luận văn using storytelling to improve speaking skills for non english majored students a case study at the foreign language center of thu dau mot university

PEOPLE’S COMMITTEE OF BINH DUONG PROVINCE THU DAU MOT UNIVERSITY DAM LUU BAO CHAU USING STORYTELLING TO IMPROVE SPEAKING SKILLS FOR NON- ENGLISH MAJORED STUDENTS: A CASE STUDY AT THE FOR

INTRODUCTION

Rationale of the study

Globalization creates a necessity to communicate English effectively in all aspects of life People usually assume that the ability to speak is the product of language learning (Aye & Phyu, 2015) Speaking is a basic skill and important in a second language acquisition process Speaking is one of the most challenging skills language learners have to face Despite this, in traditional English classes, English teachers only spend all their classroom time trying to teach their students how to write, read, and sometimes even listen in an L2 because these skills have a long-written tradition (Bueno et al., 2006) Shumin (2002) discussed that speaking a language involves more than knowing the linguistic components of the message and developing language skills; therefore, it needs more than grammatical comprehension and vocabulary memorization Chastain (1988) stated that, like any language skill, foreign language learners need explicit instructions in speaking Language students need to learn to speak the language to communicate with each other Speaking supplies a change of pace in the classroom routine Speaking is the natural state of language, as all humans are born to speak their native languages It is thus the most distinguishing feature of human beings This verbal communication involves not only producing meaningful utterances but also receiving others’ oral productions Therefore, most language learners consider speaking a critical skill in learning a second or foreign language, and their success in learning a language is measured in terms of their accomplishment in oral communication (Nunan, 1998; Nunan, 2001)

The field of second language acquisition has witnessed a hot debate in the last few decades on how second language learners acquire a new language, the best ways to help them learn, and what teachers need to focus on while teaching Storytelling has emerged as a technique that offers comprehensible input and positively impacts memory From past to present, storytelling is constantly proving that it is an ageless technique that can be used anytime and anywhere

According to many researchers, storytelling has many qualities that qualify it to be a best practice to be used with ESL/EFL students For example, storytelling offers language input in a very understandable way Using gestures, facial expressions, body movements, vocalization, repetitions, and slowing down the speech rate when needed helps students understand the input delightfully These linguistic or paralinguistic techniques facilitate the input students receive, even if it is a little beyond their current level of comprehension (Krashen, 1982) Students can still get the meaning from the context and the teacher's cues while telling the story In addition, the atmosphere where students listen to the stories is very relaxing and enjoyable Unlike traditional instructional practices such as lecturing and teacher-centered classrooms, storytelling engages learners and improves student-teacher relationships The storytelling method incorporates the four communicative skills in each session and coordinates two communicative aptitudes in each movement Storytelling as a learner-centered method checks students’ characteristics, such as age and conceptual level, needs and interests, language level, and past language-learning experience (Dujmovic, 2006) In storytelling, it is significant to catch learners’ attention by displaying past exercises to extend the lexicon, and hone elocution, body language methods, and vocalization (Peck, 1989) As the story develops, a few emotional delays take at certain times to voice changes and body movements to act characters and special situations of the story Vietnam is a multi-ethnic and multilingual country, with fifty-four different ethnic groups who speak more than ninety other languages (Lien, 2021) In terms of Kachru's influential Circles of English model (Kachru, 1988), Vietnam is considered a country belong the Expanding Circle English is taught as a foreign language and the most helpful vehicle of international communication Vietnamese use English to communicate with foreigners who come to Vietnam on holiday, work, or study The influx of foreign business dealers and visitors has created a great demand for English proficiency among Vietnamese people, especially the younger generations English is currently the most popular foreign language taught and learned in Vietnam It is a compulsory subject from elementary school in the Vietnamese education system Increasing awareness of the benefits of English proficiency has resulted in English becoming a medium of instruction in some areas of Vietnamese education

According to the website of Thu Dau Mot University (2022), the university has

775 staff and lecturers, including 22 professors or associate professors, 135 PhDs, and

557 masters who belong to different fields In training activities, by June 2021, the university has 20,000 students and 1,000 graduate students studying and researching in

50 undergraduate programs, 11 post-graduate programs, and 1 Ph.D program in fields such as Economics, Technology, Natural Sciences, Humanities, and Pedagogy As a public university of Binh Duong province, Thu Dau Mot University has become the study choice of local and neighboring students Over eighty percent of students are non-English majors Though all students have been learning English for at least ten years in primary, secondary, and high school, most of them are still very passive in speaking English, so their speaking skills still need to be improved and make motivation in speaking classes The problems students encounter will be discussed in the next part.

Statement of problem

According to Chens (2009), difficulties in English Speaking of students are common because they lack confidence and still have limited fluency and vocabulary Oxford (1990) reported that most students have scared to speak English Leong & Ahmadi (2017), learners are worried about making mistakes when speaking English, and they are afraid of criticism from other students They feel embarrassed by the attention of other students Latha & Ramesh (2012) argue that lack of motivation is one reason students are not active in-class lessons It causes students to be passive and reluctant to speak in class According to Nunan (1999) said that students who lack confidence indeed suffer from fear when communicating Rivers (1968) states that students do not have anything to express because the teacher chooses a topic of conversation that is unsuitable for students or issues that are not familiar to students Therefore, students are challenged to respond when the teacher invites them to say something in English

Rabab’ah, G (2005) pointed out that many factors cause students to struggle to speak English as a foreign language These factors are related to the students, teaching strategies, curriculum, and environment The elements related to the students are, for example, the students' lack of vocabulary, difficulty getting meaning or understanding the conversations, and keeping the interaction going Motivation is also a factor that causes students to have problems speaking English as a foreign language

Through observing speaking classes, the researcher realized some problems that students often face, such as (1) lack of knowledge about vocabulary and grammar; (2) lack of arranging ideas clearly and logically; (3) feeling shy, lack of confidence, (4) fear making mistakes when speaking; (4) becoming passive and scaring from participating in group activities in speaking classes The aforementioned reasons have inspired me to conduct a study on “Using storytelling to improve speaking skills for non-English majored students: A case study at the Foreign Language Center of Thu Dau Mot University.” This study will be expected to support teachers with a deep understanding and knowledge of the role of storytelling in applying teaching in speaking classes At the same time, it identifies an effective technique for helping the non-English majored students improve their English-speaking skills.

Aims and objectives of the study

The study's aims are to identify an effective technique for helping the non-English majored students at the Foreign Language Center of Thu Dau Mot University improve their English-speaking skills, and to consider the implementation of storytelling technique in the teaching and learning the English-speaking skills

- Describe the teachers and students’ attitudes towards the use of storytelling technique in the speaking class

- Describe and compare the efficiency for the class using storytelling and the one not using it in improving non-English majored students’ speaking skill.

Research questions

The study has answered for two following research questions:

(1) What are teachers and students’ attitudes towards the use of storytelling technique in speaking classes?

(2) How effective can storytelling technique help non-English majored students improve their speaking skills?

Scope of the study

This study focuses on using storytelling as a teaching technique to improve students’ speaking skills at the Foreign Language Center of Thu Dau Mot University Participants are seventy first-year students studying at the Foreign Language Center of Thu Dau Mot University They are learning General English 1 as an obligatory course to get the output standards of their university.

Significance of the study

In terms of theory, there have been many articles and reports on the effectiveness of using storytelling technique to improve English skills In terms of practice, there are many teaching techniques born to serve the teaching and learning of English- speaking skills, and storytelling is one effective technique Although storytelling is a new technique that has been adopted in recent years The effectiveness of storytelling in improving speaking skills for non-English majored students has not yet been proven

Therefore, this research is significant in finding out how effective storytelling improves speaking skills for non-English majored students: a case study at the Foreign Language Center of Thu Dau Mot University The study results can identify an effective technique for helping the non-English majored students at the Foreign Language Center of Thu Dau Mot University improve their English-speaking skills and help English teachers working at the Foreign Language Center of Thu Dau Mot university rethink their methods and techniques for their better teaching English- speaking skills.

Organization of the study

The thesis consists of the following main parts:

This chapter presents the rationale, the aims, and the scope of the thesis The research questions, methods, and the study's design are also included in this chapter Chapter 2: Literature review

This chapter covers theories related to speaking techniques and teaching speaking in common and applying storytelling in speaking specifically

This chapter shows the method and procedure for collecting the data for the findings

This chapter shows the results, data analysis and discuss the study's findings in teaching and learning speaking in the Foreign Language Center of Thu Dau Mot university

This chapter presents conclusions made from analyzing and interpreting the data and some suggestions for using storytelling technique to improve speaking skills.

