A study on activities to improve speaking skills for the second year non english major students of faculty of electrical and electronics engineering at hung yen university of technology and education

Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO IMPROVE SPEAKING SKILLS FOR

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO IMPROVE SPEAKING SKILLS FOR THE SECOND-YEAR NONENGLISH MAJOR STUDENTS OF FACULTY OF ELECTRICAL AND ELECTRONICS ENGINEERING AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU CÁC HOẠT ĐỘNG CẢI THIỆN KỸ NĂNG NĨI CHO SINH VIÊN KHƠNG CHUN NGỮ NĂM THỨ HAI KHOA ĐIỆN ĐIỆN TỬ TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN ) Supervisor: Nguyen Thi Thanh Muoi, M.A Student: Nguyen Thi Nhung Student number: 11317051 Hung Yen – 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO IMPROVE SPEAKING SKILLS FOR THE SECOND-YEAR NONENGLISH MAJOR STUDENTS OF FACULTY OF ELECTRICAL AND ELECTRONICS ENGINEERING AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU CÁC HOẠT ĐỘNG CẢI THIỆN KỸ NĂNG NÓI CHO SINH VIÊN KHÔNG CHUYÊN NGỮ NĂM THỨ HAI KHOA ĐIỆN ĐIỆN TỬ TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN ) Student: Nguyen Thi Nhung Student number: 11317051 Supervisor: Nguyen Thi Thanh Muoi, M.A Hung Yen – 2021 DECLARATION I certify my authorship of the study report entitled “A study on activities to improve speaking skills for the second-year non-English major students of Faculty of Electrical and Electronics engineering at Hung Yen University of Technology and Education.” This graduation paper is the result of my research and the substance of this graduation paper has not been submitted for a degree to any other University or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules Hung Yen, Jun 2021 Nguyen Thi Nhung i ACKNOWLEDGMENTS During the process of doing this graduation paper, I have received much necessary assistance, precious ideas, and timely encouragement from my teachers, family, and friends This paper could not have been completed without the help, encouragement, and support from several people who all deserve my sincerest gratitude and appreciation First of all, I wish to express my deepest gratitude to my supervisor – Mrs Nguyen Thi Thanh Muoi, the English teacher of the Faculty of Foreign Language, who has always been willing to give me valuable advice and suggestions so that I can complete successfully this study I also would like to take this opportunity to show my sincere thanks to all my teachers at the Faculty of Foreign Languages, Hung Yen University of Technology and Education, who have handed me basic knowledge to complete this study I am so thankful to students of K17 at the Faculty of Electrical and Electronics Engineering for their whole-heart participation in the study I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study I am equally indebted to my classmates for their suggestions and encouragement in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper Hung Yen, Jun 2021 Nguyen Thi Nhung ii ABSTRACT Nowadays, using speaking activities is very importance in learning and teaching in Education environmental Therefore, the study aims at finding out the attitudes and the reality of using English speaking activities of the second-year non-English major students and teachers Qualitative and quantitative method was used to analyze and to find the solution to the problems The research was conducted at UTEHY and the population of this study was second-year non-English major students of Faculty of Electrical and Electronics Engineering There were 175 students and teachers as the subject of this study Data were gathered by questionnaires and interviews to confirm students’ answers The result of analyzing elements affect toward speaking skills of students showed that speaking is so difficult skill for students who non-English major and effectiveness of using speaking activities in the class It was based on three main factors influencing their speaking which related to confidence, motivation, and knowledge background To deal with these issues and the desire of improving the present situation, the researcher recommended some solutions for both teachers and students to be better in teaching and learning for the second-years non-English major students who are learning speaking skills at UTEHY more effectively in the near future iii TABLE OF CONTENT DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii CHAPTER INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study and research questions 1.3 Scope of the study 1.4 Methods of the study 1.4.1 Questionnaires 1.4.2 Interviews 1.5 Design of the study .7 CHAPTER LITERATURE REVIEW .9 2.1 An overview of speaking skills 2.1.1 Definition of speaking skills 2.1.2 The importance of