Efl teachers’ perceptions and practices of enacting the communication skill section in pre intermediate voices coursebook at quy nhon university

Trang 1 NGUYEN THI TU LINH EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF ENACTING THE COMMUNICATION SKILL SECTION IN PRE-INTERMEDIATE VOICES COURSEBOOK AT QUY NHON UNIVERSITY Field: Theory

INTRODUCTION

Rationale

In today's world, teaching communication skills in the context of English education is extremely important English is widely used for global communication, and being proficient in it provides many opportunities By teaching communication skills, teachers help students navigate diverse environments and express themselves clearly Developing these skills also encourages critical thinking, creativity, and empathy, preparing students to succeed in our interconnected society According to Nazari (2005), teachers' perceptions of teaching communication skills in the context of English education hold significant weight in today's educational landscape As key facilitators of learning, teachers play a crucial role in shaping students' language acquisition and communication abilities Their understanding of the importance of communication skills influences their instructional strategies, curriculum design, and assessment methods Yufrizal (2017) suggested that by recognizing the value of fostering effective communication, teachers can create a supportive and engaging learning environment that nurtures students' language proficiency and confidence Moreover, Chand (2022) reported that teachers who prioritize communication skills are better equipped to adapt their teaching approaches to meet the evolving needs and demands of the modern world By valuing and prioritizing the teaching of communication skills, educators contribute to equipping students with the tools they need to thrive in an interconnected and linguistically diverse society

One specific aspect of communication skills that holds immense importance in English education is the teaching of oral communication or speaking Oral communication serves as a cornerstone for effective interpersonal interaction and understanding Furthermore, research conducted on spoken language corpora, such as the CANCODE spoken corpus analyzed by McCarthy and Carter (1995), has presented substantial evidence of notable distinctions between spoken and written English and the implications for pedagogy (Carter, 1998, as cited in Renandya & Widodo, 2016) This highlights the necessity for a teaching methodology that goes beyond a solely text-based approach to ensure that second language (L2) learners acquire a natural command of English that accurately reflects real-life spoken usage (McCarthy and Carter, 2001, as cited in Renandya & Widodo, 2016) This viewpoint is also shared by practitioners such as Goh (2009) and Timmis

(2005) By focusing on developing speaking skills, teachers empower students to express their thoughts, ideas, and emotions with clarity and confidence This proficiency in spoken English not only enhances students' ability to engage in meaningful conversations but also equips them with the necessary skills to navigate real-life situations, such as interviews, presentations, and group discussions Moreover, teaching speaking skills cultivates active listening, critical thinking, and effective expression, enabling students to become effective communicators in various professional and social contexts

By emphasizing the teaching of oral communication skills, educators provide students with a valuable toolset that extends beyond language proficiency and prepares them for success in their personal and professional lives

In that given context, it is crucial to foster effective communication proficiency among learners of English as a foreign language, recognizing that acquiring proficiency in a foreign language is neither simple nor effortless Indeed, researchers have investigated various instructional approaches in order to identify an effective method for teaching and learning English speaking skills in ESL classrooms Numerous researchers globally (Nishino, 2011; Adem, Berkessa, 2022) strongly advocate that teachers' perceptions of teaching speaking skills should align with their classroom practices Since the introduction of the communicative language teaching approach (CLT) in the 1970s, many English instructors have embraced this approach to facilitate the development of higher-quality speaking skills among students According to Nishino (2011), teachers consider a change in classroom conditions to be a prerequisite for implementing CLT in their teaching However, as highlighted by Adem, Berkessa (2022), while the teachers employed similar major activities and teaching cycles, many of their actual classroom practices did not align with the principles of Communicative Language Teaching Various factors, including those related to the learners, influenced the teachers' implementation of CLT principles and their overall approach to teaching speaking skills

Despite the increasing amount of research on the influence of teachers' beliefs on teaching speaking skills (Gandeel, 2016; Webster, 2019), there has been limited prior investigation into teachers' perspectives and implementation of the communication skill section in coursebooks In Vietnam, some studies have explored teachers' perceptions of teaching speaking skills at the high school level (Mai, 2016; Thai, Nguyen, 2022) However, there is a lack of research addressing the disparity between teachers' perceptions and their actual classroom practices regarding the materials used at the tertiary level Therefore, conducting further research to gain insights into teachers' perceptions and practices is crucial for a better understanding of the utilization of materials in teaching speaking skills, particularly in tertiary education settings

Based on the aforementioned factors, the writer has been motivated to select the topic "EFL Teachers' Perceptions and Practices of Enacting the

Communication Skill Section in the Pre-Intermediate Voices Coursebook at Quy Nhon University" for my M.A thesis The anticipated outcomes of the study aim to offer valuable insights and pedagogical suggestions that can contribute to the improvement of teaching speaking skills in the L2 context, benefiting both teachers and students in achieving more effective instructional outcomes.

Aims and objectives

The aim of this study is to investigate EFL teachers’ perceptions and practices of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University

The objectives of this study are the followings:

- To examine EFL teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University

- To explore EFL teachers’ practices of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University.

Research questions

In order to fulfill the above aim and objectives, the researcher gathered data and examined it to provide answers to the following two questions:

1 What are EFL teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University?

2 What are EFL teachers’ practices of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University?

Scope of the study

The focus of this study is limited to discovering about how the communication skill section of the Pre-Intermediate Voices coursebook is now implemented at Quy Nhon University and how teachers perceive this implementation in light of time, ability, and data availability constraints Additionally, only foreign language teachers were eligible to participate in this survey As stated above, the study is restricted to the area of exploring teachers’ perceptions and practices of enacting the communication skill section in Pre- Intermediate Voices coursebook Specifically, the researcher identifies teachers’ general perceptions of the communication skill section and some difficulties they might face enacting this section

Voices is a comprehensive program designed for adult and young adult learners, offering seven levels of instruction that cover various skills Specifically, at Quy Nhon University, Pre-Intermediate Voices is used for non- English students It equips instructors with the necessary tools and confidence to teach effectively in any classroom setting With a logical lesson progression and the added support of The Voices Professional Development Video Collection, teachers have access to a wide range of materials for engaging courses, whether conducted online or in-person Through the program, learners enhance their English language abilities by immersing themselves in the experiences of National Geographic Explorers, who serve as relatable role models within the global English community They engage in thought-provoking scenarios that reflect culturally diverse situations, allowing them to practice the essential communication skills required to navigate social interactions in English Moreover, the program emphasizes practical pronunciation techniques, ensuring learners develop clear and easily understandable speaking skills

Besides, teachers’ practices of enacting the communication skill section are extensively investigated Then, the similarities and differences between their perceptions and practices were also discussed Based on the findings, some suggestions were given to help the teachers improve the implementation of enacting the communication skill section in Pre-Intermediate Voices coursebook to the fullest, which might promote students' enjoyment of learning and their academic performance The study limits its scope to the participation of 20 teachers at the Department of Foreign Languages, Quy Nhon University The justification for choosing participants is that they are assumed to be similar in terms of required proficiency level and background knowledge of English Those teachers have taught English 1, so they fully could be familiar with the communication skill section in Pre-Intermediate Voices coursebook Secondly, in the second term of the school year 2022-2023, some of them have been teaching English 2, in which they taught the communication skill section in Pre-Intermediate Voices coursebook.

Significance of the study

Although numerous studies have been conducted on communication skills, there is a limited focus on examining teachers' perceptions and practices regarding the communication skill section in a coursebook at the tertiary level Consequently, this study is undertaken with the aim of providing valuable insights to EFL instructors in their teaching of speaking skills The findings of the study are expected to assist teachers in gaining a deeper understanding of the challenges or obstacles they encounter when delivering the communication skill section of instruction By recognizing these issues, teachers can make adjustments to their implementation of the communication skill component, thereby enhancing the effectiveness of the teaching and learning process From an educational standpoint, this study holds significance both in theoretical and practical terms

In terms of theory, the study contributes to the teaching theories regarding the communication skill section in the alignment between what the teachers perceive and what they really practice

In terms of practice, the findings of this study may benefit English teachers, students, and researchers As for the teachers, the findings of the study could raise teachers’ awareness of what they perceive the use of the communication skill section in Pre-Intermediate Voices coursebook in classrooms As a consequence, they will endeavor to implement it in an effective way so that their students can improve their speaking performance This study can also be used as a reference, not only by English teachers at Quy Nhon University but also by teachers who want to employ the communication section in Pre-Intermediate Voices coursebook In addition, they might figure out how to bridge the gap between their perceptions of enacting the communication skill section and their classroom practices For students, this study hopes to help them realize the importance of communication competence and some problems may arise, which can give them negative perceptions Finally, with regard to the researchers, those who share the same interest in this topic could certainly rely on this research to find reliable and useful references for their related studies.

Organization of the study

The thesis consists of five chapters

Chapter 1, Introduction, present the rationale, the aims and objectives, the scope, the research questions, the significance, and the structure of the study

Chapter 2, Literature Review, defines major related concepts and briefly review the related works that compose the theoretical background of the study

Chapter 3, Research Methodology, deals with research methodologies, data description, data analysis, and research procedures The data’s reliability and validity are also discussed in this chapter

Chapter 4, Findings and Discussion, describes the analysis of data in detail and gives a summary of the findings as well as a thorough discussion of the findings of the study Some explanations and interpretations of the findings are also presented in this chapter

Chapter 5, Conclusion, summarizes the whole research, gives some teaching implications, and discusses the limitations of the study, as well as suggestions for further research.

