However, the time to learn English speaking skills in class is limited, so students need to have self-study methods at home under the supervision of teachers.. All these above reasons ha
INTRODUCTION
Rationale
A great number of non- English as well as native English speaker use English as an important medium of international communication is every part of the world English is no longer the language used solely in English speaking countries; rather it is internationally used As the English language has become an essential factor in strengthening trade and travel in many countries, the necessity of knowing and using this communication through modern technology and media communication devices such as mobile telephone, electronic mail and the Internet Undoubtedly, people around the world need English as the main medium of their communication via devices For this reason, speaking is an important skill for the people who are learning English because in verbal communication we cannot communicate with each other without understanding them Therefore teaching and learning English are very important and necessary because mastering English seems to be one of the best and the shortest ways for us to have a great deal of opportunities to reach the success of life As for Vietnamese students, especially the high students have many difficulties in learning and practicing English speaking skill They also fall into confusion when speaking English because of their lack of professional knowledge, confidence and surely good learning methods
The goal of teaching speaking, surely, is to improve the oral production of the student Students should be able to make themselves understood, using their current proficiency to the fullest They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation Speaking well also helps students to access up – to – date information in fields including science, technology and health Good English speakers will be in a strong position to help their country‟ s economic, social and political development So by learning to speak English well, students are able to gain a valuable skill which can be useful for their career and contribute to their communication and country
However, the time to learn English speaking skills in class is limited, so students need to have self-study methods at home under the supervision of teachers
All these above reasons have inspired the writer to do research on speaking skill and as a result, a research title goes as: “A study on improving Speaking English through self-study activities for 10 th students at Trieu Son 1 High school”
Aims of the study
The study is aimed at:
- The reality of teaching and learning English in class
- Designing and applying presentation and interview activities in self-studying Speaking skill to grade 10th students at Trieu Son1 High School
- Presenting the effective of using self-study activities (presentation and interview) to learn speaking English
Research questions
There are three research questions, based on the focused objectives of the study accordingly They are:
Question 1.What is the status of teaching and learning speaking skills in grade 10 in high schools?
Question 2.How effective is the use of self-study activities for grade 10 students?
In order to attain the primary aims, the researcher has consulted several ideas from the Supervisor and people who fully master this topic All the theories have been carefully selected and gathered through reference books and documents in the Internet Websites as well
-Theoretical research method: The author researches the related documents to give some knowledge about vocabulary, definition and features of mind maps and mind mapping technique
- Investigating methods: The researcher uses survey questionnaires fors students and interview for teaches, tests and observations to investigate the real situation of using self- study activities of grade 10th students in Trieu Son 1 High School
- Mathematical statistical method: It focuses on presenting, analyzing, caculating the data collected from survey questionnaires and observation to get the final results
-Experimental method: This method is used to find out about the effectiveness of using self-study activities for learning Speaking skill Experiment is to verify by using
10 presentation and interview activities as tools for grade 10th students at Trieu Son 1
School The research carried out the experiment to comparison then to evaluate the feasibility of using self-study activities as an instrument in speaking teaching and learning
Research on 20 students in class 10B9 at Trieu Son 1 High school
The study consists of three main parts: Introduction, Development, and Conclusion
Part I: Introduction shows the rationale, the aims, the scope, the method, and design of the study
Part II: Development includes three chapters:
Chapter 1: Literature review aims to answer the questions related to speaking that introduces the speaking skill and its feature
Chapter 2: Discussing about researching objectives, method of the study, instrument, data collection and data analysis of the study This helps examine the real situation of teaching speaking and the need of using various activities in speaking lessons
Chapter 3: Self-study activities to teach English speaking skills for students in Trieu Son1 High school
DEVELOPMENT
LITERATURE REVIEW
1.1.1 What are Speaking and Speaking Skills
Speaking is the skill that students will be judged most in real life situation It is an important part of everyday interaction and most often the first impression of a person is based on his or her ability to speak fluently and comprehensively However, speaking is in many ways an undervalued skill This, perhaps, is because we can almost all speak, and so have the low opinion of it Speaking is often thought of as a popular form of expressions Speaking, on the contrary, is a skill which deserves attention a bit as much as literacy skill Our learners often need to speak with confidence in order to carry out many of their basic transactions There are a number of definitions of speaking which are listed as follows According to Oxford Advanced Learne‟s Dictionary (2005), speaking is the activity of using voice to say something
Speaking, as stated by Chaney & Burk (1998), is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.”