speaking skills 10 2.1.3 Speaking Activities .11 2.1.4 Attitudes and motivations 12 2.2 Activities 14 2.2.1 Definitions of activities .14 2.2.2 Co-operative activities 14 2.2.3 Competitive activities 14 2.2.4 Learning activities .16 2.2.5 Factors an affecting learning the activities 19 2.3 Summary 20 CHAPTER THE STUDY 21 3.1 Overview of the program to English teaching program for non-English major students at UTEHY .21 3.2 The research methodology: 26 3.2.1 Survey questionnaires: 26 3.2.2 Interview: 26 3.3 Data collection: 27 3.3.1 Data collection from students: 27 3.3.2 Data collection from teachers: 27 3.4 Data analysis and discussion: 27 3.4.1 Results and discussion from questionnaires of students and teachers: .27 3.5 Interviews 37 3.6 Some suggested to improve teaching and learning English speaking skills 38 3.6.1 Some suggested to improve learning English speaking skills for students 38 3.6.2 Some suggested to teachers improve learning English speaking skills for students 39 3.7 Summary 39 CHAPTER .40 CONCLUSION 40 4.1 The achievement of the objectives of the study .40 4.2 Limitation of the study .40 4.3 Suggests for further study 40 REFERENCES 42 APPENDICES I APPENDIX I APPENDIX V APPENDIX VIII LIST OF TABLES AND CHARTS Table 3.1 Teaching program for non-English major students at UTEHY 21 Pie chart 1: Students’ opinion about the importance of speaking English skills .28 Pie chart 2: Lecturers’ opinion about the importance of speaking English skills 28 Pie chart 3: Students’ reasons for learning English speaking skills 29 Pie chart 4: Lecturers’ opinion about students’ reasons for learning English speaking skills 29 Chart 5: Students’ perception towards difficulties in learning English skills 30 Chart 6: Lecturers’ opinion about students’ perception towards difficulties in learning English speaking skills 31 Chart 7: Co-operative activities for students 32 Chart 8: Lecturers’ opinion about co-operative activities for students .32 Chart 9: Competitive activities for students .33 Chart 10: Lecturers’ opinion about competitive activities for students 34 Chart 11: The speaking activities preference for students 34 Chart 12: Lecturers’ opinion about the speaking activities preference for students 35 Chart 13: The useful speaking activities for students .36 Chart 14: Lecturers’ opinion about the useful speaking activities for students 36 CHAPTER INTRODUCTION 1.1 Rationale of the study Nowadays, English has become an international language as it is spoken in almost every part of the world As a matter of fact, more than 400 million people speak English as their native language and another 700 million use it as their second language English is the language of science, technology, business, tourism, sport, medicine, and so on It has played a vital part in people's communication and their exchange of material and culture “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999: 71) [17] The world has become smaller It is said it has turned into the size of the so-called “global village” We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997: 3) [6] Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes Therefor learning a second language has become a means of keeping up with the pace of the rapidly changing world Nowadays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability The demands of the contemporary society together with the position of English as an international language (McKay: 5) [16] may present a reason for learning this language in particular Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially in modern societies where contacting with foreigners often occurs Nowadays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability The demands of the contemporary society together with the position of English as an international language (McKay: 5) [16] may present a reason for learning this language in particular Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially in modern societies where contacting with foreigners often occurs The same situation happens in our country, Vietnam The development of the market economy contributes much to the widespread of English Learning English is not only interesting but also a practical demand for many people The learners are expected to communicate in English successfully in outside the classroom In the context of Hung Yen University of Technology and Education (UTEHY), many students especially non-English major students find difficulties when learning English speaking When practicing speaking English, students face a lot of difficulties such as they have nothing to say or they are afraid of making mistakes and so on This situation seems to be the most difficult one in which English non-English major students at Hung Yen