School students perceptions of role play in speaking learning

Trang 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY VO NGOC THIEN TIEN SCHOOL STUDENTS’ PERCEPTIONS OF ROLE-PLAY IN SPEAKING LEARNING MASTER OF ARTS IN TESOL Tra

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY VO NGOC THIEN TIEN SCHOOL STUDENTS’ PERCEPTIONS OF ROLE-PLAY IN SPEAKING LEARNING MASTER OF ARTS IN TESOL Ho Chi Minh City, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY VO NGOC THIEN TIEN SCHOOL STUDENTS’ PERCEPTIONS OF ROLE-PLAY IN SPEAKING LEARNING Major: Teaching English to speakers of other languages Major code: 140 111 MASTER OF ARTS IN TESOL Supervisor: Nguyen Thanh Luan, PhD Ho Chi Minh City, 2023 i STATEMENT OF AUTHORSHIP I, Vo Ngoc Thien Tien hereby certify that this thesis entitled “SCHOOL STUDENTS’ PERCEPTIONS OF ROLE-PLAY IN SPEAKING LEARNING” is my own work Except where reference is made in the text of thesis, this thesis contains no material published elsewhere or extracted in whole or in in part from a thesis by which I have qualified for or been awarded another degree or diploma Where I have quoted from the work of others, the source is always given With the exception of such quotations, this thesis is entirely my own work; This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh city 2023 Vo Ngoc Thien Tien ii ACKNOWLEDGEMENTS I would like to express the deepest appreciation to all those concerned in my thesis I would like to start my thesis by thanking all the lecturers at Ho Chi Minh Open University who have worked hard to provide me useful knowledge and skill for conducting this thesis I would like to acknowledge and give my warmest thanks to my supervisor Dr Nguyen Thanh Luan who gave me great care, thoughtful and insightful comments in the thesis His guidance and advice carried me through all the stages of writing my project Without his help, this thesis could not have been finished I am grateful to Faculty of English Department of Duong Diem high school for their willing help I would like to send my special thanks to Ms Kim Tien, Ms Que and Ms Cam Giang for their kind supports I would like to write down here my appreciation to the three classes, 11.1, 11.2, 11.3 for their participations in this thesis, which helps me to reach its completion I would also like to give special thanks to my husband and my family as a whole for their continuous support and understanding when undertaking my research and writing my project Your prayer for me was what sustained me this far iii TĨM TẮT Mục đích luận văn nhằm phân tích việc sử dụng hoạt động đóng vai học sinh phổ thông học ngoại ngữ kỹ nói Phương pháp sử dụng nghiên cứu phương pháp hỗn hợp có giải thích nhằm trả lời hai câu hỏi nghiên cứu sau: “Học sinh phổ thông nhận thức hoạt động đóng vai việc học kĩ nói” "Các thách thức mà học sinh phổ thơng phải đối mặt q trình sử dụng hoạt động đóng vai tiết học nói?" Dữ liệu thu thập bao gồm liệu định lượng định tính thống qua câu hỏi khảo sát vấn Để có liệu cần thiết trả lời câu hỏi nghiên cứu, tác giả thu thập thông tin thông qua bảng câu hỏi khảo sát 134 học sinh phổ thông từ ba lớp 11 trường trung học phổ thông Đồng thời, nghiên cứu tiến hành vấn với ba giáo viên dạy tiếng Anh trường trung học phổ thông vấn ba học sinh phổ thông từ lớp để tìm yếu tố ảnh hưởng đến việc thực đóng vai tiết học kỹ nói tiếng Anh học sinh Dựa liệu thu thập được, kết nghiên cứu cho thấy việc sử dụng hoạt động đóng vai phương pháp hiệu có ảnh hưởng tích cực lớp học kĩ nói mơn Tiếng anh học sinh phổ thông Hơn nữa, kết cho thấy giáo viên học sinh nhận thức tích cực hoạt động đóng vai nhận thấy khó khăn triển khai hoạt động đóng vai tiết học kỹ nói Tiếng anh Từ khóa: kĩ nói, hoạt động đóng vai, lớp học kĩ nói, nhận thức học sinh trung học phổ thông iv ABSTRACT The aim of this research was to analyze the EFL school students’ use of role- play in speaking skills lessons The method used in this study was a sequential- explanatory mixed method to answer the two following research questions: "How is the practice of role-play in school students’ speaking skill learning