LITERATURE REVIEW

Course descriptions

After completing this module, learners gain knowledge of new words, grammar, and English language skills at the A1-A2 level More specifically, learners can write an informal email or letter on a familiar topic, write simple compound sentences, and can use basic reading, listening, and speaking strategies From there, learners can use that version of English knowledge in communicative contexts daily interactions in and out of the classroom At the same time, the module also aims to enhance the students' positive attitude to study and their love of learning English

Elementary students are aiming to move from around level A1 towards level A2 After the course, students have to understand and use basic pronunciation such as sound surfing, sound connection, and emphasis; understand and apply key grammar points from lessons to everyday contexts They understand and know how to learn new words, relatives, and phrases, and guess the meaning of words through context Besides students can catch on using basic listening, reading and writing strategies such as: (1) preparing before, during, and after listening; listening for details ideas, listening for main ideas, guessing when listening; (2) guessing the meaning of words through the context, read for details, read for main ideas; (3) writing correctly simple, compound and complex sentences; distinguishing the difference between mail and email; knowing the basic forms of email and letter; writing a complete, communicative, intimate letter or email about an everyday situation (4) Introducing themselves and using basic speaking strategies such as: prepare in advance, while speaking, find ideas before speaking, how to listen to the examiner's questions

The substance of the "Outcomes" textbook is planned on specific subjects, which is the basement to select and organize the content and materials Students are considered the central and the principal subject of the learning handle They may effectively and imaginatively participate in the exercises which help learners improve their English communicative abilities Instructors play the roles of controller, advisor, and organizer of the education and learning process Each unit includes three parts with topics related to the main topic Each lesson consists of four skills: listening, speaking, reading, and writing Besides that, it also develops vocabulary, conversation, and pronunciation According to this book's curriculum, students have a test to check their knowledge and skills after four units There is an assortment of topics in OUTCOMES familiar to real life, such as routine exercises, environmental issues, and places of scenic magnificence or modern technology It additionally included fundamental grammar focuses, which are valuable for students However, students frequently get bored and tired in speaking classes The speaking assignments are more troublesome than other skills The plan of speaking assignments is quite basic, but their requirement is complex, especially during post speaking period Students are asked to report or present the subject, which can sometimes not be secured within only 45 minutes In this manner, instructors need to organize, arrange, and apply new exercises to avoid boredom in the classroom

The course’s book “Outcomes Elementary” is used in this study, written by Hugh Dellar and Andrew Walkley, and published by National Geographic Learning

The second edition of Outcomes has been fully revised and updated to provide contemporary, global content, and stunning National Geographic photos and videos Its trademark lexically rich approach shows students how vocabulary works, and the evenly-paced grammar syllabus provides examples and tasks based on what people actually say and write With a huge variety of talking points and practice, Outcomes teaches students the English they need to communicate outside the classroom Besides doing the exercises in the textbook, learners are also provided with an online learning account and a CD for listening parts.

Speaking skills

Speaking skills are defined as the skills which allow us to communicate effectively They give us the ability to convey information verbally and in a way that the listener can understand According to Harmer (2001), speaking is a skill in which the narrator can state himself in a language, knowledge, and information to express his speaking ability fluently to say it on the spot Pinter (2006) said that speaking could be started by repeating models, drilling set phrases, and practicing It means conversing with others in situations where a spontaneous contribution is required Learners who can speak accurately or fluently will help them communicate easily and explore their ideas Speaking English also helps them get up-to-date information in the fields worldwide

From the explanation, it can be concluded that speaking is a process of expressing feelings and sharing ideas orally There are some aspects involved in speaking, such as vocabulary building, appropriateness, fluency, and accuracy, so all of the above parts must be mastered by learners

According to Brown (2004), speaking skills must have five aspects: comprehension, grammar, vocabulary, pronunciation, and fluency

Comprehension: Comprehension is the ability to perceive, and process stretches of discourse to formulate representations of the meaning of sentences Comprehension of a second language is more difficult to study since it is not directly observable and must be inferred from overt verbal and nonverbal responses, by artificial instruments, or by the intuition of the teacher or researcher Comprehension refers to the fact that participants fully understand the nature of the research project, even when procedures are complicated and entail risks (Cohen et al., 2005)

Grammar: Grammar is a necessary rule for students to combine correct sentences in conversation Harmer (2001) and Nelson (2001) state that grammar studies how words combine to form sentences Grammar systematically accounts for and predicts an ideal speaker’s or hearer’s language knowledge Grammar refers to the fundamental principles and structure of the language, including clear and accurate sentence construction and the proper conditions of words (Batko, 2004)

Vocabulary: Vocabulary is essential for successful second language use because, with an extensive vocabulary, we can use the structure and function we may have learned for comprehensible communication In spoken language, the vocabulary tends to be familiar and used daily (Turk, 2003) The vocabulary must be familiar and used in everyday conversation to understand the spoken discourse It is a fundamental building block of language learning Students need to know words, their meanings, how they are spelled, and how they are pronounced So, when teaching vocabulary, the teachers must make sure to explain the meaning, spelling, and pronunciation

Pronunciation: Pronunciation refers to the traditional or customary utterance of words From that statement, pronunciation is how students produce words clearly when speaking (Kline, 2001) English pronunciation only amounts to understanding a list of sounds or isolated words Instead, it amounts to learning and practicing the specifically English way of making a speaker’s thoughts easy to follow (Gilbert, 2008) Moreover, pronunciation includes all those aspects of speech that make for an easily intelligible flow of speech, including segmental articulation, rhythm, intonation, phrasing, and more peripherally even gestures, body language, and eye contact (Fraser, 2001)

Fluency: Fluency is defined as the ability to speak communicatively, fluently, and accurately Fluency usually refers to expressing oral language freely without interruption In the teaching and learning process, if the teacher wants to check students’ fluency, the teacher allows students to express themselves freely without interruption The aim is to help students speak fluently and with ease The teacher does not correct immediately, whereas the idea is that too much correction interferes with the flow of conversation (Pollard, 2008)

2.2.3 The importance of speaking ability

Speaking skills are essential for all learners who wish to learn English to enhance their career, improve business, build confidence, get better job opportunities, make public speeches, attend interviews, participate in debates, and group discussions, give presentations, and so on In the present modern world, everything is linked with speaking skills One who has good talent in speaking can conquer the whole world Having good communication is the passport to getting better employment opportunities In modern interviews, the real talent of the job aspirants is assessed through their performance in group discussions, debates, presentation skills, and so on Therefore, job seekers have to acquire good oral communication skills to grab better opportunities.

Assessing speaking skills

Assessing speaking is complicated because several factors may influence a teacher's opinion on giving the score Speaking is a multifaceted skill needing the simultaneous use of different skills, frequently expanding at various functions Each teacher can give a separate score for speaking Such as in, giving a range score from 5 to 1 is difficult to do because the line of dissimilarity between stages is relatively challenging to identify Brown (2004) stated that the teacher requires various scores for each answer to solve that problem Every score stands for one of the multiple features like grammar, fluency, comprehensibility, pronunciation, and vocabulary use There are two critical methods for assessing speaking

These are analytical scoring and holistic The analytical scoring is the final product by breaking down into criteria parts; every part is scored separately It is become specified into two features to be assessed for every performance level and offers a separate score for every performance This method engages the separation of various parts of a conversation This process is used to know the weaknesses or strangeness and provide detailed feedback on students' performances However, the holistic method employs numeric ratings to give a score of a student's performance (Iwashita & Grove, 2003) This method's process is seeing learners' achievement in language learning Each method has advantages and disadvantages The advantage of the holistic approach is quick scoring, efficiency for big group scoring, more realistic, and an impression of student achievement It does not offer detailed information, it is not easy for scorers to decide on one overall score, and it does not include a diagnostic, which is the advantage of the holistic method On the other hand, the disadvantage of analytical scoring is needed much time to score speaking performance, offering essential diagnostic information on students' speaking ability

Assessment has a leading role in the teaching-learning process By assessing students, teachers can measure their students' understanding of the materials given in their classroom That is one of the significant aspects of testing students' comprehension According to Fulcher and Davidson (2007), assessment is a way to see the evidence of learning activities that focus on students' practice In the teaching- learning process, learners have to be livelier to practice what has been explained by the teacher in the classroom The function of assessment is to guide the teacher to give students scores and help students recognize what knowledge, activities, and understanding help their progress

Kuhn & Stahl (2003) approach speaking performance from different expectations, and many researchers have defined the indicators of speaking ability Grabe (2004) states that three fundamental indicators are discussed: automaticity, accuracy, and prosody

Automaticity is widely defined as one of the indicators of speaking ability It presents the ability to complete a speaking task without supporting supplemental resources During the speaking performance, automaticity is seen as effortless with the accuracy and accomplishment of words Schwanenflugel et al (2006) show that studying speaking skills in L1 is crucial in automaticity achievement

Speaking ability is a definition of producing vocabulary in language practice Speaking is an essential skill that students must master in learning the language We can recognize the students' speaking ability to achieve the target language Speaking is to express an opinion by using the voice or talking to say it aloud to the audience The primary purpose of communication is to exchange information from the sender to the receiver

Prosody plays a key factor as an indicator of ability in oral speaking Yamashita

& Ichikawa (2010) show that oral speaking has a particular establishment in L1 with a chain of language features Those include stress or emphasis, melody or pitch variations, pronunciation or intonation, phrasing, and pausing In oral speaking, students' comprehension can interact through prosody Therefore, researchers suggest that understanding should include accuracy, prosody, and automaticity indicators of oral speaking fluency It is believed that a speaking performance will only be accepted if the speakers remember to comprehend the content

2.3.2 Fluency and accuracy in speaking assessment

Since the 1990s, these three factors have focused on EFL learning investigations

It is accepted that fluency, exactness, and complexity can be utilized as both execution descriptors and capability markers Fluency alludes to using the language with native- like quickness; exactness alludes to being error-free, and complexity implies the capacity to handle a broad run of structures and lexicon (Wolfe-Quintero & et al., 1998) The first characteristic of speaking appraisal is accuracy Learners routinely ought to be not fluent but also precise in speaking a foreign language Within the occasion that people speak English with a high level of exactness, it infers they say accurately with incredibly few botches So, second language educators emphasize precision in their education plans Learners must consider the rightness and the completeness of language outline when speaking Moreover, they should focus on syntactic structure, vocabulary, and articulation

Accuracy has been recognized from fluency since the 1980s when analysts attempted to define and degree second language verbal aptitudes Past inquiries have recognized fluency-oriented and accuracy-oriented exercises in a dialect program Fluency exercises offer assistance to move forward with the unconstrained oral etymological generation, whereas exactness focuses on the production of language structures Complexity in the EFL procurement literature relates to language errands and generation A few analysts also broke down the idea of complexity into two sorts: cognitive and phonetic (Housen & et al., 2005; Williams & Evans., 1998) Whereas cognitive complexity concerns the second language learner and is decided by components related to the learners, one of which is memory span, phonetic complexity concerns the second dialect framework A few pointers of the learner's etymological complexity are the assortment of structures and the expansive stock of lexicon

