I also thank the teachers and students of Nam SaoForeign Language center who have helped me in the process of surveying and data collectionin this thesis.”“Finally, I really thank my fam
Rationale
In the 21st century, global development increasingly relies on international cooperation, with the English language playing a vital role in facilitating communication among diverse populations Proficiency in English helps overcome significant barriers, allowing individuals to connect across cultural, economic, and social divides, ultimately fostering greater understanding and tolerance among people worldwide.
Learning English is crucial for individuals as it opens up numerous opportunities for success The significance of foreign language education, particularly in mastering English, cannot be overstated English is the most widely used language globally, making it essential for communication in various fields Many learners, from elementary students to professionals, approach English with enthusiasm However, Vietnamese students, especially those in elementary education, often face challenges in developing their English speaking skills due to a lack of confidence, professional knowledge, and effective learning methods.
The primary objective of teaching speaking is to enhance students' oral communication skills, which are increasingly essential in Vietnam's growing economy that demands proficiency in foreign languages, particularly English To succeed, students must develop their ability to express themselves and navigate the social and cultural norms relevant to various communication contexts Unfortunately, speaking skills have not received adequate focus in schools Therefore, teachers must foster a supportive classroom environment while offering diverse and effective activities to engage students in improving their speaking abilities.
“These factors mentioned have aroused my ambition to carry out the study of: “EnglishSpeaking skills teaching methods for elementary learner at Nam Sao Language center” to study.”
Significance of the study
In our increasingly interconnected world, effective communication is essential, with English emerging as the global language of choice Therefore, implementing effective English speaking teaching methods is crucial for enhancing learners' communication skills This article explores the English speaking skill teaching methods utilized at the Nam Sao English Center, aiming to provide valuable insights for educators in assessing various teaching and learning approaches, ultimately revitalizing English classes.
Scope and limitation of the study
“The scopes of the study in this research are limited as follows:”
This study focuses on the teaching methods utilized by five teachers in speaking classes at the Nam Sao Language Center for elementary-level students By exploring solutions for enhancing speaking skills at Nam Sao, the research aims to provide valuable insights for educators teaching speaking skills and researchers in the field.
2 “The subject of the research will be limited to 30 elementary learners of two classes at Nam Sao Language center on February 28 th , 2019 to May 21 st , 2019”
Research questions
“The current study tries to find answers to the following questions:”
1 “What methods are used in speaking class?”
2 “What are the advantages and disadvantages when teaching English speaking skill?”
3 “What are the solutions for teaching speaking skills at Nam Sao language center?”
Design of the study
This study consists of three parts: Introduction, Development and Conclusion.
This chapter outlines the rationale for selecting the topic, detailing the study's aims, scope, limitations, methodologies, and research questions The focus of this research is on English speaking teaching methods specifically designed for elementary learners at Nam Sao Language Center.
This chapter explores the theoretical foundations of Communicative Language Teaching (CLT), focusing on the definition and characteristics of teaching English speaking skills It highlights the roles of both teachers and students in CLT, emphasizes the importance of speaking in language acquisition, and discusses various methods for teaching speaking Additionally, it addresses common challenges faced in teaching speaking skills effectively.
This chapter outlines the research setting, methodology, instruments, and subjects involved in the study It presents the findings from survey questionnaires and face-to-face interviews aimed at identifying the teaching methods utilized by teachers and students at Nam Sao Language Center in their educational practices.
Chapter IV: Findings and Discussion
The article outlines effective methods for teaching speaking skills, providing valuable insights and suggestions to enhance elementary learners' speaking abilities It aims to equip both teachers and students with the best strategies for effective learning and teaching of speaking skills.
This final chapter summarizes of research, and provides a way to teach speaking skills and activities that should be applied in the classroom and recommendations for teachers and students.
Definitions of terminologies
Speaking skills are crucial in the language learning process, serving as a key indicator of learners' achievements Many learners assess their success based on their speaking abilities Consequently, a lack of speaking opportunities in language classes can lead to demotivation and boredom Conversely, when teachers incorporate engaging activities, English lessons can become enjoyable and stimulating for students.