LITERATURE REVIEW

Communication Skills

In the contemporary global landscape, effective communication is essential for achieving success in any field Language serves as the primary means of communication, and effective communication relies on the use of language Without language, achieving flawless communication is unattainable Moreover, individuals cannot fulfill their aspirations, objectives, or goals without the ability to communicate effectively

There are two fundamental forms of communication: Spoken communication and Written communication Spoken communication entails the verbal and visual transmission of information from one person to another It is influenced by various factors, including social, institutional, psychological, and linguistic elements Examples of oral communication include presentations, speeches, and dialogues Spoken communication can be achieved through a variety of methods It is crucial that the words are appropriately structured and delivered with the appropriate pitch and tone A successful method of oral communication must possess clarity, conciseness, and accuracy To ensure that the information is effectively conveyed, it is advisable to steer clear of convoluted language and technical jargon (Duff, 2000) Establishing eye contact and modulating body language in accordance with the message being conveyed are critical For instance, conveying a strict instruction may be more effectively accomplished through a formal and authoritative body language rather than a relaxed and welcoming demeanor

According to Rao (2012), who cites experts on skill development, speaking and listening are two closely linked skills that are taught and learned in rapid succession among the four language skills Speaking serves as a crucial gateway to acquiring other language abilities In the classroom, the teacher presents language items while the students apply them in context Speaking is a natural and effective method for English as a Foreign Language (EFL) learners to acquire a new language It is important because it allows practical usage of the language, promotes fluency, helps in error correction, and enables efficient use of class time Historically, language primarily existed in spoken form, predating the development of written language People engaged in conversations and listened for extended periods before there was anything to read This explains why the emergence of writing is considered a relatively recent event in human history Speaking holds great significance as a vital communication skill Teachers are always concerned about how to effectively teach speaking skills in communication classrooms They explore prevalent beliefs about speaking skills, principles of learning and teaching speaking, various activities and tasks to enhance communication skills, and methods for teaching pronunciation to improve communication among learners

Written communication refers to the act of conveying a message using written symbols Simply put, it involves exchanging written messages between two or more individuals The effectiveness of written information relies on appropriate word selection, proper sentence structure, and overall coherence (Prabavathi & Nagasubramani, 2018) Written information is often perceived as more authoritative and legally binding compared to spoken communication Additionally, people rely more on written materials for information However, unlike verbal communication, written communication does not elicit an immediate response as it takes time to compose and comprehend Nevertheless, written communication has several limitations It is time-consuming, requiring significant effort to write letters, type documents, and transmit them to the intended recipients The feedback process is also time-consuming, not only due to mailing costs but also because it involves numerous individuals investing substantial time Unlike spoken communication, maintaining strict confidentiality is challenging in written communication If any part of a written letter is unclear, immediate clarification is not possible Moreover, written communication is less adaptable and more difficult to modify since it is in a fixed written format It is ineffective in urgent situations

In this study, the researcher specifically focuses on oral communication, which is widely used and practical in English-speaking classrooms

2.1.2 Difficulties in English speaking classes

Communication skills play a crucial role in today's society and are essential for achieving success in one's chosen profession Among the four language skills, speaking is particularly vital for effective communication in our globalized world Since English is widely spoken worldwide, learners need to master their speaking skills in order to thrive in their respective fields The classroom serves as an excellent environment for developing strong communication skills, with a specific focus on speaking abilities Teachers should have a thorough understanding of the challenges faced by English language learners and employ diverse teaching strategies to enhance their students' proficiency in spoken English

When teachers encourage students to participate in classroom discussions, they may encounter several challenges related to speaking These challenges include student reluctance, a lack of relevant expertise, limited engagement, and the tendency to use their native language (Tuan & Mai, 2015) The first challenge that students face is inhibition They may feel hesitant to speak up in class due to concerns about making mistakes and fear of judgment The attention of their peers can also make them self-conscious According to Littlewood

(2007), the learning environment itself can contribute to students feeling uncomfortable and inhibited Another issue is students expressing that they struggle to generate ideas and lack motivation to express themselves Rivers

(1968) argues that students often have difficulty finding something to say because the topics chosen by their teachers may not be relevant or familiar to them Furthermore, Baker and Westrup (2003) support this notion by stating that students find it challenging to respond when asked to describe something in a foreign language as they lack guidance on what to say, which vocabulary to use, and how to use grammar correctly Another challenge is the limited level of engagement during speaking activities in class

In a large classroom setting, individual students have limited opportunities to speak since only one person can speak at a time, making it challenging for others to hear Some students tend to dominate the speaking activities, while others rarely or never speak Another significant issue in developing speaking skills is when students share the same mother tongue, as they naturally tend to rely on it during speaking sessions (Tuan & Mai, 2015) Harmer (1991) provides a few reasons why students resort to using their native language Firstly, when students are asked to speak on a topic they are unfamiliar with, they may feel compelled to use their mother tongue Secondly, using their native language feels more instinctive and effortless for students If teachers do not actively encourage them to speak in English, students will immediately resort to using their mother tongue to explain things to their classmates Lastly, if instructors consistently use the native language in the speaking class, students may feel more comfortable using it as well.

Communicative language teaching method

Over the years, language teachers have explored various methods and approaches to language instruction These methods have enjoyed admiration and recognition at certain times and in specific contexts, but they have also faced criticism and been deemed unsuitable in other situations With changing times and evolving trends, what was once considered innovative and promising can later appear unfamiliar and outdated Within the last quarter century, communicative language teaching (CLT) has emerged as a widely advocated approach for teaching English as a second or foreign language

Richards (2006) explains that Communicative Language Teaching (CLT) encompasses a set of principles that guide language teaching objectives, how learners acquire a language, the types of classroom activities that enhance learning, and the roles of teachers and learners CLT focuses on teaching English with an emphasis on its purpose as a means of communication, understanding how students learn, and the involvement of teachers and students in the learning process

Furthermore, CLT is commonly used in educational literature to describe an approach that aims to put into practice the concept of communicative competence by recognizing the interconnection between language and communication (Taous, 2013) According to CLT theory, language learning is best achieved when classroom activities are authentic and meaningful to learners, aligning with the belief that the ultimate goal of language teaching is to enable students to effectively communicate in the target language CLT emphasizes the practical use of language for communication, considers the learning processes of students, and recognizes the roles of both teachers and students in the learning journey CLT refers to both processes and goals in classroom learning The central theoretical concept in communicative language teaching is ‘communicative competence’, a term introduced into discussions of language use and second or foreign language learning in the early 1970s Teaching materials, course descriptions, and curriculum guidelines often emphasize the objective of developing communicative competence

The term of "communicative competence" has been in use for approximately four decades and has been extensively employed to justify and explain communicative language teaching According to Celce-Murcia (2007), the evolution of the term “communication competence” began with its initial conception by Hymes (1967, 1972), followed by contributions from Canale and Swain (1980), Canale (1983), and Celce-Murcia et al (1995) Although other models, such as the "language ability" proposed by Bachman (1990) and Bachman and Palmer (1996), have been suggested to represent similar constructs to "communicative competence," these models primarily focus on language assessment rather than language instruction

As previously mentioned, Celce-Murcia (2007) explains that the term

"communicative competence" was originally coined by Hymes (1967, 1972), an anthropological linguist Hymes identified two components of communication competence: linguistic competence, which encompasses the rules for sound systems, morphemes, and sentence structure, and sociolinguistic competence, which involves the rules for using language appropriately in different contexts This concept of communicative competence can be seen as a theory of performance, as it emphasizes the importance of understanding the rules of language use in actual speech acts, as implicitly demonstrated by speakers

During the 1970s, many applied linguists adopted Hymes' terminology and perspective to develop the communicative approach to language teaching This approach emerged as a reaction against grammar translation and audio- lingual methods in language pedagogy Hymes' notion of communicative competence became a foundational aspect of the theoretical justification for this new language teaching approach, influencing the development of teaching materials aligned with the goal of communication in second or foreign language instruction

Canale and Swain (1980) were among the early applied linguists who further developed and expanded upon Hymes' model of communicative competence They introduced strategic competence, which refers to the capability to overcome communication difficulties and engage in different planning strategies, as an additional component to linguistic competence and sociolinguistic competence Later, Canale (1983) added discourse competence, which pertains to the ability to produce and comprehend language at a level beyond individual sentences, to the model For that reason, in Canale and Swain's model, communicative competence consisted of four sub-competences: linguistic competence, sociolinguistic competence, strategic competence, and discourse competence This model proposed practical implications for syllabus design, instructional methodology, teacher education, and teaching materials, as highlighted by Khan and Tas (2020) In a basic explanation, this model proposed that learners would achieve advanced levels of communicative competence by following a well-structured syllabus that prioritized functional aspects of language and by focusing on creating meaningful communication experiences

In the mid-1990s, Celce-Murcia et al (1995) suggested that actional competence should also be included as part of communicative competence This model presented a dynamic hierarchy and incorporated cultural instruction, contextually shaped discourse, a balance between language as a system and language as a formula (including formal grammar and speech acts), emphasis on communicative interaction, and a focus on various strategies as necessary components of communicative competence

As previously stated, there are several models of communicative competence However, the interpretation of "communicative competence" can vary depending on the specific learners being targeted and the pedagogical goals within a particular context, as noted by McGroarty (1984) cited in Celce-Murcia

(2007) In light of the practical implications offered by Canale and Swain's model, it will serve as the guiding framework for the present study, providing a solid foundation for examining communicative competence in a focused and meaningful manner.