Even though an impressive sum of literature has been distributed on the affiliation between the three angles of language, there has yet to be the assertion that fluency, accuracy, and complexity create simultaneously This exploration subsequently set out with the point to decide if advancement in fluency through the speed speaking course leads to change in accuracy and complexity

2.3.3 Rubrics for Assessing EFL Speaking Ability

Szpyrka and Smith (1995) define rubrics as a detailed scale that fully describes the criteria learners need to achieve It is a tool that accurately assesses student achievement and provides student feedback Good criteria should have the following characteristics: explicitly stated, briefly; Observed, describe the behavior, and be written for students to understand Furthermore, ensure each criterion is unique, which is characteristic of the test According to Airasian (2000), before designing a detailed rubric, the teachers must decide whether students' outcome competence or product will be scored holistically or analytically

Many studies have shown the benefits of using a rubric in evaluating learning outcomes from the faculty and student perspective These can be listed as assuring the object's consistency and consistency when marking multiple items, helping faculty maintain focus on predetermined criteria, and improving the quality of students' feedback Feedback helps students evaluate the quality of their work and their peers, reducing the marking time of instructors (Andrade, 2005) During speaking practice, rubrics seem like an essential scale connecting assessment and teaching teachers to get a broad scale about specific teaching quality Then, they can apply it to teaching their students more effectively By using rubrics, teachers can work more comfortably, and it is easier to assess their student's performance in a more scientific, clarified, and persuasive way Moreover, using rubrics helps teachers reduce the time to evaluate, score, and professionally give students results Under rubrics, students can also fairly and quickly realize the expectations of teachers, parents, and schools Then, they have good motivation and happiness in learning the language.

Teaching speaking to EFL learners

In speaking activities, the teacher needs to acquire the ability to teach appropriately According to Richards and Renandya (2002, p.208), speaking is one of the central elements of communication In EFL teaching, speaking is an aspect that requires special attention and instruction To provide practical education, it is necessary for EFL teachers to carefully examine the factors, conditions, and components that underlie speaking effectiveness In addition, interaction in teaching speaking is also key to improving EFL learners' speaking ability

Nunan (2003) stated that the language teacher should master some principles of teaching speaking Those principles are as follows: (1) The teachers should know the differences between second language and foreign language learning contexts The difference in context between them is very crucial The foreign language context is challenging because the students only have a few opportunities to speak in their environments Most people around them use their first language rather than a foreign language Meanwhile, in the second language context, English is used to communicate in society, like English in UK and Singapore (2) The teachers should give students practice with both fluency and accuracy by providing much practice in speaking (3) The teachers should provide opportunities for students to talk by using group work or pair work to speak effectively (4) The teacher should plan speaking tasks to help students communicate appropriately and effectively with others in the target language Discussion for purpose happens when the students try to understand what others say by asking for clarification, confirmation, or explanation (5) The teacher should design classroom activities for both group work and individual Brown (2001) states that there are some principles for designing techniques for teaching speaking He said that the speaking techniques should use methods that cover learners' need and carry out accuracy, fluency, and meaning The techniques should provide intrinsic motivations That means the practices should encourage authentic language use in meaningful contexts The technique should give appropriate feedback and correction and take advantage of the natural link between speaking and listening The process should allow learners to initiate oral communication and develop speaking strategies

In addition, Harmer (2001) argues that there are three primary reasons to give students speaking tasks that encourage them to see all and any language under their control The first is that the activities provide the students a chance to discuss and rehearse the material outside the classroom It is a way for students to feel comfortable communicating in a foreign language The second is the activity of giving feedback to the learners Then, suitable speaking activities can and should be highly motivating for the students Those reasons can encourage the student's language needs if the teachers do all the components well By keeping the regulations in education, the problems that usually happen in the teaching-learning process can be minimized, and the students can learn English maximally in class

2.4.2 Techniques for teaching speaking skills

Speaking skills ought to be practiced in the course through exercises In this manner, instructors should apply different verbal exercises in speaking lessons to empower their students to speak Language learners must often hone their language in the classroom by performing specific exercises The final point of communicative action in the course is to get learners to use the language they are learning to associate with real life According to Davies & Pearse (2000), there are numerous different exercises that can be wiped in the classroom to assist learners in developing their speaking skills, such as:

(1) Discussions: After a content-based lesson, a discussion can be held for several reasons The students may aim to conclude, share ideas about an event, or find solutions in their discussion groups Before the discussion, the teacher must set the purpose of the discussion activity In this way, the discussion points are relevant to this purpose, so students only spend time chatting with each other about relevant things For example, students can become involved in agree/disagree discussions In this type of discussion, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial questions Then each group works on their topic for a given period and presents their opinions to the class It is essential that the speaking should be equally divided among group members It is always better to refrain from forming large groups for efficient group discussions because quiet students may only contribute to small groups

(2) Role play and simulations: Role-playing is another way of getting students to speak Students pretend they are in various social contexts and have a variety of social roles In role-playing activities, the teacher gives information to the learners, such as who they are and what they think or feel

Simulations are similar to role plays but make simulations different from role plays because they are more elaborate In simulations, students can bring items to the class to create a realistic environment For instance, if a student is acting as a singer, she brings a microphone to sing, and so on Role plays and simulations have many advantages First, since they are entertaining, they motivate the students Second, they increase the self-confidence of hesitant students because, in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility

(3) Information gap: In this activity, students should work in pairs One student will have the information the other partner does not have, and the partners will share their information Information gap activities serve many purposes, such as solving problems or collecting information Also, each partner plays a vital role because the partner can only be completed if the partner provides the information the others need These activities are practical because everybody has the opportunity to talk extensively in the target language

(4) Brainstorming: On a given topic, students can produce ideas in a limited time Depending on the context, either individual or group brainstorming is effective, and learners generate ideas quickly and freely The excellent characteristic of brainstorming is that the students are not criticized for their ideas, so they will be open to sharing new ideas

(5) Storytelling and story completion: Similar to brainstorming, in storytelling, students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates Students can also tell riddles or jokes Storytelling fosters creative thinking

Another direction of storytelling technique, Story completion, is a delightful, whole-class, free-speaking activity in which students sit in a circle For this activity, a teacher starts to tell a story, but after a few sentences, they stop narrating Then, each student begins to describe where the previous one stopped Each student is supposed to add from four to ten sentences Students can add new characters, events, and descriptions

(6) Interviews and reporting: Students can conduct interviews on selected topics with various people The teacher should provide a rubric to students so they know what questions they can ask or what path to follow, but students should prepare their interview questions Conducting interviews with people gives students a chance to practice their speaking ability in class and outside and helps them become socialized After the interviews, each student can present their study to the class

In the next step of an interview or before coming to class, students are asked to read a newspaper or magazine, and, in class, they report to their friends what they find the most exciting information Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class

(7) Picture describing and find the difference: One way to use pictures in a speaking activity is to give students pictures and have them describe what it is in the pictures For this activity, students can form groups, and each group is assigned a different picture Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class This activity fosters the creativity and imagination of the learners as well as their public speaking skills

Similar operations describe pictures To find the difference, students can work in pairs Each couple is given two different pictures, for example, a picture of boys playing football and another picture of girls playing tennis Students in teams discuss the similarities and differences in the photos

In this research paper, the writer focuses on applied storytelling technique in teaching English to non-English majored students.

Storytelling technique

Storytelling has long been an interesting topic for researchers A significant number of researchers have devoted their knowledge and energy to exploiting the advantages of this technique Storytelling incorporates words, pictures, or symbolic patterns (conceptual, leveled, patterned, and sequential) They show verbal, visual, and coherent learning styles Storytelling has diverse layouts, but they ordinarily have a comparative purpose They portray the relationships between realities and figures or key concepts and concepts inside a learning assignment

With the function and design of the teacher, storytelling can be used in terms of teaching speaking skills Functionally, storytelling can be gathered into two categories: those that portray fundamental information structures (whole-to-part, cause/effect) and those that serve specialized needs (extended planning, objective setting)

According to Gibson (1990), storytelling does not intrude into class time as many teachers think However, it can be a part of the actual lesson, which can stir up the lesson, thereby helping students retain the knowledge longer Groce (2004) finds out that storytelling is found to be effective in sparking interest and improving language skills in activities associated with social studies, science, language arts, and bilingual education Shank (2006) claims that storytelling can help language teachers create a collaborative learning space, reflect on their education, recognize new practical directions, and co-construct a shared understanding of good pedagogy Educators also agree that storytelling is especially well-suited for students' exploration As a standard teaching tool, storytelling can encourage learners to explore their unique expressions and heighten their skills to communicate thoughts and feelings appropriately Storytelling has been proven beneficial to both teachers and students in terms of language teaching and learning by creating a positive and collaborative language learning classroom environment (Sever, 2014) and also as a convenient tool in helping students improve their linguistic skills in both their mother tongue and target language due to numerous benefits embedded in stories (Khodabandeh, 2018) regardless of their age or culture (Lucarevschi, 2016) Storytelling can help enlarge students' vocabulary, without which they cannot speak or listen effectively (Brakke & Houska, 2015)

2.5.2 The communicative competence of storytelling technique

According to Paulston (1974), communicative competence lets the speakers know more than linguistic competence In the 1970s, many researchers found communicative competence They indicated the significant differences between communicative competence and linguistic competence Notably, the difference between language mastery and knowledge achievement makes a student able to communicate interactively and frequently Moreover, communicative competence includes linguistic competencies such as knowledge of grammar and vocabulary and three other factors (Xu Li- sheng, 2000)

Communicative competence is the main factor in speaking proficiency (Scarcella, 1992) Communicative competence is an additional requirement for those who want to communicate effectively with their backgrounds and cultures Communicative competence is closely related to the nature of speaking; it means that language learners should focus on it while learning speaking skills Speaking skills could be necessary for each actual situation In daily communication, we use language to speak more than other skills; that is why spoken language must be taught first when the learner starts to learn the language Learning how to speak a foreign language is very difficult for non- native speakers It requires the learner to master the nature of the language and its application in each specific context Subsequently, the instructor ought to teach learners with a certain degree of accuracy and fluency in understanding, responding, and communicating thoughts within the spoken language