Speaking is a crucial aspect of human communication, with many linguists agreeing on its importance Bygate (1997) highlights that speaking is a skill that deserves as much focus as other language skills in both first and second languages For effective interactions and transactions, learners must be able to articulate their ideas clearly He further notes that interaction involves using language to maintain communication, requiring skills in deciding what to say, when to say it, and how to express it clearly Consequently, mastering speaking skills involves not only understanding grammar, pronunciation, and vocabulary (linguistic competence) but also knowing when and how to use language appropriately in various contexts (sociolinguistic competence).
“According to Brown, Burns & Joyce, speaking is an interactive process of constructing meaning concerning three periods: producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997).”
“Chaney and Burk (1998, p.13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in many different contexts.”
According to Brown (1994), interaction is fundamental to communication, encompassing the processes of sending, receiving, interpreting messages, negotiating meanings, and collaborating to achieve specific goals It involves a collaborative exchange of thoughts, feelings, or ideas between individuals, leading to a mutual impact on each participant.
According to Byrne (1986), speaking is a crucial component of the oral communication process and is classified as a productive skill The speaker must effectively encode their intended message using suitable language, while the listener is responsible for decoding or interpreting that message accurately.
“According to Florez (1999), speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.”It“is often spontaneous, open-ended and evolving.”
There are various definitions of speaking, each with its own strengths However, this study adopts Bygate's (1997) definition, which emphasizes that speaking encompasses not only grammatical competence but also sociolinguistic competence.
Speaking, as outlined by Bygate (1997), encompasses two primary types of routines: information routines and interactional routines Information routines can be further divided into two subcategories: expository and evaluative Expository routines involve activities such as description, narration, comparison, and instruction, while evaluative routines include explanation, prediction, justification, preference, and decision-making.
Interaction routines are structured patterns that emerge in various types of conversations, including telephone calls, interviews, casual encounters, and lessons These routines are characterized by specific sequences and organization, reflecting the unique dynamics of each interaction type, whether in social settings, media interviews, or educational contexts.
According to Brown (1983), speaking possesses three key characteristics: it is context-dependent, often spontaneous and evolving, yet not entirely unpredictable Firstly, the form and meaning of speech are influenced by the participants, their experiences, the environment, and the purpose of communication Secondly, effective speaking requires learners to master not only linguistic competence, which includes grammar, pronunciation, and vocabulary, but also sociolinguistic competence, which involves understanding when and why to use specific language Lastly, speaking has unique skills, structures, and conventions that distinguish it from written language.
Bygate (1987) highlights that speaking is often undervalued, as it is a skill that most people possess and therefore take for granted He argues that speaking deserves as much attention as literacy skills, as learners need to communicate confidently for essential interactions and transactions Furthermore, Bygate emphasizes that speaking serves as a crucial medium for language acquisition.
In conclusion, effective communication hinges on the ability to speak well By analyzing the practices of proficient speakers, identifying suitable speaking tasks for the classroom, and addressing the unique needs of learners, educators can significantly enhance their students' speaking skills.
2.1.2 English teaching methods for elementary learners
Teaching a speaking lesson involves three main phases, which vary based on the students' existing knowledge and exposure to English outside the classroom The ultimate goal is to enhance students' confidence in speaking English across diverse situations According to Byrne (1991), these phases are essential for developing learners' oral abilities.
In this initial phase of the learning process, teachers serve as central figures, acting as information providers due to their proficiency in English and their ability to select appropriate teaching materials and presentation methods During this stage, students primarily observe and listen, engaging in passive information reception Oral materials are typically presented in two formats: dialogues and prose, each requiring distinct presentation techniques to effectively convey the content.
“Byrne, D (1991) summaries ten different steps to present a dialogue as follows:”
1 “Establish setting by using pictures.”At“this step, English is used as much as possible.”
2 “Draw out learners’ experience related to situation.”
4 “Set the listening task by asking key information of the dialogue”
5 “Ask learners to listen without looking at the dialogue.”
6 “Allow learners to have a look at their book when necessary.”
7 “Ask learners to listen and repeat.”
8 “Ask learners to pick up difficulties and explain them.”