Teaching speaking skills

Speaking is a complex process that involves speakers performing multiple tasks simultaneously, as stated by Johnson (1996) cited in Burns (2017) Competent speakers need to integrate various skills, knowledge, and processes while considering the specific contexts in which they are communicating Their speech should be culturally and socially appropriate, relevant, and understandable to their listeners Additionally, competent speakers must also be active listeners, taking into account the dynamic and unpredictable nature of conversations, according to Ellis (2014) Bygate (2001) highlights the rapidity of this process, emphasizing the importance of automation for success Goh and Burns (2012) propose that speaking competence can be seen as a combination of linguistic knowledge, core speaking skills, and communication strategies, all of which must work together harmoniously to enable fluent and clear speech production

Linguistic knowledge, as described by Canale and Swain (1980) and Canale (1983), encompasses structure, meaning, and use This knowledge is divided into four types: phonological, grammatical, lexical, and discourse Speakers must be familiar with producing language at both the micro level, which includes consonant and vowel sounds and word stress, and the macro level, which involves utterance stress, rhythm, and intonation They should also understand the communicative functions served by features such as prominence and tone Recent attention has been given to raising learners' awareness of supra- segmental features to improve their global communication skills Grammatical knowledge is crucial for speaking any language, including understanding word order, verb inflection for tense and aspect, parsing utterances for appropriate responses, and recognizing differences between spoken and written grammar Lexical knowledge pertains to vocabulary size, with productive and receptive vocabulary being distinguished Learning fixed expressions and becoming aware of semantic relationships and collocations enhances learners' spoken performance Modality expressions, indicating stance, attitudes, and certainty, are important for developing pragmatic competence Discourse knowledge involves understanding the functional purpose of different types of talk, contextual influences on linguistic resources, pragmatic norms like three-part exchanges, and sociocultural practices and expectations in diverse societies, particularly in the global use of English where intercultural pragmatic knowledge is increasingly significant

In numerous traditional classrooms, there is a significant emphasis placed on imparting knowledge pertaining to pronunciation, grammar, vocabulary, and discourse However, many learners who have experienced these types of classrooms have come to realize that possessing such knowledge alone does not suffice to make them effective speakers They must also acquire the ability to operationalize or apply this knowledge in diverse contexts Four broad categories of essential speaking skills for practical application can be identified: pronunciation, speech function, interaction management, and discourse organization skills Pronunciation skills encompass the learner's capability to articulate and blend language sounds, assign word stress to convey meaning, and employ appropriate intonation patterns (Burns & Seidlhofer, 2010) Multiple research studies have indicated that the prosodic aspects of language, such as stress and intonation, have a more significant influence on the comprehensibility of learners than the precise articulation of individual sounds or phonemes (Derwing et al., 1998; Hahn, 2004) In recent years, McKay and Brown (2015) have put forward the argument that considering English as a widely used international language, it is crucial for English teachers and learners to shift their focus away from adhering strictly to norms set by native speakers Instead, they should develop an awareness and sensitivity towards both global and local standards of intelligibility Speech function skills, as described by Cohen (1996), empower learners to effectively carry out various communicative functions or speech acts, including making requests (for permission), expressing agreement, providing explanations, giving instructions, offering advice, or describing settings On the other hand, interaction management revolves around the skill of regulating speech during interactions, encompassing tasks such as initiating conversations and clarifying meaning An important aspect to consider in relation to speech functions is that learners should be mindful of appropriate usage within different cultural contexts This involves understanding factors like seniority or status and recognizing the importance of politeness markers, such as the use of hedging, to facilitate effective communication

Communication strategies, as discussed by Dửrnyei and Scott (1997), serve as effective tools for individuals to navigate the challenges posed by rapid, spontaneous, and unpredictable face-to-face interactions In situations where speakers do not have sufficient time to prepare their speech in advance, these strategies are essential for managing the "mismatch between their communicative intentions and their linguistic resources" (Váradi, 1992, p 437) Cognitive communication strategies serve two main purposes in facilitating the flow of interaction Firstly, reduction strategies can help speakers avoid the need to continuously produce speech, thereby acting as a means of saving face However, they also have the potential to limit the continuity of the interaction Reduction strategies may involve techniques such as topic avoidance (shifting or diverting the focus of discussion), message abandonment (inability to continue conveying the intended message), or semantic avoidance (using less specific or vague language) (Alibakhshi, Padiz, 2011)

Goh and Burns (2015:153) propose a model that outlines a comprehensive and structured series of speaking activities, providing guidelines for teachers to support their students in developing speaking skills The model emphasizes several essential concepts, including the utilization of diverse core speaking skills, the cultivation of fluency in expressing meaning, the flexible use of grammar to convey precise meanings, the application of appropriate vocabulary and accurate language forms relevant to speaking needs, the comprehension and application of social and linguistic conventions in different contexts, the implementation of suitable oral communication and discourse strategies, the enhancement of genre awareness and understanding of genre structures, the promotion of metacognitive awareness regarding second language (L2) speaking, and the ability to manage and self-regulate one's own speaking development This model serves as a valuable resource for teachers in designing effective speaking instruction and empowering students to become proficient and autonomous speakers

Figure 1 The Teaching-Speaking Cycle (Goh & Burns, 2012, p.153)

Stage 1 of the teaching speaking cycle involves directing learners' attention towards speaking skills and aims to achieve two primary objectives The first objective is to enhance learners' metacognitive awareness of speaking by prompting them to reflect on the requirements and challenges associated with speaking, enabling them to plan for their overall speaking development Learners receive prompts that encourage them to consider the various aspects of speaking and how they can effectively prepare themselves for it The second objective is to prepare learners for a specific speaking task that is part of the teaching cycle

In this stage, learners familiarize themselves with the task's objectives and outcomes, and they consider the strategies and approaches they will employ to successfully complete the task (Sriharto, Prasetyarini, 2018) This stage sets the foundation for learners to approach the subsequent speaking activities with a clear understanding and preparedness

Stage 2 of the teaching speaking cycle involves offering input and/or

Focus on language/ skills/strategies

Direct learners’ reflection on learning

Provide input and/or guide planning

Focus learners’ attention on speaking guiding learners in their planning process Speaking in a second language can often lead to significant anxiety among language learners Therefore, it is crucial for teachers to provide support for the speaking task, allowing learners sufficient time to plan both the content and manner of their speech As noted by Skehan (1998:137–139) cited by Burns (2012), the objectives of this preparation stage encompass various aspects, including introducing or teaching new language elements, facilitating the reorganization of learners' developing linguistic knowledge, activating their existing linguistic knowledge, reinforcing specific language items, and reducing cognitive load by simplifying processing demands Furthermore, this stage also encourages learners to interpret tasks in more challenging and nuanced ways, prompting them to engage in higher-level language processing By providing appropriate input and guidance during this stage, teachers can help learners effectively prepare for the speaking task and alleviate some of the anxieties associated with speaking in a second language

Stage 3 of the teaching speaking cycle involves conducting speaking tasks that provide learners with a communicative context for practicing their speaking skills The main objective of this stage is to create an environment where learners can express meaning using their existing linguistic knowledge, skills, and strategies (Nyinondi, Mhandeni, Mohamed, 2016) The emphasis in this stage is on developing fluency in speaking, rather than placing excessive focus on accuracy of language form The tasks designed for this stage should allow learners to freely express themselves, drawing upon their linguistic resources without overly worrying about making errors (Valfridsson, 2020) This stage is intended to be less challenging for learners due to the prior teacher-guided or individual planning that occurred in Stage 2, which prepared them adequately for the speaking tasks

Stage 4 in the teaching speaking cycle is designed to provide learners with opportunities to enhance their language accuracy and improve their proficiency in utilizing skills and strategies (Faerch and Kasper, 1983; Lin, 2010) During this stage, the teacher guides learners' focus towards specific aspects of the fluency task that require attention These aspects may encompass various language features, such as pronunciation, grammar, text structures, and vocabulary By pinpointing these areas, the teacher helps learners identify and address any linguistic shortcomings or areas for improvement within the context of their speaking performance The purpose of this stage is to support learners in refining their language skills and further developing their ability to effectively utilize the appropriate strategies and techniques while speaking

Stage 5 of the teaching speaking cycle involves the repetition of the speaking tasks conducted in Stage 3 However, Stage 5 differs from Stage 3 because learners have now had the opportunity to analyze and practice specific language items or skills during Stage 4 As a result, they are able to apply this acquired knowledge to improve their performance There are various approaches to repeating speaking tasks, each serving the purpose of reinforcing and improving learners' speaking abilities One method involves revisiting specific elements of the original task, allowing learners to focus on and practice particular aspects of their speech Another approach involves repeating the task as a whole, giving learners the chance to refine their overall performance (Kuliahana, Marzuki, 2020) Additionally, facilitating changes in group or partner dynamics among students can offer fresh perspectives and interaction opportunities during the task repetition (Khoyimah, Santoso, 2020) Lastly, introducing a new task that shares similarities with the previous one enables learners to apply their accumulated knowledge and skills to a slightly different context By engaging in these repetitions, learners can consolidate their language proficiency, integrate the skills and strategies practiced in Stage 4, and further enhance their overall speaking competence

Stage 6 of the teaching speaking cycle aims to foster learners' self- regulation of their learning process by encouraging them to reflect on what they have learned throughout the preceding stages This reflection can be conducted individually, in pairs, or in small groups Engaging in reflection, whether individually or collectively, can have a therapeutic effect on learners, alleviating stress and anxiety by realizing that others may share similar feelings Learners' reflection should be guided by various forms of metacognitive knowledge and can center around several key points, such as: identifying the specific demands posed by the speaking tasks they have encountered, recognizing and utilizing effective strategies (Alibakhshi, Padiz, 2011) to meet the requirements of the tasks, conducting their own informal assessment of their abilities and performance, identifying areas of their performance that have shown improvement, identifying areas that still require further improvement, and developing plans for enhancing specific areas of weakness By engaging in this reflective process, learners gain a deeper understanding of their learning journey, take ownership of their progress, and can make informed decisions about their future language development