Richards & Renandya (2002) pointed out the effectiveness of verbal communication that requires students to use the language appropriately in social interactions It includes verbal and nonverbal communication, such as signals, body language, and expressions needed to pass on messages straightforwardly These researchers also indicated that teachers should provide balance in storytelling This complementary role helps overcome the limitations and problems of each approach Moreover, the use of the storytelling approach is to motivate students' awareness of learning language skills It is used to provide opportunities for students to practice and apply the knowledge for communication of social nature In the same vein, storytelling should be combined in teaching speaking courses

2.5.3 Benefits of storytelling technique in EFL teaching and learning

Telfer (2012) suggested that storytelling is a beneficial pedagogical technique to be implemented in either EFL or ESL classrooms The potential benefits gained from using storytelling are enormous It has linguistic and social values Linguistically, for example, storytelling can help develop all four language skills Storytelling stimulates students to activate their schemata and connect their previous knowledge with the story’s events Also, students interpret the stories differently, which leads to healthy discussions When students are asked to retell the story, students practice their speaking skills using their own words based on what they have learned and grasped from the story Storytelling also encourages students to be active readers When students listen to lively and attractive stories, they get motivated

Socially, storytelling transforms the classroom into a community It helps build relationships between the students and their teachers and the students themselves The non-intimidating atmosphere in which the story is offered strengthens the relationship between the teacher and their students This environment makes the learners close to their teacher, which is a critical factor in lowering the affective filter Among students, learners start to show respect for each other’s emotions and opinions

Hall and Strangeman (2001) believed storytelling technique could be applied to improve their effectiveness for learning Besides, storytelling significantly affects the classroom because it provides learners with approaches and opportunities to speak the language that builds on their awareness and extends their understanding The learners are given a suitable tool with a more distinct visual method of presenting information and ideas in the classroom (Chang et al., 2002) In speaking skills, learners are supported to clarify and present information into categories (structure of a presentation such as opening, body parts, and conclusion) Teachers help learners understand how to organize information, expand vocabulary, and divide sentences by dividing them into grammatical structures and connecting topics with their knowledge and remembering topics easily

The benefits storytelling offers are uncountable In addition to the benefits mentioned above, storytelling teaches students some life skills, such as negotiation, turn-taking, respecting others’ opinions, and understanding what is hidden between the lines It also expands the horizons for creativity for both teachers and students

Storytelling is an activity in teaching and learning to tell a story to students one by one based on a central topic in front of the class while other students are listening

In teaching using this model, the lecturer usually offers topics beforehand, and students find sources or may tell their own experiences to the whole class Storytelling becomes significant because students' ideas are naturally expressed through speech The writer assumes this learning model is a better teaching and learning process because all basic English skills are covered, such as grammatical structure, vocabulary, and pronunciation

Storytelling is retelling the story having read or heard by using the storytellers’ own words based on their understanding of the story According to Zaro and Saberri in Akhyak and Indramawan (2013), storytelling involves the interaction between the storyteller and the audience and between an individual and the listener at a certain level Next, Safdarian (2013) defines storytelling as the way the students retell stories in a different word construction after being told the stories by the teacher Then, Ebrahiminejad et al (2014) say that storytelling is one teaching method using short stories According to Ling in Julia (2015), storytelling as a learner-centered method helps students to use the information and delivers messages to others Thus, it can be said that storytelling is a teaching method in which the students are asked to retell the content of the stories in different word constructions by involving a certain interaction between the storyteller and the listener

Meanwhile, Samantaray (2014) describes the procedures of storytelling as follows: (1) the teacher hangs different written stories with colorful papers on the board, (2) the teacher asks the students to make groups of five, (3) the teacher asks every group take a paper from the board, (4) the teacher asks them to develop a story in 15 minutes, (5) the teacher asks them to retell their story based on the group discussion, and (6) the teacher gives award to the group considered as the best group Additionally, Fikriah (2016) presents the procedures of storytelling as follows: (1) the students are asked to sit in groups, (2) then, the students make a story based on a sequence of pictures having some key sentences given by the teacher, and (3) the teacher asks the students to tell the story based on the result of their discussion in front of the class

The theoretical background for the current study has been reviewed in this chapter In the next chapter, the researcher will introduce the research questions, research design, the participants, and the instruments together with the procedure for data collection.

METHODOLOGY

Research questions

The study aimed to find out the answer to two following research questions: (1) What are teachers and students’ attitudes towards the use of storytelling technique in speaking classes?

(2) How effective can storytelling technique help non-English majored students improve their speaking skills?

Population and sample

The subjects involved in this study were 70 students and 5 EFL teachers at the Foreign Language Center of Thu Dau Mot University All students who participated in the survey were freshmen, and most were non-English majors They studied technical, social, economic, and other majors such as pedagogy and natural sciences And teachers who participated in interviews have had at least two or more years of experience teaching English as a foreign language

In the study, 70 students from two classes of Lever 1 (22EN10E60032 and 22EN10E60033) at the Foreign language center of Thu Dau Mot University were divided into group C (22EN10E60033) and group E (22EN10E60032) The researcher collaborated with a collaborator The researcher and collaborator were teachers at the Foreign Language Center of Thu Dau Mot university The experimental process was done in 8 weeks with the cooperator's help The collaborator taught Group C, and the researcher taught group E.

Instruments

The instruments employed in this descriptive research were questionnaires, individual interviews, classroom observation, and oral tests, which permit the assessment of teachers’ and students' attitudes towards using storytelling in the speaking class and how effective storytelling technique can help non-English majored students improve their speaking skills In the following section, four instruments that have been mentioned will be described in detail

In the first four weeks of the course, the researcher and collaborator taught two groups according to the level 1 curriculum For the next four weeks, the researcher conducted speaking lessons using the storytelling technique for the experimental group The other group was taught speaking lessons using other techniques by the collaborator During teaching, the researcher and collaborator conduct cross-class observations using observation checklists After eight weeks, the checklists were compiled, and information was collected to analyze the students' attitudes toward using storytelling techniques in the speaking classroom

All the items of the questionnaire (see Appendix 1) were constructed and categorized from a careful review of related literature and the results of previous studies on the attitudes of students towards speaking skills and using storytelling technique in speaking classes The questionnaire was composed of 2 parts, with ten questions for the survey participants The first part contained two information questions (questions a & b) in order to gain information covering the student's education level and their majors

In the second part, the participants chose the answer for each question including 4 questions (questions from 1 to 8) dealing with Students’ attitudes toward learning English speaking skills and storytelling technique For 6 in 8 questions, students have to choose 1 out of 4 answers provided; for 2 in 8 questions (questions 5 & 6), students can choose multiple solutions simultaneously

Semi-structured interviews with five teachers were conducted individually to obtain more insights into the data collected from the questionnaire and observation Interviewers invited to the observation class had at least two years of teaching experience The interview section was conducted after each classroom observation which aims to employ teachers' attitudes toward using the storytelling technique In addition, the interview part is considered a helpful instrument to investigate in-depth teachers' thoughts, which is to enhance the ability of storytelling teaching technique One question about the number of years of teaching experience and four open-ended interview questions were conducted, as follows: (1) How many years have you been teaching? (2) What problems do your students have in speaking classes? (3) What do you think of the impact of storytelling techniques on students’ speaking skills? (4) How does storytelling benefit your teaching? (5) Using storytelling techniques and other teaching speaking methods, which is the most favorable method for you?

A pre-test was done in the first weeks to assess the speaking proficiency of the two groups A post-test was done in the last week after the experimental process to assess the effectiveness of using storytelling technique in speaking classes Tests were managed to investigate the students' speaking capability and utilized to gather data on students’ capacity and knowledge of the second language Of course, to give concise results, tests must be well outlined to the degree of students' ability

Students use the textbook “OUTCOMES,” published by National Geographic Learning for level grade 1 Besides doing the exercises in the textbook, learners are also provided with an online learning account and a CD for listening parts The oral tests were created based on the knowledge of the book It is reasonable for the participants to define their level of language capability At the time of the study, their English capability was at an elementary level, so essential speaking assignments were chosen to be more suitable for the subjects All of these tests are included in "Appendix 3" The rubric of speaking ability assessment and votes marks for experimental tests were created after referencing the previous studies and the syllabus of this course (Appendix 4).

Data collection and analysis

The data collection procedures were implemented in the academic school year of 2021-2022 from the end of March 2022 to early June 2022 All of the procedures were followed by these steps:

(1) Doing a pre-test: A pre-test was administered in the first weeks of the course The data from the test was used to assess the speaking proficiency of the two groups And the result was also used to compare with the post-test result to investigate the improvement of students' speaking capability

(2) Teaching and observing: From the first to the fourth week of the course, the researcher and collaborator taught two groups according to the level 1 curriculum From the fifth to the eighth week, the researcher conducted speaking lessons using specialized narrative techniques for group E; the other group was taught by the collaborator the speaking lessons using other techniques During teaching, the researcher and collaborator conduct cross-class observations to collect students' attitudes toward using storytelling techniques in the classroom

(3) Surveying students: At the end of the course, each student was given a questionnaire to collect student' attitudes toward their interest in learning English speaking and applying storytelling techniques in the classroom

(4) Interviewing teachers: Interviews with the teachers were conducted individually to obtain more insights into the data collected from the questionnaire and observation

(5) Oral test: A follow-up test was administered after the test was conducted to assess the effectiveness of using storytelling techniques in speaking classes Score data of the tests used for analysis in the study

Before observation, the participants would be informed of the purpose of the classroom observation During the observation, based on Willis’ (1996) framework and the suggestions of Estaire et al., (1994), the researcher focused on students' attitudes toward using storytelling in speaking classes Then, the information from the classroom observation would be compared with the findings from the questionnaires

