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
HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON IMPROVING THE EFFECTIVENESS IN THE DISCUSSION IN SPEAKING SKILL FOR THE SECOND-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ VIỆC NÂNG CAO HIỆU QUẢ THẢO LUẬN TRONG KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH TIẾNG ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) Supervisor: Nguyen Nang Tuan, MA Student: Mai Thi Ngat Student number: 11317127 Hung Yen – 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON IMPROVING THE EFFECTIVENESS IN THE DISCUSSION IN SPEAKING SKILL FOR THE SECOND-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ VIỆC NÂNG CAO HIỆU QUẢ THẢO LUẬN TRONG KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH TIẾNG ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) Student: Mai Thi Ngat Student number: 11317127 Supervisor: Nguyen Nang Tuan, MA (Ký tên) Hung Yen – 2021 i DECLERATION I certify my authorship of the study report entitle “Improving the effectiveness in the discussion in speaking skill for the second-year English major students at Hung Yen University of Technology and Education” This graduation paper is the result of my own work and effort, and that it has not been submitted anywhere for any award Where other sources of information have been used, they have been acknowledged Hai Duong, June, 2021 Signature ii ACKNOWLEDGEMENTS I am grateful to many people for giving their sincere help to me in doing my graduation paper First of all, I would like to express my deepest attitude to my supervisor, Mr Nguyen Nang Tuan for his valuable guidance, critical feedback, and enormous encouragement Without his incessant support, this research cannot come to this successful closing stage Secondly, I am grateful to all lectures in the Faculty of Foreign Languages at Hung Yen University of Technology and Education for their valuable teaching and assistance during my study at the University Thirdly, I would like to express my thanks to all my classmates who were willing to help me in sharing materials and ideas when this thesis in worked on Besides, my sincere thanks also go to all my teachers and the second-year English major students at Hung Yen University of Technology and Education, for their assistance during the process of data collection Last but not least, I would like to thank my family, my friends who gave me support and encouraged during the time the study was carried out iii ABSTRACT This study deals with improving the effectiveness in the discussion in the speaking skill for the second-year English major students at Hung Yen University of Technology and Education The study gives a systematic presentation the key theories related to discussion in the speaking class Communicative approach to language teaching and co-operation in language learning are given in the study to prove that discussion is very important The definition, the formation and the role of the teachers and learners in discussion are also mentioned A survey on the use of discussion activities in English speaking skill at Hung Yen University of Technology and Education are also conducted in the process of doing this study Therefore, the data analysis as well as the interpretation of the results obtained from the questionnaires is also given Last but not least, the study gives some suggestions for using discussion activities to develop students‟ speaking ability at Hung Yen University of Technology and Education iv TABLE OF CONTENTS DECLERATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vi LIST OF CHARTS AND TABLES vii CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of study 1.5 Methods of study 1.6.Design of the study CHAPTER II: LITERATURE REVIEW 2.1 Teaching speaking skill in Communicative Language Teaching 2.1.1 Teaching speaking skill 2.1.2 Types of classroom speaking performance 2.1.3 Common problems during speaking activities 2.2 Discussion in speaking class 2.2.1 The concepts of discussion 2.2.2 The formation of discussion 2.2.3 The role of teachers in discussion 2.2.4 The role of learners in discussion 2.2.5 The advantages and disadvantages of using discussion in the speaking class CHAPTER III: THE STUDY 11 3.1 Methodology 11 3.2 Background of the study 11 3.2.1 The physical setting 11 3.2.2 Participants of the study 11 3.2.3 Data collection instrument 12 v 3.2.4 Procedure of data collection 13 3.3 Data analysis 13 3.3.1 Questionnaires for students 13 3.3.2 Questionnaires for teachers 22 3.4 Finding and discussions 31 3.4.1 Students and teachers‟ opinions and the current situation of discussion in the speaking class of the second year English major students 31 3.4.2 The difficulties of students and teachers from using discussion in speaking class of the second year English major students 33 3.5 Recommendations 34 3.5.1 For students 35 3.5.2 For teachers 35 3.5.3 Suggestion for steps when making discussion in speaking classroom 36 CHAPTER IV: CONCLUSION 38 4.1 Summary of the findings 38 4.2 Limitation of the study 38 4.3 Suggestions for further study 38 REFERENCES 40 APPENDICES I APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: SURVEY QUESTIONNAIRE FOR THE TEACHERS IV vi LIST OF ABBREVIATION UTEHY: Hung Yen University of Technology and Education CLT: Communicative Language Teaching CLL: Cooperative Language Learning GD: Group Discussion FFL: Faculty of Foreign Languages MA: Master of Arts vii LIST OF CHARTS AND TABLES LIST OF CHARTS Chart 3.1: Students‟ thinking about the importance of English speaking skill 14 Chart 3.2: Students‟ interest in English speaking skill 15 Chart 3.3: The chances to speak that the teachers give students in speaking class 16 Chart 3.4: Students‟ assessment for the teachers‟ frequent use of discussion 16 Chart 3.5: Student‟ appreciation of their participation in discussion 17 Chart 3.6: Students‟ assessment of the difficulties when discussing in speaking class 18 Chart 3.7: The most suitable number of members in a group for discussion 20 Chart 3.8: Teachers‟ attitudes toward teaching speaking skill 23 Chart 3.9: Teachers‟ evaluations of success with teaching speaking skills 23 Chart 3.10: Teachers‟ opinions on the importance of discussion 24 Chart 3.11: The ways which teachers prepare for discussion 25 Chart 3.12: The stages which teachers often use for class management of discussion 26 Chart 3.13: Teachers‟ opinions on difficulties in carry out discussion in speaking class 28 Chart 3.14: Teacher‟s solutions to overcome their difficulties 31 LIST OF TABLES Table 3.1: The reason why students choose to learn speaking skill 13 Table 3.2: Students‟ opinions on practicing English speaking skill in class 15 Table 3.3: The factors cause the difficulties 19 Table 3.4: Students‟ favorite kind of partners in discussion 19 Table 3.5: The kind of activities which students want to in speaking class 21 Table 3.6: Students‟ desire for the better discussion 22 The table 3.7: The benefits of discussion in speaking class 24 Table 3.8: The teacher‟s uses of discussion in their speaking class 26 Table 3.9: The obstacles of teachers 29 Table 3.10: Teachers‟ desire to make their students interested in discussion activities 30 CHAPTER I: INTRODUCTION 1.1 Rationale of the study Currently, English plays an important role because it has become an international language and is used as the official language in all fields such as aviation service, commerce, science and technology, etc Because of its globalization, English has become the crucial medium in communication In Vietnam, English has been used more and more widely Thus, people tend to pay more attention to learn English As a result, English is a compulsory subject at schools and colleges, and the number of ordinary people learning English nowadays is on the rise Moreover, it would be pointless to talk about the importance of English teaching and learning if we ignore the relation between language and communication Language is a means of communication and it is “never used for its own sake, but always for the sake of achieving an objective, or to perform a function, to persuade, inform, inquire, threaten etc” (Ur,1981) Therefore, the goals of English language teaching are not only to help the students to learn that language, but more importantly, to use that language To keep pace with the demand of English usage in our society, Faculty of Foreign Languages was established by the headmaster of Hung Yen University of Technology and Education (UTEHY) in December 2007 However, because of the new establishment, it still exists many limitations in the methods of teaching and learning English, especially in English speaking skills Many English-speaking students find it challenging when talking to, not to mention communicating successfully with native speakers In order to help the second year English major students, become good communicators of English, using discussion activities in English speaking skill is one of the most effective ways These activities can create more chances for students to communicate with one another in the medium of English These above reasons have given the author the idea to conduct a study entitled: “Improve the effectiveness in the discussion in the speaking skill for the second year English major students at Hung Yen University of Technology and Education” This study is intended to make a modest contribution to an increased understanding of using discussion in the speaking lesson at Hung Yen University of Technology and Education 35 3.5.1 For students To limit the obstacles, first of all, students need to overcome passive learning styles, especially low-level students The discussion group should include low-, medium- and high-level students so that low-level students not rely on the rest of the group Instead, they need to actively learn from their classmates so that the discussion becomes lively and productive Second, students should actively participate in the activities given by the teacher during speaking class Participating in these activities can help students add new knowledge, review what they have learned, and also provide an opportunity for class members to work together which helps the next discussion more efficient Especially Games activities, this