Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Using communicative activities to improve English speaking skills for third graders: An action study at an elementary school in Hai Phong

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles NGUYEN THI OANH USING COMMUNICATIVE ACTIVITIES TO IMPROVE ENGLIS

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

wlles

NGUYEN THI OANH

USING COMMUNICATIVE ACTIVITIES TO IMPROVE ENGLISH

SPEAKING SKILLS FOR THIRD GRADERS: AN ACTION STUDY

AT AN ELEMENTARY SCHOOL IN HAI PHONG

sinh lớp 3: Nghiên cứu hành động tại một trường tiểu học ở Hải Phòng)

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

HA NOI - 2024

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

wlles

NGUYEN THI OANH

USING COMMUNICATIVE ACTIVITIES TO IMPROVE ENGLISH

SPEAKING SKILLS FOR THIRD GRADERS: AN ACTION STUDY

AT AN ELEMENTARY SCHOOL IN HAI PHONG

sinh lớp 3: Nghiên cứu hành động tại một trường tiểu học ở Hải Phòng)

MA MINOR THESIS

Field: English Teaching Methodology

Code: 8140231.01

Supervisor: Prof Dr Hoang Van Van

HA NOI - 2024

DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Using communicative

activities to improve English speaking skills for third graders: An action study at an elementary school in Hai Phong ” is the result of my own work

and has not been submitted in any form for another degree or diploma at any

universities or other institutions I am fully aware that should this declaration

be found to be dishonest, disciplinary action and penalties in accordance with

University policies and rules can be imposed

Hanoi, 2024

The researcher

Approved by

SUPERVISOR

(Signature and full name)

Prof Dr Hoang Van Van

Date: cc

I would like to acknowledge my truthful gratitude to my supervisor,

Prof Hoàng Van Vân for his thorough reading, critical comments, invaluable

guidance and precious corrections of the thesis It was his acute guidance that has supported me to find the right way to complete this study.

I also would like to express my sincere thanks to my colleagues at the school and my students who have been willing to answer my questions.

I appreciate the assistance and cooperation of the students in classes

from the tenth grade at the chosen school

My special words of thanks are sent to my family, especially my

husband who has given me constant encouragement and support throughout

my research work

Hanoi, 2024

1

This study aims to investigate the effectiveness of using

communicative activities in improving students' speaking skills The study

used action research method with 40 primary school students in Hai Phong

Data were collected through pre-tests, post-tests, questionnaires, and

interviews The results showed that post-test scores in Cycle 2 showed a

significant improvement compared to Cycle 1, showing the positive impact of

using communicative activities on speaking skills Analysis of mean scores

also revealed higher post-test scores in both cycles, further supporting the

effectiveness of learning based on using communicative activities Statistical

analysis confirmed the significant impact of using communicative activities

on students’ speaking skills Furthermore, the questionnaire results highlight

the benefits of implementing using communicative activities in the classroom,

emphasizing its value for student engagement and interest These findings provide valuable insights for teachers seeking to enhance English teaching

and learning activities Overall, using communicative activities provide an

effective and fun approach to improving students’ speaking skills and

promoting a positive learning environment

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TABLE OF CONTENTS

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1.1 Rationale for the r€S€aTCH - 5 + + 118911 911 9911 11 v.v ng ng ếc 1

1.2 Aims and objectives of the Study - <1 +21 S9 ng re 2

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CHAPTER 2: LITERATURE REVIEYW - HH re 5

2.1 Speaking 7 5

2.1.1 Definitions of speaking .- «cv ng ng rệt 5

2.1.2 The role of speaking in teaching and learning - «- «+s«<5+ 6

2.1.3 Factors affecting EFL learners’ speakIng -«+ «++sss+x+ss++ 6

2.1.4 Aspects of good EFL speaking sKIÏÏS s5 s «+ £+ss++sex+sess 8

2.2 COMMUNICATIVE aCf{IVIẨI€S - 5< xu nHnn HH nrưệt 10

2.2.1 Definitions of communicative language teaching - ««+-« 10

2.2.2 Types Of COMMUNICATIVE ACTIVITIES - 5 cv seseeesee 12 2.3 Review of the previous Studies - Ăn v.v ng ngư 19

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CHAPTER 3: METHODOLOGY - - G nHnH ng nưệt 22

