective daily communication and career advancement, especially in foreign companies and NGOs To enhance the effectiveness of warm-up activities in speaking lessons, it is important to identify challenges and propose solutions This research focuses on warm-up activities in the speaking classes of first-year students at Hung Yen University of Technical Education.
Aims of the study
Finding out the situation of teaching and learning warm in speaking classes of the first-year English majors at UTEHY
Finding out the difficulties of applying these warming-up activities in speaking lessons?
Finding out solutions that should be adapted in speaking classes at UTEHY in order to help students improve their speaking skills? Therefore, I conduct research questions.
The research questions
1) What is the situation of teaching and learning warm in speaking classes of the first- year English majors at UTEHY?
2) What are the difficulties of applying these warming-up activities in speaking lessons?
3) Which solutions should be adapted in speaking classes at UTEHY in order to help students improve their speaking skills?
The scope of the study
This study is focused exclusively on warming-up activities used in speaking classes at UTEHY, specifically targeting first-year English majors to streamline data collection The research relies on various warming-up books and materials to gather relevant data, which is analyzed and described to ensure the timely completion of the graduation paper.
The methodology of the study
In my research, I employ the warming-up activities method, which involves a thorough analysis of data to understand the causes and effects of the phenomena we observe today This approach serves as a foundational basis for identifying key content and general data, ultimately leading to the development of effective mechanisms for improvement.
The research utilized a survey instrument, a quantitative tool in social research, to collect data from a statistically selected group of first-year English majors through a questionnaire This approach aimed to gather insights into the specific situation being studied.
Design of the study
Chapter 1: Introduction- introduce the rationale, aims, research questions, scope, methodology
Chapter 2: Literature Review- Presenting research-related materials including theoretical background on activating activities, real problems and solutions to the use of activities in speaking class Theoretical basis of starting activities, the advantages and disadvantages of using activities, and measures to make the activity more perfect
Chapter 3: The study- The results of the study report the main findings obtained from the data collection and discuss the prominent aspects
Chapter 4: Conclusion- The last chapter summary of the whole study The limitations of the study and suggestions for further study are also recommended in this part.
LITERATURE REVIEW
What is Warming-up?
A warming-up stage is essential for creating a relaxed and positive atmosphere for students, particularly in speaking lessons As noted by Robertson & Acklam (2000), warming-up involves short activities at the beginning of a lesson Kay (1995) emphasizes that these activities encourage students to think in English, review prior materials, and engage with the lesson According to Lassche (2005), this stage serves as an "initial orientation" for language learning Therefore, warming-up activities are crucial for initiating speaking classes, as they provide interesting tasks that help students feel comfortable and start thinking in English.
Prior knowledge, as defined by Brown (2006), refers to the mental representations of our experiences that aid in understanding new information Activating students' existing knowledge during the introductory session of a lesson is crucial for connecting it to the new material they will encounter (Joshi, 2006) This approach enhances learning by making the new information more relatable and comprehensible.
Warming up activities are essential for activating students' background knowledge, as highlighted by 2004 It is crucial for teachers to gauge what students already understand about the upcoming topic and to link it to their existing knowledge By starting instruction from familiar concepts, educators can enhance learning effectiveness (Cheung, 2001).
According to Carrell (1983), understanding new information requires relating it to existing knowledge (p.82) Cheung (1998) identifies two types of background knowledge: subject knowledge, which is learned in educational settings, and encountered knowledge, gained through real-world interactions When students connect new topics to their prior knowledge, they are more likely to engage and learn effectively (p.58) García and Martín (2004) liken warming-up activities to a ship that guides learners from the familiar to the unfamiliar, activating both their potential and passive vocabulary (p.17) Such activities help students access their existing knowledge and focus on the main content, facilitating connections between old and new information (Nemati & Habibi, 2012).
Below are some principles of warming ups
Be related to the topic
Be useful to continue the speaking class
Be an interesting and enjoyable activity
Help students begin to work
Prepare students for a period of concentration
According to Robertson and Acklam (2000), warming-up activities are essential for engaging students and motivating them to practice English, although they should be brief and not the main focus of the lesson These activities provide an opportunity for students to review previously learned language Unlike Velandia (2008), who argues that warming-up activities must relate to the lesson topic, Robertson and Acklam contend that the primary goal is to prepare students to work in English, regardless of the specific subject matter.