9 “Ask them to practice (role- play)”
10 “Ask them to dramatize the dialogue.”
The steps outlined are logically structured; however, their application for presenting dialogue varies based on the learners' proficiency in English.
“To present a prose, Byrne (1991:26) suggests that teachers should use the following nine steps:”
1 “Introduce the topic by asking learners to look at the pictures or asking them about related things.”
2 “Introduce the text New words and structures are given.”
4 “Set the reading task: make questions.”
5 “Ask the learners to read the passage in silence and find the answers.”
6 “Ask learners to read again aloud and ask for the answer.”
7 “Explain difficulties they still have.”
8 “Do silent reading again because learners need to go on with step nine.”
9 “Get the learners to talk about what they have to learn based on the previous answers.”
“To increase the learners’ motivation, these steps should also be used suitably.”
In this phase, learners engage in extensive speaking practice through controlled and guided activities designed to enhance their vocabulary, grammar, and fluency They respond to the teacher's guided questions and collaborate with partners to explore new ideas related to the topic.
In this phase, learners are encouraged to speak English freely in real situations, allowing them to express their own ideas and engage with their peers It is crucial that they use English independently rather than relying on the teacher Effective pair and group work play a significant role, as they provide all learners with the opportunity to participate in discussions, fostering confidence and saving valuable time This natural use of English not only enhances communication skills but also promotes collaborative learning among students.
Review of previous works
“Overseas projects in this area can include: P.V.Zimin, M.I Kondakop, N.I Saxerđôlốp in "School management issues", V.A Xukhomlinxki in "Some leadership experiences of high school".”
In the twenty-first century, the significance of teachers in education is paramount, as emphasized by Dr Raya Roy Singh, a distinguished educator and UNESCO Asia-Pacific education expert He asserts that "teachers play a decisive role in education and especially in reorienting education," highlighting their critical influence on shaping modern learning environments and adapting educational practices to meet contemporary challenges.
Jeremy Harmer, a leading expert in English language teaching, emphasizes the importance of continuous professional development for English teachers He has conducted numerous global conferences focused on effective English teaching methods Harmer believes that even well-trained educators must adapt their training to align with their individual strengths and abilities to enhance their teaching effectiveness.
Penny emphasizes that while teachers from pedagogical schools have foundational qualifications, this is merely the beginning of their teaching journey He argues that teaching experience alone does not guarantee effectiveness or career growth To achieve true professionalism, educators must engage in lifelong learning and continuously enhance their knowledge and skills.
“In particular, author Susan Haliwell introduced effective methods to teach English for students in the Teaching English in the Primary Classroom.”
The management process in education aims to enhance the quality of training, particularly in teaching foreign languages like English This task is complex and time-consuming for educational leaders Numerous authors and educational managers have focused on studying teaching activities and their management to identify more effective strategies for improving language instruction.
“In Vietnam, many authors study school management, teaching activities such as: Ha Si
The field of school management has been extensively explored through various works, including Ho's (1987) lectures on school management and Tran Kiem's (1997) insights into management science education Notable contributions include Cao Duy Binh's (1999) focus on planning school activities, Ho Van Lien's examination of the pedagogical process, and Vu Trong Vy's (2004) management of teaching facilities and equipment in high schools Additionally, authors like Chau Thi Hoang, Nguyen Van Vinh, Phan Nguyen Hong Diem, and Vuong Thi Kim Hoang delve into specific aspects of operational management within the context of English teaching activities, highlighting the interconnected nature of these studies.
Author Nguyen Ngoc Quang emphasizes that "teaching and education in unity is the core activity of the school," highlighting the importance of cohesive educational practices He also notes that "school management fundamentally involves overseeing the teacher's labor process," underlining the critical role of effective management in enhancing educational outcomes.
Effective school management and oversight of educational agencies are crucial for the success of the education system, as emphasized by Bui Minh Hien and Vu Ngoc Hai Additionally, Mai Quoc Lien highlights the necessity of implementing a comprehensive foreign language strategy, particularly focusing on English, within national schools.