Meanwhile, Bygate (1997) defines that “speaking is often thought of as a
„popular‟ form of expression which uses the unreligious colloquial register.” However, the research concentrates on analyzing the definition given by Brown (1994) and Burns & Joyce (1997) Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown 1994; Burn &Joyce, 1997)
Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experience, the physical environment, and the purposes for speaking It is often spontaneous, openended, and evolving
However, speech is not always unpredictable Language functions (or patterns) that tend to recur in certain discourse situation (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns & Joyce, 1997) For example, when a salesperson asks “May I help you?”, the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave-talking exchange
Speaking requires that learners not only know how to produce specific points of language (linguistic competence) such as grammar, pronunciation, or vocabulary, but also understand when, why, and in what ways to produce language (sociolinguistic competence) Furthermore, speech has its own skills, structures, and conventions different from written language (Burns
&Joyce, 1997; Carter& McCarthy, 1995; Cohen, 1996) A good speaker synthesizes this array of skills consisting of listening, speaking, reading, and writing, speaking is the second one which sometimes called “output” or the process of information production The relationships among the four skills are represented as follows
Traditionally, when people describe speaking skills, they often focus on speaking and listening skills separately in a context of public speaking Recently, however, Brown (1981) has expanded definitions of speaking skills by giving three trends of oral communication activities One trend has been to focus on communication activities that reflect a variety of setting one-to-many, small group, one- to-one, and mass media Another approach has been focus on using communication to achieve specific purposes: to inform, to persuade, and solve problems A third trend has been to focus on basic competences needed for everyday life, such as giving directions, asking for information, or providing basic information in an emergency situation
It can be said that speaking skills cover a wide range of competences with speaking in public, persuading and influencing others, making a case, chairing a meeting, sharing information
In speaking class, according to Burn, A & Joyce, H (1997), Students must be exposed to three key items:
Form-focused instruction, that is, attention to detail of pronunciation grammar, vocabulary, and so forth…
When learners begin speaking in another language, their speaking will need to be based on some form- focused learning An effective way to start is to base speaking on some useful, simple memorized phrases and sentences These may be greetings, simple personal description, and simple questions and answers As their proficiency and experience in the language develop, most of these sentences and phrases may be re-analyzed and incorporated into the learner‟ s system of knowledge of the language; language use based on memorization can be the starting point for more creative use of the language
Meaning-focused instruction, that is, opportunities to produce meaningful spoken messages with real communicative purposes
In addition to form-focused speaking, language learners should be exposed to and given chances to practice and use meaning-focused communication, in which they must both produce and listen to meaningful oral communication
Elements of all these above should be presented throughout a speaking program with emphasis on form-focused instruction at the elementary levels and as the learners‟ progress on meaning-focused instruction at the higher level
“Speaking as activity in class is much more complex than one might at first think”
1.2.1 Types of oral fluency activities
Topic-based activities ask participants to talk about a controversial subject, the main objective being clearly the discussion process itself A good topic is one to which students can related using ideals form their own experience and knowledge Some question or suggested lines of thought can help to stimulate discussion, but not too many arguments for and against should be “fed” to the class in advance, leave room for their own initiative and originality
List of topic-based activities :
Task-based activities ask students to perform something where the discussion process is a means to an end
A task is essentially goal-oriented: it requires the groups, or pairs to achieve an objective that is usually expressed by an observable result, such a brief notes or lists, a rearrangement of jumbled items, a drawing, a spoken summary
Ur (1996:124) pointed out that” the task-based activity scores higher with most groups on all criteria: there is more talk, more it is probably to base most oral activities on tasks
List of task-based activities:
1.3.1 Relationship between speaking skill and other skills
Language has been divided into different skill areas The first two skills, listening and speaking, are called the oral skills The last two, reading and writing, are called the literacy skills They are represented in figure 4.1 (adapted form Forseth ET all 1994:34)
The four language skills Receptive skills Productive skills
As students grow in their language ability and use, the different skills are most often integrated with each other so that they are being used in coordination with each other In conversation, when one person is speaking another is listening and understanding, the hearer responds by speaking
METHODOLOGY
This chapter aims at showing the attitudes and the expectations of Trieu Son 1 High students in Trieu Son towards teaching English speaking skill The first section in the chapter reveals the reality and the second deals with the results and analysis of the collected data from survey questionnaires and the interview questions
