Improving the effectiveness in the discussion in speaking skill for the second year english major students at hung yen university of technology and education

The difficulties of students and teachers from using discussion in speaking class of the second year English major students.. In order to help the second year English major students, bec

INTRODUCTION

Rationale of the study

English has emerged as a vital international language, serving as the official medium in various sectors including aviation, commerce, and science Its global reach has established English as the essential tool for effective communication worldwide.

In Vietnam, the growing emphasis on learning English has led to its status as a compulsory subject in schools and colleges, reflecting an increasing interest among the general population Understanding the significance of English education is essential, as language serves as a vital means of communication, aimed at achieving specific objectives such as persuasion, information sharing, and inquiry Consequently, the primary goal of English language teaching is not only to facilitate language acquisition but also to empower students to effectively use the language in real-life situations.

In December 2007, the Faculty of Foreign Languages was established at Hung Yen University of Technology and Education (UTEHY) to meet the growing demand for English proficiency in society Despite its establishment, the faculty faces significant challenges in teaching methods, particularly in developing English speaking skills As a result, many students struggle with effective communication, especially when interacting with native speakers.

To enhance the English communication skills of second-year English major students, engaging in discussion activities is highly effective These interactive exercises provide ample opportunities for students to practice and improve their English speaking abilities by facilitating meaningful communication with one another.

These above reasons have given the author the idea to conduct a study entitled:

This study aims to enhance the effectiveness of discussions in speaking skills among second-year English major students at Hung Yen University of Technology and Education By focusing on the role of discussions in speaking lessons, the research seeks to contribute to a deeper understanding of their impact on students' language proficiency and communication abilities.

Aims of the study

This study investigates the use of discussion in speaking classes for second-year English major students at Hung Yen University of Technology and Education The primary objective is to explore how discussions are implemented and their effectiveness in enhancing students' speaking skills.

- To clarify of the importance of discussion in developing speaking skill

- To clarify how discussion is used in the speaking class of the second year English major students at Hung Yen University of Technology and Education

This study aims to identify the factors that hinder teachers in effectively implementing discussions in speaking classes for second-year English major students at Hung Yen University of Technology and Education.

- To recommend practical suggestions for the possibility of discussion in the speaking class of the second year English major students at Hung Yen University of Technology and Education.

Research questions

This study is implemented to find answer to the following research questions:

1 What are the opinions of teachers and the second year English major students on speaking skill?

2 How discussion is used in the speaking class of the second year English major students at Hung Yen University of Technology and Education?

3 What are the difficulties from using discussion in the speaking class of Hung Yen University of Technology and Education?

4 What recommendations for improvement are needed to make discussion successful in speaking class of the second year students at Hung Yen University of Technology and Education?

Scope of study

To enhance the speaking skills of second-year English major students at Hung Yen University of Technology and Education, the researcher aims to examine the current utilization of discussions in their speaking classes Following this assessment, the researcher will provide recommendations to improve the effectiveness of these discussions.

Methods of study

This research employed a quantitative approach, utilizing questionnaires directed at both teachers and students to assess the study's context The data gathered from these questionnaires will be analyzed and generalized to draw meaningful conclusions.

Design of the study

The study has four chapters which conclude introduction, literature review, the study and conclusion

Chapter 1: Introduction: States the rationale, the aims, research questions, the methods and the design of the study

Chapter 2: Literature review: This chapter reviews the literature on some concepts, characteristics as well as teacher‟s roles in communicative language teaching

Chapter 3: The study: Methodology, data analysis, findings and discussion, recommendations

Chapter 4: Conclusion: Summarize of the study as well as limitation of it.

LITERATURE REVIEW

Teaching speaking skill in Communicative Language Teaching

Speaking skills are crucial in foreign language education, as they enable students to read, write, listen, and effectively communicate with English speakers Many learners perceive the ability to speak a language as synonymous with language proficiency, leading them to prioritize speaking in their studies As highlighted by Nunan (1991) in "Language Teaching Methodology," success in language learning is often gauged by one's capacity to engage in conversations in the target language.

Incorporating engaging activities in speaking classes can significantly enhance learner motivation, transforming the English language classroom into a dynamic and enjoyable environment.

2.1.2 Types of classroom speaking performance

In "Teaching by Principles: An Interactive Approach to Language Pedagogy," H.D Brown (1994) outlines six essential categories for oral production expected from students in the classroom These categories serve as a framework for enhancing language learning and facilitating effective communication skills among learners By implementing these principles, educators can create an interactive environment that promotes student engagement and mastery of spoken language.

- Imitative: takes a very limited portion of classroom speaking time when learners are practicing an intonation contour or trying to pinpoint a certain vowel sound, etc

- Intensive: includes any speaking performance that is designed to practice some phonological or grammatical aspect of language

- Responsive: is short replies to teachers or student initiated questions or comments These replies are usually sufficient and do not extend into dialogues

Transactional dialogue focuses on exchanging specific information and often involves negotiation rather than simple responses This type of conversation is commonly found in group work activities, where effective communication is essential for collaboration and achieving common goals.

Interpersonal dialogue focuses more on nurturing social relationships than on conveying facts and information These conversations can be challenging for learners due to elements such as casual registers, colloquial language, emotionally charged expressions, and slang.

Intermediate and advanced students are often required to deliver extensive monologues, which may take the form of oral reports, summaries, or brief speeches In these instances, the communication style is characterized by a more formal and deliberative register.

The six categories outlined by Brown serve as a valuable framework for understanding different types of classroom speaking performance Teachers should take these categories into account when developing strategies to enhance students' speaking skills.

2.1.3 Common problems during speaking activities

According to Penny Ur, the problems faced in speaking activities are:

Inhibition in speaking activities can hinder learners from expressing themselves in a foreign language, as they often feel anxious about making mistakes or being judged by their peers This fear can prevent spontaneous speech in the classroom Additionally, some learners struggle with the inability to generate ideas, feeling guilty for not participating, while a lack of background knowledge or experience further complicates their ability to speak English fluently and accurately.

Uneven participation in group discussions often leads to some learners dominating the conversation while others contribute minimally or remain silent In large groups, only one person can speak at a time, resulting in limited speaking opportunities for each participant This imbalance can hinder effective communication and engagement among all learners.

When learners share the same mother tongue in class, they often prefer to use it initially, feeling more comfortable and less exposed In small group discussions, maintaining the target language can be challenging, especially in classes that lack discipline or motivation.

Students often face challenges that hinder their speaking abilities, and it is essential for teachers to identify effective strategies to address these issues Various solutions have been proposed, with Cooperative Language Learning (CLL) recognized by English methodologists as the most effective approach The following section will provide insights into CLL and its benefits for enhancing students' speaking skills.

Discussion in speaking class

Adrian Doff (1991) defines discussion as a teaching method where the instructor organizes students into small groups, typically consisting of four to five members, to collaborate on tasks Similar to pair work, discussions occur simultaneously among all participants, fostering active engagement and interaction (Doff 1991, p.138).

Harmer (1992) and Ur (1991) differentiate between flexible and fixed group discussions based on learner movement during activities In flexible group discussions, Harmer recommends that students initially work in set groups, which then split, reform, or join together as the activity progresses, ultimately leading to a fully reformed class.

To prevent issues during group formation, Ur recommends establishing fixed or semi-permanent discussion groups He suggests a simple physical reorganization, such as having students turn to face those behind them if they are arranged in rows This minor adjustment can facilitate smoother transitions, as once students are accustomed to their designated groups, they will quickly adapt with minimal disruption (Ur, 1991, p 7).

According to Richards and Lockhart (1999, p.153), fostering discussion in the classroom enhances student participation and encourages collaboration among learners This approach allows students to take a more active role in their learning, reduces the teacher's dominance, and increases opportunities for individual practice of new language features.