activity not only help them to practice to be more fluent in their speaking skill but also create a comfortable atmosphere for the class It can be seen that the traditional teaching method through available textbooks or lectures of teachers which is not very effective in transmitting knowledge to students Conveying information and lessons through games is the teaching method of teachers today Students can study effectively without being bored or pressured Thirdly but more importantly is, students should suggest their teachers to create a good language learning atmosphere According to survey results, almost students wanted their teachers create a good learning atmosphere Learning atmosphere greatly affects the results as well as the effectiveness of the lesson Students can actively express their own opinions With a discussion, if teachers create a comfortable learning atmosphere, students will discuss more actively Low-level students will also confidently give their opinions instead of being afraid of the teacher's punishment but dare not give an opinion Besides, the students should turn to the teachers for advice about their problems so that their teacher can help to overcome their difficulties Students can ask their teachers to give some clear instructions for the discussion or to provide the necessary ideas and vocabulary for the topic of discussion This is one of the best ways to be successful 3.5.2 For teachers Firstly, teachers should select task carefully Interesting and relevant topics in life can keep students focused on discussion rather than the required topics in the book Besides, teachers need to state the focus and objectives of the activity which will helps students discuss more effectively 36 Secondly, teachers should give clear instructions and provide the vocabulary students need for the task This will help students shorten the discussion time Besides, when having necessary instructions, low-level students will also actively participate in the discussion In addition, teachers should set a time limit for discussion It helps students concentrate on discussion and avoid students discussing other topics when they have free time Finally, teachers should always provide feedback when students have questions or comments for the discussion Teachers should go round monitoring students‟ performance and provide praise, encouragement when students well 3.5.3 Suggestion for steps when making discussion in speaking classroom 3.5.3.1 Giving feedback and encouraging students to speak When students finish their task, it is necessary for the teachers to point out their student‟s mistakes and give feedback Feedback is very useful for the students to recognize their own mistakes Feedback should focus on the form of what they have done (spelling, grammar) or its content (ideas and expressions) Feedback is also very important in helping students to progress Feedback can also come from other students From that, they can learn from each other In giving students feedback, the teachers should praise all students for the efforts they have made It will encourage them to work hardly There are some students who are not active in the discussion It is not true to say that they not want to participate in the discussion One of the reasons is that they are afraid of giving the wrong opinion or making a mistake when speaking These students should be encouraged to overcome their fears to speak Teacher should explain that everyone often learns from their mistakes and that everyone in the class cannot avoid making mistakes In addition, teachers should give praise when students give correct answers or students who confidently give their opinions Therefore, students will gradually get used to communicating with other people inside and outside their classes 3.5.3.2 Giving the necessary vocabulary In a multi-level class, besides students with good English proficiency, there are also medium and low English proficiency students One of the difficulties of these students is their limited vocabulary Therefore, when giving exercises or discussion topics, teachers should provide students with the necessary keywords and vocabulary From there, not only 37 good students can contribute to the discussion, but also students with medium and low level can give their views more easily 3.5.3.3 Giving interesting task and clear instruction To carrying out of the discussion activities into studying speaking skills successfully, the tasks assigned to groups need to be interesting enough and not too difficult nor unfamiliar with students so that they can be held students‟ attention on working with their friends to finish them Moreover, the tasks assigned to group of students should be clear, specific and discrete Students will feel bored and not involving in the learning activity when they are asked to their task without receiving clear instruction Teachers should keep a very clear instruction in the simplest way to make sure that all students understand what they have to and whom they are going to work with The effectiveness of discussion activities is dependent on the clarity of the