In the final stage of the Teaching Speaking Cycle, Stage 7 focuses on facilitating feedback to learners regarding their performance in earlier stages The teacher plays a crucial role in providing feedback through various means This can include offering comments or assigning grades based on individual observation sheets used during the speaking tasks Additionally, learners engage in written reflections and exchange comments with their peers, allowing for mutual assessment of progress and achievements The teacher further consolidates feedback by analyzing written reflections from the entire class Learners also receive personalized feedback through written comments in their journals, while their blogs serve as platforms for informal assessment and commentary By enabling this feedback process, the teacher supports learners in gaining valuable insights into their strengths, areas for improvement, and fosters continuous growth in their speaking skills

2.3.3 Speaking activities in EFL classroom

The development of speaking skills can be enhanced through various techniques and activities According to Jyothsna and Rao (2009), some effective methods include repeating rhymes, engaging in look-and-say exercises, practicing oral composition, conducting pronunciation drills, reading aloud, participating in open-ended storytelling, and describing festivals, festivities, and events Additionally, Kumari (2014) suggests that a range of task-based activities can also be utilized to improve speaking abilities In this study, the researcher focused on seven primary speaking activities commonly employed at the university level These activities encompass role-play, group work, pair work, interviews/talk shows, games, debates, and storytelling

Role-playing is a widely employed strategy in educational settings to enhance speaking skills It involves three distinct types: clue-based, fully guided, and free role plays During these activities, students assume the roles of characters and act out scenes or scenarios They can engage in role plays individually, in pairs, or in groups, allowing for more complex interactions These role plays are designed to immerse students in real-world events or situations that may be challenging, unfamiliar, difficult, or contentious, prompting them to reflect on their attitudes towards others and their circumstances (Krebt, 2017) In comparison to traditional lectures and contextually limited textbook learning, role playing offers students new and alternative ways of learning By participating in well-structured role plays with clear objectives and guidelines, students can enhance their speaking abilities across a variety of learning contexts

The role of teachers and coursebooks in speaking classrooms

In an English speaking classroom, both teachers and coursebooks play crucial roles in facilitating language learning and development Teachers play a vital role in the classroom as they guide, inspire, and facilitate the learning process They create a nurturing and inclusive environment where students feel encouraged to actively participate and develop their skills Teachers serve as models, providing linguistic and cultural guidance, while also assessing students' progress and providing constructive feedback They design engaging lessons, employ effective teaching strategies, and adapt their approach to meet the diverse needs of their students Moreover, teachers foster a love for learning, instill confidence, and empower students to become independent and lifelong learners (Liu, 2013) Ultimately, teachers have the power to shape students' educational journeys and inspire them to reach their full potential

Coursebooks play a significant role in the English speaking classroom, providing a structured framework and valuable resources for language learning (Zohrabi, 2011) These textbooks offer a range of benefits:

1 Curriculum Organization: Coursebooks provide a well-organized curriculum, guiding the progression of language skills, vocabulary, and grammar They ensure a systematic and comprehensive approach to English language learning, offering a clear path for students to follow

2 Authentic Language Exposure: Coursebooks incorporate authentic language materials, such as dialogues, articles, and audio recordings, which expose students to real-life English usage By engaging with authentic content, students develop a better understanding of natural language patterns, cultural contexts, and communication strategies

3 Language Input: Coursebooks offer a variety of speaking activities and exercises that allow students to practice and apply the language concepts they have learned These activities provide opportunities for students to develop their speaking skills through interactive tasks, role-plays, discussions, and presentations

4 Supplemental Resources: Coursebooks often include supplementary materials, such as audio CDs, online resources, and workbook exercises These additional resources provide extra practice and reinforcement for speaking skills development, allowing students to further enhance their fluency and accuracy

5 Teacher Guidance: Coursebooks serve as a valuable guide for teachers, offering suggestions for lesson planning, teaching methodologies, and assessment criteria They provide a framework that helps ensure a balanced and comprehensive approach to language instruction, supporting teachers in delivering effective and engaging speaking lessons

It's important to note that while coursebooks provide valuable resources, teachers should also supplement them with authentic materials, real-life communication opportunities, and personalized instruction to cater to the specific needs and interests of their students

Overall, teachers and coursebooks work hand in hand to create a supportive and effective English speaking classroom, where students can develop their speaking skills, gain confidence, and become proficient communicators in the English language.

Previous related studies

This section reviews various research that are relevant to the teachers’ perceptions and practices of teaching speaking The perceptions of teachers on what communicative competence means, and how they perceive each component of the communicative competence of English were examined by Yufrizal (2017) Participants in this study were 31 English teachers of junior and high schools in Indonesia The findings of this study demonstrated a positive correlation between teachers’ perceptions and their oral performance

Gandeel (2016) looked at the connection between teachers’ beliefs and practices regarding the teaching of speaking The findings indicated that teaching speaking was course-book based, teacher-centred and accuracy-oriented There was no or little focus on fluency in the observed classes; teaching speaking was focused on developing students’ speaking accuracy: i.e., grammar and vocabulary

Abugohar, Yunus, Rashid (2019) conducted research on teachers’ perceptions and the current actual practices of utilizing a package of three categories of smartphone applications as a prescribed teaching technique with the purpose of fostering Saudi tertiary students' oral skills, correlating these perceptions with actual classroom practices The findings revealed that the majority of participants have high, inspiring positive perceptions of using smartphone applications in teaching speaking Based on the data obtained, it is concluded that despite EFL teachers' high positive perceptions of smartphone applications used for promoting adult learners' speaking skills, classroom practices reveal weaknesses and insufficient actual experiences

Based on students' processing of information time, Chand (2022) examined the teacher's perceptions, practices, and attitudes towards approaches to learning The findings showed that teachers distinguish deep approaches to learning as those in which students can apply newly learned information for a longer period of time and develop as critical thinkers and problem solvers The findings also showed that teachers prefer surface approaches over deep approaches to learning Teachers focus on students completing activities in the shortest possible time and memorising facts

Numerous studies have explored the teaching of speaking skills, but I observed that many of these studies primarily focus on young students or other aspects of speaking, often overlooking the challenges faced by university students in developing oral proficiency However, I agree with the viewpoint expressed in the study of Jennifer Chen (2011), states "Effective communication is a crucial social skill that contributes to the readiness, social adjustment, and academic success of young children." This statement holds true not only for children but also for older students and adults Upon graduating from university, students embark on a new phase of their lives where they must rely on their own skills and independence Consequently, English communication becomes more than just a subject; it becomes a language necessary for any occupation, and oral proficiency becomes a tool for success in both work and social contexts Therefore, it is vital to provide instruction and motivation to tertiary-level students, enabling them to effectively express their ideas, emotions, and thoughts in the classroom

In short, the relevant literature has already been presented in this chapter, which has helped to form the theoretical and conceptual framework for the study It begins with the definition of the communication skills Then, definitions of communication language teaching method, as well as teaching speaking skills at the tertiary level, are also introduced, followed by the role of teachers and coursebooks in speaking classrooms Finally, previous studies related to teaching communication skills at the tertiary level as well as the research gaps and the reasons why this research should be carried out are also mentioned All of these serve as a basis for research on EFL teachers’ perceptions and practices of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University, which is presented in the next chapter.

RESEARCH METHODOLOGY

Research design

This study employed a mixed-methods approach to explain the phenomenon in depth and within its context It used quantitative and qualitative to originally explore participants’ perceptions of enacting communication skill section in VOICES Pre-Intermediate in the research setting The data was obtained from the observation of the learning process supported by the result of interviewed questions and questionnaire distributed to the teachers Specifically, the paradigm of the research involved the collection and analysis of quantitative and qualitative data through questionnaires, semi-structured interview, and classroom observations The quantitative approach involves the collection of information on a particular study using statistical analysis (Creswell, 2013) The qualitative approach, on the other hand, allows participants to obtain detailed and rich information about the results of a given study through their views and experiences (Fraenkel, Wallen, and Huyn, 2012) Thus, integrating quantitative research and qualitative research in this study is necessary to have an in-depth understanding of EFL teachers’ thoughts and the real situations of enacting the communication skill section This research design also helps in collecting complete and possibly accurate data from the research subjects, which was used for the detailed analysis and which led to the important recommendations that were made.

Research setting and participants

The study was conducted at the Department of Foreign Languages at Quy Nhon University According to the university’s curriculum officially designed for non-English majors, the current study was conducted in the second semester of the school year 2022-2023 with the focus put on the course “English 2” University The selection of lecturers based on their prior experience teaching

"English 1" and their valuable expertise in instructing the communication skill section of that course The majority of these teachers possess extensive theoretical knowledge of speaking skills, having taught speaking for more than five years Furthermore, all of them have obtained Master's degrees in English Teaching Methodology and English Linguistics They are recognized for their open-mindedness, enthusiasm, and innovative teaching methods

According to the officially designed university curriculum for non-English majors, there are two English courses that students must complete in order to develop proficient speaking skills Specifically, the "English 1" course is designed to equip students with the necessary vocabulary, knowledge, and skills to effectively and fluently engage in real-life communication situations Building upon this foundation, students are then required to enroll in the "English 2" course, which provides them with additional essential grammar and vocabulary to discuss various topics from different aspects of life The official curriculum at Quy Nhon University adopts the Voices Pre-Intermediate coursebook for the English skills program This book comprises 12 units, each consisting of five parts labeled A through E The communication skill section is covered in part D of each unit

The study took place during the second semester of the 2022-2023 academic year, specifically targeting the "English 2" course This course was selected as it aligned with the researcher's study objectives and coincided with the timeframe when the observations were conducted in five classes at Quy Nhon University The data collection process extended over a period of approximately two month.