2.1 Brief introduction of Trieu Son 1 High School in Trieu Son
Speaking is one of the four important skills in English It helps student become more self-confident in communication However, it is difficult to practice it in teaching and learning It needs the teacher‟ s enthusiasm and the student‟ s effort to decide the success of the lesson
English teachers of Trieu Son 1 High School in Trieu Son are excellent teachers Most of them are enthusiastic with their job and love their students They graduated from University and have experience in teaching English At first period they approached to relatively use specific teaching material- speaking teaching material Moreover, they actively use and get along with the way of organizing a speaking lesson In each lesson, they often get use of modern teaching equipment into the teaching course such as: board, the video They combine them with the lesson content, so many lessons become vivid, attractive and highly effective However they still face certain difficulties in the implementation of the operation, teaching speaking skill, in the selection of techniques appropriate to each lesson, each stage of the lesson
The school has 1080 students divided into 27 classes, in which 360 are 10th grade students which are enrolled in 9 classes Students are intelligent, dynamic and interested in English subject They are step by step familiar with speaking skill Many students can understand quite well the English accent in the tape Most of them can make sentences easily appropriate with teache‟s requirement Some students had a skill, high technique in learning process However, many students have a little opportunity to talk, exchange, and access to public information in order to practice speaking English Some students feel
20 shy when speaking English because they are afraid of making mistake English speaking is a new subject to students Therefore, they get many confuses in keep up with the speed of understand what foreign says in cassette
The number of students in some class is big Besides, the class is so noisy that teachers have to spend much time on controlling the students and cannot have enough time to conduct more speaking activities
2.1.3 English learning and teaching condition
Trieu Son 1 High School of Trieu Son town, Thanh Hoa province The school was founded in 1965 School has four big blocks with modern techniques Classes are large and clear in which tablesand chairs are suitable size with most of the student Besides the studentsalways learn hard and have big effort in learning During the last 58 years,school received a warming help from the leaders of the provinces, towns, wards and branches of Education, the Board of Representatives parents,companies, factories and construction support to invest new constructionmaterial and continuous improvement of the school on a spacious standard In the last ten years the school has being maintained traditional “teaching well and learning well", and got achievements also awarded from many certificates of merit, reward flags, medals
English 10 is a text book which continously improves English speaking level of the students by combining it with to listening, reading and writing skill in higher rate ItIn one lessons which has a vivid and various content
It includes 10 units for 90 periods Each unit consists of three lesson and each lesson includes all of four skills ( Listening, Speaking, Reading and Writing)
+Lesson 1.1 : New words and Listening
+Lesson 2.1 : New words and Reading
The survey questionnaires consist of 19 alternative questions designed for students to study the reality of learning speaking skill in Trieu Son 1 High School Students were asked to tick the most suitable answers which correspond with their opinion
The survey interview consist of 2 questions designed for the teacher to study the reality of teaching speaking skills in Trieu Son 1 High School
The survey questionnaires for students( Appendix 1)
Question 1: English learning time of all students
Question2+3+4: studying on students‟attitude toward English lessons in general and speaking lesson in particular
Question 5: Activities teacher often use for students to practice speaking
Question 6: Frequency of Speaking activities
Question 7: Type of learning speaking skills : Work in pairs or in groups or Individual Question 8: Student‟ difficulties while taking part in speaking lessons
Question 9: When students speak Enghlish
Question 10 : Self-study activities student used to apply
The questionnaire was designed for 100 students in 10B1 and 10B9 at Trieu Son 1 High school In an attempt to assure the objectiveness, faithfulness and effectiveness, the students were not required to write their names as well as other personal information when answering the questions Besides, the students were provided with clear and detailed guidance and instructions before completing the questionnaire The given time for them to complete each question was three to five minutes In the process of the survey, 100 survey papers were handed out and all of them were collected The number of papers meeting the primary demand of the researcher was 100 (100%)
The interview questions for teachers( Appendix 2)
Question 1: Getting to know teacher‟ attitude about the role of English speaking skills, kinds of working in speaking activities as well as their activities to encourage their students to speak
Question 2+3+4 : Activities speaking teachers use to teach in the classroom and the reasons why teachers choose them
Question 5: Teachers‟difficulties when teaching speaking
Question 6 : The reason why teacher rarely use Interview and Presentation activities