In summary, methodologists emphasize the importance of group formation in discussions, suggesting that teachers establish fixed or semi-permanent groups to minimize issues related to group dynamics and misbehavior This structured approach not only fosters cooperative learning but also boosts the confidence of shy students as they engage with the target language.

Group discussions are collaborative activities that allow students to share responsibilities and knowledge, making the method of grouping students crucial Methodologists suggest that an effective group size ranges from four to seven learners, depending on the specific activities involved According to Byrne (1991), the ideal number of participants should align with the nature of the task Richards and Lockhart emphasize that larger groups can hinder student interaction, leading to limited participation from some members Harmer supports this view, noting that groups exceeding seven participants can become unmanageable, which can negatively impact the overall effectiveness of the discussion (Harmer, 1992).

There are various methods for grouping learners, as outlined by Harmer (2001, p.120-122), including friendship, streaming, chance, and changing groups The friendship method allows students to select their peers, fostering a comfortable group dynamic In contrast, the streaming method organizes students based on their abilities, resulting in either same-ability or mixed-ability groups The chance method, referred to by Harmer, involves randomly selecting students, thereby eliminating ability differentiation Lastly, the changing groups approach encourages students to switch groups throughout the activity, promoting diverse interactions.

Friederike Klippel (1991) identifies various grouping methods for communicative activities, including buzz groups, fishbowl, and opinion votes Both Klippel and Harmer propose theoretical approaches for organizing students into pairs or groups, often necessitating a change in their positions during discussions.

Byrne (1991) emphasizes minimizing student movement in the classroom to optimize time and maintain effective discussions He recommends utilizing the existing classroom arrangement and encourages students to collaborate with nearby peers, moving them only when absolutely necessary Quick and hassle-free formation of pairs and groups is essential for enhancing classroom interactions.

Based on my personal experience, I concur with Donn Byrne that providing students with limited opportunities to move around the classroom for group or pair formation is crucial Allowing too much movement can disrupt students' focus and lead to wasted time Therefore, maintaining the current seating arrangement is the most effective approach for managing classroom activities.

2.2.3 The role of teachers in discussion

In contrast to the traditional view of teachers as the sole providers of knowledge and decision-makers in the classroom, educators utilizing communicative tasks adopt a multifaceted role They act as facilitators, guiding learners to articulate their expectations and encouraging active participation that aligns with educational goals Additionally, teachers engage as active participants in the learning process, sharing their ideas, opinions, and personal experiences Finally, they serve as observers, empathizing with students to identify and address their challenges effectively.

According to Richards and Rodgers (2001, cited in Johnson, 1994), teachers must establish a highly structured and organized classroom environment This includes setting clear goals, planning and organizing tasks, arranging the physical layout of the classroom, assigning students to groups and specific roles, and carefully selecting materials and time for effective learning.

Harel (1992) emphasized that teachers should pose open-ended questions to stimulate critical thinking, prepare students for upcoming tasks, support them in their learning activities, and exercise minimal disciplinary control by giving fewer commands.

2.2.4 The role of learners in discussion

In the traditional language learning approach, students are often passive recipients, lacking control over their education and unable to express their preferences regarding content and methods They passively absorb extensive theoretical knowledge without engagement However, group work encourages learners to develop teamwork skills and actively collaborate on tasks According to Richards and Rodgers (2001), learners play a crucial role as group members, enhancing their ability to work collectively Additionally, they are empowered to take charge of their own learning by planning, monitoring, and evaluating their progress, which fosters essential lifelong learning skills.

In general, learners are considered as the negotiators of the learning process They are required to involve and participate in the discussion directly and actively

2.2.5 The advantages and disadvantages of using discussion in the speaking class

Engaging in discussions significantly enhances student speaking time, thereby improving their communication skills This interactive approach allows students with limited opportunities for dialogue to exchange ideas, foster closer relationships in a short period, and collaboratively tackle common problems assigned by their teacher.

THE STUDY

Methodology

The author employs a quantitative research method utilizing questionnaires directed at both teachers and students to gather data This approach offers the benefit of simplifying the summarization, analysis, and reporting of the collected information The questionnaires are carefully crafted to align with the primary objectives of the study Upon obtaining the results, the researcher will utilize tables and charts to meticulously present the data.

Background of the study

The term "physical setting" encompasses the environment in which English lessons occur, including the class size, available equipment, and various materials accessible to both teachers and students for effective teaching and learning.

All teachers in the Department of Foreign Languages hold MA degrees and are graduates of prestigious institutions, including Hanoi University, Foreign Language University, and Hanoi National University of Education The department comprises a total of 27 qualified educators.

The department boasts a team of two Chinese teachers aged between 27 and 50, all of whom hold Master's degrees and graduated from the Faculty of Foreign Languages at Hanoi National University or Hanoi University Over the course of 14 academic years, from K5 to K18, the department has focused on training English majors across three campuses: Khoai Chau, Pho Noi, and Hai Duong Committed to continuous innovation and development, the department strives to enhance both teaching and learning experiences.

The researcher sought assistance from five experienced teachers, each holding an MA degree and possessing a minimum of seven years of teaching experience, to complete questionnaires for second-year English students in the FFL program at UTEHY This expertise significantly benefits the students in their language learning journey.

The study involved 87 second-year English major students from the Faculty of Foreign Languages (FFL) across three classes at UTEHY: TAK17.1, TAK17.2, and TAK17.3 These students, aged 20 to 22 and hailing from various provinces in Vietnam, share a similar English background due to their education under a common high school curriculum that offered limited opportunities for practical language use As a result, they entered university with constrained English proficiency, facing significant challenges in their studies.

The study employed a survey questionnaire as its primary data collection instrument, recognized as one of the most effective tools in social science research According to Gilliam (2000), the advantages of using questionnaires include reduced pressure on respondents, elimination of interview bias, and straightforward data analysis To achieve the research objectives, two sets of questionnaires were crafted to gather insights from both teachers and students regarding their opinions, current challenges, and potential solutions for enhancing discussions in speaking classes for second-year students at UTEHY Clear instructions were provided during the administration of the questionnaire to ensure accurate responses.

A questionnaire was distributed via Gmail to 87 students from K17.1, TAK17.2, and TAK17.3 at UTEHY to address specific research issues The questionnaire comprised four main sections.

Part I: Questions 1, 2, 3 and 4 are showed the second year students‟ opinions on learning speaking skill

Part II: Questions 5, 6 and 7 are aimed at gathering the current situation of discussion in speaking class for the second year students

Part III: Questions 8 and 9 were designed to survey students‟ difficulties from using discussion in speaking class

Part IV: Questions 10, 11, 12 and 13 suggested some solutions to improve discussion in speaking class for the second year students

3.2.3.2 Survey questionnaire for the teachers

The questionnaire for the teachers was delivered to 5 teachers of FFL at UTEHY It consists of 4 main parts:

Part I: Questions 1, 2, 3 and 4 are showed teachers‟ opinions on teaching speaking skill and the use discussion in speaking class

Part II: Questions 5, 6, 7, 8 and 9 are aimed at gathering the current situation of discussion in speaking class for the second year students

Part III: Questions 10 and 11 were designed to get teachers‟ opinions about difficulties from using discussion in speaking class

Part IV: Questions 12 and 13 suggested some strategies to improve students‟ discussion in speaking class

In a study conducted at FFL, 87 online survey questionnaires were distributed to second-year students, while 5 English lecturers were asked to complete separate online questionnaires specifically designed for their input.

This chapter has presented the method of the study which includes participants, data collection instrument as well as procedure of data collection.

Data analysis

This chapter presents the data collected from questionnaires, which will inform suggested solutions to enhance speaking class discussions for second-year students of FFL at UTEHY The analysis of this data is illustrated through tables and charts, showcasing responses to the questionnaire's questions.

3.3.1.1 The second year students‟ opinions on learning speaking skill

Question 1: Why do you learn speaking skill?