directions provided to students Therefore, supplies and learning materials should be easily accessible so that leaning activities are not interrupted In addition, during the activities, teachers should move around the class to observe From that, they can note problems or mistakes which taken up with the whole group and then providing them assistance After the activity, teachers should give a little bit of time to present their work This is also the time for the teachers to help his/her students correct their mistakes So far in this chapter, the researcher has presented some of the most important suggestions that teachers of English in Hung Yen University of Technology and Education can use to better the teaching performance in speaking lessons By using the above tips, the researcher hopes that the teachers can motivate students to speak more and as the result them they gain higher proficiency in their production of spoken English 38 CHAPTER IV: CONCLUSION 4.1 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: Firstly, the survey showed advantages of the discussion activities Discussion helps students maximize the opportunities to engage oral practice and communication Besides, working in discussion encourages low proficiency students give more ideas, more opinions and helps students can learn from each other With teachers, discussion decreases their speaking time in speaking class, creates exciting atmosphere as it lends itself to game activities Secondly, the second year English major students at UTEHY have some difficulties from using discussion in speaking class such as the students‟ passive and lazy learning style, students‟ 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 4.2 Limitation of the study Like many others research thesis, this study has some limitations The researcher of the study had said in the previous part, this study was intended to look into the current situation of using discussion in the speaking class of the second year students in Course 17 of UTEHY and then making some suggestions for improvement The students are only in classes of the second year in Course 17, so the opinions about using the discussion in the speaking class might not be representatives of all the students at UTEHY and many 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 4.3 Suggestions for further study Because of time and limited knowledge, the research study cannot be complete and inclusive Many other issues have not been mentioned and need investing more The more investment can help to improving the quality of education by giving some suggestions such as reducing the lazy students and changing their passive learning habits to help them 39 overcome the difficulties as well as adapting to the new and active ways of learning This study might be a basis for the following studies: - How to help all the students in UTEHY and Vietnamese students as well discussion effectively - Strategies for involving the students into group work activities 40 REFERENCES Brown H.D (1994) Teaching by Principles: An Interactive Approach to Language pedagogy, New Jersey: Prentice Hall Regents Byme D (1978), Teaching Oral English, London: Longman Bygate M (1987), Speaking, Oxford University Press Carter R and Nunan D (2001), The Cambridge Guide to Teaching English to speakers of other Languages Cross D (1992), A practical handbook of language teaching Great Britain: Prentice Hall International Doff A (1988), Teach English-A training course for Teachers, Cambridge University Press Duong Luu Thuy (2006), An investigation into the use of pair and group work in the speaking class of 1st year students at Hanoi Open University, Faculty of Tourism Gillham, B (2000), Developing a Questionnaire, London and New York, Continuum Gillham, B (2000), The research Interview, London and New York, Continuum 10 Harmer J (1998), How to teach English, Cambridge University Press 11 Harel, Y (1992) Teacher talk in the cooperative learning classroom In Kessler, C (ed.) Cooperative language learning Englewood Cliffs, NJ: Prentice HallRegents 12 Harmer J (1999), The Practice of ELT, Longman 13 Honeyfield J (1991), The formation of Small groups in the Language Classroom, Guidelines- A periodical for Classroom language teacher, Vol.13 No.1, June 1991, SEMEO Regional language center 14 Hymes D.H (1971) On communicative competence In J.Pride and J.Holmes (Eds.), Sociolinguistics Penguin, 1972 (Except from the paper published 1971, Philadelphia, University of Pennsylvania Press) 15 I- Jung C (2004, April), Utilizing group work effectively in the English language classroom, TESL reporter, 37(1), 1-7 16 Jacobs G.M & Stephen, H (1994) Implementing cooperative learning English Teaching Forum, 32, 2-13 17 Kippel F (1991) Process and experience in the language classroom London: Longman 18 Littlewood W (1981), Communicative Language Teaching, New York, Cambridge University Press 41 19 Nunan D (1989), Designing Tasks for the Communicative Classrooms, Great Britain: Cambridge University Press 20 Nunan D (1991), LanguageTeaching Methodology, UK: prentice- hall International 21 Nunan D (1992), Research