At the end of the course, each student was given a questionnaire to collect students' attitudes toward their interest in learning English speaking and applying storytelling technique in the classroom The survey consisted of student information and the attitude survey The student information has two questions about the student's year of study at university and the student's major The data of this result was used to determine whether the participants were suitable for the research The attitude survey has eight questions to explore the students’ thinking about learning in speaking classes, troubles in learning to speak, and the benefits of using storytelling in speaking

Interviews with the teachers were conducted individually to obtain more insights into the data collected from the questionnaire and observation The interview participants were English teachers who had at least two years of experiment teaching They had been invited to the classroom observation to clarify the usefulness of a teaching speaking technique in the classroom The interview section was conducted after classroom observation which aims to employ teachers' attitudes toward using the storytelling technique in speaking classes

At the time of the study, their English capability was at an elementary level, so essential speaking assignments were chosen to be more suitable for the subjects All of these tests are included in "Appendix 3" and the scoring rubric of the speaking test used in this research was adapted from the speaking rubric of Zuhriyah (2017) (Appendix 4) The reason for selecting these tests is that they can be respected as standardized tests developed by specialists and therefore considered well-developed, reliable, and valid

This study utilized quantitative and qualitative strategies to analyze the information to determine the teachers' and students' attitudes and effective storytelling techniques improve the students' speaking skills at Thu Dau Mot university The Microsoft Excel program was utilized to test noteworthy differences in scores between the pre-test and post-test The survey information helped the instructor clarify the students’ contemplations and reflections on storytelling, which had been assessed for them in 10 weeks

The researcher and collaborator did the observation by writing everything happening in the class on the field notes in each speaking lesson The observation data were analyzed by using descriptive analysis to know the students’ activities, and their responses during the lecturer taught speaking by using storytelling and other techniques

Student survey data consists of 2 parts: Part 1 data was used to determine whether the participants were suitable for the study Information Question 1 identified which years the students were studying at university Information Question 2 identified the student's major The data in part 2 is used to analyze students' attitudes toward developing speaking skills and using storytelling techniques in activities in English-speaking lessons Questions 1 and 2 data are used to analyze students' attitudes towards developing English speaking skills Questions 3 and 4 data (Qp2.3

& Qp2.4.) are used to analyze students' attitudes towards using storytelling techniques in speaking lessons Question 5 (Qp2.5.) is used to analyze students' problems in speaking English Questions 6 and 7 (Qp2.6 & Qp2.7.) are used to analyze the effectiveness of storytelling techniques in developing English-speaking skills Question 8 (Qp2.8.) assesses students' interest and motivation to learn to speak English when using storytelling techniques The questions and answers are coded, and data is imported into excel Excel functions applied to calculate in the survey are Sum, Countif, and Counta We have the coding table of the survey as follows:

Semi-structured interviews with five teachers were conducted face-to-face, in various locations, and at different times to obtain more objective results The interview questionnaire consisted of one question about years of teaching experience and four open-ended interview questions (appendix 2) Interview data were recorded and analyzed to survey teachers' attitudes toward the use of storytelling techniques in speaking classes In addition, interviews are considered a useful tool to deepen the teacher's thinking and improve the ability to use storytelling techniques in speaking lessons The questions were coded to facilitate the analysis, as follows:

Scores of pre-test and post-test were collected and then tested using Microsoft Excel to compare the mean and standard deviation to determine if storytelling could improve students' speaking The pre-test used the difference in the speaking abilities of the two groups and the post-test was used to investigate the effects on students' speaking using narrative techniques The excel functions used in this section are MEAN (AVERAGE), SD (STDEV), P (STDEV.P), and T-Test (T.TEST).

Materials

The course book OUTCOMES was used in this study, published by National Geographic Learning, and consists of 16 lessons, but the Lever-1 Course only uses Unit

1 to Unit 8 The substance of the English textbook is planned on specific subjects, which is the basement to select and organize the content and materials According to this view, students are considered the central and the principal subject of the learning handle They may effectively and imaginatively participate in the exercises; the assignments help learners improve their English communicative abilities Instructors play the roles of controller, advisor, and organizer of the education and learning process Each unit is isolated into three parts with topics related to the main topic Each lesson includes four skills: listening, speaking, grammar, reading, vocabulary, developing conversation, conversation practice, and pronunciation

After every four units, there is a test for the students to check their knowledge and skills There is an assortment of topics in OUTCOMES familiar to real life, such as routine exercises, environmental issues, and places of scenic magnificence or modern technology It additionally included fundamental grammar focuses, which are valuable for students However, students frequently get bored and tired in a few speaking periods The speaking assignments are more troublesome than other skills The plan of speaking assignments is quite basic, but their requirement is complex, especially during post speaking period Students are ordinarily inquired to report or present the subject, which can sometimes not be secured within only 45 minutes In this manner, instructors need to organize, arrange, and apply a few new exercises to avoid boredom in the classroom

In sum, this chapter has outlined the research methodology of the study, including the research questions, the research design, and the participants in the study It also describes the research instruments for data collection, the procedure of data collection, and data analysis In the next chapter, the result of the study will be presented.

FINDINGS AND DISCUSSIONS

Findings

4.1.1 Students’ attitudes towards the use of storytelling technique in speaking classes

The researcher got classroom observation data to gain more insights into the qualitative data on the students’ perceptions of improving speaking skills and storytelling technique, particularly focusing on whether the participants enjoyed using storytelling in the classroom or not The classroom observation also aimed at discovering the major constraints of students' speaking performance in the classrooms Before observation, students were informed of the purpose of the classroom observation

During the first four weeks, students are taught according to the curriculum that students are given in the first class Use common techniques such as group discussions and repetition of textbook conversations Observation results after four weeks, the researcher found that students encountered some limitations in pronunciation, grammar, and lack of vocabulary and knowledge Students may have the tendency to add their native language (Vietnamese) for English words that students do not know when showing their ideas These limitations lead to quiet, unexciting class speaking activities and students not actively participating

Group E applied the storytelling technique to the speaking exercises for the next four weeks Meanwhile, group C continued to study speaking lessons with other techniques In speaking classes using storytelling technique, the students joining the class always followed the lecturer’s instructions Here are the descriptions of the students’ activities relating to the storytelling method applied by the lecturer

1 The students sat in groups of five

2 The students focused and took notes while the teacher provided knowledge of the vocabulary, grammar, and structure of the topic

3 The students discussed the content of the reading text by using their own words for seven minutes

4 The representatives of the groups presented their discussion results in three minutes

5 The students listened and paid attention to the review given by the lecturer

In the fifth week of the experimental process, the students were a little surprised when they were asked to retell the story's content in front of the class in the first meeting It was because, in the previous weeks, they always got explanations from the teacher Next, one of the group’s representatives was nervous when telling the content of the reading text in front of the class It made him forget some words to say Then, other members replaced him Meanwhile, most of the students were very noisy in the second meeting because they did not finish making the story of the content of the reading text They felt that their time was not enough Almost all of them laughed when the lecturer corrected the pronunciation They found new words with unfamiliar pronunciations in the reading text

Each group member presents the story, discussing the topic in front of their group before making the presentation in front of the class This action helps students correct each other's mistakes to complete the group's speech The fact that the teacher does not correct errors during the presentation helps students concentrate more without interruption, like in traditional methods

In the following weeks, students became familiar with the storytelling technique, and all of them used their time seriously They discussed the content of lessons having just been read and translated by the lecturer with high motivation They showed their interest in the speaking class by giving a clap to the group presented their discussion result

Meanwhile, group C was taught according to popular techniques but still had limitations in pronunciation, floating speed when speaking, and lack of confidence when presenting problems in front of the class These lead to students' lack of motivation to participate in speaking activities in class

Throughout the observation, the researcher realized that students had difficulty telling their stories in English The students may tend to add their native language (Vietnamese) for English words that students do not know when telling the story It is quite challenging for teachers and students because a lack of English vocabulary may not allow students to tell their stories properly, which may not improve their skills In line with the previous observation, the writers recognized that students are motivated in speaking classes and applied storytelling technique It presents exciting activities that positively affect students' attitudes, speaking practice, and perception Shelton et al (2017) stated that digital storytelling helps students boost their learning motivation

It would be best if teachers were able to turn students’ attention to the speaking lessons, assist students when it comes to their difficulties, and control the class well

The questionnaire was conducted to gain information about teaching speaking skills using storytelling techniques from different viewpoints There were two questions about students’ information and eight questions about the students’ supposition of speaking skills before and after using storytelling techniques in speaking skills From the students’ information, the survey records all of students are first-year students at university After statistics, the researcher gets the following results:

Qp1.1 Which year are you studying now? Percent (%)

Qp1.2 What major are you studying? Percent (%)

The result from Qp1.1 and Qp1.2 showed, all students who participated in the survey were freshmen, and most were not majoring in English They study engineering, social studies, economics, and other disciplines such as pedagogy and natural sciences The above data shows that the selected samples are suitable for the requirements of the research paper From there, we further investigate students' attitudes toward developing English speaking skills, specifically when applying storytelling techniques to speaking classes

Table 4.2 Students’ attitudes towards speaking learning

Qp2.1 What do you think about improving English speaking skills? Percent (%)

Qp2.2 Are you interested in speaking activities in your class? Percent (%)

Therefore, students are particularly aware of English's importance, as shown in Table 4.2 number 81.4% of students agree that speaking English is very important, and 18.6% say it is important Regarding speaking activities, 97% of students feel interested, while 2.9% seem not interested in speaking

The results show that teachers can apply storytelling techniques in speaking language teaching to make the motivation for students This helps students recognize the influence of their proficiency in learning English speaking Table 4.3 shows the rate of students’ attitudes in speaking lessons toward using storytelling In Qp2.3., the rate of students who know about storytelling techniques is 92,9%, including 30% of students who usually use storytelling and 62.9% of others who sometimes used There are only 7.1% of students who seldom use storytelling in speaking classes In Qp2.4., it is not shocking that most students feel interested when using storytelling in speaking classes 44,3% of students are "absolutely" interested, while 55.7% feel they like it "very much." And nobody dislikes using storytelling in speaking classes

Table 4.3 Students’ feelings and attitudes towards learning speaking skills with storytelling

Qp2.3 Have you ever got experience in storytelling before? Percent (%)

Qp2.4 Do you feel more interested in speaking classes with storytelling? Percent (%)

Qp2.5 “What troubles have you met at speaking classes?” can be shown in Table 4.4 The number of students has trouble since lack of knowledge in English (grammar, vocabulary, pronunciation, etc.) is the biggest, with sixty-five students At the same time, thirty-eight students choose to have no ideas or organize ideas Twenty-five students feel embarrassed and anxious Forty-one students fear making mistakes Therefore, the instructor must discover an effective teaching method to help the students overcome their issues, particularly from basic knowledge of English

Table 4.4 Students’ trouble when speaking

Qp2.5 What troubles have you met at speaking classes?