Table 3.1: The reason why students choose to learn speaking skill

English speaking skills are essential in university, with 81.6% of students recognizing their importance for future job prospects While some may focus solely on passing oral exams, a significant 52.9% express genuine interest in improving their speaking abilities Overall, mastering English speaking is not just a requirement but a valuable asset for career success.

The data reveals that a significant majority of students, 71 in total, believe that English speaking skills are essential for their future careers, representing 81.6% of respondents This highlights the primary motivation for students to focus on developing their speaking abilities Additionally, 46 students, or 52.9%, are motivated to learn English due to their personal interest in enhancing their speaking skills.

A small percentage of students study English speaking skills primarily because it is a compulsory subject at university Specifically, only six students focus on improving their speaking skills to pass oral exams, representing the lowest proportion among learners.

Question 2: How important is English speaking skill to you?

Chart 3.1: Students’ thinking about the importance of English speaking skill

A recent survey illustrated in pie chart 3.1 reveals that an overwhelming 85.1% of students consider English speaking skills to be very important In contrast, only 10.3% view these skills as somewhat important, while a mere 4.6% of respondents believe that English speaking skills hold little to no importance.

In short, English speaking skill is always important and necessary for students So, students need to improve English speaking skill more and more

Question 3: How much do you feel interested in English speaking skill?

Chart 3.2: Students’ interest in English speaking skill

The pie chart 3.2 illustrates students' interest in English speaking skills, revealing a generally positive trend A total of 31 students, representing 35.6%, express a strong interest in developing their English speaking abilities Furthermore, 54% of students are somewhat interested, which constitutes the largest segment of the survey results In contrast, only 9.2% show a lesser interest, while a minimal 1 student across three classes at three campuses indicates no interest in this skill.

From that point, we can see that almost students feel interested in English speaking skill

Question 4: How do you like practice English speaking skill in class?

Table 3.2: Students’ opinions on practicing English speaking skill in class

Not at all Little Rather Very much

The table 3.2 shows that students‟ opinions on practicing English speaking skill in class In the table 3.2, most of students said that they had very little favor for working

A mere 1.2% of students preferred to work individually, while only 12.6% typically engaged in solo work In contrast, 35.6% favored collaboration in small groups, and nearly half expressed a strong preference for discussions to enhance their speaking skills Additionally, just 5.7% reported a dislike for whole-class activities These findings indicate that the majority of students recognize the value of discussion in improving speaking skills, suggesting that it is the most effective activity for this purpose.

3.3.1.2 The current situation of discussion in speaking class of the second year English major students at UTEHY

Question 5: How often do you get chance to speak in speaking class?

Chart 3.3: The chances to speak that the teachers give students in speaking class

The pie chart 3.3 illustrates the speaking opportunities for second-year students during class According to the data, 14.9% of students report that their teachers frequently provide chances to speak, while over half indicate that this occurs almost often Additionally, 25.3% of students feel they are given speaking opportunities sometimes, with only 4.6% stating that this happens rarely Overall, the majority of students have ample chances to speak in class, which positively contributes to enhancing their speaking skills.

Question 6: How often do your English teachers carry out discussion in speaking class?

Chart 3.4: Students’ assessment for the teachers’ frequent use of discussion

The pie chart 3.4 illustrates student assessments regarding teachers' frequent use of discussions in speaking lessons Notably, over half of the students indicated that their teachers often incorporate discussions, with 17.2% stating that discussions are always utilized and 21.8% reporting occasional use A small percentage of students claimed that discussions are never implemented This trend is understandable, as teachers are required to follow the activities outlined in the teacher's book, which helps students prepare for oral tests and enhances their communication skills for future employment.

Question 7: How do you work when discussing in speaking class?

Chart 3.5: Student’ appreciation of their participation in discussion

Remain silent all the time

According to the data presented in pie chart 3.5, only 36.8% of students reported actively participating in discussion activities, while a significant 47.1% did not engage in conversations with other groups, and 5.7% opted to speak Vietnamese instead Additionally, 10.3% of students remained silent throughout the speaking class discussions, indicating a need for further examination of student participation The chart suggests that students may struggle with speaking proficiency or lack sufficient English knowledge, which could hinder their ability to communicate effectively Furthermore, the topics discussed may not resonate with their interests, impacting their engagement levels.

3.3.1.3 The difficulties from using discussion in speaking class of the second year English major students at UTEHY

Question 8: Do you have any difficulties when discussing in speaking class?

Chart 3.6: Students’ assessment of the difficulties when discussing in speaking class

According to the pie chart 3.6, students' assessment of difficulties in speaking class reveals that only 5.7% reported never facing challenges in group discussions, while 8% stated they rarely encountered difficulties Together, these groups represent a mere 13.7% of the total respondents In contrast, 28.8% of students often faced difficulties, and over half, 57.5%, sometimes struggled during discussions This indicates that the majority of second-year students experience challenges when engaging in discussions in their speaking class.

Question 9: What are the factors that cause the difficulties?

Yes, often Yes, sometimes Yes, but rarely

Table 3.3: The factors cause the difficulties

A recent analysis highlights key factors affecting students' English proficiency, with 49.4% of students citing passive learning styles and overwhelming workloads as significant barriers Additionally, 32.2% of students reported their own low proficiency in English, while 10.3% attributed challenges to teachers' inadequate proficiency and experience in English and methodology Only a small percentage of students, 3.4%, found the topics uninteresting, and 4.6% identified other contributing factors.

Table 3.3 illustrates the challenges faced by students in speaking classes, revealing that 49.4% of the 43 surveyed students attribute their difficulties to passive learning styles and overwhelming workloads Additionally, 32.2% of students cite low English proficiency as a contributing factor A smaller percentage, 10.3%, point to the teacher's inadequate proficiency and experience, while 3.4% mention unengaging methodologies or topics Other factors identified include group members' lack of understanding, laziness, and anxiety about making mistakes, further complicating the discussion process.

3.3.1.4 Solutions to improve discussion in speaking class of the second year English major students at UTEHY

Question 10: Who do you like to work with the discussion?

Table 3.4: Students’ favorite kind of partners in discussion

The data reveals the distribution of students based on various criteria of similarity and interest Among these, 20% of students share the same English proficiency, while 13% have mixed proficiency levels A significant 40% of students express similar interests, and 36% are seated next to or near each other In terms of age, only 3% belong to the same age group, and 2% are of the same sex, with a mere 1% representing different sexes Additionally, 1% falls under other categories.

Table 3.4 illustrates students' preferences for discussion partners, highlighting the importance of partner selection for effective collaboration A significant 46% of students favored working with partners who share similar interests Additionally, 41.4% preferred partners sitting nearby, likely due to a desire for convenience and comfort in their working environment Meanwhile, 23% preferred partners of the same proficiency level, while 14.9% enjoyed working with those of mixed proficiency Notably, many students expressed a willingness to collaborate with peers of varying English proficiency levels to enhance their learning experience, showing little concern for age or gender differences among partners Only 3.4% preferred partners of the same age, 2.3% of the same sex, and a mere 1.1% favored partners of different sexes, indicating that age and gender are not significant factors in their partner selection.

Question 11: How many members do you think the most suitable for a group discussion?

Chart 3.7: The most suitable number of members in a group for discussion

The pie chart 3.7 shows the most suitable number of members in a group for discussion Almost students think the most suitable number of members in a group is from

Finding and discussions

This part discusses the findings of the study in order to answer the research questions proposed in the introduction

3.4.1 Students and teachers’ opinions and the current situation of discussion in the speaking class of the second year English major students

A recent survey revealed that the majority of second-year students (Course 17) recognize the significance of speaking skills, particularly in relation to their future careers.

Teachers and students recognize the importance of oral skills in communication, often showing greater interest in speaking compared to other skills like listening, writing, and reading To enhance this skill, various methods of discussion have been implemented, speaking tasks have been tailored to suit student needs, and efforts have been made to address classroom conditions Additionally, measures have been taken to encourage student engagement and accountability.