Examples of Warming-up
Following are some example warming up activities; What are they talking about?
The teacher writes a conversational sentence on the board, sparking curiosity among students: "Find it at last! But it is too late now, I can’t afford to, after what you have done, you fool! We’ll never get it back now!" This prompts students to guess the context, fostering an open discussion where all responses are valid, encouraging creativity and engagement in the learning process (Robertson & Acklam, 2000).
In a creative classroom activity, students walk around the room while music plays, observing each other's clothing and hairstyles When the music stops, they pair up with the nearest person, standing back to back Each student then describes their partner's appearance without looking, such as guessing eye color After this round, the music resumes, and when it stops again, students form new pairs, encouraging interaction and fostering a fun learning environment.
A warming-up activity is designed to engage learners and introduce the lesson topic by activating their prior knowledge The teacher poses questions such as, "Do you often go to restaurants?" and "Do you enjoy cooking?" to elicit responses and stimulate discussion Following this interaction, the teacher instructs students to listen to a passage about a person expressing anger over a restaurant experience (Jun 2000).
In a speaking class, the teacher divides a short text into four segments and organizes students into groups of four Each student receives one segment to read individually before engaging in a discussion with their group members The goal is for the group to collaboratively determine the correct order of the text segments without revealing their individual pieces (Treko, 2013).
In this engaging warming-up activity, each student receives one half of a proverb card and must seek out their partner who has the corresponding half Together, they create a story or scenario that illustrates their proverb, allowing their classmates to guess the proverb based on the narrative they present This interactive exercise fosters collaboration and enhances understanding of proverbs in a fun and creative way.
Why is Warming-up Important?
The warming-up section is important as it serves the following purposes
The learning process is enhanced by fostering positive relationships between teachers and students, as a teacher's personality and teaching methods significantly influence students' attitudes towards learning (Krishnan & Hoon, 2002) A cooperative teaching style promotes a conducive learning environment, facilitating better cooperation (Klippen, 1985) The teacher unconsciously shapes the classroom atmosphere through the selection of exercises and topics, which can help students express their ideas in a relaxed setting (Klippen, 1985; Lassche, 2005) Establishing rapport and mutual trust is essential for creating a positive speaking classroom atmosphere (Richards & Bohlke).
2011) According to Hale and Whitlam (1995), “rapport is the ability to build trust and confidence with others, often when there is little time available” (as cited in Lassche,
Warming-up exercises and jigsaw tasks are effective strategies for teachers to foster a positive atmosphere in speaking classes (Kilppen, 1985) Engaging activities such as jokes, games, and puzzles help create a comfortable learning environment, encouraging student participation in the classroom (Joshi, 2006).
In the language speaking classroom, fostering a supportive and motivating environment among learners is essential for success (2002, p 35) Implementing warming-up or icebreaker activities not only creates a comfortable atmosphere but also builds peer trust, facilitating easier engagement in subsequent activities (Hansen & Liu, 2005) Language teachers should recognize the importance of these activities, particularly during the first lesson of a new speaking class, as they provide students with the opportunity to connect with one another while allowing the teacher to gauge the overall speaking proficiency of the class Such activities are instrumental in establishing a sense of bonding within the speaking group (Senior, 1997).
Warming up activities lasting five to ten minutes can significantly enhance learners' motivation at the start of a speaking class (García & Martín, 2004) The effectiveness of these activities is closely tied to students' interest, as engaging exercises lead to increased motivation for language learning (Wiśniewska, 2012; Nseendi, 1984, as cited in Cheung, 2001, p.59) To effectively motivate students, warming up activities must be interesting and engaging (Ruiz & Ramírez, 2008) Crookes and Schmidt (1991) describe motivation as the learners' enthusiasm for the materials and tasks in the speaking class, reflecting their attention, concentration, and enjoyment (as cited in Peacock, 2014, p.145) Therefore, incorporating stimulating warming up exercises is crucial in the preparation stage to capture students' interest and boost their motivation (Jun, 2000).