perceived?" and "What challenges are faced by high school students during the implementation of role-play in EFL speaking skill learning?" It includes both qualitative and quantitative techniques, namely questionnaires and interview techniques To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 134 students from the three eleventh grades EFL school students who are studying English as a compulsory subject at their high school The research also included an interview with three English teachers who teach the English language at a high school and three students from each class to find out the factors that impact the implementation of role-play in school students’ EFL speaking skill learning The findings of the study were as follows: the use of role-play is an effective method and has a positive influence in EFL classes The participants, including teachers and students, also reported their positive perceptions of the use of role-play and identified their challenges during the implementation Key words: speaking skill, role-play, EFL speaking class, school students’ perceptions v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .i ACKNOWLEDGEMENTS ii TÓM TẮT iii ABSTRACT .iv TABLE OF CONTENTS v LIST OF TABLES .ix LIST OF ABBREVIATIONS .x CHAPTER INTRODUCTION 1.1 The rationale of the study 1.1.1 Background of the study 1.1.2 Statement of the problem 1.2 Research focus 1.2.1 Research aim 1.2.2 Research questions .5 1.3 Research significance .5 1.4 Overview of the research: CHAPTER LITERATURE REVIEW 2.1 Teaching speaking skill 2.1.1 Definition of speaking 2.1.2 Components of speaking 10 2.1.3 Functions of speaking .11 2.1.4 Factors in teaching speaking 13 2.1.4.1 Fluency 13 vi 2.1.4.2 Knowledge of language 14 2.1.5 Speaking skill activities 16 2.1.5.1 Types of speaking skill activities 16 2.1.5.2 The roles of the Teacher during speaking skill activities 19 2.2 Role-play as a method of teaching speaking skill 20 2.2.1 Definition of role-play 20 2.2.2 The types of role-play .22 2.2.2.1 Fully scripted role-play 22 2.2.2.2 Semi-scripted role-play 22 2.2.2.3 Non-scripted role-play 23 2.2.2.4 Conclusion .23 2.2.3 Categories of role in role-play 24 2.2.4 The benefits of role-play 24 2.2.4.1 Students’ communication skills development .24 2.2.4.2 Improve students’ learning environments .25 2.2.4.3 Improve students’ speaking skills 25 2.2.4.4 Remove psychological problem for shy learners 26 2.2.4.5 Learner-centered 27 2.2.5 Role-play as a method of teaching English speaking .27 2.2.6 Challenges of using role-play in EFL speaking classroom 28 2.3 Learning English speaking skill 31 2.3.1 Theories of language learning 31 2.3.2 Learning styles 32 2.3.3 The core of successful English speaking learners 32 vii 2.3.4 Learners’ challenges in speaking English 32 2.4 Students’ perceptions of role-play 33 2.5 Previous studies and research gap 35 2.6 Conceptual framework 39 CHAPTER METHODOLOGY 41 3.1 Research design 41 3.2 Research site 43 3.3 Research participants 44 3.3.1 School students .44 3.3.2 Teachers 47 3.4 Data collection methods 47 3.4.1 Questionnaire 48 3.4.1.1 Rationale for questionnaire .48 3.4.1.2 Description of the questionnaire .48 3.4.2 Interviews 49 3.4.2.1 Rationale for interview 49 3.4.2.2 Description of the interview 50 3.5 Validity and reliability 52 3.5.1 Reliability 52 3.5.2 Validity .53 3.6 Data analysis 53 3.6.1 Quantitative data .53 3.6.2 Qualitative data .53 3.7 Ethics 54 viii CHAPTER FINDINGS AND DISCUSSION 55 4.1 Findings 55 4.1.1 Research question 55 4.1.2 Research question 62 4.2 Discussion .64 4.2.1 Positive perceptions of the importance of role-play for English-speaking teaching and learning 64 4.2.2 Challenges faced by high school students about their experience role- play-embedded English-speaking teaching and learning 66 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 68 5.1 Conclusion 68 5.2 Implications and contribution of the study .68 5.3 Limitations and recommendations for future research 70 REFERENCES 72 APPENDIX A 77 APPENDIX B 81 APPENDIX C 87 APPENDIX D 88 APPENDIX E 89 APPENDIX F 90 APPENDIX G 91 APPENDIX H 92 APPENDIX I 109