Discussion activities have proven to be highly beneficial for both teachers and students in learning English Students reported that these activities fostered closer friendships, as they had opportunities to engage with peers they previously hadn't interacted with Additionally, discussions encouraged independence, allowing students to learn collaboratively rather than solely from the teacher This peer-to-peer learning approach was deemed more effective Furthermore, discussion activities boosted students' confidence in public speaking, as they had the chance to prepare, review mistakes with classmates, and rehearse their presentations.

Teachers benefit from this approach by stepping away from the role of the sole expert, allowing for reduced lecture time This shift creates opportunities for students to engage in collaborative learning, enhancing their ability to learn from one another.

The survey revealed that teachers frequently utilized discussions to meet the demands of oral tests and lesson requirements This approach significantly enhanced students' speaking skills Additionally, most teachers indicated that they tailored their discussion activities to better suit their students' needs.

Role-play, games, discussions, and brainstorming were the most favored and commonly utilized activities in discussions In contrast, activities like cross-grouping (Jigsaw), debating, and problem-solving were used less frequently, as they are more suitable for students with a higher level of English proficiency.

In organizing and managing group work during speaking lessons, teachers typically employ a three-stage approach: Monitoring, Setting up, and Winding down, to ensure smooth collaboration To enhance peer support, teachers often mix students of varying English proficiency levels within the same group Occasionally, students are allowed to self-organize when working on projects and preparing presentations at home.

To ensure effective group work activities, teachers must carefully select tasks, provide clear instructions, and appropriately group students Setting clear objectives and focusing on the activity is essential, along with offering praise and encouragement throughout the process Additionally, establishing time limits and providing feedback is crucial, while teachers should avoid allowing students to choose their own topics.

To ensure productive discussions, teachers actively monitored each group, providing assistance by correcting mistakes and translating words from Vietnamese Their involvement encouraged students to participate more actively within their groups.

Although the teachers have done many things to make discussion successful and effectively, there are still some obstacles in the teachers, the students and also in the administration

3.4.2 The difficulties of students and teachers from using discussion in speaking class of the second year English major students

Students faced significant obstacles that hindered effective discussions, primarily due to their passive and disengaged learning styles Many only focused on assigned tasks and neglected homework, leading to silence or off-topic conversations during discussions Some students even expressed a willingness to accept failing grades rather than participate in discussions at home Additionally, a lack of attention to the teacher's instructions, with some students even dozing off, further contributed to the challenges in fostering an engaging learning environment.

One significant challenge faced by students was the disparity in their English proficiency levels, despite being placed in the same class This unevenness led to higher-level students feeling frustrated when tasked with difficult assignments, as lower-level peers often remained inactive and relied on them for support Consequently, the more proficient students were hesitant to collaborate with those who struggled, resulting in slower and less effective discussion activities.

Many students express challenges in speaking classes due to unengaging discussion topics, leading to a lack of interest in group discussions Additionally, some students attribute ineffective discussions to the teacher's qualifications, experience, and teaching methods.

Teachers face significant challenges in implementing discussions in multi-level classes, where students exhibit varying levels of English proficiency The disparity in abilities means that high-proficiency students often grasp concepts more quickly, leaving low-proficiency students struggling to keep pace This imbalance can hinder effective knowledge transmission, as group work may result in low-level students becoming passive participants To enhance discussion efficiency, it is crucial for educators to adopt methods that cater to the diverse needs of all students, ensuring that everyone can engage meaningfully in the learning process.

One significant challenge teachers face is that students often resort to using Vietnamese during group work due to their low English proficiency This habit leads to discussions conducted in Vietnamese rather than English, which hinders effective communication Additionally, some students may choose to remain silent instead of participating, merely sharing their findings with other group members Furthermore, distractions caused by noise from disengaged students can disrupt not only their group but also the overall performance of the entire class.

Teachers often encounter challenges with student resistance to class participation Some students may remain silent and unwilling to share their opinions, which hampers classroom discussions and diminishes the overall effectiveness of the lesson.

Recommendations

To make the discussion work more effectively, there must be many changes among the students and the teachers

To enhance learning outcomes, students must move beyond passive learning, particularly those at lower academic levels Forming discussion groups that include a mix of low-, medium-, and high-level students encourages active participation, preventing lower-level students from depending solely on their peers This collaborative approach fosters a dynamic and productive learning environment, enabling all students to benefit from each other's insights.

Active participation in teacher-led activities during speaking classes is crucial for students, as it enhances their knowledge, reinforces learning, and fosters collaboration among classmates, leading to more efficient discussions Particularly, game-based activities not only improve fluency in speaking skills but also create a relaxed classroom atmosphere Traditional teaching methods, relying on textbooks and lectures, often fail to effectively engage students In contrast, incorporating games into lessons allows for a more enjoyable and pressure-free learning experience, making education more effective and engaging.

Students should encourage their teachers to foster a positive language learning atmosphere, as survey results indicate that nearly all students desire such an environment A supportive learning atmosphere significantly enhances both the effectiveness of lessons and student outcomes When teachers create a comfortable space, students feel more confident to express their opinions and engage in discussions, including those who may struggle academically Additionally, students should seek guidance from their teachers regarding their challenges, allowing for tailored support to overcome difficulties Requesting clear instructions and relevant vocabulary from teachers can further facilitate meaningful discussions and contribute to their success in language learning.

Teachers should carefully choose engaging and relevant topics that resonate with students' lives to maintain their focus during discussions Additionally, clearly outlining the focus and objectives of each activity will enhance students' ability to engage in meaningful discussions.

To enhance classroom discussions, teachers must provide clear instructions and essential vocabulary, enabling students to engage more effectively and reducing discussion time This approach encourages even low-level students to participate actively Additionally, setting a time limit for discussions helps maintain focus and prevents students from straying into unrelated topics during free time.

Teachers play a crucial role in fostering student engagement by consistently offering feedback on questions and comments during discussions By actively monitoring student performance and providing praise and encouragement for their achievements, educators can create a supportive learning environment that motivates students to excel.

3.5.3 Suggestion for steps when making discussion in speaking classroom

3.5.3.1 Giving feedback and encouraging students to speak

Effective feedback from teachers is essential for students to identify and learn from their mistakes after completing tasks This feedback should address both the form—such as spelling and grammar—and the content, including ideas and expressions Additionally, peer feedback can enhance learning, allowing students to benefit from each other's insights Teachers should also recognize and praise students for their efforts, which encourages continued hard work and progress.

Many students may appear inactive in discussions, but this often stems from a fear of making mistakes or expressing incorrect opinions To help these students overcome their fears, teachers should emphasize that mistakes are a natural part of the learning process and that everyone makes them Additionally, providing positive reinforcement for correct answers and confident contributions can encourage participation As a result, students will gradually become more comfortable communicating both in the classroom and beyond.

In a multi-level English class, teachers encounter students with varying degrees of proficiency, including those with limited vocabulary To enhance participation from all students, it is essential for educators to provide necessary keywords and vocabulary when assigning exercises or discussion topics This approach enables not only proficient students to engage effectively but also allows those with medium and low proficiency to share their perspectives more easily.

3.5.3.3 Giving interesting task and clear instruction

To effectively enhance speaking skills through discussion activities, it is crucial to assign tasks that are engaging and appropriately challenging for students These tasks should be familiar enough to maintain students' interest and encourage collaboration with their peers in completing them.

To enhance student engagement and prevent boredom, tasks assigned to groups should be clear, specific, and well-defined Without clear instructions, students may struggle to participate effectively in learning activities Teachers must provide straightforward guidance to ensure all students understand their roles and responsibilities The success of discussion activities hinges on the clarity of the directions given Additionally, supplies and learning materials should be readily accessible to minimize disruptions during learning activities.

Teachers should actively circulate the classroom during activities to observe student engagement and identify any issues or mistakes This allows them to address these concerns with the entire group and offer necessary support Following the activity, it’s important for teachers to allocate time for students to present their work, which also serves as an opportunity for educators to assist students in correcting their errors.