Methods in language Learning, Cambridge: Cambridge University Press 22 Richards J.C & Lockhart C (1994) Reflective Teaching in Second Language Classrooms Cambridge Language Education 23 Richards J.C & Rodgers, S.T (2001) Approaches and Methods in Language Teaching Cambridge University Press 24 Ur P (1991), Discussion that work: task-centered fluency practice, Cambridge: Cambridge University Press 25 Ur P (1996), A course in Language Teaching- Practice and Theory, Cambridge: Cambridge University Press 26 Willis Dave (1996) “Accuracy, fluency and conformity”, Challenge and Change in Language Teaching, J.Willis and D.Willis,ed Heinemann I APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS This survey is designed for my research into “Improving the effectiveness in the discussion in speaking skill for the second-year English major students at Hung Yen University of Technology and Education” Your assistance in completing the survey is highly appreciated All the information provided by you only serves the study purpose and you can be confident that your identification will not be revealed in any discussion of the data Please complete the following questions by circling your chosen options, write your answer in the provided blanks Thank you so much for your cooperation! Personal information: Your gender: (Male or Female) How old are you? …………… How long have you been learning English? year(s) How long have you been learning speaking in English? year(s) I Your opinion on learning speaking skill Why you learn speaking skill? (You can choose more than one) a English speaking skill is compulsory subject at university b You just want to pass the oral exams c English speaking skill is necessary for your future job d You are interested in the English speaking skill How important is English speaking skill to you? a Very b Rather c Little d Not at all How much you feel interested in English speaking skill? a Very b Rather c Little d Not at all How you like practice English speaking skill in class? (Please tick the appropriate column where the numbers indicate how much you like the way the speaking activity is organized: 1: not at all, 2: little, 3: rather , 4: very much) 1 Individually In a small group With the whole class II II The current situation of discussion in speaking class of the second year English major students at UTEHY How often you get chance to speak in speaking class? a Very often b Almost often c Sometimes d Rarely How often your English teachers carry out discussion in speaking class? a Always b Often c Sometimes d Never How you work when discussing in speaking class? a Work with great interest b Remain silent all the time c Chat with other group members about other topics d Speak Vietnamese while others discuss English in group III The difficulties from using discussion in speaking class of the second year English major students at UTEHY Do you have any difficulties when discussing in the speaking class? A Yes, often b Yes, sometimes c Yes, but rarely d No, never What are the factors that cause the difficulties? a Teachers‟ low proficiency and experience in English and methodology b The student‟s low proficiency in English c The student‟s passive learning style d Topics are not interesting e Others (please specify)……………………………………………………………… IV Solutions to improve discussion in speaking class of the second year English major students at UTEHY 10 Who you like to work with the discussion? a The students of the same English proficiency b The students of the mixed English proficiency c The students of the same interest d Students sitting next to or near you e The students of the same age f The students of the same sex g The students of the different sex h Others (specify)……………………………………… III 11 How many members you think the most suitable for a group discussion? a From three to five b More than five c The more the merrier 12 What kind of activities you want to in the speaking class? (You can choose more than one) a Role-playing b Debating c Games d Discussion e Cross-grouping f Conversation g Problem solving h Reading a long story 13 What would you like your teacher to to facilitate group discussion activities? a To provide a promoting lead-in b To give clear instructions c To provide necessary vocabulary and suggest the ideas d To minimize teacher‟s talking time e Not to interrupt to correct when you are discussion in group f To create a good language learning atmosphere g To give feedback, praise and encouragement h.Others (please specify)………………………………………………………………… ……………………………………………………………………………………………… Thank you very much! IV APPENDIX 2: SURVEY QUESTIONNAIRE FOR THE TEACHERS This survey is designed for my research into “Improving the effectiveness in the discussion in speaking skill for the second-year English major students at Hung Yen University of Technology and Education” Your assistance in completing the survey is highly appreciated All the information provided by you only serves the study purpose and you can be confident that your identification will not be revealed in any discussion of the data Please complete the following questions by circling your chosen options, write your answer in the provided blanks Thank you so much for your cooperation! Personal information: Your gender: (Male or Female) Your age: ………… How long have you been teaching English? year(s) How long have you been teaching speaking in English? year(s) I Your opinion on teaching speaking skill and the use discussion in speaking class How much you like teaching speaking skill? a Always b Rather c Little d Not at all How would you rate your success with speaking skill teaching? a Very b Rather c Little d Not at all What is your opinion on the importance of discussion? a It‟s very important b It‟s quite good c It has both good and bad points d It has no use What are the benefits of discussion in speaking class? (You can choose more than one) a It increases the students‟ speaking time b It promotes students‟ independence and cooperation c It improves students‟ motivation d Shy and passive students have more chance of expressing themselves e It creates exciting atmosphere as it lends itself to game activities V f Students can learn from each other g It frees the teacher from his/her hard role of “an expert who always lectures” h It decreases the teacher speaking time i The teacher can relax or anything he/she wants j It kills time k Others (please specify)……………………………………………………………….… II The current situation of discussion in the speaking class of the second year English major students at UTEHY How you prepare for discussion? a Totally follow the task in the textbook b Design the task in your own ways c Collaborate with other colleagues to outline a common teaching plan d Others (please specify) …………………………………………………………… Which stages you often use for class management of discussion? a Setting up (Organizing the group work and giving instructions) b Monitoring (Listening to the group work during the activity and guiding/giving support Making notes) c Winding down (Bringing the activity to a close and providing feedback) d Others (please specify)…………………………………………………… How you often group your students into discussion? a Students of the same English proficiency level b Students of mixed English proficiency level c Students of the same interests d Students sitting next or near to each other e Students of the same age f Students of the same sex g Students of the different sex VI h Let the students group themselves i Others (please specify) …………………………………………………………………… What kind of activities you often use for speaking skill class? Please tick a Role playing c Games e Cross grouping g Problem solving b Debating d Discussion f Conversation h Brainstorming i Others (please specify)……………………………………………………………… What you often when the students are discussing? (You can choose more than one) a Stand in front of the class and observe b Stand at any place of the class and observe c Remain in the teacher seat and observe d Keep close to the students who speak much e Keep close the students who speak the least f Go round the class and give help if necessary g Speak as much as possible h Only speak when necessary i Keep interrupting and correcting when students make mistakes j Work as a group member k Take notes for feedback l Others (please specify) ……………………………………………… … ……………… III The difficulties from using discussion in speaking class of the second year English major students at UTEHY 10 How often you face difficulties in carry out discussion in the speaking class? Please tick a Always b Often c Sometimes d Never 11 What are the obstacles you have experienced? (You can choose more than one) a Too little time to prepare for discussion VII b Overload work b Lack of academic training in group work c Lack of teaching experience d Few people with expertise to turn for advice e Feeling deficient to facilitate a communicative class f Multi-level class g Low student‟s proficiency i Students resistance to class participation j Immovable seating arrangement k Lack of money for material and teaching aid development l Students usually use Vietnamese during group work m Students make so much noise o Others (please specify)………………………………………… ……………………… IV Solutions to improve discussion in speaking class of the second year English major students at UTEHY 12 What would you like to to make your students interested in discussion activities? (You can choose more than one) a Select the task carefully b Let the students choose the topics c Provide the vocabulary the students need for the task d Group the students wisely e Give clear instructions f State the focus and objectives of the activity g Set a time limit h Go round monitoring students‟ performance i Always provide feedback, praise and encourage the students j Set the relevant homework to the lesson k Do nothing l Others (please specify)…………………………………………………………………… VIII 13 What have you done to overcome these difficulties? a Having tried to use different ways of carrying out discussion b Having made the speaking tasks suitable to the student c Having punished lazy students d Having asked the administrator to facilitate classroom conditions e Others (please specify) …………………………………………………………… Thank you very much!