B Fear of making the mistake 42

C Lack of knowledge of English (grammar, vocabulary, pronunciation, etc.) 65

The students’ answer to Qp2.6 is shown in figure 4.1 Forty-three students thought storytelling helps them understand the structure of the story/topic and remember them easily Most students admitted the advantages of storytelling Fifty students agreed storytelling enabled them to expand and apply their vocabulary and grammar; 48 students showed that storytelling helps them gain confidence and motivation in speaking classes, and 32 students said that storytelling helped them learn more life skills Figure 4.1 showed that the students recognized the effect of using storytelling in learning speaking skills

Figure 4.1 The benefits of using storytelling in learning speaking English

With Qp2.7 “Do you realize your speaking ability improving after applying storytelling techniques in speaking classes?” showed in table 4.5 that most students realized speaking skills developing when they used storytelling technique In contrast, 94% of students rated the effectiveness of storytelling techniques while 6% of students attributed their improvement in speaking skills not to using storytelling techniques And when surveying students' attitudes about enjoying the storytelling technique in Qp2.8., only 11.42% of students prefer to use this technique less than other techniques The rest are immensely enjoyed when applying storytelling techniques to speaking lessons

Table 4.5 Students' opinions on the improvement in speaking skills after using the storytelling technique

Do you realize your speaking ability improving after applying storytelling techniques in speaking classes?

Understanding the structure of a story/topic and remembering them easily.

Expanding and applying vocabulary and grammar.

Gaining confidence and motivation in speaking classes

Learning some life skills(teamwork skill,negotiation, etc.)

Qp2.8 Do you enjoy storytelling to improve speaking skill? Percent (%)

Discussions

From the research results, the researcher can answer two research questions raised in chapter 1 of this study: (1) What are teachers and students’ attitudes towards the use of storytelling technique in speaking classes? (2) How effective can storytelling techniques help non-English majored students improve their speaking skills?

The interview and questionnaire analysis were given the results that many students feel inquisitive about speaking lessons utilizing storytelling And almost of the teachers have favorable attitudes towards the storytelling technique They realized storytelling techniques can help them easily connect with students and help their students improve their speaking skills The study's results appear that teachers and students were motivated when they applied storytelling in speaking classes, and recognizing this method is essential This is also the answer to the first research question

The data analysis showed that despite students’ awareness of the significance of speaking skills, they have low inspiration towards speaking and face numerous troubles in speaking lessons Students discover speaking activities as either challenging or tedious In this way, they show their unwillingness to raise their voice Storytelling is utilized to illuminate students’ issues and persuade them in speaking classes Moreover, to make the study more viable, some ways to apply storytelling in speaking lessons are suggested in the curriculum design

When comparing this study with previous ones, the result shows the similarities between the studies Storytelling technique brings effective in developing English communication skills First, According to Akhyak and Indramawan (2013: 18) in the study entitled “Improving the students’ English speaking competence through storytelling,” storytelling implemented in teaching speaking could improve the students’ fluency, grammar, pronunciation, vocabulary, and content Next, a study entitled “Use of storytelling method to develop spoken English skill” found that the storytelling technique has excellent effects on students’ learning of the English language (Samantaray, 2014: 44) Then, the study entitled “A story-telling approach to teaching English to young EFL Iranian learners” by Kalantari and Hashemian (2015: 221) explained the storytelling approach was practical to teach vocabulary Besides, Julia (2015: 24), in the study entitled “Telling tales: Using storytelling to teach EFL kindergarten students in Taiwan,” explained that there was an improvement in the teaching and learning quality and students’ enjoyment when storytelling was implemented It was followed by the study entitled “Using the storytelling technique to improve English speaking skills of primary school students” by Fikriah (2016: 87) It presented that the student's English speaking skills were effectively improved through storytelling.

For curriculum design

Storytelling offers teachers and learners many benefits in developing communicative competencies This technique can serve as an effective tool to teach speaking skills Students can form special links between words and concepts in their minds by learning with storytelling They can also access vocabulary easily when they need to express relevant ideas These findings can strengthen previous authors’ beliefs about the advantages of storytelling in language teaching and learning, which have been mentioned and discussed in the literature review Educators must consider storytelling as a profitable direction strategy to use in teaching English to advance students’ speaking execution Teachers can prepare talking exercises with storytelling in advance, which has to be adjusted based on the learners’ level Combined with the syllabus of General English 1 (Appendix 7), the researcher gives some storytelling samples with specific outlines for curriculum design

Chart storytelling is frequently utilized to list ideas, facts, characteristics and/or traits related to a single topic For example: Talk about the housework you usually do at home Procedures: (1) copying the network tree format for students; (2) helping students make headings and subheadings for each idea; (3) walking around to watch while the students read the content independently or together and record the information in each branch; (4) discussing the association of the idea in each oval in the necessary event; (5) making sure the students record details from the topic in suitable places on the network tree organizer; (6) being similar to the storytelling above; (7) filling in the information from a topic within the textbook; (8) inquiring questions for students to inspire and fill in their answers within the circles (providing them with assistance when needed)

Bromley, K (1999) 50 Storytelling for speaking, writing and more Figure 4.5 Web storytelling technique

Pick up children from school

Play games togetherLook after baby

The compare and contrast framework is utilized to compare different historical occasions, geological locales, social and traditional contrasts or political systems It is best suited to speaking introduction that is full of points of interest and requires the students to memorize numerous truths approximately diverse individuals, places, or events (Miller, 2011) Procedures: (1) copying the compare and contrast matrix format for students; (2) helping the students make headings for significant concepts on the vertical and horizontal axis; (3) discussing the similarities and contrasts with them on the off chance necessary; (4) making, beyond any doubt, the students record points of interest from the content in suitable places on the matrix organizers For example, topic: What do you usually do in your free time? Giving information to complete the table

Table 4.9 Compare and contrast matrix

Where do you usually go?

What kind of favorite music/ book/ movie/ activity/ sport do you like?

Bromley, K (1999) 50 Storytelling for speaking, writing and more

A network tree is a type of storytelling that shows connections between facts and information related to the speaking topic It is made of a series of ovals of two or three diverse sizes connected by numerous branches to show how facts and information branch off of a main idea or topic Procedures: (1) coping the network tree format for students; (2) helping students make headings and subheadings for the tree; (3) walking around to watch while the students read the content independently or together and record the information in each branch; (4) discussing the connection of the idea in each oval if necessary; (5) making sure the students record details from the topic in suitable places on the network tree organizers; (6) being similar to the storytelling above; (7) filling in the information from a topic within the textbook; (8) inquiring questions for students to inspire and fill in their answers within the circles (assisting them when needed) For example: Topic: Discuss the advantages and disadvantages of working in a big city

Bromley, K (1999) 50 Storytelling for speaking, writing and more

After referring to the process of developing the scoring criteria for assessing the speaking ability of Airasian (2000) and Zuhriyah (2017), and combining them with the syllabus of General English 1, the researcher has provided the rubric of and votes marks

High salary More occasion to develop individual for experimental tests in Appendix 4

No matter the reality that the educating procedure to become considered accommodating, it could be advocated Time and the amount of exercise, for the occasion, can be spent more viably.

CONCLUSION

Summary of the study

There is a variety of educational strategies utilized by instructors to teach speaking This study was done to identify storytelling as an effective technique for helping non-English majored students improve their English-speaking skills It also considers applying storytelling technique in teaching and learning English-speaking skills

The literature review has been done with the trust of illustrating the scope of the study from the data analysis show that despite students’ awareness of the significance of speaking skill, they have low inspiration towards speaking and face numerous troubles amid speaking lesson They discover speaking activities either challenging or tedious In this way, they show their unwillingness to raise their voice Storytelling solves students’ issues and persuades them in speaking classes Moreover, to make the study more viable, some ways to apply Storytelling in speaking lessons are suggested in the previous chapter

It is hoped that the study will assist students and instructors in overcoming their learning and educating speaking issues

Based on the results of the measurable analysis of the collected information, it was concluded that speaking activities, particularly with Storytelling, are prevalent in promoting students’ speaking performance Besides, instructors ought to go beyond utilizing Storytelling and considering its potential for helping students improve their speaking performance Practicing particular types of Storytelling makes some of the lasting impact associated with finding the correct way to speak fluently

This thesis examines the use of storytelling in the speaking advancement of university students A test was conducted among learning General English level 1 student The results inferred from the experiment have included our understanding of Storytelling's benefits

Even though many members made notable increases in speaking performance, some participants still needed to make enhancements within the course Because of lacking time and resources, the study did not cover all aspects of the problem I would like to suggest exploring why they did not make progress can be further recommended Besides, a few curious disclosures arose from analyzing the data to answer the investigative questions Regarding the impacts of storytelling, the test's study showed that speaking execution increments went with the recurrence in applying Storytelling inside the classroom

In summary, this study sought to investigate teachers' and students’ attitudes toward using storytelling in the speaking class Another aim of the research was to examine if storytelling can help improve non-English majored students’ speaking skills The study supports the idea that using storytelling frequently effectively improves learners’ speaking skills The evidence shows substantial differences between the experimental group and the control group It significantly increased on the post-test compared with the result from the control group.