In this chapter, the researcher has outlined key strategies for English teachers at Hung Yen University of Technology and Education to enhance their teaching effectiveness in speaking lessons By implementing these suggestions, it is hoped that teachers will inspire students to engage more actively in speaking activities, ultimately leading to improved proficiency in spoken English.

CONCLUSION

Summary of the findings

The findings of the whole study of application of discussion in the speaking class of the second year English major students at UTEHY can be concluded in the following:

The survey highlighted the benefits of discussion activities in the classroom, emphasizing that they enhance students' oral practice and communication skills These discussions particularly empower low proficiency students to contribute more ideas and opinions, fostering a collaborative learning environment where students can learn from one another Additionally, discussions reduce the amount of speaking time for teachers, creating an engaging atmosphere that encourages interactive game-based learning.

Second-year English major students at UTEHY face challenges in speaking classes due to their passive and lazy learning styles, as well as their low proficiency in English.

Finally, some suggestions are recommended for the second year students and lecturers of FFL at UTEHY to improve the effectiveness in discussion in speaking class.

Limitation of the study

This study acknowledges certain limitations, as it focuses on the current use of discussions in speaking classes among second-year students in Course 17 at UTEHY The researcher aimed to assess this specific context and provide suggestions for improvement However, since the sample consists of only three classes, the findings may not accurately represent the views of all UTEHY students or those from other universities.

Although the mentioned limitations, the researcher hopes that this exploratory research will contribute to the better situation of using discussion in speaking class at FFL, UTEHY.

Students‟ thinking about the importance of English speaking skill

According to pie chart 3.1, a significant 85.1% of students believe that English speaking skills are very important, while 10.3% consider them to be somewhat important In contrast, only 4.6% of students view English speaking skills as little important or not important at all.

In short, English speaking skill is always important and necessary for students So, students need to improve English speaking skill more and more

Question 3: How much do you feel interested in English speaking skill?

Students‟ interest in English speaking skill

The pie chart 3.2 illustrates students' interest in English speaking skills, revealing that a significant majority are engaged Specifically, 31 students, representing 35.6%, express a strong interest in developing their English speaking abilities Furthermore, 54% of students show a moderate interest, which constitutes the largest segment of the survey Conversely, only 9.2% of students exhibit a lower interest in this skill, with just one student across three classes at three campuses indicating a lack of interest.

From that point, we can see that almost students feel interested in English speaking skill

Question 4: How do you like practice English speaking skill in class?

Table 3.2: Students’ opinions on practicing English speaking skill in class

Not at all Little Rather Very much

The table 3.2 shows that students‟ opinions on practicing English speaking skill in class In the table 3.2, most of students said that they had very little favor for working

A mere 1.2% of students prefer to work individually, with only 12.6% indicating they usually do so In contrast, 35.6% favor small group work, and nearly half of the students express a strong preference for engaging in discussions to enhance their speaking skills Additionally, only 5.7% of students reported a dislike for working with the entire class These findings highlight that the majority of students recognize the value of discussions in improving speaking abilities, suggesting that discussion-based activities are the most effective approach for developing speaking skills.

3.3.1.2 The current situation of discussion in speaking class of the second year English major students at UTEHY

Question 5: How often do you get chance to speak in speaking class?

The chances to speak that the teachers give students in speaking class

The pie chart 3.3 illustrates the speaking opportunities for second-year students in their speaking class According to the data, 14.9% of students reported that teachers frequently provide chances to speak, while over half indicated that this occurs almost often Additionally, 25.3% of students noted that speaking opportunities are offered sometimes, and only 4.6% claimed that such chances are rarely given Overall, the majority of students have ample opportunities to speak in class, which positively contributes to enhancing their speaking skills.

Question 6: How often do your English teachers carry out discussion in speaking class?

Students‟ assessment for the teachers‟ frequent use of discussion

According to the pie chart 3.4, students' assessments reveal that a significant majority believe their teachers frequently utilize discussions in speaking lessons, with over half of respondents affirming this practice Specifically, 17.2% of students indicated that discussions are always implemented, while 21.8% noted they occur sometimes A minimal percentage reported that discussions never take place, highlighting the effectiveness of this teaching method The necessity for teachers to incorporate discussions aligns with the prescribed activities in the teacher's book, ensuring students are well-prepared for oral tests and future professional communication Overall, this approach greatly enhances students' ability to engage with one another.

Question 7: How do you work when discussing in speaking class?

Student‟ appreciation of their participation in discussion

Remain silent all the time

The pie chart reveals that only 36.8% of students actively engaged in discussion activities, while a significant 47.1% did not participate in group chats, and 5.7% communicated solely in Vietnamese Additionally, 10.3% of students remained silent during speaking class discussions, highlighting a need for further examination of student participation The data suggests that low speaking proficiency, insufficient English background knowledge, or lack of interest in the topics may hinder effective communication among students in these classes.

3.3.1.3 The difficulties from using discussion in speaking class of the second year English major students at UTEHY

Question 8: Do you have any difficulties when discussing in speaking class?

Chart 3.6: Students’ assessment of the difficulties when discussing in speaking class

The pie chart 3.6 illustrates students' assessment of challenges faced during discussions in speaking class Notably, only 5.7% of students reported never experiencing difficulties, while 8% indicated they rarely encountered issues, totaling just 13.7% of respondents In contrast, 28.8% of students often faced difficulties, and over half, at 57.5%, sometimes struggled with discussions This data suggests that a significant majority of second-year students experience challenges when participating in speaking class discussions.

Question 9: What are the factors that cause the difficulties?

Yes, often Yes, sometimes Yes, but rarely

Table 3.3: The factors cause the difficulties

The study identifies several factors affecting students' English proficiency, with 49.4% of students citing passive learning styles and overwhelming workloads as significant issues Additionally, 32.2% attribute their challenges to their own low proficiency in English, while 10.3% point to the teacher's limited proficiency and experience in English teaching methodologies Furthermore, 3.4% of students find the topics uninteresting, and 4.6% mention other contributing factors.

Table 3.3 highlights the challenges students face during discussions in speaking classes A significant 49.4% of the 43 surveyed students reported difficulties due to passive learning styles and excessive workloads Additionally, 32.2% attributed their struggles to low English proficiency Other contributing factors included the teacher's limited proficiency and experience, accounting for 10.3%, while 3.4% cited unengaging topics or methodologies Furthermore, students mentioned additional challenges such as group members' lack of understanding, laziness, and anxiety over making mistakes, which further hindered their discussion abilities.

3.3.1.4 Solutions to improve discussion in speaking class of the second year English major students at UTEHY

Question 10: Who do you like to work with the discussion?

Table 3.4: Students’ favorite kind of partners in discussion

In a recent survey, students were categorized based on various factors influencing their classroom dynamics Among them, 20% exhibited the same level of English proficiency, while 13% had mixed proficiency levels A significant 40% shared similar interests, and 36% were seated next to or near one another Additionally, only 3.4% of students were of the same age, with 2.3% being of the same sex and a mere 1.1% representing students of different sexes Other categories accounted for 1.1% as well.

Table 3.4 illustrates students' preferred discussion partners, highlighting the importance of partner selection for effective collaboration Notably, 46% of students favored partners with shared interests, while 41.4% preferred those sitting nearby, likely due to a reluctance to move and the desire for convenience Additionally, 23% preferred partners of similar proficiency, and 14.9% liked working with those of mixed proficiency, indicating a willingness to learn from peers at different English levels Interestingly, only 3.4% preferred partners of the same age, 2.3% of the same sex, and a mere 1.1% of a different sex, suggesting that age and gender were not significant factors in their partner preferences.

Question 11: How many members do you think the most suitable for a group discussion?