In Vietnam and internationally, numerous authors have explored various strategies for managing teaching activities, particularly in English education However, there is a noticeable lack of focus on English teaching management at the high school level in existing literature This thesis aims to investigate the current state of English instruction in select high schools and to propose practical and essential management solutions aimed at enhancing the quality of English education from the high school level onward.
Research method
Gather relevant materials by exploring scientific books, magazines, and research projects related to your topic This process will help you synthesize information, establishing a solid theoretical and practical foundation for your study.
Observation is a valuable tool in research, providing insights into the classroom environment, atmosphere, student attitudes, and teaching methods This study was conducted with high validity and reliability through five 45-minute classroom observation sessions, where the observer assessed the overall classroom dynamics, listened to teacher questions and student responses, and documented key elements of the teaching and learning process focused on speaking skills In this context, the author assumed the dual role of both teacher and researcher.
The research at Nam Sao Language Center involved class participation, observations, questionnaires, and interviews to gather information from both English teachers and elementary learners This comprehensive approach aimed to achieve the study's objectives effectively.
-“Questionnaire for students at Nam Sao Language Center.”
-“Interview the teachers at Nam Sao Language center”
-“This method is conducted through the collection of information by "survey questionnaires" for some managers and some teachers and students at Nam Sao ForeignLanguage Center.”
Sampling
The survey participants consisted of thirty elementary learners aged six to eight and five teachers from the Nam Sao English Center in Thu Duc, Ho Chi Minh City The author has familiarity with these learners, having interacted with them during a three-month internship at the center, making them crucial to the study's findings.
3.2.1 Description of the teachers at Nam Sao language center
Nam Sao Language Center boasts a youthful team of approximately 20 English teachers, with around 20% being native speakers from the United States and Australia All teachers hold bachelor's degrees, ensuring they are fluent and skilled in English instruction, particularly in speaking Despite their youth and some being recent graduates, these teachers are energetic and create engaging lessons for their students However, their limited experience may hinder their ability to address various challenges students face in learning to communicate effectively in English Additionally, time constraints during lessons pose further challenges in developing students' speaking skills.
3.2.2 Description of the pupils at Nam Sao language center
“The majority of primary school students in Nam Sao language center are aged 6 to 11 years old.”Students“at this level, they use Family and Friends Book, Cambridge, University
The Press workbook edition enables students to develop essential listening and speaking skills through weekly lessons with native teachers While many Nam Sao students focus on mastering the curriculum to prepare for campus tests, some learners demonstrate effective communication and pronunciation This suggests that both the teaching methods and the learning environment contribute positively to their English speaking abilities However, individual challenges related to attitudes, motivation, and study techniques may still hinder progress in the classroom.
Research tools
Data was gathered using a questionnaire designed for elementary learners and through interviews with teachers at Nam Sao Language Centre The surveys were developed on Google Forms, and face-to-face interviews were conducted with five teachers to gain deeper insights into the questionnaire responses This research was carried out on July 10th, 2019.
Many pupils at the centers displayed a strong enthusiasm for learning English, particularly in speaking activities However, some students lacked the confidence to participate, feeling shy and embarrassed to express themselves This situation was disheartening for the author, who recognizes the importance of speaking skills in learning a foreign language Motivated by this observation, the author aims to research and address the challenges faced by these pupils, while exploring effective solutions for teachers Ultimately, the goal is to create an ideal environment that fosters the development of English speaking skills for all students, a common struggle for both learners and educators.
Data collection
“To reach the primary purposes of the study, a survey questionnaire has been chosen as main method for data collection for this particular research.”
The study utilized a questionnaire divided into two key sections: the first aimed at assessing the attitudes of teachers and students towards speaking skills, while the second focused on identifying speaking challenges and techniques employed by both groups A specific survey with 10 questions was designed for elementary learners to gather their views on speaking lessons, the factors influencing their speaking abilities, and their expectations for improving these skills Data collection spanned eight weeks, from February 28 to May 21, 2019.
Observation is a vital component of research, allowing the author to assess the classroom environment, student attitudes, and teaching methods This approach enhances the study's validity and reliability Classroom observations were conducted over a period of forty-five minutes, during which the observer analyzed the overall classroom dynamics, listened to the interactions between the teacher's questions and students' responses, and documented key elements of the teaching and learning process focused on speaking skills In this context, the author fulfilled dual roles as both a teacher and a researcher.