Research instruments

The study employed mainly qualitative and quantitative data collection tools The relevant data were collected through different instruments, such as observation, questionnaire, and interview A questionnaire can provide numerical data for a large number of participants, whereas data gathered through interviews and classroom observations typically provide researchers with a clear, in-depth understanding of informants' perceptions and practices (Kendall, 2008) The combination of quantitative research and qualitative data collection in this study is necessary as this not only helps the researcher understand the study problem clearly but also helps increase the reliability of answering two research questions for this study A summary of research questions and research instruments employed to collect the data in this thesis is briefly presented in Table 3.1 below:

Table 3.1 Research questions and instruments

Research questions Instruments The number of respondents

1 What are EFL teachers’ perceptions of enacting the communication skill section in

Pre-Intermediate Voices coursebook at Quy

2 What are EFL teachers’ practices of enacting the communication skill section in

Pre-Intermediate Voices coursebook at Quy

The researcher aimed to investigate how teachers implemented the communication skill section in the coursebook To collect data effectively, classroom observation was chosen as a valuable method Cohen, Manion, and Morrison (2007) highlight the appeal of observational data, as it allows researchers to gather real-time information from authentic situations (p.305) As suggested by Mackey and Gass (2005), observations are beneficial for capturing extensive and detailed data on participants' behaviors and actions within a specific context Additionally, through repeated and longitudinal observation, researchers can obtain a deeper and more comprehensive understanding of participants and the subject matter (Mackey & Gass, 2005, p.176) In essence, classroom observation enables the researcher to gain an in-depth understanding of how participants teach in the classroom by directly witnessing events and gathering firsthand evidence

The researcher collected data using an observation sheet that comprised two sections: general information and a tally sheet The general information section recorded specific details such as the observation date, class instructor, number of students, start time, and finish time The second section of the sheet was adapted from Nunan's (1989) Classroom Observation Tally Sheet This adapted tally sheet served as a checklist and focused on activities across seven stages of the teaching-speaking cycle suggested by Goh & Burns (2012): Directing learners' attention to speaking, Providing input and/or guiding planning, Conducting speaking tasks, Emphasizing language/skills/strategies, Repeating speaking tasks, Facilitating learners' reflection on learning, and Facilitating feedback on learning During these stages, the observer also considered in what way the lecturers helped enhance the students’ communicative competence

The questionnaire in this research is constructed based on the reference from other related studies (Yufrizal, 2017) The questionnaire consists of two main parts The first one concerned the participants’ demographic information including three questions In this survey, the participants were asked some questions about their name, age, and gender The second included 50 Likert-scale items concerning teachers’ perceptions of enacting communication skill section in the coursebook Each statement or question is supplemented by five options: strongly agree, agree, not sure, disagree and strongly disagree The questions are arranged according to the definition of communicative competence as proposed by Canale and Swan (1983) The questions are grouped into five categories: language learning definition, linguistic competence, sociolinguistic competence, discourse competence and strategic competence

The initial section of the questionnaire comprises five items that pertain to teachers' perspectives on the language learning definition within the communication skill section Subsequently, the second section of the questionnaire encompasses a total of twenty items that delve into teachers' perceptions regarding the linguistic competence exhibited within the communication skill section Specifically, the linguistic competence section is further divided into subcategories, with six questions focusing on pronunciation, one question targeting vocabulary, and thirteen items addressing structure and grammar

Moving on, the third section of the questionnaire comprises ten items that aim to capture teachers' perceptions of the sociolinguistic competence demonstrated within the communication skill section Subsequently, the fourth section of the questionnaire explores teachers' perspectives on the discourse competence realized within the communication skill section This section consists of ten items that specifically probe into teachers' perceptions of discourse competence

Lastly, the fifth section of the questionnaire investigates teachers' perceptions concerning the strategic competence exhibited within the communication skill section This section comprises three items that are designed to elicit teachers' perspectives on strategic competence

Apart from questionnaires, semi-structured interview were also exploited as a data collection instrument for obtaining further information on the issues of the study Mackey and Grass (2005) indicate that interviews can

“investigate phenomena that are not directly observable, such as learners' self- reported perception or attitudes” and “elicit additional data if initial answers are vague, incomplete, off-topic or not specific enough” (Mackey & Gass, 2005, p.176) In addition, the combination of the questionnaire, interview, and observation permits a degree of triangulation in the study (Richards & Schmidt,

2002) For that reason, the researcher conducted semi-structured interviews so as to grasp more detailed and comprehensive information about teachers’ practices that may be undetected with the quantitative method

To encourage accurate recall, stimulated recall interviews were immediately deployed after observing each class The interview was conducted with five teachers at the end of the observation and the questionnaire survey The interviewees were coded from T1 to T5 There were six questions for teachers All the participants listened to the questions in both L1 and L2 The participants could share the ideas in English or their mother tongue The participants were asked to describe their teaching experiences and evaluate the strengths as well as the weaknesses of the communication skill section in English-speaking classrooms, some suggestions which foster communication competence The interviews were conducted by the present researcher, digitally audio-recorded and were transcribed into English in this study

The interviews started with general probing questions about their thought of the class observed and their perceptions about their participation in class The purposes of interviews are to discover what factors and what speaking activities that can be used in the communication skill section in English-speaking classes through teachers’ perception The interview took about ten minutes in length for each participant with six questions Especially, teachers shared their ideas about what advantages and disadvantages of the communication skill section, and what activities used in English-speaking classrooms through the interview The interview questions helped to deeper understand the attitude and opinions of the teachers.

Data collection procedures

Regarding data collection, the questionnaire was delivered to 20 EFL teachers in person after the questionnaire had been piloted It took them about 10-15 minutes to finish the questionnaire Then, the observation was placed in their class After that, 5 EFL teachers was invited for a semi-structured interview Each interview took place around 10-15 minutes All interviews was recorded for later transcription.

Data analysis procedures

Concerning data analysis, the quantitative data was analyzed by excel program in terms of descriptive statistics Meanwhile, qualitative data was analyzed by content analysis within the following steps First, the transcripts were read many times and categorized into different groups After that, the data was coded Next, the data having similar ideas was put into larger categories Finally, the categories and the theme were analyzed to discover the links among them All interviewees was coded as T1, T2, to T5 As for observation checklist and the researcher’s comments on the observation, the qualitative analysis helped reveal the way that the lecturers taught the communication skill sections of the coursebook Voices This descriptive analysis concerned the speaking teaching cycles used by the lecturers and the activities that the lecturers did to enhance the students’ communicative competence.

Research reliability and validity

Excel is a powerful spreadsheet program developed by Microsoft It is widely used for data analysis, organization, and calculation purposes, which is considered highly reliable Additionally, all research tools were evaluated and adjusted before used in the main study The research was also reliable and valid to the extent that the findings were triangulated by using multiple methods and data, including questionnaires, interviews and observation Specifically, the participants were asked to check the accuracy of the transcripts of the observations and interviews.

Ethical considerations

In every step, this research is ensured to be legal and ethic Prior to conduction of this study, the researcher got advice and permission of the Foreign Language Department at Quy Nhon University The EFL teachers took part in this research voluntarily The information gathered during this study was recorded in such a manner to ensure confidentiality of the subjects For data collection and analysis, data was recorded, coded, and reported without any manipulation bias

To sum up, this chapter has presented the methodology, which was considered the core component of the research Therefore, all information about methodology, such as research design, research site, participants, teaching materials, instruments, procedures, data analysis, and ethical issues, was described carefully The results of the study are put on view in the next chapter, Chapter 4.

FINDINGS AND DISCUSSION

Teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook

To gauge teachers’ perceptions of enacting communication skill section in Pre-Intermediate Voices coursebook, a questionnaire was employed in the present study to answer the first research question: “What are EFL teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University?” The questionnaire includes 50 items with five categories regarding what teachers think about these aspects when they teach the communication skill section in the Voices: (1) language learning definition, (2) linguistic competence, (3) sociolinguistic competence, (4) discourse competence, and (5) strategic competence The participants of the study were asked to rate each item by choosing from a 1 to 5 (strongly disagree to strongly agree) response scale It means that answers falling into the range from 1 to 2 belong to the disagreement levels, those from 4 to 5 belong to the agreement levels, and 3 refers to the neutral level To obtain data from the questionnaire, the teachers’ perceptions were interpreted using the following scale:

Apart from the quantitative data gathered from the questionnaire, the semi-structured interview was used to supplement the information which could not be found in the questionnaire responses Specifically, following the observation of five classes, the teachers from those classes were invited to participate in a semi-structured interview There were six question answered by a teacher teaching communication skill section, which aimed to help the researcher yield some noteworthy insights about teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook

After the process of the data analysis and interpretation, the findings are presented and discussed in the form of descriptive statistics (mean and standard deviations) with the support of qualitative data from the semi-structured interview

In this study, the questionnaire was designed with 50 items divided into five parts to investigate teachers’ perceptions of enacting the communication skill section on five sections: language learning definition, linguistic competence, sociolinguistic competence, discourse competence, and strategic competence Details of the results will be presented and discussed as follows:

4.1.1 Teachers’ perceptions of the language learning definition

A great number of teachers agreed that the purpose of learning English is to develop students’ ability in communicating the target language The finding was supported by both quantitative and qualitative data The results of the first part of the questionnaire, with 5 items relating to teachers’ perceptions of the language learning definition, are shown in Table 4.1 below:

Table 4.1 Teachers’ perceptions of the language learning definition

1 My students learn English in order that they are able to use the target language communicatively

2 My students learn English in order that they are able to read literature written in the target language

3 The goal of my teaching English is to enable students to communicate in the target language appropriately within a special social context

4 The purpose of my students learning English is that students learn how to communicate by learning to think in the target language