The interview was designed for 10 English teachers at Trieu Son 1 High school I collect opinions and comments of senior English teachers as documments to learn about the current situation of teaching English speaking at school as well as the activities that teachers often apply, thereby proposing some new activities
Test of the study (Appendix3)
In the study, tests are very important and necessary to survey the students‟ spkeaing skill Through the tests, the researcher could check about Vocabulary, Grammatical Accuracy , Fluency and Comphrehension and Pronunciation The speaking tests in basic grade 10 th at Trieu Son 1 High School are not organized separately so that the teacher had to check students by a separate speaking test from form of level B2 English
The test was divided into two stages: one test for the students when starting the research (pre-test) and another when finishing the experiment (post-test) The pre-test (Appendix 3) is the final test scores of these 20 students at the end of the 1st semester (the score data are taken from the instructors directly teaching) The post- test (Appendix
3) after the end of 2 months of experimentation (February-April 2023) is a test prepared according to the topics mentioned in the English 10 textbook (which has been reviewed and evaluated by English teacher) In the final test, the 10B9 English teacher – Mrs Huong will check and give marks for students with the assessment of supervisor The pre-test and post-test have the same level With pre-test, it involved 4 main topics in grade
FINDING AND DISCUSSION
Current situation of learning and studying English speaking in Trieu Son 1 High School has been unfolded Through the study, it is found that activities in student‟ favor are frequently used by the teachers such as: using game, question, complete sentences, matching … Students also enjoy activities when they learn to speak English and they prefer to working in groups or in pairs In fact, there are also some interesting activities for studying English Speaking, for example, studying from Presentation or Interview However, because of limitted time for teaching Speaking skill in the classroom ( average
60 minutes per week), teacher can not apply these activities in the lessons Therefore, I give out the proposal to use Presentation and Interview activities for students to self- study with the supervision of the teacher These are simple and popular ways to study speaking with a better result
Each of them can be applied many activities For the limitation of this research paper, I only present the applicability of some activities in self-studying English speaking with the supervision of the teacher The applicability will concentrate on some suggested activities to help 10 th grade students have more pleasure and effectiveness in learning English speaking
There are a number of ways to arrange this activities There is a suggested idea : Work in groups : Teacher divide the whole class into 4 groups, each group has 5 students and require students to prepare before the next lesson
Randomly: Random group assignments avoid cliques and ensure that students interact with different students throughout the semester Numbering the students (counting off or numbering off):1,2, 3, 4 and 5 …students who have the same number will make a group After every two weeks, 20 students will draw to choose a group again
3.2.2 Techniques to succeed with activities
Successful activities require a highly structured task Make this task clear to students by writing specific instructions on the board or on a worksheet Include in the instructions:
The specific task: discuss, decribe , present
- Structure the task to promote interdependence for creating a group product
- Create an activity for which it is truly advantages for students to work together
The expected product, for example: reporting to the class, giving ideas and save this ideas, ask and answer to expand topic
The time allotment: set a time limit; however give more time if necessary The method of “presentation” of sharing group knowledge is critical to the learning process Students need to feel that the activities added to their knowledge, skills, abilities, etc “Interview” is useful for accomplishing closure A mini-lecture form teacher that give statement concern about currently topic and students discuss is also an effective way to close a group work activity Besides, using pictures or key words is good way for students note and arrange their ideas in a mind-map speech
3.2.3 Mandatory requirements in the group-speaking product
There are 4 topics that corresponds to 4 topics in the textbook from unit 5 to unit 8 : Gender Quality, Community Life, Invention and Ecology and the Environment Small groups will make presentations and interviews with each other, 1 topic in 2 weeks according to the following form:
Week 1: Present topic by using a mind-map and Interview
-Students can note key words and use picture in their mind-map and no limitted time to present
-Each students will prepare a list of questions (about 5questions) to interview partners Week 2: Presentation again and Interview
After mind-map speech, teacher gives feedbacks and students make it correct to presentation in next week
- Students have 1-2 munites to talk about the topic without key words or pictures
-Each students will prepare a list of questions (about 5questions) to interview partners
3.2.4 Application in learning Speaking skill
The content of the assignment and the requirements of each topic:
Week 1+ Week 2: unit5 : Gender Equality
Question : "Gender equality about Jobs opportunities"
- Reasons why it should be equality
-Aspects to evaluate work performance
Week 3 + Week 4: unit 6: Community Life
Question : " Compare your hometown today and 10 years ago"
-Use vocabulary about the topic : increase, decrease, move away, develop,rebuild, change
Question : "Which invention do you think the most useful ?"