The questionnaire designed for elementary learners consists of 10 questions in English, numbered from 1 to 10, with each question offering three or more options Respondents have the flexibility to select multiple answers The questionnaire is divided into three sections, with the first section focusing on students' awareness of learning English, where participants indicate their choices by marking an "X" in the provided boxes.
“The second section contains three questions (question 2,3 & 4) give their attitudes about the English speaking skills teaching methods at Nam Sao English center”
“The third sections with 3 questions (question 5,6&7) asks students about their feeling activities applied during the hours of teaching English speaking skills.”The“four section with
3 questions (question 8,9 &10) talked about students ‘feeling activities applied during the hours of teaching English speaking skill.”
This survey serves as the foundation for my research on effective methods for teaching English speaking skills to elementary learners at the Nam Sao English Center By analyzing the results, I aim to identify suitable strategies for enhancing English speaking proficiency.
3.4.3 Face-to- face interview for teachers
In the week following the questionnaire, informal interviews were conducted with ten teachers at Nam Sao Language Center to gather additional insights into their responses These discussions aimed to uncover information that may not have been evident through observations and to enhance understanding of the topics addressed in the questionnaire The interview questions were provided in written form to facilitate the process.
Results from students’ questionnaire
The initial section of the questionnaire gathered demographic information from 25 elementary English learners, including their gender and age Among the participants, 11 were female, all of whom had been studying English and attending the course for a duration of six months.
14 were males from different class, this students have age from 6 to 11 years old.”
4.1.1.1 Students’awareness of learning English
Chart 4.1:“Students’awareness of the learning English”
Most important Important Not important
According to Chart 4.1, a significant majority of students acknowledge the importance of English in both their education and daily lives Specifically, 65% of students consider English to be essential, while 26% view it as important, and only 9% believe it holds no significance This data highlights the general consensus among students regarding the value of learning English.
4.1.1.2 Students attitudes towards English speaking skills
“Chart 4.2: Students’ interest in learning English speaking”
The chart illustrates a significant difference in students' interest in learning English, revealing that those who express a positive interest (Yes) outnumber those who choose No by six times and those who select Normal by three times This outcome highlights students' awareness of the importance and appeal of the English language English serves as an international language utilized globally and is essential across various fields due to societal advancements Consequently, the more one studies English, the greater the opportunities available, reinforcing the idea that improved English skills lead to a better quality of life.
“Chart 4.3: Students’ looking at difficulties of English speaking skill”
The chart illustrates the perceptions of elementary learners at Nam Sao English Center regarding the difficulty of speaking skills in English A significant 64% of students find speaking challenging, attributing this to a weak foundational knowledge, lack of engagement with English studies, ineffective learning methods, and hesitation to communicate In contrast, 25% of students believe that learning English is not difficult, indicating a relatively low level of difficulty perceived among them Only 11% of students consider speaking skills easy; these individuals are typically gifted in foreign languages, possess a strong passion for the subject, and utilize effective learning strategies.
“Chart 4.4: The most favourite skill of students in learning English”
Rearding Speaking Listening Wirting All four skills
The chart reveals students' preferences for English skills, indicating that the number of students who enjoy speaking is nearly equal to those who prefer reading However, the interest in speaking significantly surpasses that of listening and writing, with over three times as many students favoring speaking compared to listening, and 2.3 times more than those who like writing Notably, only 10% of students express a preference for all four skills These statistics underscore that speaking lessons are the most appealing to students, highlighting their strong attraction to this skill.
4.1.1.3 Students’ opinion about current English speaking skills teaching method
“Chart 4.5: Suitable level of English speaking skills teaching method for students”
Very suitable Suitable Not suitable
“The survey results showed that 62% of students said that the current method of speaking skills is very suitable, 30% said it was appropriate, only 8% said it was inappropriate.”
“Chart 4.6: How students feel about the English current method”
The survey results reveal that 50% of students expressed frustration with the teacher's current approach to teaching speaking skills, while 30% felt neutral about it, and 20% reported a lack of interest in the method being used.