5 The desired outcome of my students learning English is the ability to read and understand texts written in English

Note: M: Mean; SD: Standard deviation

The results from Table 4.1 have shown teachers’ moderate ratings on the communication aspects of a language Most teachers agreed that students learn English to be able to use the target language communicatively (item 1: M=3.85, SD=.587) In addition, they believed that the goal of teaching English is to enable students to communicate in the target language appropriately within a special social context (item 3: M=4.05, SD=.510) Also, the teachers considered that teaching a language could help students learn how to communicate by learning to think in the target language (item 4: M=3.55, SD=.510) It appears that the teachers disagreed on the purpose that learning English at this level could help the students to be able to read literature written in the target language (item 2: M=2.50, SD=.513), as well as it could not aid the students to be able to read and understand texts written in English (item 5: M=2.50, SD=.513) Remarkably, most of the mean scores for these items above were high (from 3.55 to 4.05), except for statement 2 “My students learn English in order that they are able to read literature written in the target language” and statement 5 “The desired outcome of my students learning English is the ability to read and understand texts written in English.”, which implies that many teachers agreed that the purpose of learning a language is for communicative purpose

The data from the interview also supported these findings In response to the question “What do you think about your students’ purposes of leaning English?”, the following comments are representative of the lecturers’ views

“Because the current job market demands a higher proficiency in English communication skills rather than English writing and reading skills Understanding the market demand, most of my non-specialized students want to achieve good communication abilities.", T3 said T4 shared her opinion that students’ purpose in learning English is to communicate fluently to prepare for their future jobs

In a nutshell, most of the participants positively responded to the items regarding learning language definition of teaching English In particular, a large number of the teachers positively perceived the impact of the communication aspects on the English learning purpose of the students These findings are in line with other studies (H Yufrizal, 2017; A Nazari, 2007) that found that many teachers agreed that the main purpose of learning English is for communicative purpose

4.1.2 Teachers’ perceptions of the linguistic competence realized in the communication skill section

The quantitative data in conjunction with the qualitative data revealed that teachers positively perceived the communication skill section in helping students enhance their linguistic competence The results of the second part of the questionnaire, consisting of 20 items, six questions are prepared to ask perceptions on the aspect of pronunciation, one question for vocabulary and 13 items are prepared for structure and grammar, are presented in Table 4.2 and then discussed as follows:

Table 4.2 Teachers’ perceptions of the linguistic competence realized in the communication skill section

Pronunciation: My students are able to …

6 distinguish English vowel and diphthong sounds pronounced by native speakers

7 pronounce English vowels and diphthong perfectly 3.75 444

8 distinguish English consonant sounds pronounced by native speakers 3.60 503

10 distinguish English stress and intonation pronounced by native speakers 3.85 366

11 pronounce English sentences in accurate stress and intonation 3.45 510

Vocabulary: My students are able to …

12 master all types of English words including content and function words 3.75 550

Structure and grammar: My students are able to …

13 arrange simple English sentences grammatically correct 2.75 967

14 arrange complex English sentences grammatically correct 2.65 745

15 recognize and use words in the same way that speakers use them 3.65 489

16 understand the rules of using noun phrases 2.60 503

17 understand rules of word and sentence formations or structural skills of tenses

18 understand rules of word and sentence formations or structural skills of active and passive voices

19 understand rules of word and sentence formations or structural skills of direct and indirect speeches

20 understand rules of word and sentence formations or structural skills of degrees of comparison

21 understand rules of word and sentence formations or structural skills of gerunds and infinitives

22 understand rules of word and sentence formations or structural skills of affixes and derivatives

23 understand rules of word and sentence formations or structural skills of conditional sentences

24 understand rules of word and sentence formations or structural skills of relative/adjective clauses

25 understand rules of word and sentence formations or structural skills of causatives, use of wish

Note: M: Mean; SD: Standard deviation

According to Table 4.2, in terms of the pronunciation aspect, it can be seen that teachers were positive that by leaning communication skill section, the students could be able to distinguish English vowel and diphthong sounds pronounced by native speakers (item 6: M=3.70, SD=.470) Also, teachers agreed that the communication skill section could help the students be able to pronounce English vowels and diphthong perfectly (item 7: M=3.75, SD= 444) Besides, the teachers were certain that the communication skill section could assist the students to distinguish English consonant sounds (item 8: M=3.60, SD=.503) or English stress and intonation pronounced by native speakers (item 10: M=3.85, SD=.366) along with the ability to pronounce English consonants perfectly (item 9: M=3.65, SD=.489) and pronounce English sentences in accurate stress and intonation (item 11: M=3.45, SD=.510) The data from the interview also supported these findings Most of the respondents who were invited to the interview showed their total agreement with the pronunciation aspect in the communication skill section For example, T2 stated that “…most of the students can easily distinguish the target vowel or consonant in the book.”

Besides, T5 emphasized that “There are many students can produced vowels sound perfectly.”

In respect of vocabulary aspect, a great number of the teachers agreed that the communication skill section could assist the students to master all types of English words including content and function words (item 12: M=3.75, SD=.550) This finding was also supported by the qualitative data as the interview revealed that the teachers’ perceptions of the communication skill section in helping the students enhance the vocabulary aspects were generally positive For instance, T1 responded that “Most of my students are familiar with basic English word types such as nouns, verbs, and adjectives” Moreover, three out of five observed teachers, in particular, stated that their students could solve some tasks related to word forms easily

Concerning to the structure and grammar aspect, many teachers had no agreement on the communication skill section in assisting the students’ ability to understand simple and complex English sentences grammatically correctly (item 13: M=2.75, SD=.967 and item 14: M=2.65, SD=.745) However, most of the teachers agreed that the students could recognize and use words in the same context as the authors’ use in the communication skill section (item 15: M=3.65, SD=.489), as well as understanding rules of word and sentence formations or structural skills of tenses (item 17: M=3.55, SD=.510) Likewise, the teachers did not agree that the communication skill section could help the students in the rules of using noun phrases (item 16: M=2.60, SD=.503) Especially, in the matter of grammar structures, the mean scores were in the neutral scale, from 2.65 to 3.15, such as active and passive voices in item 18 (M= 2.75, SD= 716), direct and indirect speeches in item 19 (M=3.15, SD=.875), degrees of comparison in item 20 (M=2.65, SD=.745), gerunds and infinitives in item 21 (M=2.85, SD=.587), affixes and derivatives in item 22 (M=2.70, SD=.657), conditional sentences in item 23 (M=2.95, SD=.759), relative clauses in item 24 (M=2.65, SD=.813), and use of wish in item 25 (M=2.95, SD=.759) It means that many teachers were not ascertained that the communication skill section could provide the students the main grammar points usually used while speaking These findings were also contributed by the data from the interview Four out of five observed teachers considered that the communication skill section do not help the student much in terms of grammar and structures For example, T5 commented that there were not many grammar tasks for her students to practice in the communication skill section Furthermore, T3 said that

“My students can express main ideas using keywords, but they often struggle with using correct grammar when practicing in class.”

In short, most of the participants had a positive view or neutral view responded to the items regarding the linguistic components in the communication skill section in the Pre-Intermediate Voices coursebook This information could be seen to some extent in the study of Yufrizal (2017), which asserted that the teachers and the students responded neutral to these statements of the linguistic competence These findings are in line with other studies (Nyinondi, Mhandeni, Mohamed,

2016) that found that their students were not good at grammar and structures According to these authors, there can be several reasons why students may struggle to apply what they have learned about vocabulary, pronunciation, and grammar when speaking One possible factor is lack of practice Students may not have enough opportunities to practice and reinforce their knowledge in real-life speaking situations Language learning requires consistent practice and exposure to authentic contexts Another possible explanation is that the anxiety and self-consciousness (Valfridsson, 2020) According to this author, speaking in a second language can be intimidating for many students, leading to anxiety and self-consciousness This can hinder their ability to confidently apply what they have learned In this study, teachers perceive their students have a moderate ability in linguistic competence, which means that they may lack of practice time, or they may be not confident when speaking

4.1.3 Teachers’ perceptions of the sociolinguistic competence realized in the communication skill section

Teachers’ practices of enacting the communication skill section in Pre-

In the current study, the second research question is addressed based on the data analysis of five classroom observations The findings revealed some patterns of practices among teachers in seven stages of the teaching-speaking cycle, including Focus learners’ attention on speaking, Provide input and/or guide planning, Conduct speaking tasks, Focus on language/skills/strategies, Repeat speaking tasks, Direct learners’ reflection on learning, and Facilitate feedback on learning, which was proposed by Goh & Burns (2012:153) The results of classroom observation checklists are briefly discussed below

4.2.1 Focus learners’ attention on speaking

This first stage is to do with raising metacognitive awareness about speaking It has two main purposes: to encourage learners to plan for overall speaking development and to prepare learners to approach a specific speaking task During this stage, the observed teacher employed various strategies to capture learners' attention and create opportunities for meaningful speaking practice The teacher introduced real-life situations such as “Giving encouraging feedback” and “Showing you value people” that motivated students to participate actively in oral communication By capturing students’ interest, the teacher encouraged them to focus their attention on the speaking tasks at hand

In this stage, three out of five observations revealed that these three teachers did some activities to enhance students’ linguistic competence For example, T1 raised the questions about the topic “Showing you value people”, and she helped students in some vocabulary and grammar points to answer the question Besides, two out of five observed teachers did some activities to improve students’ strategic competence For instance, T2 called some students to role play to express clearly for these question “Why did you apply for this job?” or “Tell me about your strengths and weaknesses.”as in an interview

Moreover, T3 let students play a games using body language to answer questions using the vocabulary provided before, these questions were “Which of the characteristics in the box do you look for a friend? Then, she prepared the students with some strategies to talk about the topic of the task by 5 statements about people’ values