What benefits it has brought?
How does it influence people of different ages?
And explain how it changed people's lives?
-Adjective Describe : portble, automatically, private, strap, fashional, attach
-Compound sentences by no-defining relative clauses
Week 7+ Week 8: unit 8: Ecology and the Environment
Question : "What can we do to protect the environment?"
-Use vocabulry about Environment : ban, reduce, recycle, reuse , protect,
I think + Ving is a good solution
First conditional sentences : If + S + V(es,s) , S + will + V
3.2.5 Time to work at home
Small groups must study at least twice a week
Video presentation of mind-map and interview: no time limit
Video presentation is limited to 1-2 minutes per person, minimum 15 minutes, maximum
The groups will be asked questions every Tuesday and submit the video via the zalo chat group on Saturday night When submitting the product, the groups clearly write the name of the group member in the order in which they appear in the video for the teacher and Supervisors conveniently control lessons and make comments
When evaluating or giving feedbacks for each group's video, teachers should pay attention to:
- Four criteria for assessment of english speaking skill : Eye contact and Body language, Grammatical Accury, Fluency and Conphrehension, and Pronunciation
Picture 1 : A mind map about protecting the Environment
List of questions to interview (for a student ):
1 What elements that impact the Environment ?
2 What is the best solution in these ideas you gave ?
3 Why do you think that save water means save the Environmet ?
4 What is the relationship between protect the Earth and save the Environment ?
5 What happen if we apply all of solutions?
Presentation (after teacher gave feedbacks )
Well, you know since people are to blame for a number of environmental issues, we must take responsible action to lessen the harm we are causing to the planet.Some elements impact the environment are air pollution and trash Due to its catastrophic impact on the environment, global warming is well-known as a worldwide problem It is brought on by vehicle exhaust fumes and gas emissions from companies
Therefore, I gave some solutions we can do to protect the Environment Firstly, everyone is accountable for the environment as a whole, and there are a few things that each person can do to help solve this problem Firstly, we can use recycled products instead of single-use products like plastic bottles or plastic bags Secondly, instead of throwing waste all over the place, individuals may either deposit it in the waste container or bring it home with them Moreover, It is important to solve simply because water is life It is the circulatory system of the world, water enabled life forms to survive and we need other life forms in order to survive Besides,we can save the Environment by turning off appliances when you are not using them Futhermore, Recycle and segregate your biodegradable and non-biodegradable waste or better yet avoid creating trash by avoiding disposable products Finally, Use a fuel-efficient car or if you are traveling in short distances, take a walk or ride a bicycle is also a good idea These are just small things we can do to change our lifestyles, imagine millions of other people doing the same thing It can gradually make a difference
List of questions to interview (for a student ):