“Chart 4.7: Students’ desire for teaching English”
“The chart shows that 73% of students want a new method of teaching English speaking skills, 18% are satisfied with the current method, 9% no mention.”
4.1.1.4: Student’ feeling activities applied during the hours of teaching English speaking skills
“Chart 4.8: Student’s think about activities applied during the hours of teaching English speaking skills”
“Survey results show that most students are interested in the application of activities in English speaking hours accounted for 89% Only 4% do not like this and 7% feel normal.”
“Chart 4.9: Student’s favorite activities applied during the hours of teaching English speaking skills”
Role play Songs Talking with other students Story telling
Picture description Question and answer exchanges
“The chart shows that 25% of students like role play activities, 23% like songs activities, 19% like taking with other students, 14% like storytelling, 11% like picture description and 8% prefer question and answer exchanges.”
4.2 The results from interview for teachers
Always Often Sometimes Rarely Never
The chart indicates that 45% of students regularly engage in speaking hours, while 30% consistently participate Additionally, 23% of students occasionally take part, and only 2% rarely join, with no students reported as not participating at all.
4.2 The results from interview for teachers
4.2.1 English speaking skills teaching methods applied at the Nam Sao English center:
Recent interviews with educators reveal that the majority of teachers incorporate information technology into their teaching processes While many teachers effectively blend various instructional methods, including visual aids and illustrations, there is a noticeable lack of integration of communication methods in their teaching practices It appears that only those educators focused on teaching communication skills actively utilize communication techniques in their instruction.
The interview findings indicate that teachers recognize the importance of integrating information technology into English teaching, enhancing lesson engagement and making learning more appealing for students At the Nam Sao Foreign Language Center, most educators effectively incorporate technology into their lessons, frequently utilizing it to enrich the learning experience Additionally, teachers acknowledge the need to combine technology with communication methods to help learners develop quicker, more confident communication skills.
4.1.2.2 The current English speaking skills teaching method with elementary learners
The interview results indicate that most teachers find the current curriculum content to be highly suitable, with only a few expressing concerns about its effectiveness Many educators describe the program as easy to understand, engaging, and appropriate for the students' age group Surveys conducted among managers, teachers, and learners reveal that the curriculum aligns well with the needs of the center's students, despite some teachers believing it could be improved Additionally, teachers suggest that principals and managers should hold meetings with educators to discuss and reach a consensus on the curriculum's relevance.
4.1.2.3 Advantages and disadvantage of teaching English speaking skills to elementary learners
- “Class students with innocent nature are ready to participate in the activities of school hours when they are attracted to activities.”
- “Students are always concerned by parents and teachers in the learning process.”
- “Teachers can learn and exchange experiences from colleagues through seminars, experience exchange and seminars.”
- “Get the attention and support of the director of the center, parents and colleagues.”
- “Students are acquainted with information technology, they are soon exposed to computers, the Internet and receive a lot of information from here.”
- “English is a new subject and very difficult for most people, especially for elementary learner.”At“this age, some Vietnamese pronunciation students are not yet standardized”
Many students neglect to invest time in learning foreign languages, often preparing lessons in a cursory manner During school hours, a significant number of children exhibit passivity and inflexibility, showing fear towards reading and speaking in English, which results in reduced engagement in active learning.
Speaking practice often occurs in pairs and groups, leading to a noisy and chaotic classroom environment In such settings, teachers may struggle to engage with every student, resulting in some children using Vietnamese or focusing on their own tasks Consequently, teachers may find it challenging to identify and address students' errors effectively.
Teachers must employ effective pedagogical methods and continuously innovate their training approaches By utilizing a variety of exercises tailored to each lesson's content, they can inspire and motivate all students, encouraging enthusiastic participation in practice.
4.1.2.4 Activities your students like best in the process of learning English speaking skills
Interviews with elementary teachers reveal that students show a keen interest in engaging activities like role play and songs Additionally, effective learning experiences include talking with peers, storytelling, picture descriptions, and question-and-answer exchanges.