Implications and recommendations

Following the discussion in the previous chapter and the major findings of the study, the problems are clearly revealed This section provides recommendations to improve the speaking skills of both teachers and students

Teachers are required to update their knowledge of English and their qualifications continuously More importantly, teachers should consider the teaching situations and students' levels to decide on the appropriate teaching methods and create various teaching techniques Teachers who want effective teaching must ensure that the learning is characterized by variety To apply new ways, the teachers must read helpful literature, observe effective teachers, and attend teaching workshops and conferences Then teachers must try the methods and analyze them in use over time

Here are some suggested activities for teachers using storytelling in teaching speaking For students’ lack of vocabulary and grammatical structures, teachers should provide students with critical new words and information in the pre-speaking stage This can be done by using visual aids relevant to the topics, raising questions to explore the issues, and using different exercises concerning new words and grammatical structures

Besides, it is the teacher's responsibility to give immediate praise and encouragement to students so that they are brave enough to speak After telling the story, teachers are advised to provide feedback and correct errors in both form and content after the students finish their tasks Creating an English-speaking environment for the students to practice inside and outside the classroom is also very important Teachers have to decrease teacher talking time while increasing student talking time

It has additionally been said that group work and pair work can help students work more to comprehend the knowledge from the story Because of pair and group work, good students can help weak students and develop cooperation Reducing the students’ use of Vietnamese during group work is essential Teachers should move around the classroom monitoring the students’ participation and giving support if necessary Also, teachers should find out how to use communicative activities such as drill activities, information gap activities, improvising dialogue, problem-solving, discussion, role-play, games and so on Teachers might ask the students to use some information technology application at home to help them to improve their pronunciation; they can record their speech, listen to the native speaker, and imitate them Teachers also must introduce exciting topics and give students chances to choose the topic

It is essential to specify that the aim of teachers in teaching speaking skills is that the students are also crucial to making decisions Thus, students should be aware of practicing English to communicate regularly and of the importance of learning speaking skills as motivated and creative contributors to English lessons Students should talk as much as possible with their friends and teacher to improve their English-speaking performance In other words, students need to pay attention to most of the speaking, frequently practice, and actively complete any speaking tasks As a result, students can gain achievement and confidence in using English

The teachers are encouraged to use storytelling as a tool for enhancing the speaking skills of students By doing this, the student's learning would be fun, and a conducive teaching-learning environment can be established Thu Dau Mot university's Foreign Language Center administrators may support the teachers by training them on the storytelling approach and other teaching strategies that can be helpful to the students The university can provide activities that would improve the students' speaking skills, such as speech contests, and give incentives to those who perform exceptionally well to inspire other students to use English more frequently

Future researchers can define the students' speaking skills and extend their coverage to other variables, such as grammar and diction

Other universities in Vietnam can utilize this study to explore different teaching strategies to help students improve their speaking skills This can also provide areas of research in classroom management and delivery of instruction and other educational services.

Limitation of the study and suggestions for further study

Although the study has reached the targets set at the beginning, it cannot maintain a strategic distance from a few limitations The data analysis above shows that the storytelling technique has many good points for students, but a few challenges accompany it Even though the study is carefully designed and based on reliable information, it suffers shortcomings

Firstly, this study focused on teachers' teaching strategies and their relation to students' speaking skills in the Foreign Language Centre of Thu Dau Mot university The teaching strategies included using storytelling: speech drills and exercises and vocabulary-building activities However, storytelling was limited to the experimental and control groups' pre-test and post-test

The second limitation is that the analyst utilized three types of storytelling for the test group on the experimental process Subsequently, the analyst also needs to ensure whether or not a similar impact can happen to an experiment that consists of more than these numbers of storytelling There may need to be more than a short sum of time to get a representative sample of storytelling's impact on speaking performance

Thirdly, the way to manage enormous classes amid speaking was a complicated question and a challenging assignment It was also very troublesome to meet all the students' needs, wants and inclinations As a result, not every student in the class took part in the learning activities, and not all students followed the teacher’s instructions to consider speaking assignments and practice tasks

Because of time and knowledge limitations, the study could only cover some of the teachers using storytelling for teaching in the Foreign Language Centre of Thu Dau Mot university Therefore, further analysis can focus on storytelling in other skills, such as reading, writing, and listening I'd like you to know that mistakes are unavoidable; all comments and comments on this study will be greatly appreciated

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Education: Jurnal Tadris Bahasa Inggris IAIN Raden Intan, vol 10, no 1,

QUESTIONNAIRE

This survey questionnaire is designed for my study on "Using storytelling to improve speaking skills for non-English majored students: a case study at the Foreign Language Center of Thu Dau Mot university.” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data

Thank you very much for your cooperation

Please put the tick () on your answer you choose

Part1 Students’ information a Which year are you studying now?

 Fourth year b What major are you studying?

Part2 Students’ attitude in learning English

1 What do you think about improving English speaking skills?

2 Are you interested in speaking activities in your class?

3 Have you ever got experience in storytelling before?

4 Do you feel more interested in speaking classes with storytelling?

5 What troubles have you met at speaking classes?

(You can choose more than one answer for this question)

 Fear of making the mistake

 Lack of knowledge of English (grammar, vocabulary, pronunciation, etc.)

6 How do you feel when creating storytelling in speaking classes?

(You can choose more than one answer for this question)

 Understanding the structure of a story/topic and remembering them easily

 Expanding and applying vocabulary and grammar

 Gaining confidence and motivation in speaking classes

 Learning some life skills such as teamwork skills, negotiation, turn-taking, respecting others’ opinions

7 Do you realize your speaking ability is improving after applying storytelling technique in speaking classes?

8 Do you enjoy storytelling to improve speaking skill?

INTERVIEW QUESTIONS

1 How many years have you been teaching English?

2 What problems do your students get in speaking classes?

3 What do you think of the impact of storytelling techniques on students’ speaking skills?

4 How does storytelling benefit your teaching?

5 Using storytelling techniques and other teaching speaking methods, which is the most favorable method for you?

TEST FOR EXPERIMENTAL CLASSES

The Examinee would like to talk about: name, job, hometown

Can you book our tickets? I’m working Friday evening but can go on Saturday

I don’t want to see Blue Juice – I think the other film is better Shall we go at the later time? Then we can eat before it starts I’ll wait for you in the cafe opposite at 7.30

Directions: The Examinee will hear three questions raised by the examiner No preparation time is provided

Do you often watch sport on TV?

What is your favorite sport?

SPEAKING PERFORMANCE ASSESSMENT RUBRIC

The Examinee would like to talk about: name, job, hometown

Six months later, I got a better job with another department store and moved to the west coast to work at their San Francisco store One day on my way home from work, a young man with short brown hair passed me in the street and asked, ‘Are you Michelle Golden?

Directions: The Examinee will hear three questions raised by the examiner No preparation time is provided

How many seasons are there in your hometown?

What season do you like best?

SCORES OF EXPERIMENTAL CLASSES

Criteria Comprehension Vocabulary Grammar Fluency Pronunciation

9-10 Appears to understand everything without difficulty.

Speaks in L2 with accurate English words.

Produces complete and accurate sentences.

Speaks in L2 very fluently and effortlessly.

Speaks in L2 intelligibly and has few traces of foreign accent.

7-8 Understands nearly everything at normal speed, although occasional repetition may be necessary.

Speaks mostly in L2 with few L1 words.

Produces some phrases instead of complete sentences with consistent and accurate word order or produces consistent omitted sentence.

Speaks in L2 less fluently due to few problems of vocabulary/ selection of word.

Speaks mostly in L2 intelligibly with first language accent.

5-6 Understands most of what is said at slower than normal speed with many repetitions.

Produces inconsistent and incorrect sentences/ phrases.

Speaks mostly in L2 with some long pauses and hesitancy.

Speaks mostly in L1 but produces 1-3 English words and pronounce them in intelligible mother tongue accent.

3-4 Has great Produces 1-3 Answers mostly Speaks mostly Speaks mostly difficulty understanding what is said, often misunderstands the questions.

English words (brands or place names such as KFC, Roppan, etc do not count as English word/ vocabulary) due to very limited vocabulary. in L1, with 1-3 English words/phrases. in L1, tries to speak in L2 but so halting with so many pauses and “er ” in L1, but produces 1-3 English words, needs some repetition in pronouncing the words to understand them.

1-2 Unable to comprehend the material so that unable to express/respond the questions correctly

Vocabulary limitations so extreme as to make conversation in L2 virtually impossible so that the student speaks in L1 all the time

Unidentified because of speaking in L1 all the time

Unidentified because of speaking in L1 all the time

Unidentified because of speaking in L1 all the time.

SAMPLE LESSION

THU DAU MOT UNIVERSITY THE FOREIGN LANGUAGE CENTER

SPEAKING TEST SHEET GENERAL ENGLISH 1

Points Part 1 ( 2 points) Part 2 ( 3 points) Part 3( 5 points)

4 Completeness of content and Cohesion … …/2 points

Exam marking teacher 1 Exam marking teacher 2

SYLLABUS OF THE SUBJECT GENERAL ENGLISH 1

THE EXPERIMENTAL AND CONTROL GROUP’S SCORES

IN THE PRE-ENGLISH TEST Experimental group Score Control group Score

THE EXPERIMENTAL AND CONTROL GROUP’S SCORES

IN THE POST-ENGLISH TEST Experimental group Score Control group Score

APPENDIX 6 SAMPLE LESSON PLAN USING STORYTELLING

In this unit students learn how to:

- Talk about what you did in the past

- Comment on what people tell you

- Talk about dates and months

- Ask and answer questions about holidays

Content Teachers’ and students’ activities

1 Talk about what you did in the past

- Match the words and phrases into the photos

- Listen and check your answer about vocabulary

- Listen to four conversations about “I had a great weekend.”