1 What aims that you mentions lots of causes that impact the Environment ?
2 How about orthers elements that cause polltued The Environment ? Why don‟t you mention them ?
3 What activities in these that you used to apply ?
4 Do you thinks who has more responsibitily in saving the Environment : individual or government ?
5 What will you do to encourage farmmers in your neighborhood to use compost instead of fertilisers ?
During the experiment, I gave 2 tests to 20 students in class 10B9 The first test is the final test scores of these 20 students at the end of the 1st semester (the score data are taken from the instructors directly teaching) The output test after the end of 2 months of experimentation (February-April 2023) is a test prepared according to the topics mentioned in the English 10 textbook (which has been reviewed and evaluated by English teacher) In the final test, the 10B9 teacher – Mrs Huong will check and give marks for students with the assessment of supervisor
Table 4 : Scoreboard of experimental group's speaking test results
Students Pre-test marks Post-test marks
Table 5 : Scoreboard of control group's speaking test results
Students Pre-test marks Post-test marks
Look at table 5, the students‟ marks are not improved lot It is just 30% (6 students ) to get higher marks after two months ; 70% students are stable in English speaking points To conntrary , table 4 shows that there are 15 students(75%) get better marks in the last test Besides, the percentage of students at the Average level decreased by 15%, leading to an increase in the Good and Very Good levels (the Good increased by 5% and the Very Good by 20%) It can be seen that, after applying self-study activities to teach speaking skills to students, students have improved a lot in marks
Table 6 - APPENDIX 5 : Evaluation table of scoring criteria for English speaking skills
Evaluation criteria Before (Average) After (Average)
The assessment table shows the level of improvement of the criteria in the assessment of speaking skills of 10th grade major students participating in this course All criteria saw significant progress increasing from 14%-20% It is clear after applying self-study activities to teach speaking skills to students, students have improved a lot in interaction
3.5.1 Students’ feeling when join self-study activities
Students said they feel more confident in speaking English through presentation and interview Some of the other children know that they feel more engaged in the lesson when there are speaking activities rather than the exercises provided in the textbook Practicing speaking more also helps them practice pronunciation as well as share ideas with each other Most students think that speaking lessons become more interesting when the teacher transforms the exercises available in the book into speaking activities
A student shared: "At first, we had a bit of a difficult time because our houses were quite far from each other, so group study was a bit inconvenient Plus the study location was also a problem because studying at home was quite good However, after that, we decided to study in groups in class, on days when there were few classes and we could leave early, so it was quite convenient and everyone didn't have to travel much Another friend said: "Actually, at first, making mind-maps in English, and then having to prepare a presentation and having to memorize and record videos, we weren't used to it, so it took a lot of time However, since it is self-study and video recording for her, we can practice many times before filming, or we can record the video right away because there are many opportunities to present and correct each other's mistakes Gradually we feel more confident when standing in front of the camera."
3.5.3 Advantages of these self-study activities
CONCLUSION AND RECOMMEMDATION
Summary of the study
Recently, in the process of international integration, English is still the most popular foreign language to connect people, countries together Moreover, presentation in English is widely used in most fields Therefore, the demand to present an idea in English is increasing For these reasons, the study is aimed to suggest some classroom activities to stimulate the presentation ability of the 10 th form students at Trieu Son 1 High school
My graduation paper studies on activities to improve interaction in speaking skill for Secondary students in Treu Son Along with the real survey given to the teacher, I collected data and realized obstacles and disadvantages which teachers got in teaching process I also gave more some specific activities to help teachers encourage and promote their students to speak English In fact that, to speak English fluently, learners have to practice every day cause it is a process in long time I hope the activities given in this study can be applied in lessons by teachers to teach speaking more effectively, and students will be more active, self- confident in understanding and gaining knowledge
Due to the time limitation and knowledge, my study only focuses on a small part of teaching English speaking to 10th grade students Besides, the mistakes, the shortcoming are unavoidable Thus, I still expect that this research can receive highly precious comments and suggestions from readers
Implication
Students emphasize the importance of speaking skill as their major concern So, it should be given more time to learning speaking skill and students must focus on learning vocabulary, grammar, comphrehension and pronunciation and meanwhile, teachers should support them to develop and consolidate it
Teachers should apply Presentation and Interview activities in self-study speaking skill as homawork for speaking skill These activities will help students to study better, more time to practice after class and have interest in learning English, especially in learning speaking skill
Students should pay attention to make mind-map and then, prepare a presention to talk about the lesson and find the extra study actively to support their ability, especially in learning speaking Besides, they should practice their vocabulary in written and reading exercises.