4.1.2.5 The time for studying English skills with elementary learners
Interviews with managers and teachers reveal a consensus that the current study time is appropriate; however, some educators feel that while the timing is suitable, the Smart Choice curriculum does not meet the needs of all learners They argue that this curriculum is better suited for working individuals and those in communication fields rather than teenagers.
Some teachers express concerns about the suitability of course application times, particularly those teaching kindergarten and elementary students They feel that the time allocated for the Happy House books is excessive for their age group Conversely, teachers using the American English File books argue that the teaching time is insufficient, making it challenging to complete lessons within the allotted course duration However, only a small percentage of teachers find the program inappropriate or the timing unsuitable Interviews reveal that many educators appreciate that principals and managers have organized professional meetings to discuss timetable adjustments, allowing for better allocation of time and content tailored to each educational level and subject.
4.1.6 The current facilities of the center
Interviews with managers and teachers reveal that Nam Sao English boasts excellent facilities equipped for foreign language instruction Many believe the center provides ample opportunities for teachers to utilize information technology in their teaching, including installment plans for laptops and training in computer-based lecture design Furthermore, the management of these facilities is highly regarded, a sentiment supported by the researcher’s observations.
4.2.1 The method of teaching speaking skills for elementary learners at the
“Nam Sao English language center”
“Through the observation process and the interview results, Nam Sao English Center conducts methods of teaching English speaking skills to elementary learners as follows:”
In the initial phase of the learning process, teachers serve as central figures, acting as information providers due to their expertise in English and their ability to select appropriate teaching materials and presentation methods During this stage, students primarily observe and listen, engaging in passive information reception Oral materials typically come in two formats: dialogues and prose, each requiring distinct presentation approaches to enhance understanding and retention.
“Teachers use their communication skills to explain to students the content of speaking lessons as well as the most comprehensible explanations for students to easily absorb.”
In this phase, learners engage in extensive speaking practice through controlled and guided activities designed to enhance their vocabulary, grammar, and fluency They respond to the teacher's guided questions and collaborate with partners to generate new ideas related to the topic Based on survey results and interviews, the center implements various activities to facilitate this learning process.
“ Teachers collect pictures and pictures with content suitable to the program.”
“Teachers model, play roles in pictures, use suggestions in pictures to make words for characters.”Students “observe and then practice role-plays according to the characters in the picture.”
“ Teachers can suggest by questions such as:”
“"What is happening in picture A?"”
“ "What do you see in picture B? ''”
“Teachers can ask students to reorganize the story in the correct order of the story -> Then the students looked at the picture to recount the main content.”
The teacher can instruct students to organize pictures alongside corresponding words by writing them on cardboard Students should then analyze the images and align the words according to the sequence of the story depicted in the artwork, ensuring that the arrangement of the words on the cardboard reflects the narrative order presented in the pictures.
Teachers organize the class into groups and provide each group leader with a list of words and phrases related to a specific topic Additionally, each group is tasked with expanding this list by adding more relevant words and phrases to enhance their understanding of the topic.
“The leader controls so that the team members find as many words and phrases as possible by how many points (each word must be accompanied by a correct definition).”
1- “Swimming: This is an activity which is the basic part of many other aquatic sports.” 2- “Water polo:”
“This is the phase in which learners are given chances to speak English freely.”Being
Effective speaking skills are essential in today's society, as they serve as the main channel for presenting and promoting products or ideas Consequently, both students and working adults must focus on developing their English speaking abilities However, many struggle due to a lack of engaging and effective methods for practicing these skills.
In this graduation paper, I have extensively researched various English books and websites to identify the key factors that learners prioritize when speaking English, as well as the materials related to effective teaching methods for English speaking skills.
This thesis aims to assist elementary learners, particularly beginners in English, by providing effective teaching methods for developing English speaking skills It serves as a valuable resource for teachers seeking to enhance their students' language proficiency.
To effectively achieve the objectives of modern educational reforms, it is essential to have a dynamic and creative educational management team This team must thoroughly understand the guidelines and policies related to education management to enhance teaching activities Each manager should recognize the significance of managing educational innovation and adopt increasingly effective work methods to improve quality.