University of Technology and Education Thus, we never stop finding the most suitable and effective methods of teaching speaking English and help students improving their speaking skills In fact, many students have few opportunities to practice their English speaking skills Meanwhile, speaking skills are one of the important skills in the process of learning a foreign language So, creating an environment for students to develop speaking skills is essential To help the non-English major students at Hung Yen University of Technology and Education (UTEHY) to produce and use English in a more natural way English activities can be very helpful to encourage students to talk as they contain the element fun, suitable for students at different levels Therefore, it can be said that the exploitation of activities is an effective way to improve English speaking skills for nonEnglish major students at UTEHY These above reasons have given the writer the idea to carry out a study title: A study on activities to improve speaking skills for the second-year non-English major students of Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education 1.2 Aims of the study and research questions This study is aimed at: Chart 13 shows the students' evaluation of the usefulness of class activities Teachers strong agree that discussion activities were rated most highly with 100% of they said it was very helpful 20% of the teachers think that roll play activities are very useful With the interview and presentation activities, 40% teachers thought that these activities are very useful In short of, comparing chart 13 and chart 14, we can be see the different between teachers and students, whereas students said that they enjoyed the presentation is highly rate and teachers thought that discussion activities are very useful Therefore, this points out that teachers need to more concentrate on activities about presentation to help their students improve speaking skills effectively 3.5 Interviews In order to check the validity and reliability of the questionnaire, the researcher also conducted interviews for the students In the first question, the researcher asked randomly students about the activities they prefer (The question: What kind of activities would you like in the class?) A lot of members say they like group activities They explain "I like pair work and group work activities the most because it is fun Everyone can share with each other" and "I like the guess word activity the most Every time we organize this activity, we are very happy." Besides, other members said they like both "I like both group and individual activities Group activities are fun and individual activities make me confident because I often have to present in front of the club" Overall, through this interview question, we can see that almost all student interested in teamwork activities In the next interview question “How these activities improve your English speaking ability?” Most students said study in class helps them develop their speaking skills a lot One student said " I really like joining these activities in class I think my English speaking skills have improved a lot, but people commented that I use vocabulary not good, so I need learn vocabulary more" Besides, there is a student who participated in the interview said that "Normally I really want to learn English but at home no one correct my mistake or comments so I don't know if I'm speak it right or wrong So, I want teachers to organize activities related to pronunciation to help me can improve” As can be seen from this interview question, almost all students believe that their English speaking ability 37 is improved In general, these activities are of great help to students, such as improving vocabulary and pronunciation 3.6 Some suggested to improve teaching and learning English speaking skills 3.6.1 Some suggested to improve learning English speaking skills for students According to the survey results we collected, the lack of vocabulary is the most difficult reason for students They not have enough vocabulary to be able to communicate or take tests So, as you learn new words, try grouping them with other words used in the same context and choose the variety of speaking topics Moreover, the students also try to study grammar websites such as Grammar Bytes, Daily Grammar, Oxford English Grammar Course to remember grammar structure Besides the lack of pronunciation knowledge is also making students afraid to communicate or learn speaking skills Improving the pronunciation skills of students, students had to mix the pronunciation's activities and new words' activities together Through a few specific activities in the class, students can both learn new words and correct pronunciation mistakes Moreover, students should also learn pronunciation at home or with friends Students can learn pronunciation through websites such as learning IPA pronunciation at the "Hello English"; learning English speaking tips with Hana's Lexis, Kenny N Along with the lack of knowledge of vocabulary, grammar and pronunciation, there are lacking motivation and lacking confidence are the two seemingly simple factors, but many students have difficulty with it Whether students are good at English speaking skills, after a long time of not practicing because of a lack of motivation, their English speaking skills will get weaker Or, if they have low confidence when communicating and practicing with group members, it will not work as well Therefore, in every lesson, students try to suggested to teachers put English games, to raise the atmosphere, to avoid students being discouraged by lessons The activities often involve team works like role play, findingsomeone who, standing in front of the class talking about a topic, etc will help students have confident when communicating with others Thereby, gradually students will no longer feel the lack of motivation to learn English or lack of confidence, fear of the crowd There are some suggestions to help students can overcome difficulties in learning English skills Students can rely on it to find the best plan for themselves 38 3.6.2 Some suggested to teachers improve learning English speaking skills for students On the teacher's side, it is necessary to know students want to something and to learn from colleagues to constantly innovate the teaching method of speaking skills, the skills considered to be the most important Teachers need to cooperate, share experiences with colleagues to find the optimal teaching method applied to speak to lessons In addition to the variety of methods, teachers need to use many different data sources, with many different difficulty requirements to not make students feel quite bored, and not make students feel depressed because of feeling abandoned On the other hand, to overcome the situation lack of vocabulary and grammar to students, teachers also need to encourage cooperation, mutual assistance between learners and encourage students to be aware of self-study activities at home or build up vocabulary follow topic Teachers should also encourage students by giving them presents to the winning team and cute punishments such as singing and dancing for the losing team Moreover, teachers can organize activities related to presentation to help their students improve speaking skills effectively 3.7 Summary In this chapter, research shows the elements affecting students’ learning speaking skills and activities help them can be improve speaking skills who are the second-year nonEnglish major students Besides, the study also finds out the suggested activities to improve their speaking skill To summary at the main contents analyzed above, the research introduces the last part as the conclusion of the study 39 CHAPTER CONCLUSION 4.1 The achievement of the objectives of the study Non-English major students at Hung Yen University of Technology and Education are provided some basic knowledge through activities, their advantage procedures in using activities and games through teaching English speaking to non-English major students at their class This paper offers some suggestions to develop speaking skills for non-English major students at an English club It is obvious that the learners' ability to communicate in the target language highly appreciated by the current methodologists A successful speaking lesson must be one in which students have more chance to speak rather than the teacher dominated the whole lesson These activities can improve and develop students speaking skill has effective in both theory and practice in class The students themselves can benefit much from the application of language games and activities in the process of learning and teaching English The study has shown that the teachers by organize activities to students can be creates an interesting atmosphere in which the learners can express themselves in English more correctly and confidently, reduce the pressure and boredom of studying a foreign language and provides meaningful practice of the new language items for the learners Activities are an effective means to encourage students to speak out what they have learned and improved their speaking skills Therefore, the use of activities for non-English major students at their class should be more regular 4.2 Limitation of the study Due to limited time and experience, the study cannot cover all the information about activities through teaching English speaking skills for non-English majors To sum up, for the lack of