Limitations Suggestions for further study
The study has been conducted in a short time and the data have been attained from a small number of particular students at Trieu Son 1 High school, so the findings may hold true for the teaching and learning in Trieu Son 1 High School context Accordingly, the findings may not be applied to a larger number of informants
Moreover, the researcher has also suggested some activities based on her experience in teaching in an English speaking class at high school
Firstly, this study has focused on some activities to raise students‟ presentation ability in the English speaking class It should be done in a more comprehensive way in the class of reading, listening, and writing
Secondly, the researcher hopes to work with other colleagues to combine and compile some more supplementary materials that are useful for students when they deal with presentation tasks
Lastly, there should be more research into designing activities that help students understand more about presentation and give them some techniques for an effective presentation
1.Adrian Wallwork, Discussions A-Z Intermediate, a resource book of speaking activities
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SURVEY QUESTIONAIRE
QUESTIONAIRE FOR 10 th Students in 10B1 and 10B9 at Trieu Son 1 High School
This survey questionnaire aims to find out your attitude and your expectation toward speaking lessons Your answers will be used for research purposes of my the
49 graduation paper: “ study on activities applying in English speaking lesson for 10 th students”
Your completion of this questionnaire will provide valuable information on my thesis and your contribution is of great help for the fulfillment of my dissertation Please answer the following questions as honestly as you can
1 How long have you been learning English? a 5 years b.7years c more than 7 years
2 Which skill do you like most? a speaking b listening c reading d writing
3 What do you think about speaking lesson? a very interesting b interesting c not very interesting d not interesting
4 What do you think about speaking skill? a very important b important c not very important d not important
5 Have you ever learned English speaking skills by these activities ? How often do you join these activities in speaking lessons?
Activities & Frequency Yes No Sometimes Often Never Role play
6 Please rank the following activities form 1(the most interesting) to 7 (the least interesting) in this table.100
7 Do you like to study English in pairs or in groups or individual ?
8 Which difficults do you have when join activities to practice speaking English ? a.Lack of vocabulary b.You feel shy in front of your classmates c.Students afraid of making mistake in grammar and structures d.Other problems ………
9 When do you speak English in the English speaking class? a.When the teacher ask you b.The lesson is interesting c.When your classmates talk to you
10 Do you have any self-study activities in speaking English at home ? a No b Yes (Name of frequent activity : ……….)
Thank you very much for your help & enjoy your summer holiday!
INTERVIEW QUESTIONS FOR TEACHER
1 What is your attitude toward the role of speaking skill?
2 Which activities do you use to teaching English speaking skill in the classroom?
Activities & Frequency Often Somimes Never
3 Why do you use these activities?
4 Which activities do your student enjoy to do most ?
5 What difficulties do you have while teaching speaking skills through activities ?
6 Why don‟t you use activities such as : Interview or Presentation ?
Thank you for your response to these questions!
TEST OF THE STUDY
A test will consist of 2 parts
Part 1: Some personal questions related to personal and family information, friends Part 2: talk about a random topic out of 10 questions from 4 units studied
Topic from unit 1- unit 4 in English book 10 I-learn Smart World :
1.What would you like to choose : online shopping or go to the real shops?
3.Describe an electric devices that you were given as a gift
4.Wgat qualities that you need to be a volunteer ?
5.Decribe a place that you want to visit
6.What is your favorite sports ?
7 Describe a value goods /item that you bought?
9.Who are you the closest in your family ?
10.Who do you think should do more chores in your partner‟s family ?
Topic from unit 5-unit8 in English book 10 I-learn Smart World:
1 In what do you think life was diferent for men and women one hundered years ago and today ?
2 Do you think women should stay at home and bring up her children? Why and Why not ?
3.How has your town changed in the last five years ?
4 What do you think should be changed in your community?
5.Do you think you are a good ruler ? How to be a good ruler ?
6 Which inventions do you think is the most imortant ? Why?
7.Has the invention made people‟lives better or worse? Why?
8 Describe an environmental problem that has occurred in your country
10 What do you do to protect ecology ?
OBSERVATION SHEET
Do the create a mind-map in each lesson?
The way students share ideas and make a list of questions to interview
INTERVIEW QUESTIONS FOR STUDENTS AFTER
1 How do you feel when the teacher gives many activities for you to self-study speaking skills?
2 What do you do to prepare for activities?
3 How do these activities help you practice speaking Enghlish ?