In additionally, four out of five teachers did some activities to enhance sociolinguistic competence For example, T4 asked the students to work in pair to apply their English knowledge to communication descriptive function by asking “What are they doing? How does the man feel?” Then, the students were asked to apply their English knowledge to communicate request function by discussing the question “Which of the characteristics in the box do you look for in a friend?” After that, the students were prepared by familiarizing themselves to give feedback by reading a short text about real situation They were asked to give comments and raised their voice about the solutions in the text It could be seen that the teachers in five observations enhanced linguistic competence, sociolinguistic competence, and strategic competence by organizing pair work, games, and role-play They went through this stage by applying the first two tasks in the communication skill section in the coursebook They let students focus on the topic of the communication skill section usually by eliciting a picture or posing a related question available in the coursebook

To promote active participation, the teacher employed interactive activities, such as role-plays, discussions and work in pairs According to Ali, Joshi, Hareesh (2018), these activities requires learners to actively engage in spoken interaction, express their opinions, negotiate meaning, and engage in authentic communication Therefore, the teachers created a supportive atmosphere that encourages learners to take risks, experiment with language, and learn from their speaking experiences

Moreover, the teachers’ role during this stage was to facilitate and scaffold learners' speaking practice As noted, the teachers provided models of fluent and effective speaking, offer language input, and guide learners in using appropriate vocabulary, grammar structures, and communication strategies

By engaging learners in meaningful speaking activities, providing explicit instruction, and promoting learner autonomy, this stage facilitates improvement in students’ fluency, accuracy, confidence, and overall speaking proficiency

4.2.2 Provide input and guide planning

According to Skehan (1998: 137–139), cited in Burns (2012), the purposes of this preparation stage include: introducing or teaching new language, enabling learners to recognize their developing linguistic knowledge, activating existing linguistic knowledge, recycling specific language items, and easing processing load, and pushing learners to interpret tasks in more demanding ways During the second stage, teachers in five classes provided support for the students They gave students time for planning what to say and suggested related vocabulary along with grammar structures the students could use to say the topic

In five observations, all teachers did some activities to enhance their students’ linguistic competence For example, T3 played a video during teaching the communication skill section, which was available on the online coursebook After watching the video, T4 encouraged the students to express meaning by asking “In this video, what is the explanation of a good friend?” Then, she helped her students understand the rules of tenses and explained vocabulary and structures that were hard for the students in the video

Furthermore, four out of five observed teachers did some activities to enhance their students’ sociolinguistic competence For example, T5 and T2 asked their students to work in pairs to show communicative rejecting function by answering these questions “How do usually say ‘no’ to things? Are there any situations where it might be rude to say ‘no’ in your country?” in the communication skill section Also, T1 called some students to role-play to show communicative persuasive function by giving a clear reason for these situations

“One of you really wants to eat a popular Indian restaurant, but the other person doesn’t like spicy food.” or “One of you gives the other person a homemade cake, but the other person can’t eat it because of an egg allergy.”

As observed, in this stage, the teachers supported the students what to say and how to say for the speaking tasks They helped the students broaden their vocabulary, phrases, and the ways to talk about a situation that could happen in their life Observations also indicated that teachers absolutely could use the materials in this section to support the students prepare for the speaking tasks

During this stage, the teachers played a central role in providing students with language input relevant to the speaking tasks The teachers introduced new vocabulary, idiomatic expressions, functional language, or grammatical structures that are essential for effective communication This input helped students expand their linguistic repertoire and enhanced their ability to express themselves accurately and appropriately

In addition to language input, the teacher guided students in the planning and organization of their speaking tasks This guidance involved providing frameworks, templates, or models that assist students in structuring their ideas and arguments The teacher helped learners identify key points, develop coherent and cohesive discourse, and plan for effective interaction and turn-taking

Moreover, the teacher's guidance during this stage took into account students’ individual needs and proficiency levels The teachers adapted the language input and planning support to ensure that students are appropriately challenged and provided with the necessary scaffolding to succeed This finding has already been found in previous research of Naibaho (2019) that there are some roles which must be possessed by the teacher during language teaching, such as: an organizer, an assessor, a prompter, a participant, a resource, a tutor, an observer, a performer, a controller and as teaching aid

Teachers’ perceptions and their actual classroom practices regarding

It could be said that teachers’ perceptions and their actual practices have a close relationship with each other as they are important elements in deciding the quality of the learning process Therefore, this section aims to compare teachers’ perceptions with what they actually did in the classrooms All the data triangulated in this study showed some similarities and differences between teachers’ perceptions and their actual classroom practices They will be mentioned in this section as follows

The results from both qualitative and quantitative analysis indicated a convergence between teachers’ perceptions of the communication skill section in improving students’ pronunciation and vocabulary aspects of linguistic competence and what they actually did in the classroom to boost their students’ linguistic competence All the teachers agreed that the communication skill section could help students enhance their pronunciation and vocabulary aspects This study found that teachers’ general perceptions of the communications skill section in enhancing students’ pronunciation and vocabulary aspects had an impact on their practices It was evident that teachers’ activities to strengthen these aspects of linguistic competence were observed in stage 1 and stage 2 in speaking classes

However, there is a divergence between teachers’ perceptions of the communication skill section in helping students improve their grammar and structures aspect of the linguistic competence and their practices In replying the questionnaire and interview, most teachers did not agree on the benefit of the communication skill section about grammar and structured aspect However, in the classroom observation, teachers did some activities to provide students’ grammar and structures This can be explained by the students’ needs of being provided grammar points to conduct speaking

In relation to the teachers’ perceptions of the communication skill section in helping students improve their sociolinguistic competence, teachers had a moderate agreement on this component of communicative competence As observed in five classrooms, there were many activities conducted to improve students’ sociolinguistic competence such as role play, work in pairs, and work in group based on the communication skill section It was suggested that sociolinguistic competence was also regarded as a common component of communicative competence practiced in speaking classes among the teachers in the current study Based on the qualitative data analysis of classroom observations, it was evident that nearly all teachers expressed a positive belief in the effectiveness of the communication skill section in enhancing their students' sociolinguistic competence This confidence in the benefits of the section was reflected in the teachers' satisfaction with their current practices related to sociolinguistic competence, as they observed significant progress among their students

In relation to the teachers’ perceptions of the communication skill section in enhancing discourse competence, there is a convergence between what they perceived and what they actually did The results from the questionnaire indicated that teachers’ perceptions of the communication skill section in improving students’ discourse competence was negative It aligned with the results from the classroom observations, almost all the observed teachers did not do any activities related to discourse competence This may be explained by time constraints and lack of tasks on discourse competence in the communication skill section

In response to the questionnaire about teachers’ perceptions of the communication skill section in boosting students’ strategic competence, all teachers believed that the communication skill section had a positive impact on students’ strategic competence The findings from the classroom observation and interviews indicated a strong alignment between teachers' perceptions and their actual classroom practices in terms of enhancing students' strategic competence through the communication skill section The observed teachers consistently utilized various activities such as games, role play, and pair work to foster students' strategic competence This study revealed that teachers' beliefs about the communication skill section's impact on strategic competence directly influenced their instructional practices

Notably, activities aimed at enhancing students' strategic competence were observed throughout different stages of the speaking classes This suggests that incorporating activities related to strategic competence is a widespread and commonly adopted practice among the teachers in this study

In conclusion, this chapter addressed each research question in turn by carefully examining and debating the information gathered The information acquired and carefully examined came from questionnaires, semi-structured interviews, and observation These results would serve as the foundation for the summary covered in the following chapter.

CONCLUSION AND IMPLICATIONS

Conclusion

The present study was conducted at Quy Nhon University It aimed to explore teachers’ perceptions of enacting the communication skill section in Pre- Intermediate Voices coursebook and the reality of their practices in speaking classrooms A total of 20 English lecturers were chosen as the participants for the questionnaire in the study Five teachers were engaged in the semi-structured interview, and their classroom practices regarding the communication skill section were also observed in the writing classes Through the data analysis and discussion of the data collected from the questionnaire, semi-structured interview, and classroom observation, it is possible to give the following conclusion as follows

As revealed from the data analysis and interpretation of the questionnaire and the semi-structured interview, the vast majority of EFL teachers hold both positive and negative perceptions regarding whether the communication skill section in Pre-Intermediate Voices coursebook helps enhance students’ communicative competence or not The teachers' perceptions of the communication skill section in helping students enhance their communicative competence were generally positive Most of the teachers in the study had a positive or neutral view of the impact of the communication aspects on students'

English learning They believed that this section of the coursebook could enhance students' communication competence, particularly in terms of linguistic competence, sociolinguistic competence, and strategic competence However, when it came to improving discourse competence, the teachers' perceptions were generally neutral

Furthermore, the teachers implemented different practices to enact the communication skill section and help students enhance their communicative competence The observed classroom practices included activities to enhance students' linguistic competence, sociolinguistic competence, and strategic competence The teachers focused learners' attention on speaking through interactive activities such as role-plays, discussions, and pair work They provided input and guided planning to develop both linguistic and sociolinguistic competence Speaking tasks in the communication skill section were conducted to promote fluency, accuracy, and communicative competence The tasks were designed to simulate real-life contexts and encourage the use of acquired language and strategies The teachers also facilitated learners' reflection on their performance and provided feedback in a supportive and non-judgmental environment

Based on the data in this study, there is a correlation between the teachers' perceptions and their actual classroom practices of the communication skill section The teachers' positive perceptions of the communication section's impact on students' communicative competence align with their implementation of different practices to enhance different components of communicative competence The teachers' perception of the section's effectiveness in improving students' sociolinguistic and strategic competence is reflected in their observed classroom practices targeting those areas However, there may be some discrepancies between the teachers' perceptions and their implementation when it comes to improving discourse competence, as their perceptions were generally neutral in that regard.