The Principal of Nam Sao English Center must thoroughly understand and timely implement directives from higher management, actively participating in training workshops organized by the Department of Education and Training (DOET) By doing so, the Principal can effectively apply policies and manage teaching activities Furthermore, it is essential for the Principal to engage in self-study and continuous improvement to enhance management skills and foster innovation in teaching practices Ongoing professional development and a solid understanding of educational leadership are crucial for adapting to the evolving educational landscape Additionally, at the end of each school year, the Principal should conduct a self-assessment to identify strengths and weaknesses, taking feedback from staff seriously to learn from experiences and capitalize on strengths.
At a foreign language center, the quality of teaching is significantly influenced by the faculty, making it essential to enhance teachers' awareness and foster unity in achieving the school's goals and development tasks To accomplish this, the principal must take proactive steps to support and guide the teaching staff effectively.
In today's rapidly evolving educational landscape, it is crucial for school principals and managers to facilitate professional development for teachers, particularly in the realm of foreign language instruction, such as English By ensuring that educators are well-versed in the latest educational policies and teaching methodologies, leaders can foster an environment that encourages innovation in foreign language teaching This collaborative approach empowers teachers to actively engage in and implement strategic plans aimed at enhancing their teaching practices, ultimately leading to improved student outcomes.
Principals should evaluate personnel in both executive and teaching roles to identify and select skilled, capable, and mindful managers This process is essential for supporting effective teaching and learning, as well as fostering a deep understanding of professional skills By promoting competent individuals to replace ineffective managers, schools can enhance overall educational quality.
To enhance the professional knowledge and skills of managers, it is essential to implement both long-term and short-term management training courses organized by the Department of Education and Training Additionally, creating opportunities for managers and teachers to engage in seminars focused on teaching methods is crucial for their development.
Formal training is essential for individuals with high potential in managerial roles at educational institutions, including universities and research institutes These personnel should participate in short-term professional management training courses offered by the Department of Education and Training to enhance their skills and effectiveness.
“ Requires teachers and oneself to strengthen self-study and self-training.”
Self-study and self-fostering are essential strategies for enhancing the management capacity of educational centers It is crucial for these centers to promote the importance of self-directed learning among their management teams Each manager should develop a personal plan for self-study and training, utilizing resources such as official documents from the Ministry of Education and Training, media outlets, and practical experiences from other centers.
To enhance classroom engagement, teachers should diversify their teaching methods by incorporating a variety of activities Effective options include role-plays, discussion sessions, opinion-sharing exercises, reasoning gap tasks, and prepared talks By implementing these dynamic activities, educators can ensure their lessons remain interesting and stimulating for students.
“Teachers should also create a friendly, supportive and motivational classroom environment to motivate students to be more confident and comfortable with leaning English.”However, disciplines must be kept as well.”
“Teachers should establish good relationship with students; give constructive feedback to students to encourage students to take part in the class activities.”
Teachers can establish English clubs to encourage student participation, providing them with regular opportunities to practice English in a fun and engaging environment.
“Teachers can follow Harmer’s suggestions (2005) by organizing the following activities in the classroom: A role-play, a discussion activity, an opinion sharing activity, a reasoning gap activity, and prepared talks.”
Littlewood (1981) proposed various engaging activities for teachers to enhance speaking lessons, including identifying pictures from a set, finding identical pairs, and uncovering sequences of locations He emphasized the importance of discovering missing information and features, as well as communicating patterns and models Additional activities involve recognizing differences, following directions, reconstructing story sequences, and pooling information to solve problems Role-playing is also highlighted, with methods ranging from cued dialogue to controlled situations and goals, as well as debates and discussions Finally, he suggested large-scale simulation activities and improvisation to foster interactive learning.
Students should explore effective methods for learning English tailored to their personal preferences and motivations To improve their English skills, they need to cultivate a strong work ethic and focus on expanding their vocabulary, mastering pronunciation, and understanding new sentence structures Engaging in extra classes, participating in English clubs, and making friends with native speakers can provide valuable opportunities for real-life conversation practice.
“There are some recommendation for extra- activities to improve learning English speaking skill:”