Chart 3.7: The most suitable number of members in a group for discussion

The pie chart 3.7 shows the most suitable number of members in a group for discussion Almost students think the most suitable number of members in a group is from

From 3 to 5More than 5The more the merrier three to five members, it accounts for the largest proportion of the chart And 14.9% students think that a discussion group should have more than five members Besides, some students like to have many partners as possible in their group which only makes up 3.4% of the total survey

Question 12: What kind of activities do you want to do in speaking class?

Table 3.5: The kind of activities which students want to do in speaking class

Table 3.5 reveals students' preferred activities in speaking class, with games being the most favored, capturing 75.9% of responses Discussions follow closely, appealing to over half of the students, while problem-solving activities attract 48.3% These preferences suggest that students enjoy engaging games, which alleviate stress and enhance knowledge retention more effectively than traditional speaking and writing lessons Additionally, students favor practical activities that improve their oral test performance In contrast, other activities like cross-grouping and reading stories are less popular, chosen by only 13.8% and 14.9% of students, respectively Role-playing, debating, and conversation activities also received limited interest, with only 24.1%, 28.7%, and 33.3% participation This indicates that the second-year students in these classes may not possess a high level of English proficiency.

Question 13: What would you like your teacher to do to facilitate group discussion activities?

Table 3.6: Students’ desire for the better discussion

To enhance effective communication in group discussions, it is essential to provide a strong lead-in, offer clear instructions, and supply necessary vocabulary while suggesting relevant ideas Additionally, minimizing teacher talking time allows for more student interaction, and it's important not to interrupt for corrections during group discussions to maintain a smooth flow of conversation.

3 3.4 f To create a good language learning atmosphere 43 49.4 g To give feedback, praise and encouragement 38 43.7 h Others 2 2.3

Table 3.6 highlights students' desire for improved discussion activities, emphasizing the importance of listening to their ideas A significant majority expressed the need for teachers to foster a positive language learning environment, which was the most common request Additionally, 43.7% of students sought feedback, praise, and encouragement from their teachers Furthermore, nearly all students indicated a preference for clear instructions, necessary vocabulary, and idea suggestions, with 39.1%, 31%, and 31% respectively Only 12.6% of students desired a promoting lead-in, while some expressed a wish for teachers not to interrupt them when they made mistakes.

3.3.2.1 The teachers‟ opinions teaching speaking and the use discussion in speaking class

Question 1: How much do you like teaching speaking skill?

Chart 3.8: Teachers’ attitudes toward teaching speaking skill

A recent survey illustrated in pie chart 3.8 reveals that 60% of teachers have a strong affinity for teaching speaking skills, while the remaining 40% express a moderate liking for the subject Educators believe that enhancing speaking skills significantly benefits students' proficiency in reading, writing, and listening Additionally, teaching speaking is considered essential, as it prepares students for collaborative discussions and presentations in future projects.

Question 2: How would you rate your success with speaking skill teaching?

Chart 3.9: Teachers’ evaluations of success with teaching speaking skills

Very Rather Little Not at all

According to the pie chart 3.9, 80% of teachers feel they have been successful in teaching speaking skills, while 20% believe their success has been limited Notably, none of the teachers reported feeling unsuccessful in this area This indicates that the majority of educators are confident in their ability to effectively teach speaking skills.

Question 3: What is your opinion on the importance of discussion?

Chart 3.10: Teachers’ opinions on the importance of discussion

According to the pie chart 3.10, a significant majority of teachers recognize the importance of discussion in the educational process, with most considering it very important Only 20% of respondents view discussion as somewhat beneficial, while none believe it to be without value Overall, all teachers acknowledge the crucial role that discussion plays in learning.

Question 4: What are the benefits of discussion in speaking class?

The table 3.7: The benefits of discussion in speaking class

(%) a It increases the students‟ speaking time 4 80 b It promotes students‟ independence and cooperation 4 80 c It improves students‟ motivation 3 60 d Shy and passive students have more chance of expressing themselves

3 60 e It creates exciting atmosphere as it lends itself to game activities

It has both good and bad points

It has no use f Students can learn from each other 5 100 g It frees the teacher from his/her hard role of “an expert who always lectures”

Discussion activities in speaking classes offer numerous benefits, as highlighted in Table 3.7 All participants noted that discussions facilitate peer learning, while 80% acknowledged that they enhance speaking time, fostering student independence and cooperation Additionally, 60% reported that discussions boost motivation, create an engaging atmosphere akin to games, and provide shy students with opportunities to express themselves Teachers also benefit, as discussions reduce their speaking time, allowing them to relax and step away from the traditional role of the expert lecturer Overall, educators recognize the significant advantages of discussion for student improvement and success.

3.3.2.2 The current situation of discussion in the speaking class of the second year English major students at UTEHY

Question 5: How do you prepare for discussion?

Chart 3.11: The ways which teachers prepare for discussion

0% 0% Totally follow the task in the textbook.

Design the task in your own ways.

Collaborate with other colleagues tooutline a common teaching planOthers

According to pie chart 3.11, 60% of teachers instructing second-year students prefer to design their tasks independently, while 40% utilize the textbook's prescribed tasks Each educator has access to a Teacher’s Edition and Planner that outlines detailed instructional steps; however, none opted for collaborative planning with colleagues This suggests that teachers may benefit from synthesizing the planner's content while adapting it to their personal teaching styles.

Question 6: Which stages do teachers often use for class management of discussion?

Chart 3.12: The stages which teachers often use for class management of discussion

The most suitable number of members in a group for discussion

The pie chart 3.7 shows the most suitable number of members in a group for discussion Almost students think the most suitable number of members in a group is from

From 3 to 5More than 5The more the merrier three to five members, it accounts for the largest proportion of the chart And 14.9% students think that a discussion group should have more than five members Besides, some students like to have many partners as possible in their group which only makes up 3.4% of the total survey

Question 12: What kind of activities do you want to do in speaking class?

Table 3.5: The kind of activities which students want to do in speaking class

Table 3.5 highlights students' preferences for speaking class activities, revealing that games are the most favored, comprising 75.9% of responses Discussions follow as the second choice, appealing to over half of the students, while problem-solving activities attract 48.3% of participants These preferences indicate that students enjoy engaging in games, which help alleviate classroom stress and enhance knowledge retention Additionally, students favor practical activities that improve their oral test performance In contrast, less popular options include cross-grouping and reading story activities, chosen by only 13.8% and 14.9% of students, respectively Role-playing, debating, and conversation activities also receive limited interest, accounting for 24.1%, 28.7%, and 33.3% of selections This trend suggests that the English proficiency level among second-year students in these classes is relatively low.

Question 13: What would you like your teacher to do to facilitate group discussion activities?

Table 3.6: Students’ desire for the better discussion

To enhance classroom engagement, it is essential to provide a compelling lead-in that captures students' interest Clear instructions are crucial for guiding learners effectively, while introducing necessary vocabulary and suggesting relevant ideas can enrich discussions Additionally, minimizing teacher talking time encourages student participation, and it's important to avoid interrupting discussions for corrections, allowing for a more fluid exchange of ideas.

3 3.4 f To create a good language learning atmosphere 43 49.4 g To give feedback, praise and encouragement 38 43.7 h Others 2 2.3

Table 3.6 highlights students' desire for improved discussion activities, emphasizing the importance of listening to their ideas A significant majority of students expressed a preference for teachers to foster a positive language learning environment, which represents the largest proportion of responses Additionally, 43.7% of students indicated that they value feedback, praise, and encouragement from their teachers Furthermore, nearly all students requested clear instructions, necessary vocabulary, and idea suggestions, with 39.1%, 31%, and 31% respectively Only 12.6% of students expressed a desire for teachers to provide engaging lead-ins, while some students noted that they would prefer not to be interrupted when making mistakes.

3.3.2.1 The teachers‟ opinions teaching speaking and the use discussion in speaking class

Question 1: How much do you like teaching speaking skill?