time and knowledge, mistakes and shortcoming are these studies is unavoidable Any comments on using language games will be warmly welcomed 4.3 Suggests for further study 40 Because of the limitation, we are some suggestions which could help to improve other studies of this language field in the future Many unreached issues would be interesting topics for further research First of all, we suggested to teachers and students about use to activities useful and an improve English speaking skills to students The best way is to find and design more and more interesting and useful activities to create a sense of interest and curiosity for the students Subsequent studies may focus more on that 41 REFERENCES [1] Brown, H.D (1994) Teaching by Principles: An interactive approach to language pedogogy Englewood Cliffs, NJ: Prentice Hall Regents [2] Byrne, D (1995), Games Teaching Oral English, Harlow: Longman Group UK Limited [3] Chaney, A L., & Burk, T L (1998) Teaching Oral Communication in Grades K-8 [4] Cameron, L (2001), Teaching Languages To Young Learner [5] Collins English Dictionary [6] Ellis J (1997), Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language [7] Frost, R (2002), Presenting vocabulary, Bristish Council, From http://www.teachingenglish.org.uk/think/vocabulary/present_vocab.shtml [8] Gardner, R and Lambert, W.E (1972) Attitude and motivation in secondary language learning New York: Newbury House [9] Harmer, J (2001) The practice of language teaching New York: Longman [10] John Biggs (Biggs 2012 [1999]) Focuses on what students are doing [11] Johnson, D W., & Johnson, R., “New Developments in Social Interdependence Theory”, Genetic, Social, & General Psychology Monographs, 131 (4), pp.285- 358, 2005 [12] Johnson, D., Johnson, R., & Holubec, E., Cooperation in the classroom, Edina: Interaction Book Company, 1993 [13] Johnson, D W., Johnson, R T., & Smith, K A., Cooperative Learning: Increasing College Faculty Instructional Productivity Washington, D.C: The George Washington University, School of Education and Human Development, 1991 [14] Jolliffe W., Cooperative Learning in the Classroom: Putting it into Practice, Thousand Oaks: Sage Publications, 2007 [15] Littlewood, J (1991), Communicative Language Teaching, Cambridge University 42 [16] McKay, SL (2002), Teaching English as an international language: Rethinking goals and perspectives [17] NUNAN, D (1999) A foot in the world of ideas: graduate study through the Internet Language Learning& Technology, (1), July 1999, pp.52-74 [18] Oxford Advanced Dictionary, p 13 A L Chaney and T L Burke [19] Richard, J.C (2008), Communicative language toda, Newyork: Cambridge University [20] Stahl, R.I., The essential elements of cooperative learning in the classroom, 1994 Retrieved online September 20th 2014 from http:/www.ed.gov/pubs/OR/ConsumerGuides/ cooplear.html 43 APPENDICES APPENDIX SURVEY QUESTIONNAIRE FOR STUDENTS My name is Nguyen Thi Nhung I am grade in TAK15.1, Faculty of Foreign Language at Hung Yen University of Technology and Education (UTEHY) These questionnaires are designed for my graduation research The study is focused on: “A study on activities to improve speaking skills for the second-year non-English major students of Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education.” Therefore, I would like to this survey questionnaire in order to complete my survey research It is highly appreciated if you spend your time completing truthfully this questionnaire I would like to ensure that all the information provided by you is used for this researching only, not for any other purposes Besides, to ensure your individual you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation • Your age……………………… • Gender Male  Female  • You have been learning English for……………years • You have been learning speaking English for………………years For the following questions, please circle the appropriate choice for each question or write down the answer where necessary (Đối với câu hỏi sau, vui lòng khoanh tròn lựa chọn phù hợp cho câu hỏi viết câu trả lời cần thiết.) How you think about the importance of English speaking skills in the English club? (Bạn nghĩ tầm quan trọng việc học kỹ nói tiếng Anh?) a) Very important (Rất quan trọng) b) Important (Quan trọng) I c) Less important (Ít quan trọng) d) Not important (Khơng quan trọng) Why you want to practise English speaking skill in the English club? (more than one option is possible) (Tại bạn lại học nói tiếng Anh? Có thể chọn nhiều ý) a) pass the speaking tests (qua kiểm tra nói) b) communicate with the foreigners (giao tiếp với người nước ngoài) c) find a good job (tìm cơng việc tốt) Which difficulties you encounter when you practise English speaking skills? (more than one option is possible) ( Những khó khăn bạn gặp phải rèn luyện kỹ nói tiếng Anh? Có thể chọn nhiều ý) a) Lack of grammar (thiếu ngữ pháp) b) Lack of vocabulary (thiếu từ vựng) c) Lack of pronunciation knowledge (thiếu kiến thức phát âm) d) Lack of confidence (thiếu tự tin) e) Lack of motivation (thiếu động lực) What kind of activities would you like to join? (more than one option is possible) (Bạn muốn tham gia loại hoạt động nào?, Có thể chọn nhiều đáp án.) - Co-operative activities (Hoạt động hợp tác) a, Conversation (Hội thoại) b, Listen and repeat (Nghe nhắc lại) c, Sample questions and answers ( Hỏi trả lời theo mẫu) d, Make sentence (Thành lập câu) e, Sound natural (phát âm tự nhiên) - Competitive activities (Hoạt động cạnh tranh) a, Guess word (Đốn từ) b, Role-play (Đóng vai) II c, Find someone who (Tìm đó) d, Hot seat (Ghế nóng) How you prefer your speaking activities to be organized? (more than one option is possible) (Bạn thích hoạt động nói tổ chức nào? Có thể chọn nhiều ý) Very much Not very much Not at all (Rất nhiều) (Không nhiều (Không có gì) lắm) Individually (Cá nhân) With a partner (Với đối tác) Group works (Trong nhóm ) Pair work (Theo cặp) How can you assess the speaking activities described below (more than one option is possible) (Những hoạt động nói mơ tả đây, bạn đánh giá mức độ nào?) Speaking activities Very useful Useful (Hữu Less useful Not useful (Hoạt động nói ) (Rất hữu ích) (Ít hữu ích) (Khơng hữu ích) ích) Discussion (Thảo luận) Role play (Đóng vai) III Interview (Phỏng vấn) Presentation (Thuyết trình) Once again thank you very much for your co-operation! IV APPENDICES APPENDIX SURVEY QUESTIONNAIRE FOR TEACHERS Hello! My name is Nguyen Thi Nhung, I am from class TAK15.1, Faculty of Foreign Language at Hung Yen University Technology and Education This survey questionnaire is designed for my study entitled “A study on activities to improve speaking skills for the second-year non-English major students of Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education.” Your support in completing this survey will be appreciated Please select the answer these questions below All the information provided by you is for learning purposes only and you can be confident this your identity will not be disclosed in any discussion of data Your answer will help me a lot in the research process Thank you very much for your cooperation • Your age……………………… • Gender Male  • Female  You been teaching English for ….……… years For the following questions, please circle the appropriate choice for each question or write down the answer where necessary How you think about the importance of English speaking skills for students? e) Very important (Rất quan trọng) f) Important (Quan trọng) g) Less important (Ít quan trọng) h) Not important (Không quan trọng) Why you think students need to learn English speaking skills? (more than one option is possible) a) pass the speaking tests b) communicate with the foreigners c) find a good job V Which difficulty students encounter when students practice English speaking skills? (more than one option is possible) f) Lack of grammar g) Lack of vocabulary h) Lack of pronunciation knowledge i) Lack of confidence j) Lack of motivation What activities you usually let students participate in? (more than one option is possible) - Co-operative activities a, Conversation b, Listen and repeat c, Sample questions and answers d, Make sentence e, Sound natural - Competitive activities a, Guess word b, Role-play c, Find someone who d, Hot seat How often you organize speaking activities? (more than one option is possible) Very much Not very much Not at all (Rất nhiều) (Khơng nhiều (Khơng có gì) lắm) Individually (Cá nhân) With a partner (Với đối tác) VI Group works (Trong nhóm ) Pair work (Theo cặp) How can you assess the speaking activities described below? (more than one option is possible) (Những hoạt động nói mơ tả đây, bạn đánh giá mức độ nào?) Speaking activities Very useful Useful (Hữu Less useful Not useful (Hoạt động nói ) (Rất hữu ích) (Ít hữu ích) (Khơng hữu ích) ích) Discussion (Thảo luận) Role play (Đóng vai) Interview (Phỏng vấn) Presentation (Thuyết trình) Once again thank you very much for your co-operation! VII APPENDICES APPENDIX Interview questions for non-English major students of Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education The purpose of this interview questionnaire for our study is to check the validity and reliability of the survey questionnaire We are deeply grateful for your assistance and cooperation in truthfully completing the interview questionnaire Thank you very much for your cooperation Question 1: What kind of activities would you like in the English club? Question 2: How these activities improve your English speaking ability? VIII