3.1 Restatement of research qU€SfIONS - - <5 ++**£*++EEsseeerseereree 22

3.2 Research approach - «xxx TH nh TH nh TH nh nh nếp 22

3.2.1 Definition of an action research - - «+ +1 vn nưkt 22

3.2.2 Principles of an action research - - ‹- cs+s+ + +vvEseeeeeereeeeeee 23

3.2.3 Models of an action research - «+ + + v9 vn re 24

3.3 Procedures U00 an 25

3.4 Context of the Study - 2c 111g HH kg 29

3.5 Participant 77 30

3.6 Data collection 1nSETUIT€TIES - - 5 <5 +13 1E 1E 1E vn rưn 31

3.6.1 Pre-test and POSt-teSt - - s11 ngư 31

3.6.3 ÍTI[TVIWS nh TH HH HH HH 36

3.7 Data collection procedures - -.- 5 6 111v TH nh tư nrưệt 38

3.8 Data analysis ImetÏhOCS - s11 E999 991199 1n ngư 39

43.0 SUITTTATY - (G1 Họ im 41

CHAPTER 4: FINDINGS AND DISCUSSION 42

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4.1.1 Data analysis of tests for the stud€nIfS - - 5555 +vsseeesserse 42

4.1.2 Data analysis of questionnaire for the studenIfs «-++ «< 51

4.1.3 Data analysis of interview with the studenfs «++-«<+<s+<+ 53

4.2 IDISCUSSIOTI SG G1 HH ng 55

4.2.1 The improvement of the students’ speaking competence through using COMMUNICATIVE ACTIVILIES ỐNG aaaa - 55

4.2.2 The attitudes of 3rd grade students at an elementary school in Hai

Phong towards using COMMUNICATIVE ACTIVITIES - 55 5-5 «<< +ssessseess 57

CHAPTER 5: CONCLUSION Q TS, 59

2.1 R€CapIfUlÏ2fIOII G1 HH nh 59

5.2 Concluding remarks - «6 + 1xx TH TH ng triệt 59

5.3 Pedagogical implications - - - + 1 1321119118911 19 11991 vn ky 61 5.4 Limitations Of the Study G2 13112119911 v1 vn ng ng ky 63

5.5 Suggestions for further Study -. - <c 3+3 + 9g ng ng 64

REFERENCES 55c 2s 222221221221 21111211211211 011211 11 1 1 re 66 APPENDICES o0.0 ccsscsscsssssssssssssssssssesucsussssssssssssessecsessecsessussussussusssessecseeseeseess I

APPENDIX 1: SAMPLES DESCRIPTION OF A PROJECT I

APPENDIX 2: TEST (PRE-POST) ssscssssssessessessessessessessessesssssscssessesseeseess XIV

APPENDIX 3: QUESTIONNAIRE scsscssssssessessessessessssessssssesssssesseeseesess XVII

APPENDIX 4: INTERVIEW (10 minute$) -2- 555 x>x>xz>s2 XIX

APPENDIX 5: TABLES j ccscssessessesssssssssessessessessecsessecsussussusssssscsassseeseeseeses XXAPPENDIX 6: PHIẾU DONG THUAN THAM GIA NGHIÊN CỨU XXV

APPENDIX 7: PHIẾU DONG THUAN THAM GIA NGHIÊN CUU XXVI

vi

LIST OF TABLES

Table 1: 10 Units in Tiếng Anh 3 - Global Success - 30

Table 2: The results of pre-test and post-test 255252 +svessserss 42

Table 3: Tests of Normality - ó- <6 + 1n ng ng tr 45

Table 4: The significant difference of the pretest and posttest mean scores of

080111020125 - 46 Table 5: The results of pre-test and post-test of the second cycle 46

Table 6: The Significant difference of the pretest and posttest mean scores of

the second cycle (Cycle 2) -. - - - < 611111911901 HH ni, 51

Table 7: Students’ attitude on learning English speaking with using communicative 0i 51 Table 8: Students’ answer on the 1TIf€TVICW Gv rưy 53

vii

learning English speaking with using communicative activities (Agree &

0013001415901 52

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CHAPTER 1: INTRODUCTION

This chapter provides a comprehensive overview of the study, covering the rationale for conducting the research, the research aims and objectives, the

research questions, the scope of the study, its significance, the research

methods used, and the organization of the thesis

1.1 Rationale for the research

In recent years, there have been significant changes in the teaching and

learning of foreign languages at elementary schools As noted by Newton and

Nation (2020), the shift in foreign language teaching is evident, moving away

from merely teaching grammar and vocabulary to emphasizing language

skills, with a specific focus on speaking

The basis of this theory lies in constructivist learning theory, which

emphasizes the importance of active participation, collaboration, and authentic

experiences in effective language learning Using communicative activities that

align with this theory, create opportunities for students to engage in meaningful

tasks, promote active learning, and enhance speaking skills

Group work allows students to engage in meaningful interactions, negotiate meaning, and develop speaking skills through discussion,

explanation, and negotiation (Kessler, 2012) Using communication activities

not only promotes language development but also enhances social skills, contributing to improving speaking ability.

Hadfiels (1999, p.7) believes that speaking is a kind of bridge between

the classroom and the outside world To build bridges, in speaking activities,

teachers must create opportunities for students to practice purposeful

communication in meaningful situations That means learning to speak in a

second language is more facilitated when the learner is actively involved in

the communication effort

At the researcher’s school, teaching English with the four language

skills faces many challenges, especially teaching speaking skills In addition

to the difficulties caused by lack of teaching equipment, there are many other factors that contribute to the quality of teaching and learning this skill not

reaching an optimal level These include uneven English proficiency among

students, many students hesitate to communicate in English due to shyness,

and some students have difficulty expressing their thoughts due to lack of real

language proficiency international

Therefore, the combined theoretical and practical rationale strongly

supports implementing using communicative activities to enhance speaking

skills among 3rd-grade students at a primary school in Hai Phong This study

is anticipated to provide a promising approach for effectively enhancing

students' speaking skills and creating an engaging and dynamic language

learning environment

1.2 Aims and objectives of the study

The study was conducted with the aim of understanding and evaluating

methods of developing speaking skills through using communicative

activities in teaching Two objectives are hereby set forth for the fulfilment of the above-mentioned aim These objectives are:

(i) To investigate the improvement of the students’ speaking competence through using communicative activities.

(ii) To investigate the attitudes of 3rd grade students at an elementary

school in Hai Phong towards using communicative activities

1.3 Research questions

To make the tasks manageable, the objectives can be reformulated as

the following two research questions:

1) To what extent can using communicative activities improve the

speaking skills of 3rd grade students at an elementary school in Hai Phong?

2) What are the attitudes of 3rd grade students at an elementary school

in Hai Phong towards learning English speaking through using

communicative activities? 1.4 Scope of the study

This research involved 40 third-grade students from a primary school in

Hai Phong, aiming to assess the effectiveness of employing using

communicative activities in speaking lessons and gauging the students'

attitudes toward such activities The using communicative activities utilized

encompassed role play, pair work, group work, and interviews The study

spanned approximately two months, allowing for a thorough exploration of

research questions and objectives Conducted at an elementary school in Hai

Phong, the study's focus on this specific setting offers insights into the context

of speaking instruction and the challenges faced by third-grade students in

learning English speaking The research evaluates the efficacy of using

communicative activities in speaking instruction and explores students'

attitudes toward learning English speaking through these activities

1.5 Method of the study

In this study, 40 third-grade students from a Hai Phong primary school participated in classroom action research The research utilized tests,

questionnaires, and interviews to gauge progress in using communicative

activities and attitudes toward language learning Pre- and post-tests assessed

fundamental knowledge and speaking skills advancement The data collected allowed researchers to analyze the effectiveness of using communicative

activities in improving speaking abilities Additionally, a questionnaire with 14

items was administered to gather information about students' awareness of speaking practice skills and challenges Responses were analyzed using a Likert scale ranging from | to 5 Semi-structured interviews in Vietnamese were

conducted to further understand students' attitudes toward the activities

1.6 Significance of the study

The researcher anticipates that the results of this study will bring benefits to students, teachers, schools, and other researchers.

For students, the study aims to improve their English-speaking skills

and help them master this skill.

For teachers, the study can be used as a resource to implement using

communicative activities and make the teaching and learning process more

innovative and exciting Additionally, the results can be incorporated into the

development of speaking skills and as input for the teaching and learning

process.

For schools, the study can become a resource for teaching and learning

innovation, particularly in English speaking teaching

For other researchers, the study can provide a reference for those who

wish to conduct further research in teaching English speaking

1.7 Organization of the thesis

The thesis will be structured into five chapters:

Chapter 1 - Introduction — provides an overview of the research,

including the rationale, research aims and objectives, research questions,

scope, significance, methods, and organization of the thesis.

Chapter 2 - Literature Review — presents the theoretical framework and review previous studies related to the topic.

Chapter 3 - Methodology — restates the research questions and outline the research approach, procedures, context, participants, data collection

instruments, data collection procedures, and data analysis methods

Chapter 4 - Findings and Discussion — describes the findings and

discusses in relation to the research questions and existing research

Chapter 5 - Conclusion — recapitulates the study, provides concluding

remarks, discusses pedagogical implications, highlights limitations of the

study, and offers suggestions for further research.

CHAPTER 2: LITERATURE REVIEW

This chapter provides a review of the literature relevant to the study It

will first deal with the notion ‘speaking’: what it is, its role in teaching and learning, factors affecting EFL learners’ speaking and aspects of good EFL speaking skills The chapter also delves into the definitions of using

communicative activities and their components, and emphasizes theirpurposes in the teaching and learning process

2.1 Speaking 2.1.1 Definitions of speaking

In language teaching and learning, the manner in which a language isused is called skills or language skills There are four language skills:listening, speaking, reading and writing skills (Richards et al, 1992) Inteaching and learning a foreign language in general and English in particular,speaking is one of the most important skills because it is said to be the basicfor communication (Ur, 1996) However, there are a variety of concepts ofspeaking by different linguists

Speaking is the productive skill in the oral mode According to

Chastain (1998: 330), speaking is a productive skill that involves many components, such as grammar, strategy, sociolinguistics and discourse.

Nunan (2003) defines speaking as "the productive oral skill" which is

generated by the learner of a language in speech Speaking is composed ofusing verbal systematic utterances to express meaning Bailey (2005) also

states that speaking is a verbal and productive skill and consists of

systematically- produced oral utterances According to Florez (1999),speaking is an interactive process of constructing meaning that involves

producing, receiving and processing information It is often spontaneous, ended and evolving Chaney and Burk (1998) states that speaking is the process

open-of building and sharing meaning through the use open-of verbal and non-verbal

symbols, in many different contexts.

It is concluded that speaking is a verbal skill and a process of oral

communication A speaker begins to produce oral utterances, which are received by hearers, and then are processed so that the hearer can understand what the speaker is saying.

2.1.2 The role of speaking in teaching and learning

According to Ur (1996: 96), speaking is the most important of all four

skills: speaking, writing, listening and reading Besides, it is also considered

the first step to confirm who knows and does not know a language Hymes &

Rogers (1986: 23) claims that the goal of language teaching is to develop

communicative competence Pattison (1992) also shares the similar opinion

which states that when people mention knowing or learning a language, they actually mean that they can speak the language.

Harmer (2007: 53) also explains that speaking is the most complicated

due to the fact that speakers have to interpret not only the message that other

speakers to express but also take into account other possibilities such as

intonation, stress, speed Besides, speakers also have to use a whole range of

facial expressions, gestures and general body language to help to convey the

message.

In conclusion, speaking is the most important of four skills Speaking

skill plays an important role in foreign language teaching because ability of

speaking effectively helps learners not only acquire the language better but to

communicate as well 2.1.3 Factors affecting EFL learners’ speaking

In order to investigate how EFL learners’ speaking ability is affected, it is necessary to consider the factors of age, gender, and affection.

Age is considered one of the most debated issues in language teaching theory because it determines the success or failure of foreign language learning.

According to Scarcella & Oxford (1992), adult learners seem not to have the

same innate language-specific endowment or propensity as children for

acquiring fluency and naturalness in spoken language Concerning affective

factors, younger children are less frightened because they are less aware of language forms and the possibility of making mistakes in those forms, whereas adults’ attempts to speaking the foreign language are often fraught with

embarrassment (Brown, 2000)

In order to prove that one of the major pragmatic factors affecting the

acquisition of communicative competence in virtually every language is the

effect of one’s gender on both production and reception of language, Romaine

(1994) discovers that girls speak more politely, whereas boys speak roughly

and use more slang and swear words When asking about some boys’ behaviors

towards their peers, they say that they have to talk rudely with other boys in

order not to be ridiculed During adolescence under the influence of peer

pressure, boys shift towards more non-standard speech, while girls retain their

more standard speech because they think that they have to be careful not to go

too far or people will judge them negatively Goddard and Patterson (2000)

also believe that “While female behavior is often constructed and interpreted

in particular ways, men have freedom to define themselves in any way they

want “With regard to affection, while Thornbury (2005) states that affective

factors include feelings towards the topic and/or the participants and

self-consciousness, Brown (2000: 143) emphasizes: “The affective domain is the

emotional side of human behavior, and it may be juxtaposed to the cognitive side The development of affective states or feeling involves a variety of

personality factors, feeling both about ourselves and about others with whom we

come into contact (p 143)” According to Brown (2000), the affective factors which are related to second language or foreign language learning are motivation and attitude, anxiety, etc These items are called “psychological characteristics’

in which motivation and attitudes are paid most attention because various studies

have found that they are very strongly related to achievement in language

learning (Gardner & Lambert, 1972)

2.1.4 Aspects of good EFL speaking skills

When it comes to effective English as a Foreign Language (EFL) speaking skills, there are several key aspects that contribute to overall proficiency These aspects encompass various elements such as pronunciation, vocabulary, content, grammar, and fluency Each of these aspects plays a crucial

role in enabling learners to communicate effectively and confidently in the target

language By focusing on these areas, learners can enhance their speaking abilities and develop a strong foundation for successful language acquisition.

Pronunciation (individual sounds, stress, rhythm, intonation, linking, elision, assimilation)

Pronunciation plays a crucial role in effective EFL speaking skills Accurate pronunciation entails correctly producing individual sounds, stress patterns, and intonation It helps ensure clear and understandable speech,

enabling effective communication with others (Dewing & Munro, 2015) Intelligibility is another important aspect, as it refers to the ability of learners to be understood by others Developing good pronunciation enhances

intelligibility and promotes successful communication (Celce-Murcia,

Brinton, & Goodwin, 2010)

Vocabulary (range and accuracy)

Vocabulary proficiency is essential for effective EFL speaking skills.

Having a wide lexical range allows learners to express themselves accurately

and precisely in various contexts A rich vocabulary repertoire enables learners

to convey their ideas and thoughts more effectively (Nation, 2001)

Additionally, understanding and using appropriate word combinations and collocations contribute to learners' fluency and naturalness Mastering

collocations helps learners produce language that sounds more native-like

(Lewis, 1993) Moreover, acquiring idiomatic expressions adds depth and authenticity to learners' spoken language.

Grammar (range and accuracy)

Grammar proficiency is fundamental to effective EFL speaking skills.