2 Comment on what people tell

- Look at the pictures on page 32-33 (student’s book), work in teams

- Do the task and discuss in groups

- Listen and do the task on page 34 you

- Complete the sentences about things people did last weekend

- Write three things you did in the past that are great

3 Talk about date and month

- Listen and write dates you hear about holidays

4 Ask and answer questions about holidays

- That sounds + adjective: practice it and conversation

- Speaking: Did you have a nice weekend?

- The best place in your area/ country

* Topic: Talk about a memorable occasion

- Choose period time to talk about (last weekend/ the last public

- Practice and do the exercises on page 35

- Work in teams, do the task and discuss in groups

- Focus on vocabulary and do the task at page 36

- Group discussion about 4 photos/seasons

- Practice and do the exercises on page 37

- Read and do the task on page 38

- Practice and do the exercises on page 39

- Work in teams, do the task and discuss in groups

- Work in teams, do task 6 and discuss in groups

- Practice and do the exercises on page 39

- Work in teams, do the task and discuss in groups

- Guide students to speak according to the model of web stories

+ How was you…? (Choose period time to talk about) holiday/ the last time you went on holiday/ your last birthday/ a special day in life

- Write five past simple questions for your partner to ask about day/weekend/holiday

+ Where did you go/stay?

+ Who did you go with?

+ How long were you there for? + Which special thing did you do?

Web story about Memorable occasion

APPENDIX 7 SYLLABUS OF THE SUBJECT GENERAL ENGLISH 1

[2] Hughes, J.; Stephenson, H & Dummett, p (2014) Life (level A1-A2) Cengage

[3] Soars, J & Soars, L (2009) American Headway 2 Oxford: Oxford University.

[4] Sarah, c , Peter, M & (2015) New Cutting Edge Pearson Longman

Thực hành bài tập online tại: MyELT.heinle.com

Sau khi học xong học phần này, người học có được kiến thức về từ mới, ngữ pháp, kỹ năng ngôn ngữ Tiếng Anh ở trình độ A1-A2 Cụ thể hơn, người học có thể viêt một email hay letter thân mật về một chủ đề thân thuộc; có thể viết câu đơn và câu ghép đơn giản; có thể sử dụng các chiến lược đọc, nghe, nói cơ bản Từ đó, người học có thê sử dụng những kiên thức tiêng Anh CO" bản đó vào những ngữ cảnh giao tiếp thường ngày trong môi trường trong và ngoài lóp học Đồng thời, học phần cũng nhăm năng cao thái độ học tích cực và lòng yêu mên học tiêng Anh của người học.

5 Chuẩn đầu ra học phần

Học phần đóng góp cho Chuẩn đầu ra của CTĐT theo mức độ sau:

N: Không đóng góp/không liên quan

S: Có đóng góp/liên quan nhưng không nhiều

Iỉ: Đỏng góp nhiều/liên quan nhiều

HP Tên học phần Chuân đâu ra của chương trình đào tạo

Chi tiêt Chuân đâu ra đưọ’c mô tả trong bảng sau:

Chuẩn đầu ra học phần (CELO)

Ap dụng được các từ vựng cơ bản ở level A1-A2 liên quan các chủ đề đơn giản, quen thuộc như people and places, free time, home, holidays, shops, education, ; những chủ điểm ngữ pháp chính yếu (be, present time, there is/ there are, past simple, present continuous, comparatives, auxiliary verbs, going to, would like, cách phát âm cơ bản (fast pronunciation: do you, repeat the sounds /1/ /r/ /w/ /j/; repeat the sounds /k/ /g/ /s/ /z/, understand fast speech, ) vào trong các ngữ cảnh giao tiếp thường nhât,

EL 01,2 ghép và câu phức đơn giản.

CEL03 Áp dụng tốt các chiến lược đọc, nghe, nói cơ bản vào việc đọc, nghe hiểu các tài liệu, và giao tiếp cơ bản ở m ức đô A I -A 2

Thực hành viết thành công một email hay m ột bức thư thân mật về một chủ đề rõ ràng, dễ hiểu (my profile, m aking arrangements, visiting friends, )

CEL05 Sử dụng tốt bài tập trực tuyến myelt trong việc tự học tiếng Anh E L 07

Năng lực tự chủ và trách nhiêm

Thể hiện khả năng họp tác, tinh thần trách nhiệm trong quá trình làm việc nhóm, trong việc tự học, và học trực tuyến

6 Chỉ báo thực hiện chuẩn đầu ra

CELO 1.1 Hiểu và sử dụng được cách phát âm cơ bản như lướt âm, nối âm, nhấn manh CELO

1 CELO 1.2 H iểu và biét vận dụng những điểm ngữ pháp chủ yêu từ các bài hoc vào ngữ cảnh thường nhật

CELO 1.3 Hiểu và biết cách học từ mới, từ họ hàng, cụm tò, đoán nghĩa của tò qua ngữ cảnh

C E L02.1 Sơ đồ hóa lại được đặc điểm đọc tìm ý chi tiêt, đọc tìm ý chính

C E L 02.2 Trình bày lại được đặc điếm nghe tìm ý chi tiết, nghe tìm ý chính

C E L 02.3 Phân biệt được câu đơn, câu ghép và câu phức trong tiêng

CEL03.1 Sử dụng được các chiến lược đọc cơ bản như: đoán nghĩa của từ qua ngữ cảnh, đoc tìm ý chi tiêt, đọc tìm ý chính CELO C E L 03.2

Sử dung được các chiến lược nghe cơ bản như: chuân b| trước, trong, sau khi nghe, nghe tìm ý chi tiêt, nghe tìm ý chính, đoán khi nghe 3

Giới thiệu được về bản thân và sử dụng được các chiên lược nói cơ bản như: chuẩn bị trước, trong khi nói, tìm ý trước khi nói, cách nghe câu hỏi của giám khảo

C E L 03.4 Có thể viết đúng câu đơn, câu ghép, câu phức

CELO C EL04.1 Có thể phân biệt sự khác nhau giữa thư và email; thân mật và trang trong, hình thức cơ bản của một là email/ thư

4 C E L 04.2 Có thể viết hoàn chỉnh, đạt mục đích giao tiếp một bức thư hay email thân mât về môt tình huống thường nhật.

Description of Performance Indicators tiếng Anh Hoàn thành tốt các bài tập online, các bài tập các bài tập nhóm, các bài tập cá nhân trong và ngoài lớp hoc

C E L 05.2 Có thể tìm kiếm tài liệu, clip, hổ trợ học tiếng Anh trên mang

CE L06.1 Tôn trong văn hóa của các nước khác nhât là các nước nói tiếng Anh

CELO 6.2 Có thể thảo luận với người khác về tầm quan trọng của việc hoc tiếng Anh

C hỉ báo thự c hiện (C ẼLO x.y)

A l Đ ánh giá th ái đô học tập 25

Tham gia các buôi học trên lớp Buôi

Làm bài tập đầy đủ

-Thảo luận trong lớp và làm việc nhóm -Làm bài tập online, bài tập vê nhà Buổi

Gồm: nghe, nói, đọc, viết -Nghe: gồm 5 phần + Phần 1: 5 câu, multiple choice + Phần 2: 5 câu, multiple choice + Phần 3: 5 câu, fill in the form + Phần 4: 5 câu, multiple choice + Phần 5: 5 câu, fill in the form

-Đọc: gôm 3 phân + Phần 1: 10 câu, sentence completion; trắc nghiệm từ vựng, ngữ p h áp ; 3 lự a ch ọ n A ,B ,C +Phần 2 :1 0 câu, text completion; 3 lựa chọn A,B,C

+ Phần 3: 20 câu (reading comprehension), gồm: (1) đọc đoạn văn thứ 1 và thực hiện 2 yêu câu: trả lời 5 câu T/F, và matching (5 câu); (2) đọc đoạn văn thứ 2 và thực hiện 2 yêu

KT Nội dun g ; T hòi điểm

Tỉ lê (% ) trống không quá 3 từ/ số/ ký hiệu.

-Viết: gồm 2 phần + Phần A: 20 câu (gồm: 10 câu correction, 5 câu unscramble và 5 câu sentence building)

+ Phần B: Viết một email/ letter thân mật

-Nói: gồm 2 phần + Phần 1: thí sinh trả lời câu hỏi theo chủ đề

+ Phần 2: thí sinh phát biểu ý kiến về

B Đ ánh giá k ết th ú c hoc p h ầ n 50

Gồm: nghe, nói, đọc, viêt -Nghe: gồm 5 phần + Phần 1: 5 câu, multiple choice + Phần 2: 5 câu, multiple choice + Phần 3: 5 câu, fill in the form + Phần 4: 5 câu, multiple choice + Phần 5: 5 câu, fill in the form -Đọc: gồm 3 phần

+Phần 1: 10 câu, sentence completion; trắc nghiệm từ vựng, ngữ pháp; 3 lựa chọn A,B,C

+ Phần 2 :1 0 câu, text completion; 3 lựa chọn A,B,C

+ Phần 3: 20 câu (reading comprehension), gồm: (1) đọc đoạn văn thứ 1 và thực hiện 2 yêu câu: trả lời 5 câu T/F, và matching (5 câu); (2) đọc đoạn văn thứ 2 và thực hiện 2 yêu cầu: chọn câu trả lời đúng (trắc nghiệm), đọc văn bản và điên vào chô trống không quá 3 từ/ số/ ký hiệu

-Viết: gồm 2 phần + Phần A: 20 câu (gồm: 10 câu correction, 5 câu unscramble và 5 câu sentence building)

+ Phần B: Viết m ột email/ letter thân mật

-Nói: gồm 2 phần + Phần 1 : thí sinh trả lời câu hỏi theo chủ đề

+ Phần 2: thí sinh phát biểu ý kiến về

Theo lịch thi của trường

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