Pedagogical implications

Considering the conclusions drawn from the study, it is important to examine the pedagogical implications for both teachers and students The findings of this study further support the utilization of the communication skill section, as teachers displayed moderately positive perceptions regarding the communication skill section in improving sociolinguistic competence, linguistic competence, and strategic competence Consequently, teachers should encourage students to actively engage in speaking activities, as it not only enhances their speaking performance but also improves their overall communicative competence Additionally, the study highlights the significance of the linguistic competence, sociolinguistic competence, and strategic competence in this section, suggesting that teachers should focus on implementing speaking exercises and provide instruction on effective speaking strategies Furthermore, teachers should address potential issues that may negatively impact students' perceptions and speaking performance For instance, allocating sufficient time for speaking practice, facilitating reflection on speaking performance, and encouraging active participation in authentic communication contexts are crucial considerations

In terms of professional development, the study emphasizes the necessity of providing opportunities for teachers to enhance their understanding and skills related to the communication skill section It suggests that professional development programs should be designed and implemented to address teachers' concerns, equipping them with the necessary knowledge, strategies, and resources to effectively teach and assess communication skills Moreover, the study promotes reflective practice among teachers, encouraging them to continually evaluate and refine their perceptions and practices when implementing the communication skill section It underscores the importance of ongoing professional growth and self-assessment

Furthermore, students should also engage in reflective practices and self- assessment of their communication skills Teachers can facilitate opportunities for students to reflect on their progress, set goals, and monitor their growth This process enables students to address their concerns, take ownership of their learning, and develop a growth mindset

In conclusion, the study underscores different pedagogical implications for teachers and students It emphasizes the importance of encouraging students' active participation, addressing linguistic and discourse competence, providing professional development opportunities for teachers, promoting reflective practice, and fostering students' reflective practices and self-assessment By considering these implications, educators can effectively enhance the teaching and learning of communication skills within the communication skill section.

Limitations

Despite the researcher's considerable endeavors, several limitations were identified in this study due to constraints such as a restricted number of observations, time limitations, and unforeseen circumstances Firstly, the study was confined by a small number of classroom observations, as only a total of five observations were conducted Secondly, the research findings are context- specific, focusing solely on the implementation of the communication skill section in the Pre-Intermediate Voices coursebook at Quy Nhon University Therefore, conducting the study on a broader scale with a larger participant pool over an extended duration would enhance the reliability of the results Additionally, the discussion in this thesis only addresses select main points pertaining to the research questions, while the interviews with teachers cover a wide range of issues concerning the utilization of the communication skill section in classrooms It is impractical to encompass all the facets that arise from the interviews and classroom observations within the scope of the communication skill section Notwithstanding these aforementioned limitations, the researcher's diligent efforts, meticulous data collection, and rigorous research methodology have ensured the validity and reliability of the results.

Recommendations and suggestion for further research

Considering the contributions and limitations of the research, several suggestions for further studies have been made First and foremost, the study carried out an investigation into teachers’ perceptions but did not include students’ perceptions Therefore, future studies may expand to explore students’ perceptions and practices regarding the communication skill section Additionally, researchers can explore the alignment or misalignment between teachers' and students' perceptions of the communication skill section Comparative analyses can be conducted to examine potential gaps or discrepancies between how teachers perceive their instructional practices and how students perceive their learning experiences This comparative approach can shed light on the effectiveness of instructional strategies, identify areas for improvement, and inform pedagogical adjustments that better meet students' expectations Last but not least, expanding research to explore students' perceptions and practices regarding the communication skill section is a valuable avenue for future studies By incorporating students' perspectives, researchers can gain a more comprehensive understanding of the teaching-learning process, inform instructional practices that align with student expectations, and promote meaningful and effective skill development in students

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The following questionnaire is used to explore EFL teachers' perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook at Quy Nhon University In this regard, your answer to the following statements must be honest This questionnaire is anonymous and guarantees the confidentiality of the data collected Thank you for you cooperation

Please read thoroughly each item and tick the box that corresponds to your perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook

1 - Strongly disagree: means never or almost never true of me

2 - Disagree: means usually not true of me

3 - Neutral: means somewhat true of me

4 - Agree: means usually true of me

5 - Strongly agree: means always or almost always true of me

1 My students learn English in order that they are able to use the target language communicatively

2 My students learn English in order that they are able to read literature written in the target language

3 The goal of my teaching English is to enable students to communicate in the target language appropriately within a special social context

4 The purpose of my students learning English is that students learn how to communicate by learning to think in the target language

5 The desired outcome of my students learning English is the ability to read and understand texts written in English

6 My students are able to distinguish English vowel and diphthong sounds pronounced by native speakers

7 My students are able to pronounce English vowels and diphthong perfectly

8 My students are able to distinguish English consonant sounds pronounced by native speakers

9 My students are able to pronounce English consonants perfectly

10 My students are able to distinguish English stress and intonation pronounced by native speakers

11 My students are able to pronounce English sentences in accurate stress and intonation

12 My students are able to master all types of English words including content and function words

13 My students are able to arrange simple English sentences grammatically correct

14 My students are able to arrange complex English sentences grammatically correct

My students are able to recognize and use words in the same context as the speakers use

My students are able to understand the rules of noun phrases and constructing and presenting description texts which describe objects by using noun phrases

My students are able to understand rules of word and sentence formations or structural skills of tenses

18 My students are able to understand rules of word and sentence formations or structural skills of active and passive voices

19 My students are able to understand rules of word and sentence formations or structural skills of direct and indirect speeches

20 My students are able to understand rules of word and sentence formations or structural skills of degrees of comparison

21 My students are able to understand rules of word and sentence formations or structural skills of gerunds and infinitives

22 My students are able to understand rules of word and sentence formations or structural skills of affixes and derivatives

23 My students are able to understand rules of word and sentence formations or structural skills of conditional sentences

24 My students are able to understand rules of word and sentence formations or structural skills of relative/adjective clauses

25 My students are able to understand rules of word and sentence formations or structural skills of causatives, use of wish

26 My students are able to apply their English knowledge to communicate narrative action

27 My students are able to apply their English knowledge to communicate descriptive function

28 My students are able to apply their English knowledge to communicate persuasive function

29 My students are able to apply their English knowledge to communicate gratitude function

30 My students are able to apply their English knowledge to communicate apologizing function

31 My students are able to apply their English knowledge to communicate complimentary function

32 My students are able to apply their English knowledge to communicate regretting function

33 My students are able to apply their English knowledge to communicate request

34 My students are able to apply their English knowledge to communicate rejecting function

35 My students are able to apply their English knowledge to communicate symphathetic function

36 My students are able to combine grammatical forms and meanings to achieve texts in the genre of poems

37 My students are able to combine grammatical forms and meanings to achieve texts in the genre of procedures

38 My students are able to combine grammatical forms and meanings to achieve texts in the genre of descriptions

39 My students are able to combine grammatical forms and meanings to achieve texts in the genre of reports

40 My students are able to combine grammatical forms and meanings to achieve texts in the genre of news items

41 My students are able to combine grammatical forms and meanings to achieve texts in the genre of narratives

42 My students are able to combine grammatical forms and meanings to achieve texts in the genre of recounts

43 My students are able to combine grammatical forms and meanings to achieve texts in the genre of spoofs

44 My students are able to combine grammatical forms and meanings to achieve texts in the genre of expositions

45 My students are able to combine grammatical forms and meanings to achieve texts in the genre of argumentative

46 My students are able to combine grammatical forms and meanings to achieve texts in the genre of scientific

47 My students are able to combine grammatical forms and meanings to achieve texts in the genre of announcement

My students are able to use relevant language contents such as English expressions clearly in an organized and coherent way

My students are able to use relevant language contents such as English expressions clearly according to the genre and communicative situation

My students are able to select the relevant contents and expressing them using the appropriate tones of voice, body language, and gestures

APPENDIX B: QUESTIONS FOR SEMI-STRUCTURED

Question 1: What do you think about your students’ purpose of learning English?

Question 2: What do you think about your students’ ability in pronunciation, vocabulary, grammar and structures?

Question 3: What do you think about your students’ ability to use language appropriately in different context in the communication skill section in the coursebook?

Question 4: What do you think about your students’ ability to use tones of voice, body language, and gestures when practicing in the communication skill section in the coursebook?

Question 5: What do you think about your students’ ability to apply discourse competence in the communication skill section in the coursebook?

Question 6: What are the activities you use to teach the communication skill section in the coursebook?

Course: Class: Observed lesson: Date: / _ / 2023

Focus learners’ attention on speaking

Students are given prompts to encourage them to think about the demands of speaking and how they can prepare themselves for it

Students are prepared by familiarising themselves with the outcomes of the task and considering strategies they need to complete it

Provide input and/or guide planning

Teacher provides support for the speaking task, giving learners time for planning what to say and how to say it

Teacher provides students with a context where they can practise speaking through a communicative task

Focus on language/skills/strategies

Teacher draws learners’ attention to selected parts of the fluency task they have completed that need attention The parts could include language features such as pronunciation, grammar and text structures, as well as vocabulary

Students carry out the speaking task(s) from Stage 3 again by:

1 Repeating parts of the original task

3 Having students change groups or partners

4 Introducing a new task similar to the one learners have just done

Direct learners’ reflection on learning

Students self-regulate their learning through monitoring and evaluating what they have learnt from the preceding stages Their reflection can focus on one or more of the following points:

• demands of the speaking tasks which they have become aware of

• the strategies that are useful to meet the demands of the task

• their informal assessment of their capabilities and performance

• areas of their performance that show improvement

• areas to be further improved

• plans for improving specific areas

Teacher provides learners with feedback on their performance in earlier stages of the cycle, for example: