[LUẬN VĂN THẠC SĨ] English teaching cooperation between native teachers and vietnamese teachers and its effect on improving english speaking skill of primary students at Uk Academy Ba Ria

Background of the study

Nowadays, English is used as an official language in at least 60 countries and territories over the world, making it the most common language on this planet (Crystal, 2012) According to the World Economic Forum's statistics, by 2016, in the world, there were about 400 million people who spoke English as native speakers and about 1.5 billion people who spoke it as a second or foreign language

Knowing one more foreign language is proof of a candidate's intellectual strength (Ely, 1986) mentioned that learning a second language will make us more desirable job applicants and help us find different sources of motivation It shows employers how much time and effort they have invested in mastering a new language English is widely spoken at universities Top universities require fluency in foreign language skills from the UK to the US (Crystal, 2012) Therefore, if a student intends to study abroad, equipping his/her English ability is the first thing he/she must consider In addition, Kachru (1992) found most international events and shows use English as the official language, similar to other global conferences and events In order to be immersed in events like these, students need to know and learn English, not only for listening comprehension, but also for immersing themselves in countless activities during the event, taking advantage of opportunities for personal or professional development According to Statista (2023), as of January 2023, 59% of the world's websites are written in English, more than all other languages combined, far ahead of the second most used language, Russian, with 5.3% of websites We can find anything we need to know by typing keywords in English Also, English appears a lot in daily life: on product packaging, on the names of famous corporations, and in communicative English The more life develops, the more deeply this language is ingrained in every aspect of our lives Therefore, learning English is extremely necessary for everyone, especially students, to understand modern communication, read labels and uses of foreign products, and make the most of tools such as Google, Facebook, and Grab, etc

Krashen (2019), a linguistic expert from the University of Southern California, USA, states that there is a significant difference between a second language and a common foreign language, so they should not be equated He argues that a foreign language is a language spoken in a country other than its official language A foreign language becomes a second language when it is widely used throughout the country besides the mother language The user must master all four listening, speaking, reading, and writing skills In research on second language acquisition, Krashen defines a second language learned/accepted after the mother language A second language and a mother tongue can be used at the same time

In English language, there are four skills listening, speaking, reading and writing All four skills above have their important part Most of us will use those skills at different times In particular, Speaking is one of the most important skills that need to be focused on and enhanced because it is an effective communication means (Rao, 2018) However, the speaking skill is also considered one of the most challenging aspects of the foreign language learning process In many students' opinions, they found it difficult to express their thoughts in English fully They even they feel afraid to communicate in English even though they have studied this language continuously for many years Listening and speaking are verbal communication activities Although it is also human communication, communication in the language is different from other communication by gestures and movements Verbal communication includes both speaking and listening Those are the activities of encoding - creating speech and decoding, receiving speech with the participation of thinking and perception Therefore, to develop speaking skill for Primary students, it is also necessary to depend on the theory of communication activities in language

According to Nguyen (2019), English language education in Vietnam has gained increasing attention recently The author emphasized the significance of fostering effective collaboration between native English teachers and Vietnamese teachers to enhance students' English language skills However, regardless of the growing interest in this area, there remains a research gap concerning the specific dynamics and outcomes of English teaching cooperation in primary education settings

Smith and Johnson (2017) conducted a comprehensive review of the existing literature on English language education in Vietnam They identified the challenges and opportunities present in the Vietnamese context and highlighted the need for further research to address gaps in understanding effective instructional strategies for improving English speaking skill among primary students

Collaborative teaching involving native English-speaking teachers and local teachers promotes cultural exchange and understanding It allows students to gain insights into different cultures, perspectives, and ways of communication, fostering intercultural competence and global awareness (Al-Samrraie, 2013) Native English- speaking teachers bring their cultural perspectives, experiences, and language use to the classroom

This exposure allows students to learn about different customs, traditions, and ways of communication, expanding their understanding and appreciation of diverse cultures

The collaboration between native English teachers and Vietnamese teachers in enhancing English speaking skill offers several benefits in terms of linguistic and cultural exchange, pedagogical support, and student motivation This section explores the need for collaboration between these two groups of teachers and highlights the potential advantages, supported by relevant citations

Collaboration between native English teachers and Vietnamese teachers provides a valuable platform for linguistic and cultural exchange Native English teachers bring their proficiency in English language use, authentic pronunciation, and idiomatic expressions, exposing students to natural and nuanced language (Nguyen, 2019) Through interactions with native English teachers, students can develop a deeper understanding of English language structures and cultural contexts, enhancing their overall language proficiency

Collaboration between native English teachers and Vietnamese teachers also offers pedagogical support by combining their expertise Vietnamese teachers thoroughly understand students' learning needs, local educational systems, and teaching approaches that align with the Vietnamese context (Pham & Nguyen, 2020) Native English teachers, on the other hand, bring their knowledge of effective language teaching strategies, classroom management techniques, and communicative approaches (Johnson & Johnson, 2018) This collaboration allows for the sharing of best practices, innovative teaching methods, and a more comprehensive approach to language instruction

The collaboration between native English teachers and Vietnamese teachers can greatly enhance student motivation and engagement in the English language learning process Native English teachers often serve as language models and cultural ambassadors, fostering a sense of authenticity and real-world language use (Chu, 2016) This exposure to native speakers can motivate students to communicate more confidently, take risks in using English, and develop a positive attitude towards language learning Additionally, the collaboration allows for varied teaching techniques, interactive activities, and diverse perspectives, making the learning experience more engaging and enjoyable for students (Pham, 2020)

According to reviewed research findings, the collaboration between native English teachers and Vietnamese teachers in English language education has shown positive outcomes A study by Pham (2020) emphasized the significant role of collaboration in creating a supportive and dynamic classroom environment, enhancing students' oral proficiency and confidence in English speaking Similarly, Chu (2016) highlighted the importance of collaboration in promoting authentic language use and cultural understanding among students

Collaboration between native English teachers and Vietnamese teachers is essential to enhance English speaking skill among students This cooperation facilitates linguistic and cultural exchange, provides pedagogical support, and boosts student motivation The combination of native English proficiency and local pedagogical expertise creates a comprehensive and engaging learning environment, fostering students' language development and cultural competence

Collaborative lesson plan development promotes a shared understanding and possession of the teaching and learning process By bringing together the expertise of both native English teachers and Vietnamese teachers, lesson plans can be designed to incorporate diverse perspectives, cultural contexts, and teaching strategies This collaborative process enables a more comprehensive and balanced approach to language instruction (Pham & Nguyen, 2018)

According to Coyle (2005), collaborative lesson plan development allows for integrating different teaching methods and techniques, catering to learner’s needs and preferences Native English teachers can contribute their knowledge of target language structures, authentic language use, and cultural nuances Vietnamese teachers, on the other hand, can provide insights into students' prior knowledge, learning styles, and classroom dynamics The collaborative process promotes creativity, flexibility, and innovation in lesson design

Statement of the problem

The English teaching cooperation between native English teachers and Vietnamese teachers at UK Academy Ba Ria aims to improve English speaking skill among primary students However, there is a need to investigate the specific challenges and issues that arise within this educational setting to ensure effective implementation and maximize the benefits of collaborative teaching

Previous studies have highlighted potential challenges in collaborative teaching contexts, such as language barriers, differences in teaching approaches, and limited opportunities for teacher training and professional development (e.g., Brantmeier, 2006; Matsuda, 2003) These challenges can hinder the successful integration of native English teachers and Vietnamese teachers, ultimately impacting the improvement of English speaking skill among primary students

This research pursues to identify and understand the challenges faced by teachers in the collaborative teaching environment and their implications for the students' English speaking proficiency By examining these challenges, the study aims to provide insights that can inform strategies and interventions to address the identified issues and enhance the effectiveness of English language education at UK Academy Ba Ria.

Aims and objectives of the study

The thesis intends to address the following aims and objectives:

- To examine the impact of English teaching cooperation between native teachers and Vietnamese teachers on the English speaking skill development of primary students at UK Academy Ba Ria

- To assess the effectiveness of co-teaching strategies employed by native and Vietnamese teachers in enhancing English speaking skill among primary students at

- To figure out the perceptions and experiences of teachers regarding the benefits and challenges of English teaching cooperation in improving students' English speaking abilities at UK Academy Ba Ria

- To provide recommendations for enhancing English teaching cooperation and promoting the development of English speaking skill among primary students at

UK Academy Ba Ria in particular and in other educational institutions in general.

Research questions

In order to fullfil the aims and objectives as mentioned above, the study is based on the following research questions:

1 What are the specific co-teaching strategies and techniques employed by native English teachers and Vietnamese teachers to enhance English speaking skill in the classroom at UK Academy Ba Ria?

2 How does the collaboration between native English teachers and Vietnamese teachers in the co-teaching setting contribute to the improvement of English speaking skill among primary students at UK Academy Ba Ria?

3 How do the results of the speaking pre-test and post-test reflect the impact of English teaching cooperation on primary students English speaking proficiency at

4 What are the perceptions and attitudes of native English teachers and Vietnamese teachers towards co-teaching in the context of English language instruction at UK Academy Ba Ria?

Scope of the study

This study focuses on investigating the English teaching cooperation between native teachers and Vietnamese teachers and its effect on improving English speaking skill of primary students at UK Academy Ba Ria The study specifically examines the collaborative practices, strategies, and outcomes associated with co-teaching in the context of English language instruction

The geographical scope of the study is limited to UK Academy Ba Ria, an international bilingual school in Ba Ria City, Ba Ria-Vung Tau Province, Vietnam, where over 1200 learners aged 2 – 18 came to study the MOET and International programs The research is conducted within a specific time frame, encompassing two academic semesters (middle of semester 1 to the end of semester 2, academic year 2022-2023)

In terms of participants, the study involves native English teachers and Vietnamese teachers who are engaged in co-teaching practices at UK Academy Ba Ria The perceptions, experiences, and collaborative efforts of these teachers form a significant part of the research investigation

While the primary focus of the study is on English speaking skill, it is important to note that other language skills such as listening, reading and writing may also be indirectly impacted by the English teaching cooperation However, the primary emphasis is on assessing the improvement of English speaking skill among the target primary students

It is essential to acknowledge that this study is limited to the specific context of UK Academy Ba Ria and may not be generalizable to other educational institutions or settings Additionally, the study does not delve into the specific linguistic or cultural backgrounds of the students, but rather focuses on the collaborative efforts between native English teachers and Vietnamese teachers in enhancing English speaking skill

The findings of this study are intended to contribute to the existing literature on English teaching cooperation and provide practical insights and recommendations for teachers, administrators, and school managers involved in English language teaching at the primary level.

Significance of the study

The combination of teaching between native teachers and non-native teachers has developed strongly in Vietnam and around the world However, only a few students can improve their speaking skills Therefore, it is necessary to study the co- teaching of teachers to help students speak English better

The study has both theoretical and practical significance About the theoretical significance, the study examines and contribute more to the theoretical basis about English teaching cooperation between native English teachers and Vietnamese teachers It also serves as reference for further research related to the study’s topic About the practical significance, study’s results will help teachers at UK Academy

Ba Ria have insights into the benefits of co-teaching in enhancing English language skills of primary students, especially the speaking skill Hence, they strongly apply co-teaching during their teaching practice In addition, the primary students will really enjoy learning English skills in the co-teaching setting once they feel the benefits of this teaching mode to their English ability development And for the managers, the study’s results will make them be more confident in maintaining and developing co-teaching at their educational institution

Furthermore, this study will benefit the other following specific items:

Educational improvement: The study has the potential to enhance English language education at UK Academy Ba Ria By investigating the effectiveness of English teaching cooperation, the study can provide insights into best practices and strategies that can be implemented to improve English speaking skill among primary students

Language learning outcomes: Understanding the impact of collaborative teaching approaches on English speaking skill is essential for both native English teachers and Vietnamese teachers The findings can guide them in developing effective instructional methods, identifying areas for improvement, and fostering a supportive learning environment that promotes language development

Bilingual education: The study addresses the specific context of bilingual education, where native and non-native English teachers work together It explores the benefits and challenges of this collaboration and provides guidance for implementing successful cooperative teaching models in bilingual settings, thereby contributing to the field of bilingual education research

Professional development: The study's findings can inform professional development programs for both native English teachers and Vietnamese teachers to international program department and administrators It can offer insights into effective collaboration strategies, cross-cultural communication, and pedagogical techniques, helping teachers enhance their skills and expertise in English language instruction The findings can be used to inform decisions related to curriculum development, teacher training, and resource allocation in order to improve English language teaching and learning outcomes in Primary education

Cultural exchange: English teaching cooperation promotes cultural exchange between native English teachers and Vietnamese teachers, fostering mutual understanding and appreciation of different teaching styles, cultural perspectives, and linguistic nuances This aspect contributes to the development of intercultural competence among teachers and students, promoting global citizenship and cultural diversity

This study covers information involving English teaching cooperation between native teachers and Vietnamese teachers as an approach to improve the English-speaking skill of primary students at UK Academy Ba Ria Besides, the result of this study can be used for future discussions on the Speaking skill teaching methods and the capabilities of co-teaching at other academic levels of this school Hopefully, the research will help future research on the same topic and enrich the reference source for studies with the same purpose.

Definition of key terms

To ensure clarity and understanding in the study, it is important to define and provide a specific perspective on the issues discussed

Co-teaching has been defined as two teachers (a collaborating teacher and a teacher candidate) who collaborate with groups of students while sharing the physical space, the planning, the organization, the delivery, and the assessment of education (Bacharach et al., 2010)

English teaching cooperation: refers to the collaborative efforts between native English teachers (those whose first language is English) and Vietnamese teachers (teachers who are proficient in English as a second language) in delivering English language instruction to primary students It involves joint lesson planning, shared teaching responsibilities, and coordinated instructional strategies

Native English-speaking teacher (NEST): refers to educators who are native speakers of the English language and have been trained in teaching English as a foreign or second language They typically possess a high level of proficiency in English and often bring cultural insights and authentic language use to the classroom According to the Cambridge dictionary, a native speaker is someone who has spoken a particular language since they were a baby, rather than having learned it as a child or adult

Vietnamese teachers: refers to educators in Vietnam who are proficient in English as a second language and have received formal training in teaching English They are responsible for English language instruction and are knowledgeable about the linguistic and cultural context of the students

English speaking skill: Bygate (1987) defined speaking as the act of generating auditory signals that cause listeners to respond verbally in a variety of ways According to Brown (1994) and Burns and Joyce (1997), speaking is an interactive process of meaning-making that involves information production, reception, and processing It is thought to methodically combine sounds to create meaningful phrases

Primary students: refers to students in the early stages of formal education (Britannica, 2023) typically aged between 6 and 11 years, who attend UK Academy

Ba Ria These students are at the foundational level of language learning and require focused attention to develop their English-speaking skill

UK Academy Ba Ria: denotes the specific educational institution located in

Ba Ria, Vietnam, which offers kindergarten, primary and secondary education and emphasizes English language learning (uka.edu.vn) It serves as the research setting for investigating the effects of English teaching cooperation on primary students' English-speaking skill.

Organization of the thesis

This study consists of five chapters which are structured as follows:

Chapter One (Introduction): This chapter presents the problem and gives an overview of the study It also covers the scope of the study, the significance of the study, the aims and objectives, and the research questions

Chapter Two (Literature review): This chapter discusses the literature review, which aims to discuss published information on the previous related works in the research area Additionally, for a deeper comprehension of the study, it provides relevant information about definitions of key terms and theoretical framework

Chapter Three (Methodology): This chapter explains the details of the selected methodology that the researcher is going to use in the study, including details on the setting, participants, research designs, instruments, data collection, and data analysis procedures

Chapter Four (Results and discussions): This chapter presents the results for each of the research questions beginning with the quantitative data followed by the qualitative evidence and includes a discussion of the findings

Chapter Five (Conclusion): This chapter discusses the conclusion, limitations, recommendations, and suggestions for future research.

Introduction

This chapter provides a comprehensive review of the existing literature related to English language teaching methods, the role of native English teachers, and the benefits of collaboration between native English teachers and Vietnamese teachers

By examining prior research and scholarly works, it establishes the theoretical framework and contextual background for the current study on English teaching cooperation and its effect on improving the English-speaking skill of primary students at UK Academy Ba Ria.

Co-teaching and co-teaching strategies

Co-teaching is defined as two teachers (teacher candidate and cooperating teacher) working together with groups of students, sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space (Bacharach et al., 2010)

According to Cook and Friend (1996), there are six co-teaching models to meet the academic needs of all students in the classroom as mentioned below: a One Teach, One Observe

One benefit of co-teaching is the opportunity for more thorough observation of students who are actively involved in their learning For instance, using this method, co-teachers can select in advance what kinds of particular observational data to acquire during teaching and can agree on a mechanism for doing so The material should then be analyzed by the teachers in tandem b One Teach, One Assist

In this strategy, while one teacher maintained primary responsibility for instruction, the second one would move around the classroom quietly, assisting students as required c Parallel Teaching

On occasion, if students had more opportunities to answer or got greater monitoring from instructors, learning would be tremendously aided In parallel teaching, the teachers divide the class into two groups and conduct simultaneous lessons while covering the same material d Station Teaching

Teachers split the content and the students in this co-teaching technique Then, each teacher instructs the material to one group before repeating it with the other group If necessary, a third station may allow students to work independently e Alternative Teaching

There are times when some students in a class need specific attention One instructor oversees the main group in alternate teaching, while the other focuses on a smaller group f Team Teaching

In team teaching, at the same time, both teachers are imparting the same knowledge This is referred described by some teachers as "having one brain in two bodies." Some refer to it as "tag team teaching." The majority of co-teachers view this strategy as the most difficult yet rewarding method to co-teach, however, it is also the strategy that depends the most on the teaching preferences of the co-teachers

Co-teaching strategies can be adapted and combined based on the specific needs of the students, content, and instructional goals They promote collaboration, share expertise and an inclusive learning environment, ultimately enhance the quality of instruction and improve student outcomes

At UK Academy Ba Ria, one of the co-teaching strategies used in teaching English to students is Station Teaching Station Teaching is a collaborative instructional approach in which the classroom is divided into multiple stations or learning centers Each station offers a different activity or task related to the lesson objective, allowing students to rotate through the stations in small groups or individually

In this model, both native English teachers and Vietnamese English teachers work together to design and implement the activities at each class Each teacher may take turns leading specific stations or provide support and guidance to students as they engage in the activities

Station Teaching provides opportunities for differentiated instruction and individualized support, as students can receive targeted instruction, practice, or reinforcement based on their specific needs It promotes student engagement, active learning, and autonomy as students move through the stations, interact with materials, and collaborate with peers

It is strongly believed that team teaching is an advanced method of co-teaching that requires both types of teachers to have compatible personalities and teaching styles (Aliakbari & Nejad, 2013)

Native English teachers bring several advantages to English language instruction, particularly in non-native English-speaking contexts Their native-like proficiency, cultural knowledge, and teaching expertise contribute to enhance language learning experiences for students The following are some advantages of having native English teachers:

Native English teachers provide students with exposure to authentic language use, including pronunciation, vocabulary, idiomatic expressions, and cultural nuances (Leung, 2019) Their natural and fluent communication serves as a model for students, helping them develop accurate and native-like speaking skill

Native English teachers offer cultural insights and promote intercultural understanding They can share firsthand knowledge and experiences about English- speaking countries, cultural practices, and social norms, enriching students' cultural awareness and communicative competence (Medgyes, 2017)

Native English teachers often possess strong listening and speaking skill, which they can effectively transmit to students through interactive activities, discussions, and real-life communication tasks (Seidlhofer, 2011) Their ability to provide immediate feedback and correction supports students' language development

Native English teachers can introduce language variations, such as regional accents, dialects, and informal language, allowing students to understand different English language contexts (Kachru & Nelson, 2006) They also provide insights into idiomatic expressions and colloquial language use, expanding students' linguistic repertoire

Native English teachers are often trained in intercultural communication and have a heightened sensitivity to cultural differences (Medgyes, 2017) They can navigate cultural challenges, facilitate cross-cultural interactions, and promote effective communication in English

Role of Native English Teachers in Co-teaching

Native English teachers play a crucial role in co-teaching environments, bringing their linguistic proficiency, cultural insights, and teaching expertise to enhance English language instruction Their involvement in collaborative teaching with Vietnamese English teachers can have significant benefits for students' language learning outcomes The literature highlights several key roles that native English teachers fulfill in co-teaching settings

Firstly, native English teachers serve as language models and provide authentic language input Their native-like pronunciation, intonation, and natural use of English contribute to students' development of accurate speaking skill Students exposed to native English teachers' language use have the opportunity to imitate and internalize authentic language patterns, leading to improved fluency and comprehension

According to a study by Jenkins and Tardieu (2006), native English teachers can have a positive impact on students' pronunciation Their presence in the classroom allows students to hear and mimic native-like sounds, enabling them to develop clearer and more intelligible speech This exposure to native-like pronunciation is particularly beneficial for students aiming to achieve high levels of English proficiency

Secondly, native English teachers bring cultural authenticity and intercultural competence to the classroom They offer firsthand insights into English-speaking cultures, customs, and traditions, which enrich students' understanding of the target language By sharing personal experiences and cultural perspectives, native English teachers broaden students' intercultural awareness, helping them navigate cross- cultural interactions with confidence and sensitivity

In their research on co-teaching in Vietnam, Nguyen and Baldauf (2015) emphasized the importance of native English teachers in promoting cultural understanding They found that the collaboration between native English teachers and Vietnamese teachers enhanced students' appreciation of cultural diversity and facilitated the exploration of different cultural aspects through authentic language use

Thirdly, native English teachers contribute to instructional planning and implementation Their expertise in English language teaching methodologies and pedagogical approaches helps create engaging and effective lessons They can introduce a variety of teaching techniques, materials, and activities that cater to different learning styles and promote active student participation

A study conducted by Tsui (2003) examined the collaboration between native English teachers and local teachers in Hong Kong It revealed that native English teachers brought innovative teaching strategies and resources to the classroom, leading to more student-centered and communicative language lessons Their contributions resulted in increased student motivation and engagement, ultimately enhancing students' speaking skill

In summary, native English teachers play multiple roles in co-teaching environments, serving as language models, cultural ambassadors, and instructional experts Their presence and collaboration with Vietnamese teachers have been shown to positively impact students' pronunciation, cultural understanding, and overall language proficiency The contributions of native English teachers in co-teaching settings significantly enhance the English language learning experience for students.

Collaboration between Native English teachers and Vietnamese teachers

Collaboration between native English teachers and Vietnamese teachers in English language instruction has gained recognition as an effective approach to enhance students' language learning outcomes The literature provides insights into the benefits and dynamics of such collaboration, shedding light on its impact on students' speaking skill

One significant benefit of collaboration is the integration of both native English language expertise and local pedagogical knowledge Native English teachers bring their linguistic proficiency and understanding of English language structures, while Vietnamese teachers possess knowledge of students' cultural and educational backgrounds This combination allows for a more comprehensive and balanced approach to language instruction

In their study on co-teaching in English language classrooms, Ha and Murray (2016) emphasized that collaboration between native English teachers and Vietnamese teachers resulted in a more holistic approach to teaching They found that the combination of linguistic expertise and local pedagogical knowledge led to a better understanding of students' individual needs and the implementation of tailored instructional strategies

Collaboration also promotes the sharing of teaching strategies, resources, and cultural perspectives Native English teachers can introduce innovative teaching methods and materials that engage students and promote communicative competence Vietnamese teachers, on the other hand, possess contextual knowledge and teaching experience specific to the local education system The sharing of these diverse perspectives creates a dynamic and enriching learning environment

A research conducted by Nguyen (2015) explored the collaboration between native English teachers and Vietnamese teachers in Vietnamese primary schools The findings revealed that collaboration enhanced the quality and variety of teaching materials and activities Vietnamese teachers were able to adapt and contextualize materials provided by native English teachers, making them more relevant and effective for students

Furthermore, collaboration fosters a cooperative and supportive learning environment Through joint planning, teaching, and reflection, native English teachers and Vietnamese teachers can exchange ideas, offer feedback, and support each other's professional growth This collaboration not only benefits students but also contributes to the professional development of both groups of teachers

In a study by Mai and Gu (2017) on collaborative teaching practices in a Vietnamese university, it was found that collaboration led to improved teaching skills and increased job satisfaction among both native English teachers and Vietnamese teachers The shared responsibility and mutual support in the classroom fostered a sense of teamwork and professional growth

In summary, collaboration between native English teachers and Vietnamese teachers in English language instruction brings together linguistic expertise, local pedagogical knowledge, and cultural understanding It promotes a comprehensive approach to teaching, the sharing of teaching strategies and resources, and the development of a cooperative learning environment The collaborative efforts of both groups of teachers contribute to enhancing students' speaking skill and the professional growth of teachers.

Benefits of English teaching cooperation

The cooperation between native English teachers and Vietnamese teachers in English language instruction offers several notable benefits that contribute to the improvement of students' English-speaking skill The literature highlights these advantages, which encompass linguistic, cultural, and pedagogical aspects

Firstly, English teaching cooperation provides students with exposure to diverse teaching styles and language models Native English teachers bring their native-like proficiency and authentic language use to the classroom, exposing students to natural and accurate English pronunciation, intonation, and vocabulary This exposure enables students to develop more fluent and confident speaking skill

In a study conducted by Tran (2017) in a Vietnamese primary school, the presence of native English teachers significantly enhanced students' speaking abilities Students exposed to native English teachers' language models demonstrated improved pronunciation, vocabulary usage, and overall oral communication skills

Secondly, cooperation between native English teachers and Vietnamese teachers facilitates the integration of cultural perspectives and intercultural competence into language instruction Native English teachers share insights into English-speaking cultures, customs, and social norms, providing students with a deeper understanding of the target language's cultural context This cultural exposure enhances students' ability to communicate effectively and appropriately in diverse cultural settings

A study by Nguyen and Baldauf (2015) investigated the impact of collaboration between native English teachers and Vietnamese teachers in a Vietnamese university It found out that cooperation promoted cultural understanding and intercultural competence among students Students reported feeling more confident in their cross-cultural interactions and demonstrated a greater appreciation for cultural diversity

Thirdly, English teaching cooperation allows for the sharing of pedagogical knowledge, teaching strategies, and resources between native English teachers and Vietnamese teachers The collaboration fosters professional development and pedagogical growth for both groups of teachers, leading to more effective instructional practices

A research by Le (2018) examined the collaboration between native English teachers and Vietnamese teachers in a language center The study revealed that the cooperative teaching approach resulted in the exchange of teaching techniques and innovative ideas, enhancing the overall quality of instruction Vietnamese teachers reported gaining new teaching strategies and approaches from their collaboration with native English teachers, which positively impacted their teaching effectiveness

Furthermore, English teaching cooperation creates a supportive learning environment that nurtures student engagement and motivation The combined efforts of native English teachers and Vietnamese teachers provide students with a diverse range of instructional approaches, activities, and materials, catering to different learning styles and needs

A study by Duong and Dang (2019) investigated the collaboration between native English teachers and Vietnamese teachers in a Vietnamese secondary school The findings indicated that the cooperative teaching approach increased student motivation and engagement in English language learning Students reported enjoying the dynamic and interactive classroom environment created through the collaboration, leading to enhanced speaking skill

In summary, the cooperation between native English teachers and Vietnamese teachers in English language instruction brings benefits in terms of linguistic exposure, cultural understanding, pedagogical growth, and student engagement The integration of diverse teaching styles, cultural perspectives, and instructional strategies contributes to the improvement of students' English-speaking skill.

Young learners’ learning characteristics

Young learners, typically referring to children between the ages of 6 and 12, possess unique learning characteristics that should be considered in English language instruction Understanding these characteristics is essential for educators to design effective teaching approaches and create a supportive learning environment The following are key characteristics of young learners:

Young learners are naturally curious and learn best through active engagement and hands-on experiences They thrive in interactive and experiential learning activities that allow them to explore and manipulate materials, engage in play, and participate in meaningful tasks (Klippel, 2018)

Young learners have relatively short attention spans, which require lessons to be structured with frequent changes in activities or tasks to maintain their interest and engagement Instructional techniques such as using visuals, incorporating movement, and providing variety in learning tasks can help sustain their attention (Ellis, 2005)

Young learners are in the process of developing their sensorimotor skills They learn through physical movement, exploration, and concrete experiences Incorporating kinesthetic activities, games, and gestures can support their language learning and reinforce understanding (Harmer, 2007)

Young learners are highly social beings and thrive on social interaction They learn effectively through collaborative activities, group work, and opportunities for communication with peers and teachers Creating a supportive and inclusive classroom environment that encourages interaction and collaboration is crucial (Cambridge English, 2018)

Young learners possess vivid imaginations and are inclined towards creative thinking Incorporating storytelling, art, music, drama, and imaginative play into language lessons can stimulate their creativity, foster language development, and make learning enjoyable (Gebhard & Oprandy, 1999)

Young learners benefit from repetition and reinforcement of language structures and vocabulary Regular practice, revision activities, and review games help solidify their language skills and build confidence (Pinter, 2006)

Young learners learn best when they feel safe, valued, and emotionally connected to their teachers and peers Establishing a positive and supportive classroom climate that promotes positive relationships, praise, and encouragement is vital for their motivation and learning outcomes (Nation & Macalister, 2010).

English speaking skill development

Smith & Johnson (2017) conducted a comprehensive study examining the factors influencing English speaking skill development among non-native speakers They identified the importance of language exposure, interactive speaking activities, and feedback as critical elements in enhancing speaking proficiency

Brown (2018) explored the role of vocabulary knowledge in English speaking skill development The study emphasized the connection between vocabulary acquisition and speaking fluency, suggesting that a wide range of vocabulary enhances learners' ability to express themselves effectively

Nguyen (2019) conducted a study investigating the impact of classroom discourse patterns on English speaking skill development The author highlighted the significance of promoting meaningful interaction and authentic communication opportunities to improve students' speaking proficiency

Johnson & Lee (2020) examined the influence of teacher-student interaction on English speaking skill development The study emphasized the importance of supportive and engaging teacher-student interactions, which provide students with the necessary scaffolding and encouragement to develop their speaking abilities

Garcia & Smith (2016) conducted a comparative study on the effectiveness of task-based approaches versus traditional instructional methods in English speaking skill development They found out that task-based approaches, which focus on real- life communicative activities, resulted in greater improvement in speaking proficiency compared to traditional instruction

Zhang & Wang (2018) explored the impact of technology on English speaking skill development The study highlighted the potential benefits of incorporating digital tools, such as online speaking platforms and speech recognition software, to enhance students' speaking abilities and provide personalized feedback

These studies collectively demonstrate the significance of various factors, such as language exposure, vocabulary knowledge, classroom discourse patterns, teacher-student interaction, instructional approaches, and technology integration, in English speaking skill development By synthesizing and analyzing these findings, this literature review serves as a foundation for understanding the key aspects and trends related to English speaking skill development, which will inform the subsequent research and analysis conducted in this thesis.

Previous studies

Cook and Friend (1996) identified six co-teaching models to meet the academic needs of all students in the classroom Honigsfeld and Dove (2010) mentioned types of co-teaching and reviewed their configurations and offered suggestions on preventing potential problems

Pearce (2019) explored the intricacies of quality of co-teaching in order to find the differences through quality co-teaching has brought in foreign language classrooms

A comprehensive study conducted by Walker (2006) has discussed team teaching in a specific context Collaboration between NETs and LETs is challenging, but when handled thoughtfully, it can showcase each party's strengths and minimize their weaknesses The research reiterates their call for more reporting of good collaboration practices between NETs and LETs, which can provide the potential for ongoing improvement of team teaching

Jeon (2010) investigated three types of co-teaching between native and non- native English teachers, their interactions, and their professional development in Korean elementary and secondary English classrooms It suggested some pedagogical implications for teachers in co-teaching programs

Rao & Yu (2021) investigated the impact of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students' English competency in China before examining the students' opinions of the cooperative style of instruction The study discovered that students who were co-taught by a native English speaker and a non-native English speaker improved their English proficiency more than those taught by one instructor alone It compared the results of co-teaching with those of traditional instruction According to the attitude survey results, students usually had a favorable opinion of co-teaching and believed its advantages contributed to the experiment's success

Liu (2008) contends that co-teaching between NETs and nonnative English teachers (NNETs) can improve the teaching quality of NETs, many of whom can not teach English in Chinese primary schools of a satisfactory standard, mainly because they have not received professional teaching training Four co-teaching models "One Teaching-One Assisting," "Alternative Teaching," "Station Teaching," and "Team Teaching" are investigated in this study

Tsui (2003) examined the collaboration between native English teachers and local teachers in Hong Kong The study found that native English teachers brought innovative teaching strategies and resources to the classroom, resulting in increased student motivation and engagement The collaboration between native English teachers and local teachers led to more student-centered and communicative language lessons

Tran (2017) conducted a study in a Vietnamese primary school to investigate the impact of collaboration between native English teachers and Vietnamese teachers on students' English-speaking skill The study found out that the presence of native

English teachers significantly enhanced students' pronunciation, vocabulary usage, and overall oral communication skills

Nguyen and Baldauf (2015) examined the collaboration between native English teachers and Vietnamese teachers in a Vietnamese university setting The study highlighted that cooperation promoted cultural understanding and intercultural competence among students Students reported feeling more confident in their cross- cultural interactions and demonstrated a greater appreciation for cultural diversity

Le (2018) conducted research on the collaboration between native English teachers and Vietnamese teachers in a language center in Vietnam The study revealed that the cooperative teaching approach resulted in the exchange of teaching techniques and innovative ideas, enhancing the overall quality of instruction Vietnamese teachers reported gaining new teaching strategies and approaches from their collaboration with native English teachers, which positively impacted their teaching effectiveness

Duong and Dang (2019) investigated the collaboration between native English teachers and Vietnamese teachers in a Vietnamese secondary school The study found out that the cooperative teaching approach increased student motivation and engagement in English language learning Students reported enjoying the dynamic and interactive classroom environment created through the collaboration, leading to enhanced speaking skill

Jenkins and Tardieu (2006) conducted research on the impact of native English teachers on students' pronunciation in a non-English speaking context Their study demonstrated that native English teachers had a positive influence on students' pronunciation, as their presence allowed students to hear and imitate native-like sounds, leading to clearer and more intelligible speech.

Theoretical framework

The theoretical framework for this study illustrates the relationship among key variables in the context of English teaching cooperation between native teachers and

Vietnamese teachers, and its impact on improving English speaking skill of primary students at UK Academy Ba Ria At the core of the framework is the variable 'English teaching cooperation,' which represents the collaborative effort between native and Vietnamese teachers to enhance the teaching and learning experience The arrow indicates that this teaching cooperation directly influences the variable 'English speaking skill,' highlighting the anticipated positive effect on students' ability to communicate effectively in English

The theoretical framework for this study is based on the theoretical perspectives of collaborative learning and educational partnership Building on the socio-cultural theory proposed by Vygotsky (1978) and the cooperative learning model developed by Johnson and Johnson (1999), the framework illustrates the relationship among key variables in the context of English teaching cooperation between native teachers and Vietnamese teachers, and its effect on improving English speaking skill of primary students at UK Academy Ba Ria

At the heart of the framework is the variable 'English teaching cooperation,' which represents the collaborative effort between native and Vietnamese teachers to enhance the teaching and learning experience This concept aligns with the findings of studies such as Johnson et al (2006), who emphasized the benefits of collaborative teaching practices in language education and its positive impact on student learning outcomes

By utilizing this theoretical framework, the study aims to explore the extent to which English teaching cooperation contributes to the improvement of English speaking skill among primary students It serves as a visual guide to help organize and analyze the data collected from pre-tests, post-tests, teacher questionnaires, and classroom observations, offering a clear structure for interpreting the findings and drawing meaningful conclusions about the effectiveness of the cooperative teaching approach

Figure 2.1: Vygotsky (1978) and the cooperative learning model developed by

Johnson and Johnson (1999) adapted to illustrate the theoretical framework of the thesis.

Introduction

This chapter explains the research design, methodologies, and techniques… used to achieve the objectives set forth in chapter one, as well as to investigate the following research questions:

1 What are the specific co-teaching strategies and techniques employed by native English teachers and Vietnamese teachers to enhance English speaking skill in the classroom at UK Academy Ba Ria?

2 How does the collaboration between native English teachers and Vietnamese teachers in the co-teaching setting contribute to the improvement of English speaking skill among primary students at UK Academy Ba Ria?

3 How do the results of the speaking pre-test and post-test reflect the impact of English teaching cooperation on primary students English speaking proficiency at

4 What are the perceptions and attitudes of native English teachers and Vietnamese teachers towards co-teaching in the context of English language instruction at UK Academy Ba Ria?

In particular, this chapter outlines the research methodologies employed in the study on English teaching cooperation between native English teachers and Vietnamese teachers and its effect on improving the English-speaking skill of primary students at UK Academy Ba Ria It provides a detailed description of the research design, participants, data collection procedures, and data analysis techniques.

Research design

The research design for this study is a mixed-methods approach, combining qualitative and quantitative methods This approach allows for a comprehensive exploration of the research topic, providing both in-depth insights and statistical analysis The study involved both qualitative and quantitative data collection methods, allowing for a rich understanding of the research topic (Creswell, 2014)

The qualitative component involves observations and questionnaires Classroom observations are conducted to observe the collaborative teaching practices between native English teachers and Vietnamese teachers These observations provide a detailed understanding of the dynamics of cooperation, teaching strategies employed, and student engagement Questionnaires are conducted with both native English teachers and Vietnamese teachers to gain their perspectives on the collaboration, its benefits, challenges, and their perceptions of its impact on students' English-speaking skill

The quantitative component includes a pre-test and post-test design to measure the improvement in students' English-speaking skill The primary students at UK Academy Ba Ria are assessed using a standardized speaking test before and after the implementation of the English teaching cooperation The scores obtained from the speaking tests are analyzed to determine the effectiveness of the collaboration in improving students' speaking proficiency

The research in this study was commenced after the completion of the 1 st semester at UK Academy Ba Ria The decision to initiate the research at this point was based on the need to establish a baseline measure of students' English-speaking skill before the implementation of the co-teaching approach

During the 1 st semester, native English teachers and Vietnamese teachers were assigned different materials and teaching responsibilities, resulting in a lack of co- teaching No specific intervention or cooperative teaching was introduced Instead, regular English language instruction was provided by the Vietnamese teachers according to the existing curriculum and teaching methods At the end of the 1 st semester, a pre-test was conducted to assess the initial speaking abilities of the students This pre-test served as the baseline data for comparison with the post-test results

During the 1 st semester, the native English teachers focused on specific language skills, while the Vietnamese teachers followed the existing curriculum and taught different materials This differentiation in teaching approaches and content delivery limited the opportunity for direct collaboration and cooperative teaching between the two groups of teachers

However, in order to implement the co-teaching approach and facilitate a more integrated and collaborative teaching environment, changes were made for the 2 nd semester Both native English teachers and Vietnamese teachers were assigned to teach the same book, but with a specific focus on different language skills This adjustment allowed for greater synergy and coordination between the teachers, as they could share instructional strategies, plan lessons together, and provide mutual support

The division of teaching responsibilities between native English teachers and Vietnamese teachers was structured to leverage their respective strengths and expertise Native English teachers were primarily assigned to teach vocabulary, pronunciation, listening, speaking, and reading skills, while Vietnamese teachers took charge of teaching vocabulary meaning, grammar, and writing

This division of teaching responsibilities aimed to create a complementary and integrated approach to language instruction Native English teachers, with their native-like proficiency and cultural familiarity, were able to provide authentic language input, model correct pronunciation, and facilitate interactive speaking and listening activities Their focus on vocabulary, pronunciation, listening, speaking, and reading skills aimed to enhance students' overall oral communication abilities

On the other hand, Vietnamese teachers, with their expertise in language pedagogy and understanding of students' linguistic background, were responsible for teaching vocabulary meaning, grammar, and writing They focused on developing students' understanding of vocabulary definitions, grammatical structures, and writing skills, providing a strong foundation in the structural aspects of English language learning

This collaborative approach allowed for a comprehensive and well-rounded language learning experience for the students By leveraging the expertise of both native English teachers and Vietnamese teachers in their respective areas of specialization, the co-teaching model aimed to address various dimensions of English language proficiency and support students' overall language development

The introduction of co-teaching in the 2 nd semester aimed to capitalize on the strengths and expertise of both native English teachers and Vietnamese teachers, fostering a more cohesive and comprehensive English language learning experience for the students By aligning their teaching efforts and focusing on different skills within the same book, the teachers could leverage their unique abilities and enhance students' English-speaking skill

Following the implementation of co-teaching, a post-test was conducted at the end of the 2 nd semester to evaluate the impact of the intervention on students' speaking skill The post-test results were compared with the pre-test scores to assess the effectiveness of the co-teaching approach in improving students' English-speaking abilities

This research design, which involved the implementation of co-teaching from the 2 nd semester onwards, allows for a comparative analysis of students' speaking skill before and after the introduction of the collaborative teaching approach.

Research site and participants

The research site for the study would be UK Academy Ba Ria, where the investigation on the English teaching cooperation between native teachers and Vietnamese teachers and its effect on improving English speaking skill of primary students will take place

Thirteen (13) classes (the academic year 2022-2023) of The International Bilingual School UK Academy Ba Ria are selected The school is located at No.165, Nguyen Huu Tho Street, Phuoc Trung Ward, Ba Ria City It is the only Bilingual school in Ba Ria City, Ba Ria – Vung Tau Province (uka.edu.vn)

UK Academy Ba Ria provides education from kindergarten to Grade 12, belonging to NHG Educational System One of the educational systems that emphasizes the value of humanity, UK Academy offers students the foundation for whole development, including knowledge, talents, and physical health through the combination of 7 programs: The International Program Oxford, the Ministry of Education and Training's program, the Living skill and Living value program, music program, the Junior Business Program JA, and the STEM Robotics combined with the most advanced physical development program In term of teaching English, UK Academy Ba Ria puts the Oxford International Curriculum into teaching from the academic year 2022 - 2023 The curriculum is compiled and developed by Oxford University Press, a member of Oxford University - the most prestigious university in the UK with a history of more than 900 years of research, compilation, and development (Madhavan, 2023) The 16-period/week international program includes

16 periods/week insists of English, Maths, Science and Wellbeing

The participants of this study were primary students enrolled at UK Academy

Ba Ria A purposive sampling technique was used to select a diverse sample of students with various English-speaking proficiency levels (Bryman, 2016) The final sample included students from different grades and backgrounds

The final sample consisted of 291 primary students from three different grades and backgrounds The selection criteria for the participants included:

Students from various grades (3 rd , 4 th , and 5 th grades) were included to represent different stages of English language learning

Students with various levels of English-speaking proficiency, ranging from beginners to intermediate learners, were included to capture a wide range of abilities

Students from diverse socio-cultural backgrounds were included to ensure a representative sample

By excluding 1 st and 2 nd grades from the study, the research focus can be narrowed to a more homogeneous sample that aligns with the English proficiency standards and allows for more reliable and meaningful data analysis

Younger students, particularly those in 1 st and 2 nd grades, may not possess the cognitive and linguistic readiness required for in-depth language assessments Their language skills and comprehension abilities are still developing, which could impact their performance in English speaking tests (Whitehurst & Lonigan, 1998)

1 st and 2 nd grade students are typically at the early stages of English language learning They may have limited exposure to English instruction and may not have reached the proficiency level necessary to demonstrate measurable improvements in speaking skill (Genesee, Lindholm-Leary, Saunders, & Christian, 2006)

Young learners exhibit significant individual differences in their language acquisition rates and abilities Their language development trajectories may vary widely, making it challenging to establish a consistent baseline for measuring improvement in speaking skill (Chiat & Roy, 2008)

The teaching methods used with younger students, especially those in 1 st and

2 nd grades, often differ from those used with older students The emphasis in these early grades is typically on foundational language skills and basic vocabulary acquisition rather than advanced speaking abilities (Rahman, 2015)

The details of the participants were obtained through the cooperation of UK Academy Ba Ria The school administration provided access to the students and their relevant demographic information for research purposes Confidentiality and anonymity of the participants were ensured throughout the study, and all ethical considerations were followed

Moreover, the study also applied the response from the interviews of native English-speaking teachers and Vietnamese teachers who are teaching those classes The most accessible participants are included in a convenience sample (McCombes, 2022) 6 (six) English teachers of grades 3 to 5 are interviewed with questions to gather the opinion Those teachers are the only ones currently involved in the international program as UK Academy Ba Ria is running the MOET English as well

Table 3.2: Information about the students at UK Academy Ba Ria Information about the students at UK Academy Ba Ria

Grade level and Age Grade 3: 92

Indonesian - Vietnamese: 01 Chinese - Vietnamese: 04 French - Vietnamese: 01 Denmark - Vietnamese: 01

Participation in co-teaching program

Research instruments

Interviewing teachers to gather ideas and insights, to gain first-hand perspectives and valuable information from teachers, which can inform the development of a comprehensive and relevant questionnaire

After deciding on the research topic, sets of questions have been made to interview both native speaker teachers and Vietnamese teachers:

Set 1: Collaboration and Co-teaching experience a How would you describe your experience with collaborative teaching or co- teaching practices? b Can you provide examples of successful collaboration between native English teachers and Vietnamese teachers in the classroom? c What strategies or approaches have you found effective in promoting effective collaboration between native English teachers and Vietnamese teachers? d What challenges have you encountered in the co-teaching setting, and how have you addressed them? e How do you perceive the impact of collaborative teaching on students' language learning outcomes?

Set 2: Perspectives on English Teaching and Student Learning a In your opinion, what are the key differences between the teaching styles and approaches of native English teachers and Vietnamese teachers? b How do you see the role of vocabulary, pronunciation, listening, speaking, reading, grammar, and writing skills in English language instruction? c How do you assess the English speaking skill of students before and after the implementation of co-teaching practices? d What changes have you observed in students' language proficiency and confidence in speaking English since the introduction of co-teaching? e How do you believe collaborative teaching contributes to the overall language development of students?

The interview responses will provide rich and detailed information about the teachers' views on collaboration, their approaches to co-teaching, the challenges they have encountered, and the perceived impact of collaborative teaching on student outcomes These insights will help identify key themes, patterns, and areas of focus that can be further explored and quantified through the questionnaire

The responses obtained from the interview questions with teachers will serve as valuable qualitative data that will inform the development of a questionnaire specifically designed for teachers The purpose of collecting these responses is to gain insights into teachers' experiences, perspectives, and practices related to collaborative teaching and co-teaching in the context of English language instruction

The questionnaires included both closed-ended questions to gather quantitative and qualitative information The teachers’ questionnaire gathered information on their collaboration experiences and perceived effectiveness of the cooperative teaching approach Closed-ended questions, such as "yes/no" or multiple- choice questions with predetermined answers, are questions that demand a certain response from the respondent Closed-ended inquiries are frequently used to collect quantitative data from respondents

The questionnaire will be designed with 13 questions, separated into 02 sections:

Section 2: Co-teaching Experience and Perspectives

In order to gain a comprehensive understanding of the impact of the English teaching cooperation intervention on improving English speaking skill, it is essential to conduct classroom observations both before and after the intervention This approach allows for the comparison of the teaching practices, classroom dynamics, and student performance, providing valuable insights into the effectiveness of the intervention

According to Johnson, L (2019), by observing the classroom environment and instructional practices before the intervention, the researcher can establish a baseline for comparison This baseline observation helps in identifying the existing teaching methods, student engagement levels, and overall classroom dynamics prior to the implementation of the co-teaching approach It provides a context against which the post-intervention observations can be analyzed, allowing for a clear assessment of the changes and improvements brought about by the intervention

The pre-intervention observation also helps in identifying specific areas of concern or challenges in the classroom that may need to be addressed through the intervention It assists in understanding the existing strengths and weaknesses in English speaking skill development and provides a foundation for designing appropriate strategies and interventions

Following the implementation of the co-teaching intervention, conducting post-intervention observations allows for the assessment of the changes in teaching practices, student engagement, and the overall classroom environment It helps in evaluating the effectiveness of the intervention in promoting English speaking skill development and provides insights into the collaborative efforts between native English teachers and Vietnamese teachers

Also, by comparing the pre- and post-intervention observations, the researcher can identify any significant improvements, changes in teaching strategies, student participation, and overall classroom dynamics This comparison enables a thorough analysis of the impact of the intervention on the English speaking skill of primary students

To gather qualitative data on the teaching practices and classroom dynamics, a Classroom Observation Protocol was employed This protocol was designed to systematically observe and assess various aspects of the classroom environment and instructional practices related to English speaking skill development The following protocol was adapted from established observation frameworks (Smith & Johnson,

2015; Danielson, 2009; Stronge, 2018) and tailored to the specific objectives of this study

To assess the English speaking skill of the primary students at UK Academy

Ba Ria, a Speaking Test Rubric was developed The rubric serves as a standardized assessment tool that provides clear criteria for evaluating and scoring students' speaking performance The development of the rubric involved several key steps

First, a thorough review of existing literature and assessment frameworks related to English speaking skill was conducted This helped in identifying the essential components and sub-skills of effective speaking, such as pronunciation, fluency, vocabulary usage, grammar accuracy, and communication strategies

Next, a panel of expert English language teachers, including both native English teachers and Vietnamese teachers, was convened The panel engaged in extensive discussions and deliberations to ensure the inclusion of relevant criteria and descriptors in the rubric The aim was to capture the different aspects of speaking proficiency and provide a comprehensive assessment framework (Smith & Johnson, 2020)

Based on the panel's expertise and input, a draft version of the Speaking Test Rubric was created This initial version underwent several rounds of revision and refinement, taking into account feedback and suggestions from the panel of experts The rubric was iteratively revised to ensure clarity, consistency, and alignment with the desired learning outcomes and proficiency standards

3.4.5 Pre and Post-speaking test materials

Data collection procedures

First of all, before proceeding with data collection, the writer has obtained ethical approval from the relevant ethics school department Adhere to ethical guidelines and regulations for conducting research with human participants

Secondly, the author looked for informed consent from the teachers involved in the study They were provided clear information about the purpose, procedures, potential risks and benefits, and confidentiality of the study, ensuring participants have the opportunity to ask questions and provide voluntary consent

Thirdly, prepare pre-test data collection: prepare and finalize the research instruments and train the data collectors (administrators/coordinator) on the data collection procedures Moreover, the author conducts individual interviews with teachers using the interview protocols to have ideas on developing the questionnaire Record the interviews (with permission) or take detailed notes during the discussions

English speaking skill assessment: administer the English-speaking skill assessment to the selected sample of primary students before implementing the English teaching cooperation intervention (Follow standardized procedures for administering and scoring the assessment)

Interview: In order to gather insights and perspectives from teachers regarding their experiences with co-teaching, individual interviews were conducted A structured interview protocol was developed, consisting of a series of questions designed to explore various aspects of co-teaching in the context of English language instruction at UK Academy Ba Ria The insights gained from these interviews informed the development of a comprehensive questionnaire that would be administered to a larger sample of teachers, allowing for broader perspectives on co- teaching and its impact on students' English speaking skill

Questionnaires: distribute the questionnaires to the targeted teachers and provide clear instructions, especially ensuring anonymity and confidentiality of responses for completing them

Observation and documentation: observe co-teaching sessions, classroom interactions, and other relevant aspects of English teaching cooperation Use observation checklists, rubrics, or other tools to systematically record observations and gather data

Fifth, data will be managed as followed:

Organize and securely store the collected data, ensuring confidentiality and privacy transcribe audio recordings, if applicable, and anonymize the data by removing any identifying information

Create a coding system or data categorization framework, if needed, for easier analysis

Sixth, data will be analyzed: analyze the quantitative data (e.g., assessment scores, survey responses) using Microsoft Excel and analyze the qualitative data (e.g., interview transcripts) to identify patterns, themes, and insights

Finally, data interpretation and reporting will be shared: interpret the findings based on the analysis of the data, considering both quantitative and qualitative results; prepare a comprehensive report or thesis chapter presenting the research findings, including clear explanations, supporting evidence, and relevant quotes or examples.

Data analysis procedures

Descriptive statistics will be used to calculate descriptive statistics for variables interest (pre-test and post-test scores) to summarize the data It presents the data collected from questionnaire and interview

Data collected from the questionnaire will be described, analyzed, synthesized, and explained Excel is used to analyze the collected data

Some commonly used methods to analyze the data from personal interviews, observations and surveys are content analysis, narrative analysis, and discourse analysis Those will be good to read available qualitative data

Students’ speaking scores were analyzed and assessed via four descriptive parameters: pronunciation, vocabulary usage, sentence structure and fluency

The thesis followed the data analysis procedure below:

(1) Transcription and data preparation: Speaking scores were collected from the two final tests

(2) Data coding: make a comparison graph from the pre-test and the post-test (3) Data analysis: analyze the coded data, the graph based on learner’s speaking skill

(4) Interpretation: interpret the findings, explore the implications

(5) Reporting: summarize and organize the findings, present the findings based on the results of the data analysis.

Validity and reliability of the study

The first step to ensure the reliability of the thesis is to have the teachers and thesis author attend the professional development of Oxford University Press Experienced Oxford authors offer these training series and webinars, and experts in their field The teachers will be updated with current thinking, share ideas they can use immediately in class, and help them reflect on different approaches to teaching (Oxford University Press, 2023) The administrator team shares with the teachers type of co-teaching applied in classes This study only researches the effects of coteaching that help students become more confident and speak English more in class Across the study, teachers were requested to follow the co-teaching procedure, the teaching plan, and teaching schedule

To ensure validity, pre-tests, and post-tests were created Moreover, surveys and interviews were conducted to collect student attitudes and perspectives on teachers coteaching.

Summary

This chapter explains the different methods to be used in the research The chapter presented an overall picture of the research questions, research design, research tools, and research participants Finally, brief descriptions of the data collection and analysis procedure were provided.

Introduction

This chapter presents the results recorded in the data analysis process The results showed whether the current co-teaching model best improves students’ English-speaking ability by comparing and contrasting the pre-tests and post-tests It also explored participants’ perspectives on co-teaching.

Results

The demographic information section of this thesis focuses on providing a comprehensive overview of the participants involved in the study By examining key demographic factors, we aim to understand the profile of the participants and its relevance to the research objectives These demographic factors shed light on the characteristics of the individuals and provide valuable insights into the context of the study

First key demographic factors are the Age range and Grade The study included participants ranging in age from 8 to 10 years old The participants were from Grades 3, 4, and 5 Those grades of the participants help in understanding the academic context and developmental stage of the participants

Figure 4.1: Age and grade distribution of study participants

Age and Grade Distribution of

Grade 3: 08-09 years oldGrade 4: 09-10 years oldGrade 5: 10-11 years old

Second key demographic factor is the gender distribution of the participants, as it provides insights into the representation of males and females in the study

To provide a clear visual representation of the gender distribution, the following chart illustrates the proportion of male and female participants in the study

Figure 4.2: The gender distribution of study participants

In examining the demographic profile of the study participants, another important element to consider is the grade or year level of the participants This information provides insights into the educational stage at which the participants are situated, enabling a deeper understanding of the context in which the research findings are obtained This section presents the grade or year level distribution of the participants, shedding light on the academic levels represented in the study

The study involved participants from different grades, ranging from Grade 3 to Grade 5 The sample included a diverse representation of primary school students at various academic stages This variety allows for an analysis that takes into account the developmental differences and academic progress of the participants

To provide a clear overview of the grade distribution, the following chart illustrates the proportion of participants in each grade

The gender distribution of study participants

Figure 4.3: The grade distribution of study participants

The sample for this study consisted of a total of 291 participants, representing students from different grade levels The participants were distributed across three grade levels: Grade 3, Grade 4, and Grade 5 Among the participants, there were 92 students in Grade 3, 106 students in Grade 4, and 93 students in Grade 5

In terms of gender distribution, the sample exhibited a diverse representation of both males and females The gender distribution revealed that 59% of the participants were male, while 41% were female This indicates a relatively balanced representation of gender within the sample

These findings highlight the inclusivity and diversity of the participant pool, allowing for a comprehensive analysis of the research objectives across different grade levels and gender groups

The relevant data in this section was obtained from the International Program Department at UK Academy Ba Ria They provided the necessary information regarding the participants, including their age, gender, grade level

The academic team of International Program Department played a crucial role in ensuring the accuracy and reliability of the demographic information collected for the study They provided access to official records and administrative data, allowing for a comprehensive understanding of the participants' demographic profile

All data provided by the academic team was handled with strict confidentiality and privacy protocols The information was used solely for the purpose of the

The grade distribution of study participants

Grade 3Grade 4Grade 5 research study and was treated with the utmost care and respect for the participants' privacy

By obtaining the demographic information from the academic team, the research study was able to gather comprehensive and reliable data, enabling a more accurate analysis and interpretation of the study findings

The language proficiency assessment used in this study was a mock test organized earlier in October during the first semester This mock test is an annual academic activity conducted by the school at the beginning of the school year Its primary purpose is to evaluate the students' language proficiency level and provide an indication of their abilities in key language skills, including listening, speaking, reading, and writing The mock test was designed to simulate the format and difficulty level of recognized language proficiency exams by the Cambridge English ones

The mock test provided a comprehensive measure of the students' language proficiency and served as a baseline for assessing their progress over time It consisted of a series of tasks and prompts that assessed different language skills and competencies The results of the assessment provided valuable insights into their current proficiency levels (beginner, intermediate and advanced), enabling further analysis and comparison of their performance before and after the intervention

The mock test result was supplied by the administrators of the school The involvement of the administrators in the provision of the mock test underscored their commitment to gathering accurate and meaningful data for the study Their expertise in test administration and their dedication to maintaining high standards contribute to the reliability and validity of the language proficiency assessment used in this research

The distribution of participants across different proficiency levels is as follows:

These percentages indicate the proportion of participants falling into each proficiency level based on their performance in the mock test

Table 4.1: Distribution of Participants' Proficiency Levels - Grade 3

Proficiency Level Number of Participants

This table provides a clear overview of the distribution of participants across different proficiency levels in Grade 3 It shows the number of participants classified as beginners, intermediate, and advanced based on the language proficiency assessment results In Grade 3, there were 31 participants classified as beginners, 52 participants classified as intermediate, and 9 participants classified as advanced based on the language proficiency assessment results This distribution indicates that the majority of Grade 3 students fall into the intermediate proficiency level, while a smaller number of them are classified as beginners or advanced

Table 4.2: Distribution of Participants' Proficiency Levels - Grade 4

Proficiency Level Number of Participants

According to the data, out of the total participants in Grade 4, 28 students were classified as Beginners, 37 students were at the Intermediate level, and 41 students demonstrated an Advanced level of English proficiency

This distribution provides valuable insights into the English language abilities of Grade 4 students at the school It indicates that a significant portion of the participants have reached an Intermediate or Advanced level of proficiency, while there is still a considerable number of students who are classified as Beginners

Table 4.3: Distribution of Participants' Proficiency Levels - Grade 5

Proficiency Level Number of Participants

According to the data, among the Grade 5 participants, 42 students were classified as Beginners, 42 students were at the Intermediate level, and 9 students demonstrated an Advanced level of English proficiency

Discussion of findings

The discussion of findings in Chapter 4 provides a comprehensive analysis of the classroom observations conducted before and after the intervention The purpose of this chapter is to interpret and discuss the data collected during the observations, shedding light on the effectiveness of the intervention in improving various aspects of teaching and learning

The analysis begins by examining the pre-intervention findings, which serve as a baseline for comparison It is evident from the data that there were certain areas of improvement needed in the observed classrooms, such as classroom environment, teacher practices, student engagement, instructional strategies, use of materials and resources, classroom management, assessment and feedback practices, and language development (Smith, 2022; Johnson et al., 2021)

After the intervention, the data analysis reveals positive changes in several dimensions These changes are consistent with the objectives of the intervention, indicating its effectiveness in enhancing English language teaching practices and promoting student engagement and language development

In terms of the classroom environment, the intervention led to improvements in organization and the reduction of distractions This created a more conducive learning environment for students, fostering their focus and attention

The teachers' practices showed enhancement after the intervention, as reflected in their increased preparedness for lessons and higher levels of enthusiasm These changes contributed to a positive and supportive classroom atmosphere, facilitating effective teaching and learning interactions

The intervention also had a significant impact on instructional strategies Teachers employed a more diversified range of instructional strategies, promoting active student engagement and facilitating deeper understanding of the English language concepts

The use of materials and resources improved noticeably after the intervention Teachers utilized a wider range of relevant teaching materials, ensuring their alignment with the learning objectives This enhancement in materials and resources supported student learning and provided enriched learning experiences

Classroom management experienced positive changes as well Teachers demonstrated more effective behavior management strategies and established routines and procedures, creating a structured and focused learning environment

Assessment and feedback practices were also positively influenced by the intervention Teachers provided more timely and constructive feedback to students and introduced self-assessment opportunities Assessment methods became more aligned with the learning objectives, promoting student reflection and growth

Language development, particularly in the area of speaking activities, received increased attention after the intervention Teachers placed a greater emphasis on creating speaking opportunities for students and provided enhanced support and guidance, enabling them to develop their speaking proficiency (Johnson et al., 2021)

Overall, the findings suggest that the intervention had a positive impact on various aspects of teaching and learning The improvements observed in the classroom environment, teacher practices, instructional strategies, use of materials and resources, classroom management, assessment and feedback practices, and language development indicate the effectiveness of the intervention in enhancing English language teaching cooperation

It is important to note that while the observations provide valuable insights, the findings should be interpreted within the context of the specific sample and setting of the study Further research and long-term follow-up may be needed to fully assess the sustained impact of the intervention on teaching practices and student outcomes (Jones, 2020)

The discussion of findings in Chapter 4 provides a comprehensive overview of the observed improvements, highlighting the significance of the intervention in enhancing the English language teaching cooperation and fostering a more engaging and effective learning environment for students.

Conclusion

In conclusion, this study investigated the effectiveness of English teaching cooperation between native and Vietnamese teachers on improving English speaking skill among primary students at UK Academy Ba Ria The study yielded several significant findings through a mixed methods approach, incorporating quantitative assessments and qualitative data collection techniques

First, the implementation of English teaching cooperation demonstrated a positive effect on the improvement of English-speaking skill among primary students The collaborative efforts between native teachers and Vietnamese teachers, such as co-planning, co-teaching, and shared instructional strategies, created a language-rich environment that fostered student engagement, collaboration, and language practice The findings suggest that English teaching cooperation is an effective approach to enhancing English speaking skill among primary students

Second, the qualitative data revealed the positive experiences and perceptions of both native teachers and Vietnamese teachers regarding the cooperative teaching approach They recognized the benefits of shared expertise, cultural exchange, and improved instructional strategies However, challenges such as language barriers and varying teaching styles were also acknowledged, emphasizing the importance of effective communication, professional development, and ongoing support for teachers involved in English teaching cooperation

The significance of this study lies in its contribution to the field of English language education, specifically in a bilingual context By exploring the impact of

English teaching cooperation on English speaking skill, the study addresses a gap in the existing literature and provides insights for educational practitioners and policymakers The findings have implications for curriculum development, teacher training, and the promotion of collaborative teaching practices to enhance English language learning outcomes

It is recommended that future research further investigates the long-term effects and sustainability of English teaching cooperation, as well as explores other language skills and domains beyond speaking Additionally, the study highlights the importance of considering contextual factors, such as cultural and institutional factors, in implementing English teaching cooperation initiatives

Overall, this study emphasizes the significance of collaborative teaching approaches and the potential of English teaching cooperation to improve English speaking skill among primary students The findings contribute to the body of knowledge in the field of English language education and provide practical implications for enhancing language instruction in bilingual educational settings.

Implications

The study's findings suggest that English teaching cooperation, incorporating collaborative strategies and shared expertise, can significantly enhance English speaking skill among primary students of UKA Ba Ria These findings have pedagogical implications for teachers, emphasizing the effectiveness of cooperative teaching approaches in language instruction Teachers can integrate cooperative learning strategies, team teaching, and interactive activities to create a language-rich environment that promotes speaking skill

The positive experiences and perceptions of both native teachers and Vietnamese teachers regarding English teaching cooperation have implications for professional development programs Providing training and support to teachers in cooperative teaching practices and intercultural competence can help them effectively collaborate and capitalize on each other's strengths Professional development initiatives should focus on building effective communication, enhancing collaborative planning, and addressing potential challenges in English teaching cooperation

The study's findings highlight the importance of integrating cooperative teaching approaches into the curriculum The administrator team can consider incorporating English teaching cooperation as a pedagogical model in language programs, providing guidelines and resources for implementing co-teaching strategies Headquarters’ curriculum developers can design activities, assessments, and materials that promote cooperative learning and communication skills, aligning with the goals of English-speaking skill development

They can focus on allocating resources for teacher training, supporting collaboration between native teachers and local teachers, and fostering a supportive environment for English teaching cooperation initiatives

The study opens avenues for future research in various areas Researchers can explore the long-term effects of English teaching cooperation on other language skills, such as listening, reading, and writing Further investigations can delve into the role of cultural factors, institutional support, and teacher-student dynamics in implementing and sustaining English teaching cooperation Comparative studies across different contexts can provide insights into the transferability of cooperative teaching practices

Overall, the implications of this study emphasize the value of English teaching cooperation in improving English speaking skill among primary students The findings provide guidance for teachers, curriculum developers, school managers, and researchers to enhance language instruction, promote collaboration, and create a supportive learning environment.

Limitations

The study's findings may be specific to the context of UK Academy Ba Ria and may not be directly applicable to other schools or settings Factors such as the school's resources, student demographics, and teaching practices may influence the outcomes, limiting the generalizability of the findings

The study's sample size may have been limited, which could impact the generalizability of the findings It is important to acknowledge that the results are based on a specific sample of teachers and Primary students, and the findings may not fully reflect the broader population

The findings of the study may be influenced by biases or subjectivity introduced through data collection methods, such as qualitive surveys Researchers should be cautious about potential response biases or interpretations influenced by their own perspectives

The study's timeframe and duration of implementation may have been limited Longer-term studies are needed to assess the sustainability and enduring effects of English teaching cooperation on English speaking skill The study's findings may only reflect short-term outcomes

The study may have been subject to external factors or contamination that could have influenced the results For example, other interventions or activities happening concurrently in the school or community could have impacted the outcomes, making it challenging to isolate the effects of English teaching cooperation alone.

Recommendations for further research

The researcher strongly suggests that other researchers should conduct longitudinal studies to examine the long-term effects of English teaching cooperation on English speaking skill Tracking students' progress over an extended period can provide insights into the sustainability of the cooperative teaching approach and its impact on language development beyond short-term outcomes

Moreover, one more recommendation is to investigate the impact of specific professional development programs and training initiatives on enhancing English teaching cooperation Explore the effectiveness of workshops, seminars, or collaborative lesson planning sessions in equipping teachers with the necessary skills and strategies for successful cooperative teaching

There are different kind of co-teaching Other research may explore different models of English teaching cooperation and their effects on language learning outcomes Investigate variations in co-teaching strategies, division of responsibilities, and levels of collaboration between native teachers and local teachers to determine the most effective models for improving English speaking skill

By addressing these recommendations, future research can further enhance our understanding of the benefits, challenges, and optimal practices associated with English teaching cooperation These studies can contribute to the development of evidence-based strategies and policies to improve language instruction and promote effective collaboration between native and local teachers

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APPENDICES APPENDIX A: PRE-TEST AND POST-TEST SCORES

Participant ID Pre-test Score Post-test Score

Note: Participant IDs have been assigned for confidentiality purposes

English teaching cooperation between native teachers and Vietnamese teachers and its effect on improving English speaking skill of Primary students at UK Academy Ba Ria

Thank you for participating in this study on English teaching cooperation between native teachers and Vietnamese teachers and its effect on improving English speaking skill of Primary students at UK Academy Ba Ria Your valuable insights and experiences will contribute to the research findings Kindly complete the following questionnaire by selecting the most appropriate response option for each question Your responses will remain confidential and will be used for research purposes only

2 Age: a 26-30 years b 31-35 years c 36-40 years d 41-45 years old

3 Educational background: a College’s degree b Bachelor's degree

4 Teaching Experience: a 1-3 years old b 4-6 years c 7-10 years d More than 10 years

Section 2: Co-teaching Experience and Perspectives

5 How long have you been teaching English at UK Academy Ba Ria? a Less than 1 year b 1-3 years c 3-5 years d More than 5 years

6 How would you rate the overall effectiveness of the English teaching cooperation between native teachers and Vietnamese teachers in improving students' English speaking skill? a Very effective b Somewhat effective c Neutral d Ineffective

7 In your experience, what specific strategies or activities have been effective in improving students' English speaking skill through the English teaching cooperation? a Role plays b Group discussions and pair practice c Pronunciation drills and exercises d Vocabulary building activities e Other (please specify): _

8 How do you assess the progress of students' English speaking skill after implementing the English teaching cooperation? a Significant improvement b Moderate improvement c No noticeable improvement d Not sure

9 To what extent do you believe that the English teaching cooperation has contributed to students' increased confidence in speaking English? a Greatly b Somewhat c Not significantly d Not sure

10 How often do you provide feedback to students regarding their English speaking skill during the English teaching cooperation? a Regularly after each lesson b Occasionally during class activities c Rarely or on specific occasions d Not at all

11 In your opinion, what are the main benefits of the English teaching cooperation for both native and Vietnamese teachers? a Enhanced collaboration and teamwork b Improved professional development and learning c Expanded cultural understanding and awareness d Other (please specify): _

12 Have you observed any challenges or difficulties in implementing the English teaching cooperation? If yes, please specify a Language barriers b Differences in teaching styles and approaches c Time constraints d Lack of resources and materials e Other (please specify): _

13 What suggestions or recommendations do you have to further enhance the English teaching cooperation and its impact on improving students' English speaking skill?

Thank you for your time and participation Your input is greatly appreciated If you have any additional comments or insights related to this study, please feel free to share them below

Thank you once again for your valuable contribution to this research

Pronunciation is unclear and difficult to understand

Frequent pronunciation errors hinder comprehension

Limited use of intonation and stress patterns

Pronunciation is generally clear, with occasional errors

Pronunciation errors may affect overall comprehension at times

Some use of intonation and stress patterns

Pronunciation is clear and easily understandable Occasional minor errors do not impede comprehension Effective use of intonation and stress patterns

Limited range of vocabulary, relying on basic and repetitive language

Frequent use of incorrect or inappropriate vocabulary

Difficulty expressing ideas with precision

Adequate range of vocabulary, though some reliance on common words

Occasional use of incorrect or less precise vocabulary

Able to express ideas with some clarity

Wide range of vocabulary, including more advanced and specialized terms Appropriate and accurate use of vocabulary to express ideas precisely

Demonstrates a strong command of the language

Frequent errors in grammar and sentence structure

Limited use of complex sentence structures

Difficulty conveying ideas with grammatical accuracy

Generally accurate grammar and sentence structure, with occasional errors

Attempts to use more complex sentence structures with mixed success

Able to convey ideas with acceptable grammatical accuracy

Consistently accurate grammar and sentence structure

Appropriately uses a variety of complex sentence structures

Able to convey ideas with grammatical precision

4 Fluency Speech is hesitant and disjointed, with frequent pauses and fillers

Limited ability to connect ideas or sustain a coherent conversation

Difficulty expressing thoughts in a fluid and organized manner

Speech is generally smooth, with occasional pauses or hesitations

Attempts to connect ideas and maintain coherence, with varying success

Able to express thoughts with reasonable fluency and coherence

Speech is fluent and coherent, with few hesitations or disruptions

Effectively connects ideas and maintains a cohesive conversation Demonstrates a high level of fluency and coherence

Observe and write your remarks in the designated column:

Is the classroom arranged in a conducive manner for learning?

Are there visual aids, displays, or resources related to English language learning?

Is the classroom clean, organized, and free from distractions?

Is the teacher well-prepared for the lesson?

Does the teacher utilize appropriate materials and resources effectively?

Does the teacher establish a positive and supportive classroom atmosphere?

Are the students actively participating in the lesson?

Are the students attentive and focused on the task at hand?

Are the students engaged in meaningful interactions with peers and the teacher?

4 Implementing of co-teaching strategies:

Does the teacher use a variety of instructional strategies to facilitate learning?

Are the instructions clear and easily understood by the students?

Does the teacher provide opportunities for student- centered activities and discussions?

5 Use of instructional materials and resources:

Does the teacher utilize appropriate teaching materials and resources?

Are the materials relevant to the English language learning objectives?

Are there sufficient materials to support student learning?

Is the classroom atmosphere conducive to learning? Does the teacher effectively manage student behavior and maintain discipline?

Are there established routines or procedures in place to facilitate a smooth flow of the lesson?

Does the teacher provide timely and constructive feedback to students?

Are there opportunities for students to self-assess their learning?

Are assessment methods aligned with the learning objectives and student needs?

Does the teacher promote language development through speaking activities?

Are there opportunities for students to practice and use English language skills?

Does the teacher provide support and guidance to students to improve their speaking proficiency?

Record any overall impressions or notable observations about the classroom environment and teaching practices

Observer’s name and Signature: _ Teacher’s name and Signature: _

Is the classroom arranged in a conducive manner for learning?

The classroom is disorganized and lacks a conducive learning environment

The classroom is somewhat organized, but improvements are needed

The classroom is well-organized and provides a conducive learning environment Are there visual aids, displays, or resources related to English language learning?

Visual aids and resources related to learning are absent

Some visual aids and resources related to learning are present

Visual aids and resources related to learning are prominently displayed

Is the classroom clean, organized, and free from distractions?

The classroom is cluttered and distracting

The classroom is moderately clean and free from major distractions

The classroom is clean, organized, and free from distractions

Less organized/High/Moderate/Low

Is the teacher well- prepared for the lesson?

The teacher appears unprepared for the lesson

The teacher shows some level of preparation for the lesson

The teacher is well-prepared for the lesson

High enthusiasm Does the teacher demonstrate enthusiasm and passion for teaching?

Demonstrates low enthusiasm and passion for teaching

Demonstrates moderate enthusiasm and passion for teaching

Demonstrates high enthusiasm and passion for teaching

Does the teacher utilize appropriate materials and resources effectively?

Lack of materials and resources needed for teaching

Some materials and resources are used, but improvements are needed

Utilizes appropriate materials and resources effectively

High- established /Positive and supportive Does the teacher establish a positive and supportive classroom atmosphere?

Are the students actively participating in the lesson?

Students show little to no engagement in the lesson

Students display some engagement in the lesson

Students actively engage in the lesson

Are the students attentive and focused on the task at hand?

Lack of attentiveness and focus

Attentive and focused on the task at hand

Are the students engaged in meaningful interactions with peers and the teacher?

Minimal participation in classroom activities

Moderate participation in classroom activities

Meaningful interactions with peers and the teacher

Does the teacher use a variety of instructional strategies to

Limited use of instructional strategies

Some variety in instructional strategies, but improvements are needed

Utilizes a variety of instructional strategies effectively facilitate learning?

Are the instructions clear and easily understood by the students?

Instructions are unclear and confusing

Instructions are somewhat clear and understandable

Clear and easily understood instructions

Does the teacher provide opportunities for student-centered activities and discussions?

Minimal student- centered activities and discussions

Attempts to incorporate student-centered activities and discussions

Promotes student-centered activities and discussions

5 Use of materials and resources:

Does the teacher utilize appropriate teaching materials and resources?

Inadequate use of teaching materials and resources

Some use of teaching materials and resources, but improvements are needed

Effective use of appropriate teaching materials and resources

Are the materials relevant to the

Irrelevant materials that do not support learning objectives

Materials are somewhat relevant to learning objectives

Materials are relevant to learning objectives

Are there sufficient materials to

Lack of sufficient materials to

Sufficient materials to support student learning? support student learning support student learning support student learning

Positive and engaging/ Positive and supportive/ Positive and inclusive/ Positive and collaborative

Is the classroom atmosphere conducive to learning?

Classroom atmosphere is not conducive to learning

Classroom atmosphere is somewhat conducive to learning

Classroom atmosphere is conducive to learning

Does the teacher effectively manage student behavior and maintain discipline?

Ineffective management of student behavior and discipline

Some management of student behavior and discipline

There is an increasing and effective management of student behavior and discipline

Are there established routines or procedures in place to facilitate

Lack of established routines or procedures

Some established routines or procedures

Well-established routines and procedures are in place a smooth flow of the lesson?

Does the teacher provide timely and constructive feedback to students? (Before intervention)

Lack of timely and constructive feedback to students

Some provision of feedback, but improvements are needed

Provides timely and constructive feedback to students

Unincreased Increased Does the teacher provide timely and constructive feedback to students? (After intervention)

There is no increase to compare with the observation before intervention

There is an increase to compare with the observation before intervention Not introduced

Are there opportunities for students to self- assess their learning?

Limited opportunities for self-assessment

Limited opportunities for self-assessment by students

Offers opportunities for self-assessment by students

Not aligned Partially aligned Aligned Are assessment methods aligned with the learning

Assessment methods not aligned with

Assessment methods partially aligned with

Assessment methods aligned with learning objectives and student needs? learning objectives learning objectives objectives and student needs

Does the teacher promote language development through speaking activities?

Minimal evidence of language development

Some progress/Substantial progress in language development

Does the teacher promote language development through speaking activities?

There is no increase to compare with the observation before intervention

There is an increase to compare with the observation before intervention

Are there opportunities for students to practice and use English language skills?

Limited use of English language skills

Demonstrates basic /solid English language skills with limitations

Does the teacher provide support and guidance to students to improve their speaking proficiency? (Before intervention)

Minimal evidence of teacher support and guidance to improve speaking proficiency

Limited interaction and feedback provided to students during speaking activities

Some evidence of teacher support and guidance to improve speaking proficiency

Provides occasional interaction and feedback to students during speaking activities

Not enhanced Enhanced Does the teacher provide support and guidance to students to improve their speaking proficiency? (After intervention)

There is no increase to compare with the observation before intervention

Strong evidence of teacher support and guidance to improve speaking proficiency - Provides consistent interaction and feedback to students during speaking activities

Please provide any overall impressions or notable observations about the classroom environment and teaching practices

Note: Observers should provide specific data remarks for each observation item, describing their observations, providing examples, and any relevant data to support their remarks

APPENDIX F: PRE-TEST AND POST-TEST

Part 1: Getting to know each other (1 mark)

1 Hello What’s your name? (0.5 mark)

2 How old are you? (0.5 mark)

Part 2: Student looks at the picture and answers THREE questions (3 marks)

1 Picture 1: What did Tom do?

Expected answer: “Tom finished a book.”

2 Picture 2: Ask What did Mary do?

3 Picture 3: What did Daisy do?

Expected answer: “She listened to music.”

Part 3: Student looks at the picture and answers THREE questions (3 marks)

1 Ask: “How many children are there?”

Expected answer: “There are 2 children / kids / 2.”

2 Ask: “What is the boy doing?

Expected answer: “He is watching TV / television.”

3 Ask: “What is the girl doing?

Expected answer: “She is reading a book.”

Part 4: Student looks at the picture and answers THREE questions (3 marks)

1 Ask: “Where is the family?”

Expected answer: “They are in the living room / In the living room.”

2 Ask: “Who is standing next to the girl?”

Expected answer: “Her father is standing next to the girl / The father / The dad.”

3 Ask: “What is the girl doing?”

Expected answer: “She is practicing the violin / Practicing the violin.”

II SPEAKING FINAL TEST 1 - GRADE 4

Part 1: Getting to know each other (1 mark)

1 Hello What’s your name? (0.5 mark)

2 How old are you? (0.5 mark)

Part 2: ODD – ONE – OUT Student looks at the pictures and answers TWO questions (1 mark)

3 Picture 1: “Which one is different and why?”

Expected answer: “The fish is different because it can swim Other animals (The rabbit, the kitten, the puppy) can’t swim.” (0.5 mark)

4 Picture 2: Ask “Which one is different and why?”

Expected answer: “The parrot is different because it can fly Other animals (The lizard, the rabbit and the turtle) can’t fly.” (0.5 mark)

Part 3: Student looks at the picture and answers THREE questions (6 marks)

1 Picture 1 Ask: “What might he do this week? He might sail on a boat this week Is it A or B?”

2 Picture 1 Ask: “What might you do tomorrow? I might build a sandcastle tomorrow Is it A or B?”

3 Picture 1 Ask: “What might she do tonight? She might play in a swimming pool tonight Is it A or B?”

4 Picture 1 Ask: “What might they do this week? They might go on a cruise this week Is it A or B?”

5 Picture 1 Ask: “What might she do tonight? She might swim in the ocean Is it A or B?”

6 Picture 1 Ask: “What might he do this week? He might relax on the beach Is it A or B?” Expected answer: “It’s B.”

Part 4: Student looks at the picture and answers THREE questions (2 marks)

1 Picture 1 Ask: “What are you going to do next week?”

Expected answer: “I am going to take a tour on Tuesday.”

2 Picture 2 Ask: “What are you going to do next week?”

Expected answer: “I am going to buy souvenirs on Saturday.”

III SPEAKING FINAL TEST 1 - GRADE 5

Part 1: Getting to know each other (2 marks)

1 Hello What’s your name? (1 mark)

2 How old are you? (1 mark)

Part 2: Student looks at the picture and answers FOUR questions (2 marks)

1 Picture 1: Ask “She used to record videos Is it A or B?”

2 Picture 2: Ask “He used to develop photos Is it A or B?”

3 Picture 2: Ask “She used to play cassette tapes Is it A or B?”

4 Picture 4: Ask “She used to deliver newspapers Is it A or B?”

Part 3: Student looks at the picture and answers FOUR questions (4 marks)

1 Ask: “This person is confident and hardworking Who is that?”

2 Ask: “This person is brave and creative Who is that?”

3 Ask: “How is Julie like?”

Expected answer: “She is calm and kind.”

4 Ask: “How is Nathan like?”

Expected answer: “He is honest and patient.”

Part 4: Answers TWO questions (2 marks)

Now let’s talk about your friends

1 Ask: “Who is your best friend?”

Expected answer: “My best friend is …… / It’s …… / She’s / He’s ……”

2 Ask: “Why do you like him or her?

Expected answer: “I like him/her because ………

IV SPEAKING FINAL TEST 2 - GRADE 3

Part 1: Getting to know each other (No marking)

2 How do you spell your name?

Part 2: Talking about activities (3 marks)

1 Point at TWO of the pictures and ask: “What is he/she good at?”

Expected answer: “He/She is good at kicking the ball/ jogging/jumping rope/ doing push up/ scoring a goal/shooting basket.” (2 marks)

2 Ask: “What are you good at?”

Expected answer: Student’s own idea (1 mark)

Part 3: Talking about likes and dislikes (4 marks)

1 Point at the pictures and ask:

“What do you not like?”

“I like playing chess/playing ping pong/board games, video games.” (1 mark)

“I don’t like playing chess/playing ping pong/board games, video games.” (1 mark)

2 Point at surfing pictures and ask: “Do you like surfing?”

Expected answer: “Yes, I do./No, I don’t.” (1 mark)

3 Point at skateboarding pictures and ask: “Do you like skateboarding?”

Expected answer: “Yes, I do./No, I don’t.” (1 mark)

Point at THREE of the pictures and ask Expected answers Yes or No is according to the picture (3 marks)

1 Ask: “Does he like hiking?”

Expected answer: “Yes, he does.”

2 Ask: “Do they like climbing trees?”

Expected answer: “No, they don’t.”

3 Ask: “Does he like surfing?”

Expected answer: “Yes, he does.”

4 Ask: “Do they like skiing?”

Expected answer: “No, they don’t.”

5 Ask: “Does she like skateboarding?”

Expected answer: “No, she doesn’t.”

6 Ask: “Do they like snowboarding?”

Expected answer: “Yes, they do.”

Part 1: Getting to know each other (No marking)

4 How do you spell your name?

Part 2: Talking about transportation and time (4 marks)

5 Point at TWO pictures below and ask: “What transportation is this?” Expected answer: “It’s a train/bus/ship/ an airplane.”

Part 3: Talking about time (2 marks)

1 Point to the café shop picture Ask: “What time does the café open and close everyday?”

Expected answer: “It opens at 10:00 AM and closes at 23:00 PM everyday.”

2 Point to the hair salon picture Ask: “What time does this hair salon open and close everyday?”

Expected answer: “It opens at 10:00 AM and closes at 08:00 PM everyday.”

Part 4: Student looks at the pictures and answers FOUR questions (4 marks, 1 mark/each)

1 Point to one of the pictures and ask: “What did you do on your holiday?” Expected answer: “I saw some animals/slept in a tent/saw dolphins/rode a horse/visited an aquarium.”

2 Ask: “How was it/How were they?”

Expected answer: “It was/They were boring/exciting/ interesting/scary.”

VI SPEAKING FINAL TEST 2 - GRADE 5

Part 1: Getting to know each other (No marking)

Part 2: The examiner shows student the picture and asks them FOUR questions (4 marks)

Point to TWO random pictures

1 Ask: “What do you do in your free time?”

Expected answer: “I go to the drama club/watch quiz show/go for a walk/surf the Net/go to the playground/play basketball.”

2 Ask: “How long do you ………… for?”

Expected answer: “I do it for ………”

Part 3: Talking about Future plans

The examiner shows student the picture and asks them SIX questions (6 marks)

1 Ask: “What are you doing on Monday?”

Expected answer: “I need to purchase books.”

2 Ask: “What are you doing on Tuesday?”

Expected answer: “I need to go to the recycling center.”

3 Ask: “What are you doing on Wednesday?”

Expected answer: “I need to go to organize my desk.”

4 Ask: “What are you doing on Thursday?”