According to Zhu (2012), fostering interest is crucial for motivating learners to explore and acquire a broad range of knowledge and skills (p.212) Initiating a speaking class with a warm-up activity effectively sparks curiosity and engagement, encouraging students to focus on subsequent tasks and deepen their understanding.
Bowers (1984) indicates that unattended material is retained only briefly and fails to transition into long-term memory due to insufficient attention (as cited in Schmidt, 1990, p.141) Opening activities are essential for capturing students' focus on lessons (Richards & Bohlke, 2011) Dornyei (2001) emphasizes the significant role teachers play in fostering a positive learning attitude, which is crucial for engaging students in speaking classes by stimulating their curiosity (as cited in Velandia, 2008, p.11) Lam (2009) asserts that attention is key to learning, as students learn best when they are focused Walqui (2006) highlights the importance of directing students' attention to main ideas to prepare them for interactive tasks (p.169) Allwright (1984) notes that warming-up activities help students set aside distractions, allowing them to concentrate on speaking activities both individually and in groups (as cited in Velandia, 2008, p.11) Thus, warming-up activities effectively capture learners' attention and encourage them to engage with the lesson topic (Saraceni, 2007), ultimately leading to more effective language learning from the outset (Velandia, 2008).
Effective learners benefit from organizing their knowledge, and teachers can facilitate this process through appropriate warming-up activities (Nemati & Habibi, 2012) It is essential that these activities are aligned with the learners' cognitive objectives (Ruiz).
According to Krashen (1982), students acquire a language when the input is both understandable and meaningful, emphasizing the importance of "comprehensible input." The ideal learning activity should be at the i+1 level, where "i" represents the student's existing knowledge and "1" signifies a slight advancement beyond their current competence (Tricomi, 1986) However, many warming-up activities fail to support learners effectively due to a mismatch between the language organization in these activities and the learners' cognitive frameworks, which can hinder effective language acquisition (Nemati & Habibi, 2012).
Shy students often perceive warming-up activities as intimidating, particularly when required to perform alone in front of their speaking class (Klippel, 1985) Krashen (1982) emphasizes that even with suitable input, comprehension can be hindered if a student feels anxious or uncomfortable.
“affective filter” or emotional responses such as nervousness, anxiety, stress, tension etc is high (as cited in Tricomi, 1986, p.60).
THE STUDY
Data Collection Instrument
This chapter discusses the method used by the researcher to collect and analysis data from different students and teachers at Faculty of Foreign Languages, UTEHY
This study employed a mixed-methods approach, analyzing data collected from survey questionnaires and interviews with 35 first-year English major students at FFL, UTEHY, and 6 English teachers Participants provided insights through handouts and interviews, focusing on their experiences, challenges, and suggestions regarding the use of warming-up activities in speaking lessons Their responses were documented and utilized to inform the study's objectives.
Throughout the study, the researcher diligently collected and analyzed handouts, compared results, and calculated percentages for each question By integrating the investigated results with notes from interview questions and personal observations from speaking classes, the researcher compiled the final data to support the overall study.
A survey questionnaire was distributed to 35 first-year English majors at the Faculty of Foreign Language, UTEHY, allowing them to provide honest and objective responses for the study.
To ensure the feasibility of the study, six English teachers from the Faculty of Foreign Language at UTEHY participated by completing a survey questionnaire Their responses were based on their extensive experience in studying English, teaching the language to students, and observing their students' learning processes.
The methods used for this paper include:
- Reason for choosing survey questionnaires
Survey questionnaires are designed to efficiently gather information from study participants, allowing researchers to easily summarize and report the collected data without investing significant time in the process.
There are two different questionnaires designed to survey the subjects of this study One questionnaire is for students and the other is for teachers
This article highlights the advantages of using table questions in research, particularly for collecting data from a large number of respondents efficiently Researchers can easily distribute questionnaires via email or in person, allowing for simultaneous data collection from multiple participants This method not only saves time and resources but also facilitates easier synthesis and analysis of results Utilizing software like Word or Excel enables researchers to manage numerical data effectively and create visual representations, such as graphs, to enhance their findings.
To enhance the reliability of the data gathered from the questionnaire, the researcher conducted direct interviews with five selected students This approach allowed for additional insights and valuable feedback, enriching the overall study.
Data Collection Procedure
In May 2021, data was gathered from teachers and students at the Faculty of Foreign Languages, UTEHY The researcher contacted class presidents and faculty members for permission to conduct the study and observed classes to facilitate a comprehensive teacher and student survey.
Data analysis
Q1 What are some warming up activities being used in speaking lessons at FFL, UTEHY?
Activities Teacher’s opinion Student’s opinion
Table 1: Type of warming up activities teacher and student at FFL,UTEHY
The analysis of data presented in Table 1 reveals that the primary warm-up activities employed by teachers during speaking lessons at FFL, UTEHY, are question and answer sessions and watching movies or videos Specifically, question-based activities comprise 35.7% of the warm-ups, while video or movie watching accounts for 28.6% Additionally, using songs represents 21.4% of the activities, and games are utilized in 14.3% of cases Overall, question and answer sessions are the most frequently utilized warm-up activity by teachers.
Among students, the two most popular activities are watching movies or videos, which account for 45.7%, and playing games at 25.7% Additionally, listening to music is favored by 22.9% of students In contrast, answering questions is the least preferred activity, with only 2.9% of students enjoying it, while other activities also comprise 2.9%.
Q2 How often does your teacher use warm up activities in speaking lessons?
Chart 1: How often do you do warming up activities in speaking lessons?
Looking at the graph data of teachers and students about the use of warm-up
Students very often often not often never
At FFL, UTEHY, teachers frequently incorporate warm-up activities into English speaking lessons, with these activities accounting for 66.7% of their usage However, the implementation of speaking activities during class is much less common, with only 16.7% of teachers using them very often and another 16.7% using them infrequently Notably, no teachers reported never allowing students to engage in activities during speaking classes This indicates that while warm-up activities are regularly utilized to generate enthusiasm at the start of lessons, there is a significant lack of ongoing speaking activities throughout the class.
The data indicates that 60% of students frequently engage in warm-up activities, while 37.1% participate very often A small minority, only 2.9%, do not regularly take part in these activities, suggesting that the majority of students are actively involved in the warm-up exercises provided by their teacher.
Q3 How long are warming up activities in your speaking lessons?
Chart 2: Time of using teachers and students warming up activities in speaking lessons
Chart 2 illustrates the time allocation for teachers and students to begin activities For teachers, the majority, 66.7%, prefer a start time of 5-10 minutes, while 33.3% utilize flexible timing In contrast, students predominantly use the 5-20 minute range, accounting for 54.3%, followed by 15 minutes or more at 25.7% The least utilized time slots for students are flexible time at 11.4% and under 5 minutes at 8.6% Overall, the findings indicate that teachers primarily allocate 5-10 minutes for students to commence activities.
Q4 What do you think about the time you spend on warming up activities?
Chart 3: Time you spend on warming up activities
According to Chart 4, the majority of teachers and students agree that the duration of warm-up activities is appropriate Specifically, 60% of students feel the time allocated is suitable, while 14.3% believe it is too short and 25.7% think it is too long In contrast, 83.3% of teachers find the warm-up duration to be just right, with only 16.7% considering it excessive Overall, both teachers and students predominantly view the warm-up time as adequate.
Q5 In your opinion, using warm-up activities in your class is effective in motivating students or not?
Teachers short appropriate long too long
Students short appropriate long too long
Teachers inffective not very inffecive effective very effective
Students inffective not very inffective effective very effective
Chart 4: How effective is the time teachers and students use for warming up activities
Chart 5 reveals that warm-up activities are beneficial for both students and teachers Among students, 74.3% found these activities effective, with a small minority of 5.7% considering them very effective However, 14.3% of students felt the activities were ineffective, including 5.7% who rated them as very ineffective For teachers, the effectiveness of warm-up activities is even higher, with 83.3% acknowledging their positive impact, although only 16.7% viewed them as very effective Overall, warm-up activities prove to be effective for both groups.
Q6 What makes you difficulty most in warming up activities?
Table 2: What make you difficult most in warming up activities?
Table 2 reveals the distinct challenges faced by teachers and students in initiating activities For teachers, the primary difficulty lies in balancing warm-up time with the main lesson, which constitutes 36.4% of their concerns The second challenge involves ensuring the relevance of the warm-up topics, accounting for 27.3% Other difficulties make up 9.1% Conversely, students primarily struggle with punctuality, with 29.7% citing delays as their main issue Their second challenge is effectively integrating the main topic into warm-up activities, representing 27.5% Additionally, students face time management issues in starting activities (19.6%), negative moods affecting participation (15.7%), and inadequate tools or materials (7.8%).
Q7 What can teachers do to improve the effectiveness of warming up activities in
What make you most difficult in warming up time? Teacher’s opinion
To be not ready to the warming up time once you’re in bad mood the
Delay or shorten the warming up time because of students’ punctuality
Match warming ups with the main topic
Balance the warming ups time verse the main lesson time
Lack of teaching tool and aids
21% 7,8% speaking lessons at Faculty of Foreign Language, UTEHY ?
Have a good preparation before lessons 33,3%
Seek other online supports if possible 5,5%
Be creative and innovative change warming up activities regularly
Orient and control every students in every cases: care about students attitude
Balance the warming up time and the main lessons time 16,7%
Match the warming up activities to the main tops 16,7%
Table 3: Teacher improve the effectiveness of warming up activities in speaking lessons
Q7: What can students do to improve the effectiveness of warming up activities in speaking lessons at Faculty of Foreign Language, UTEHY?
Go to school on time 18,6%
Be positive mood in warming up time 31,4%
Join warming up time enthusiastically 18,6%
Ask for explanation whenever and whatever 11,4%
Help other students to join warming up time 11,4%
Respect teacher during warming up time 8,6%
Table 4: Student improve the effectiveness of warming up activities in speaking lessons
Looking at Tables 3 and 4, it can be seen that the improvement of warm-up activities in speaking class is different between students and teachers
To enhance teaching effectiveness, careful lesson preparation is crucial, accounting for 33.3% of improvements needed Additionally, incorporating regular warm-up activities or balancing warm-up time with main study sessions contributes 16.7% to overall teaching enhancement Lastly, monitoring and addressing students' moods and attitudes is important, representing 11.1% of necessary improvements, with at least 5.5% of this focus on seeking help from online resources.
For students, fostering a positive mood during warm-up activities is crucial, representing 31.4% of their engagement Timeliness in arriving at school and active participation in these activities follows closely, accounting for 18.6% Additionally, assisting peers in problem-solving and encouraging participation in warm-up sessions contributes 11.4% Lastly, respect for teachers, while important, accounts for the smallest percentage at 8.6%.
Q8 What kinds of warming up activities encourage you to work in class?
Kinds of warming up activities Teacher’s opinion
Activities related to the topic 30,8% 18,8%
Activities that just for fun, no need to relate to the topic 15,4% 28,1%
Activities that review the previous topic 15,4 18,8%
Activities without physical movement but still require intelligence
Activities with informal conversation (asking question to lead to the topics
Table 5: What kinds of warming up activities encourage you to work in speaking class?
Table 5 indicates that various warm-up activities play a crucial role in enhancing student participation, with 28.1% consisting of games unrelated to the main topic Additionally, 18.6% of activities effectively warm up to the relevant subject or review previously learned material Activities requiring intelligence and informal conversation, which do not involve physical movement, account for 10.9%, while those that are entirely sedentary make up 12.5% Therefore, promoting student engagement in warm-up activities is essential for developing speaking skills.
Teachers should prioritize warm-up activities that align with lesson topics, comprising 30.8% of instructional time This is followed by 23.1% dedicated to mental engagement activities that do not require physical movement Additionally, 15.4% of the time should be allocated to recreational activities unrelated to the lesson and reviewing previous content Lastly, motion-implied activities and secret chat activities account for the smallest percentage at 7.7%.
Q1: How often do you have warming up activities in speaking lessons? What are they?
In a recent interview, it was revealed that many students engage in various activities during speaking classes These activities include matching sounds, guessing words, and learning to speak through songs, as well as playing games that relate to the lesson topics.
Q2 How long does each activities last? Are they effective?
Most students agree that a warm-up time of 5-10 minutes is ideal for activities, benefiting both learners and teachers Specifically, students find warm-up activities particularly effective in speaking classes, as they enhance knowledge retention and create a more engaging learning experience.
Q3 What are your difficulties in warming up activities speaking lessons?
Many students struggle to engage effectively at the beginning of speaking classes due to frequent transitions during the lesson and the introduction of activities that lack relevance to the topic being discussed This challenge highlights the importance of structured warm-up activities that align with the lesson's focus to enhance student participation and learning outcomes.
Q4 What can student to do improve the use of warming up activities speaking lessons?
Main finding and discussion
3.5.1 Teacher and student opinions on starting activities in skill class
A recent survey indicates that both teachers and first-year foreign language students recognize the challenges associated with warm-up activities aimed at enhancing speaking skills Engaging in these activities is deemed crucial, with many students expressing a preference for games and videos that facilitate vocabulary acquisition in a fun manner Furthermore, both educators and students agree that initiating lessons with these activities significantly enhances the effectiveness of learning, making study sessions more enjoyable.
Research indicates that students frequently engage in warm-up activities during speaking classes, with popular methods including learning through songs, playing games, and consonant guessing These warm-up activities significantly enhance student motivation and inspiration in the learning process.
3.5.2 Difficulty in initiating activities during speaking lessons
The survey highlights several challenges in implementing warm-up activities in speaking classes, including limited time and unrelated tasks Students often struggle with a lack of confidence, interaction, and motivation when communicating in English Additionally, teacher-related issues such as non-thematic teaching methods and insufficient student engagement further exacerbate these difficulties The presence of large class sizes, inappropriate learning strategies, and the absence of a conducive speaking practice environment also contribute to the challenges faced by both students and teachers in initiating effective speaking activities.
3.5.3 Suggestions from teachers and students to improve the warm-up activities in speaking lessons
To ensure effective classroom engagement, both teachers and students should arrive on time, and activities should align closely with the lesson topic Proper preparation of startup operations is crucial, as they set the stage for subsequent activities By incorporating a brief, relevant, and engaging warm-up at the beginning of the lesson, teachers can enhance student focus and readiness, fostering an environment conducive to learning This approach not only captures students' attention but also facilitates a smoother transition into the main lesson, ultimately promoting better concentration and participation in English class.
Recommendation
Warm-up activities are an effective tool for both students and teachers, enhancing classroom engagement by making lessons more interesting By incorporating these activities at the beginning of a class, teachers can prevent monotony and capture student attention, adding variety to the learning experience.
Teachers often initiate activities by reviewing past lessons and engaging students in informal conversations, using questions to elicit responses Effective warm-up activities can include jokes, games, quizzes, songs, and video clips Despite the presence of advanced technology in classrooms, it remains underutilized by educators By incorporating these interactive elements, teachers can significantly enhance the classroom environment and foster a more dynamic learning experience.
Warm-up activities in the classroom provide significant benefits for students, enhancing engagement and reducing boredom These activities encourage communication and idea-sharing among students, especially during individual assignments Additionally, warm-ups offer an opportunity for teachers to discuss lesson objectives, giving students a clear purpose for their activities.
CONCLUSION
Summary of the study
In conclusion, incorporating warming-up activities at the start of a class is an effective strategy to foster a positive learning environment and engage students Research shows that these activities help establish strong relationships between students and teachers, making students feel more comfortable Additionally, warm-ups serve to motivate learners, capture their attention, and encourage interest in the subject matter They also provide an opportunity for students to recall prior knowledge and for teachers to outline lesson objectives, ensuring that students have clear goals to strive towards in their learning journey.
This study reveals that teachers employ warming-up activities for various objectives, such as capturing students' attention, activating their background knowledge, and fostering positive relationships to enhance motivation To be effective, warming-up activities should align with students' i+1 level; if they are too challenging, students may lose interest Conversely, starting with easier activities can boost students' confidence and encourage their engagement in subsequent tasks.
Limitation of the Study
Due to time constraints and the impact of the Covid-19 pandemic, the researcher was unable to survey a larger number of English major students at FFL, ultimately examining only 80 participants Despite the small sample size, the study focused on analyzing the effectiveness of warming up activities in speaking classrooms for both teachers and students The researcher aimed for objectivity and validity in her findings; however, some students were uncooperative and declined to complete the survey, as it was not part of their curriculum Additionally, many students were unfamiliar with the concept of "warming up activities," necessitating an explanation to facilitate their participation in the survey.
Suggestion for further study
In the near future, I aim to conduct research in this field by dedicating more time to prepare and distribute survey questionnaires to a larger sample of students and teachers This approach will enhance the validity and effectiveness of the data collected Additionally, I plan to implement some of the suggestions in actual classes at FFL, UTEHY.
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24 Schmidt, R W (1990) The Role of Consciousness in Second Language Learning Applied Linguistics, 11 (2), 129-158 Retrieved from
25 Walqui, A (2006) Scaffolding Instruction for English Language Learners: A
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APPENDIXES 1: QUESTIONNAIRES SURVEY FOR STUDENTS
This survey questionnaire aims to gather insights for the study titled "A Study on Warm-Up Activities in Speaking Class for First-Year Students at Hung Yen University of Technology and Education." Your participation is appreciated, and rest assured that all personal information and responses will be kept confidential and used solely for research purposes.
3 How long have you been learning English?
1 What types of warming up activities that you learn in speaking lessons at English Foreign, UTEHY?
2 How often does your teacher use warm up activities in speaking lessons?
3 How long does your teacher usually give you a speaking warm up? less than 5 minutes from 5 – 10 minutes at least 15 minutes flexible time
4 What do you think about the time your teacher spends on warm-up activity?
5 Do you think teacher use warm up activities in speaking lessons effectively?
6 What makes you difficult most in warming up activities?
To be not ready to the warming up time once you’re in bad mood
Delay or shorten the warming up time because of students’ punctuality
Match warming ups with the main topic
Balance the warming ups time verse the main lesson time
Lack of teaching tool and aids
7 What can students do to improve the effectiveness of warming up activities in speaking lessons at Faculty of Foreign Language , UTEHY? (More than one)
Go to school on time
Be positive mood in warming up time
Join warming up time enthusiastically
Ask for explanation whenever and whatever
Help other students to join warming up time
Respect teachers during warming up time
8 Which kinds of warm-up activities should be used to encourage students to work in class?
(You can choose more than one suggestion)
Activities related to the topic
Activities that just for fun, no need to relate to the topic
Activities that review the previous topic
Activities without physical movement but still require intelligence
Activities with informal conversation (asking question to lead to the topic) Others:(please specify)
APPENDIXES 2: INTERVIEW QUESTIONS (FOR STUDENT)S)
1 How often do you have warming up activities in speaking lessons? What are they?
2 How long does each activities last? Are they effective?
3 What are your difficulties in warming up activities speaking lessons?
4 What can student to do improve the use of warming up activities speaking lessons?
APPENDIXES 3: SURVEY QUESTIONNAIRES FOR TEACHERS
This survey questionnaire was designed for my research on " A study on warm-up activities in speaking class for first-year students at Hung Yen University of Technology and
We greatly appreciate your participation in this survey, which is conducted solely for research purposes Rest assured, your personal information will remain confidential and will not be shared in any discussions regarding the data collected.
Tick (P) the appreciated box, circle the letters a, b, c or in some cases you can write your own answer You can use English or Vietnamese
3 How long have you been teaching English?
1 What types of warming up activities that you teach in speaking lessons at
2 How often do you use warm up activities in speaking lessons?
3.How often do you usually allow students to warm up activities during speaking lessons? less than 5 minutes from 5 – 10 minutes at least 15 minutes flexible time
4 What do you think about the time you spend with students to warm up?
5 In your opinion, using warm-up activities in your class is effective in motivating students or not?
6 What makes you difficult most in warming up activities?
To be not ready to the warming up time once you’re in bad mood
Delay or shorten the warming up time because of students’ punctuality
Match warming ups with the main topic
Balance the warming ups time verse the main lesson time
Lack of teaching tool and aids
7 What can teachers do to improve the effectiveness of warming up activities in speaking lessons at Faculty of Foreign Language, UTEHY? (more than one)
Have good preparation before lessons
Seek other online supports if possible
Be creative and innovative, change warming up activities regularly
Orient and control every student in every cases: care about student attitude Balance the warming up time and the main lesson time
Match the warming up activities to the main topics
8 Which kinds of warm-up activities encourage your students to work in class?
(You can choose more than one suggestion)
Activities related to the topic