Teachers‟ attitudes toward teaching speaking skill

The pie chart 3.8 illustrates teachers' attitudes towards teaching speaking skills, revealing that 60% of the surveyed teachers (3 out of 5) genuinely enjoy this aspect of their profession The remaining 40% express a moderate liking for teaching speaking, emphasizing its importance in enhancing students' proficiency in reading, writing, and listening Additionally, the teachers acknowledge that speaking skills are essential for students' future success, particularly in collaborative projects and presentations.

Question 2: How would you rate your success with speaking skill teaching?

Teachers‟ evaluations of success with teaching speaking skills

Very Rather Little Not at all

According to pie chart 3.9, 80% of teachers feel they have been successful in teaching speaking skills, while 20% believe their success has been limited Notably, none of the teachers reported a lack of success in this area This indicates that the majority of educators are effectively teaching speaking skills.

Question 3: What is your opinion on the importance of discussion?

Teachers‟ opinions on the importance of discussion

According to pie chart 3.10, a significant majority of teachers recognize the importance of discussion in the educational process, with most considering it very important Only 20% view discussion as somewhat beneficial, and none of the teachers believe it to be useless Overall, the data highlights a unanimous acknowledgment among educators regarding the value of discussion in teaching.

Question 4: What are the benefits of discussion in speaking class?

The table 3.7: The benefits of discussion in speaking class

(%) a It increases the students‟ speaking time 4 80 b It promotes students‟ independence and cooperation 4 80 c It improves students‟ motivation 3 60 d Shy and passive students have more chance of expressing themselves

3 60 e It creates exciting atmosphere as it lends itself to game activities

It has both good and bad points

It has no use f Students can learn from each other 5 100 g It frees the teacher from his/her hard role of “an expert who always lectures”

Discussion activities in speaking classes offer numerous benefits, as highlighted in Table 3.7 All participants agreed that discussions facilitate peer learning, while 80% noted that they enhance speaking time, fostering student independence and cooperation Additionally, 60% of students reported that discussions boost motivation, create an engaging atmosphere akin to game-like activities, and provide shy or passive students with opportunities to express themselves Teachers also recognized the advantages of discussions, stating that they reduce their speaking time, allow for relaxation, and liberate them from the demanding role of being the sole expert Overall, the consensus among teachers underscores the significant positive impact of discussion on student success and improvement.

3.3.2.2 The current situation of discussion in the speaking class of the second year English major students at UTEHY

Question 5: How do you prepare for discussion?

The ways which teachers prepare for discussion

0% 0% Totally follow the task in the textbook.

Design the task in your own ways.

Collaborate with other colleagues tooutline a common teaching planOthers

According to pie chart 3.11, 60% of teachers instructing second-year students utilize their own methods for task design, while 40% adhere to textbook guidelines Each educator possesses a Teacher’s Edition and Planner, which includes meticulously planned steps Notably, none of the teachers opted for collaborative approaches with colleagues to create a unified teaching plan Consequently, it may be beneficial for teachers to grasp the essential elements of the planner and adapt them to their individual preferences.

Question 6: Which stages do teachers often use for class management of discussion?

The stages which teachers often use for class management of discussion

In organizing and managing discussions, 60% of teachers reported utilizing setup strategies, while 40% focused on monitoring However, they noted that when discussion activities were scheduled at the end of lessons, there was insufficient time to provide feedback.

Table 3.8: The teacher’s uses of discussion in their speaking class

When organizing students for optimal learning, it is essential to consider their English proficiency levels Grouping students of the same proficiency level can enhance collaboration and understanding, while mixed proficiency levels can foster peer learning Additionally, creating groups based on shared interests can increase engagement Proximity in seating arrangements may facilitate interaction, but factors such as age and sex do not significantly impact learning outcomes.

Setting upMonitoringWinding downOthers g Students of the different sex 20 h Let the students group themselves 40

8 a Role-playing 60 b Debating 40 c Games 80 d Discussion 80 e Cross grouping 20 f Conversation 40 g Problem solving 20 h Brainstorming 80

In a speaking class, teachers can adopt various strategies to enhance student engagement and learning Standing in front of the class allows for direct observation, while positioning oneself anywhere in the room provides flexibility for monitoring interactions Remaining in the teacher's seat offers a broader view of the class dynamics Engaging closely with talkative students fosters their participation, whereas proximity to quieter students can encourage their contributions Circulating around the classroom to offer assistance when needed is crucial for effective support Teachers should prioritize speaking only when necessary to promote student dialogue, avoiding frequent interruptions to maintain a constructive atmosphere Collaborative group work is essential, and taking notes for feedback ensures that teachers can provide valuable insights for improvement Table 3.8 highlights the various methods teachers utilize to facilitate discussions in their speaking classes.

Question 7 deals with the way the teacher used to group the students 100% teachers grouped the students of mixed English proficiency level 40% of the teacher said they had let their students group themselves And only 20% of the teachers responded that they grouped their students sitting next to or near each other into small groups and students of the different sex No teachers said that they grouped students of the same English proficiency level, interests, sex or ages

Question 8 shows kinds of activities which teachers often use in speaking class Games, discussion, brainstorming activities are the most frequently because 80% of teachers use them in speaking class, in which brainstorming helps to elicit the students‟ ideas, background knowledge 60% of teacher chose role-playing because role-play helps to make the students understand the nature of English and games help them to do the discussion activities without any pressure and stress The students may think that they are playing not just learning Besides, teachers also often use debating and conversation in speaking class Only 20% of teachers used cross grouping and problem solving because they thought that problem solving was only suitable for the high level of English proficiency and cross grouping takes time

During student discussions, teachers primarily engage by circulating around the classroom to provide assistance and take notes for feedback, accounting for 80% of their actions Additionally, 60% of teachers observe from various locations in the room, while 40% remain seated to monitor the discussions Other approaches, such as standing at the front to observe, speaking only when necessary, interrupting to correct mistakes, or participating as a group member, each represent 20% of their involvement Notably, teachers do not dominate the conversation but instead maintain proximity to both active and less vocal students.

3.3.2.3 The difficulties from using discussion in speaking class of the second year English major students at UTEHY

Question 10: How often do you face difficulties in carry out discussion in speaking class?

Chart 3.13: Teachers’ opinions on difficulties in carry out discussion in speaking class

According to the pie chart 3.13, teachers' opinions on the challenges faced during discussions in speaking classes reveal that 80% of educators occasionally encounter difficulties, while 20% frequently experience these obstacles Notably, none of the teachers reported facing challenges either always or never when implementing discussions in their classes.

Question 11: What are the obstacles you have experienced?

Table 3.9: The obstacles of teachers

Many educators face significant challenges in facilitating effective group discussions, primarily due to insufficient preparation time (40%) and an overwhelming workload (20%) A lack of academic training in group work (20%) and limited teaching experience (0%) further complicate the situation, as does the scarcity of knowledgeable colleagues to seek advice from (20%) In multi-level classes, low English proficiency among students (60%) often leads to resistance to participation (20%) and a tendency to use Vietnamese during group work (60%) Additionally, immovable seating arrangements (20%) and excessive noise levels (60%) hinder productive communication in the classroom Furthermore, the lack of financial resources for developing materials and teaching aids (0%) exacerbates these issues.

Table 3.9 highlights the challenges faced by teachers, revealing that 60% of them reported students using Vietnamese during discussions when not closely monitored Additionally, 60% identified issues related to multi-level classes, low English proficiency among students, and excessive noise Furthermore, 40% of teachers expressed concerns about insufficient preparation time for discussions Overwork, stemming from a high number of weekly teaching hours, was noted by 20% of respondents, alongside similar concerns regarding fixed seating arrangements Other obstacles included a lack of academic training in discussion facilitation and student resistance to participation, both cited by 20% of teachers Lastly, 20% indicated a need for expert advice, while none attributed their challenges to insufficient funding for materials or teaching aids, nor to a lack of training in group work or feelings of inadequacy in facilitating communicative classes.

3.3.2.4: Solutions to improve discussion in speaking class of the second year English major students at UTEHY

Question 12: What would you like to do to make your students interested in discussion activities?

Table 3.10: Teachers’ desire to make their students interested in discussion activities

To enhance student engagement and learning outcomes, it is crucial to select tasks carefully and allow students to choose topics that interest them Providing necessary vocabulary supports their understanding, while grouping students wisely fosters collaboration Clear instructions and a defined focus with objectives guide the activity effectively Setting a time limit helps maintain pace, and monitoring student performance ensures they stay on track Consistent feedback, praise, and encouragement significantly boost motivation, and assigning relevant homework reinforces lesson concepts.

Table 3.10 highlights teachers' commitment to fostering student interest in discussion activities A significant 80% of teachers prioritize providing feedback, praise, and encouragement to their students Additionally, 60% believe that supplying essential vocabulary enhances student engagement in discussions Careful task selection, clear instructions, and defining the activity's focus and objectives garnered support from 40% of teachers However, strategies such as wise student grouping, setting time limits, and monitoring student performance received the least attention, with only 20% of teachers endorsing these practices.

Question 13: What have you done to overcome these difficulties?

Chart 3.14: Teacher’s solutions to overcome their difficulties

A recent pie chart illustrates the strategies teachers employ to address challenges in facilitating discussion activities Notably, 40% of educators focus on tailoring speaking tasks to student needs and seeking assistance from faculty and administration They strive to enhance student performance in discussions by requesting additional guidance for overcoming obstacles Meanwhile, the remaining 60% of teachers adopt diverse approaches to foster effective discussions, including engaging students facing difficulties, such as those who remain silent or interact with other groups, and allowing students to select topics and groups that interest them In summary, teachers are committed to making discussion activities both effective and successful.

This part discusses the findings of the study in order to answer the research questions proposed in the introduction

3.4.1 Students and teachers’ opinions and the current situation of discussion in the speaking class of the second year English major students

A recent survey revealed that a significant number of second-year students (Course 17) recognize the crucial role of speaking skills in their lives, particularly regarding their future careers.

Many students and teachers recognize the importance of oral communication skills, often showing greater interest in speaking compared to other skills like listening, writing, and reading Effective speaking tasks tailored to students' needs can enhance their abilities, while addressing classroom conditions and motivating all students, including those who may be less engaged, is essential for fostering successful communication.

Discussion activities have proven to be highly beneficial for both teachers and students in learning English Students reported that these activities fostered closer friendships, as group discussions provided opportunities for interaction that they previously lacked Additionally, discussions encouraged greater independence from their teachers, allowing students to learn collaboratively and gain insights from one another, which was more effective than traditional methods Furthermore, these activities boosted students' confidence in public speaking, as they had the chance to prepare, review mistakes with peers, and rehearse before presenting to the class.

Teacher‟s solutions to overcome their difficulties

According to the pie chart 3.14, teachers have adopted various strategies to address challenges in facilitating discussion activities 40% of educators focused on tailoring speaking tasks to student needs and seeking guidance from faculty and administration, aiming to enhance student performance in discussions Meanwhile, the remaining 60% employed diverse methods to engage students, such as addressing issues of silence or off-topic chatter and allowing students to select their preferred topics and groups for discussions Ultimately, teachers are dedicated to ensuring that discussion activities are both effective and successful.

This part discusses the findings of the study in order to answer the research questions proposed in the introduction

3.4.1 Students and teachers’ opinions and the current situation of discussion in the speaking class of the second year English major students

A recent survey revealed that the majority of second-year students in Course 17 recognize the significance of speaking skills in their lives, particularly regarding their future careers.

Teachers have explored various methods to enhance classroom discussions and tailored speaking tasks to meet student needs While some students faced consequences for lack of effort, educators sought administrative support to improve classroom conditions Ultimately, students and teachers alike recognized the importance of oral skills, acknowledging that strong speaking abilities are crucial for effective communication, often prioritizing them over listening, writing, and reading skills.

Discussion activities have proven to be highly beneficial for both teachers and students in learning English These activities foster closer relationships among students, as they often find themselves collaborating in groups, leading to newfound friendships Additionally, discussions encourage students to become more independent learners, allowing them to gain knowledge from one another rather than solely relying on their teacher Furthermore, these activities enhance students' confidence in public speaking, as they have the opportunity to prepare, review mistakes with peers, and rehearse before presenting to the class.

Teachers benefit from this approach by stepping away from the role of the sole expert, allowing for reduced speaking time This shift fosters an environment where students can engage in collaborative learning, enhancing their ability to learn from one another.

The survey results indicate that teachers frequently utilized discussions in their lessons, primarily to meet the requirements of oral tests This approach significantly enhanced students' speaking skills Furthermore, most teachers reported that they tailored discussion activities to better suit their students' needs.

Role-play, games, discussions, and brainstorming are the most preferred and commonly utilized activities for engaging students In contrast, activities like cross-grouping (jigsaw), debating, and problem-solving are less frequently employed, as they are more suitable for students with a higher level of English proficiency.

In organizing and managing group work during speaking lessons, teachers typically adhere to three key stages: Monitoring, Setting up, and Winding down, ensuring a smooth collaborative process They often group students of varying English proficiency levels together, fostering peer support and collaboration Occasionally, students are allowed to self-organize when working on projects and preparing for presentations at home, promoting autonomy in their learning experience.

To ensure effective group work activities, teachers must carefully select tasks, provide clear instructions, and appropriately group students Setting clear objectives and maintaining focus during the activity is essential, along with offering praise and encouragement Additionally, implementing time limits and giving timely feedback enhances the learning experience, while keeping students on predetermined topics ensures structured engagement.

To ensure effective group discussions, teachers actively monitored each group, providing support by correcting mistakes and translating words from Vietnamese Their involvement encouraged students to participate more actively in the collaborative process.

Although the teachers have done many things to make discussion successful and effectively, there are still some obstacles in the teachers, the students and also in the administration

3.4.2 The difficulties of students and teachers from using discussion in speaking class of the second year English major students

The students faced significant obstacles that hindered effective discussion, primarily stemming from their passive and disengaged learning approach Many only engaged with assigned material and neglected homework, leading to silence during discussions or conversations in Vietnamese about unrelated topics A notable number showed a lack of willingness to participate, even expressing readiness to accept a zero for not engaging in discussions at home Additionally, some students demonstrated inattentiveness, choosing to sleep instead of listening to the teacher This overall passivity in their learning style further compounded the challenges in fostering a productive discussion environment.

One significant challenge faced by students in a mixed-level English class is the disparity in their language proficiency Despite being grouped together, some students possess a higher level of English skills while others struggle This imbalance often leads to weaker students becoming passive during challenging tasks, relying on their more proficient peers for support, even though they are included in the group outcomes Consequently, students with stronger English abilities may feel hesitant to collaborate with those who are less skilled, resulting in slower and less effective discussion activities.

Many students express challenges in speaking classes due to unengaging discussion topics, which diminishes their interest in group discussions Additionally, some students attribute the ineffectiveness of these discussions to the teacher's qualifications, experience, and teaching methods.

Teachers face significant challenges in implementing discussions in multi-level classes, where students exhibit varying degrees of English proficiency The disparity in learning abilities means that high-proficiency students often grasp concepts more quickly than their low-proficiency peers As a result, without an effective teaching method tailored to accommodate all students, group discussions may become inefficient Low-level students may struggle to keep pace with the lesson, leading to passivity when collaborating with more proficient classmates.

One major challenge teachers face is that students often resort to using Vietnamese during group work due to their limited English proficiency This habit leads to discussions being conducted in their native language rather than in English, which undermines the effectiveness of the collaborative learning process Additionally, some students may choose to remain silent instead of participating, opting instead to relay their discussion results to others Furthermore, distractions caused by students who are not engaged in group activities can disrupt both their own performance and that of the entire class.