Using grammatically accurate structures and verb tenses is essential for

conveying meaning accurately and avoiding misunderstandings Employing correct grammar enhances the clarity and precision of learners' spoken language (Thompson & Thompson, 2016) Additionally, incorporating sentence variety adds richness and sophistication to learners' speech Using different sentence structures and lengths contributes to a more engaging and

expressive delivery (Swan, 2005)

Content (relevance of arguments and ideas)

The content of spoken language is a vital aspect of good EFL speaking

skills Ensuring relevance to the topic at hand promotes coherence and cohesion

in communication When learners speak in a way that closely relates to the topic,

it enhances the overall understanding and effectiveness of their message (Bygate,

1987) Organizing ideas in a logical and structured manner is also crucial

Presenting information in a well-organized way enables listeners to comprehend

the message more easily and follow the speaker's thoughts (Thornbury, 2005)

Fluency (speed of talking, hesitation while speaking, hesitation before speaking)

Fluency is a key aspect of good EFL speaking skills It encompasses the

smooth flow of speech without hesitations and pauses, enabling learners to

express themselves effortlessly Developing fluency involves practicing and

refining speech delivery to maintain a steady pace and rhythm (Skehan, 1998)

Additionally, automating common language patterns and phrases promotes

fluency by allowing learners to respond quickly and naturally in spontaneous

conversations Automaticity enables learners to focus on the message rather

than struggling with language production (Thornbury, 2006).

Conversational skills (topic development, initiative, and conversation

maintenance)

This criterion is described as the ability to maintain a conversation,

which assesses speakers’ ability to maintain the coherence of his own

utterances and the speech of the interlocutors, i.e taking turns in the

conversation, using pauses and fillers, correcting oneself, asking for further

information and details to develop the topic of the conversation In addition,

the rules of etiquette mayalso influence conversational skills

Sociolinguistic skills (distinguishing register and style, use of cultural references)

This criterion refers to sociolinguistic appropriateness of a speaker,

which involves the ability to select the right registers and styles, i.e formal

and informal, and the balanced use of cultural references Assessment

according to sociolinguistic skills focuses on students' ability to evaluate

situations and decide what the right thing to say is in terms of manners,

politeness, tactfulness,etc to be contextually appropriate.

Non-verbal (eye-contact and body language)

Speaking involves not only producing the words, but also the message

expressed with the help of body (posture, gestures, facial expressions, eye contact) or what is also called non-verbal communication The message

delivered verbally is supported by nonverbal signs to provide more natural,

vivid and clear understanding of the speech

2.2 Communicative activities

2.2.1 Definitions of communicative language teaching.

Communicative language teaching (CLT) is an approach to the

teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language It is also referred to as

a "communicative approach to the teaching of foreign languages” or simply as

the "Communicative approach" (Galloway, 1993)

10

Communicative language teaching is the most influential language

teaching methodology in the world Communicative language teaching makes use of real-life situations that necessitate communication Unlike the audio- lingual method of language teaching, which relies on repetition and drills the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses The real-life simulations change from day to day Students’ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

Furthermore, many researchers in CLT define that language learning should not only focus on the grammatical structure of the language but also

on language use in real-life situations In addition, in the classroom setting,

CLT requires more than just attention to strategies for presenting the structure

and the functions of language Savignon (2001) suggests that CLT "requires

the involvement of learners in a dynamic and interactive process of

communication" (p 237) Richard and Rodgers (2001) state that, the

communicative approach in language teaching starts from a theory of

language as communication (p 159)

In general, CLT suggests that foreign language learners should base on

the use of target language and practical communication, especially, through

the using communicative activities

Communicative activities include any activities that encourage and

require a learner to speak with and listen to other learners, as well as with

people in the program and community, communicative activities have real

purposes: to find information, break down barriers, talk about self, and learn

about the culture Even when a lesson is focused on developing reading or

writing skills, communicative activities should be integrated into the lesson.

Nolasco and Athur (1993:58) characterized communicative activities as

follows: They involve using language for a purpose; They create a desire to

11

communicate This means there must be some kind of "gap" which may be

information, opinion, or reason that students seek to bridge; They encourage

students to be creative and contribute their ideas; They focus on the message and students concentrate on "what" they are saying rather than "how" they are saying it; The students work independently off the teacher; The students determine what they want to write and say The activity is not designed to control what the students will.

According to Harmer (1991), communicative activities are those that

give students involved desire and a purpose to communicate Such activities are very beneficial for students because they can do their best to use the target language and arrive at the degree of proficiency in the end.

Using communicative activities typically refer to educational exercises or

tasks that are intentionally created and structured to achieve specific learning

objectives These activities are often designed to be interactive, engaging, and

focused on fostering particular skills or knowledge in learners The term "using

communicative activities" in the context of learning English typically refers to

the intentional creation and implementation of educational exercises or tasks

These activities are carefully crafted to facilitate language learning and skill

development in English

In the context of learning English, using communicative activities

involves creating purposeful learning experiences, such as role-playing, group

discussions, language games, and simulations, aimed at enhancing language

skills like speaking, listening, reading, and writing The goal is to design

activities that support the educational goals of a curriculum or program and

contribute to effective language acquisition and proficiency.

2.2.2 Types of communicative activities

A great number of communicative activities are mentioned in teaching

methodology books, and their classification is distinguished according to each

author's point of view.

12

Littlewood (1981) suggests two sets of activities or that can be

designed for learning/ for teaching The first type is "functional

communication activities" involving only communication of information in

which the learners identify similarities and differences in a set of pictures,

discover missing features in a map or picture, reconstruct story sequences or

problem-solving tasks The second type is "social interaction activities" in

which the learners use English as a teaching and learning medium in order to

implement conversation, discussions sessions, dialogues, role plays,

stimulation, improvising and debates in classroom context Different from the

perspective about types of activities of Littlewood, Harmer (1983) defines a

distinction between "practice" activities and "communicative activities in

which oral "practice activities include "oral drills, information gap activities,

games, personalization and localization, oral activities” and "communicative

activities consist of "reaching a consensus, relaying instructions,

communicative games, problem solving, interpersonal exchange, story

construction, simulation and role play" What's more, activities may also be

clarified as activities for accuracy that aim at learners’ competence in

producing right words, phrases or sentences and activities for fluency that aim at learners' capacity to maintain the flow of speech with ease and comfort.

When using communicative activities properly, the teacher should be

aware of students" English proficiency levels With each level, the teacher

should consider the different types of syllabus, methods, techniques as well as speaking materials and types of activities at each procedure of language

teaching As a result, teachers should try to design and administer

communicative activities, Ur (1996) defines that there are often inhibited about trying to say something in English in class, but they are often worried

about making mistakes, fearful of criticism or losing face, or simply shy of

the attention that their speech attracts Secondly, even though they are not

13

inhibited, they cannot think of anything to say or have no motive to express

themselves Thirdly, some students have low participation in the speaking

practice Furthermore, in classes, the mother tongue often dominates while the target language is simply neglected Knowing these things can help teachers

understand and make using communicative activities carefully to avoid these

problems

From the point of view of above researchers, it is possible to say that using

communicative activities can be characterized as more or less interactive Putting

learners in pairs or small groups is a good way to motivate learners in each other

communication perfectly For these reasons, it is crucial for teachers to provide

more and more interesting speaking activities for students to practice creative uses

of the language In the framework of this study, the using communicative

activities will be selected from the perspective of the researchers mentioned

above

a Role play

Role-play, as defined by Doff (1988: 232), is a pedagogical tool aimed at

bridging real-life situations with classroom settings, prompting students to

engage in imaginative scenarios It involves students assuming different roles,

such as a farmer, doctor, or customer, and immersing themselves in various

simulated situations like planning a holiday or making an appointment In

essence, role-play serves as a speaking activity where students adopt new

personas or put themselves in scenarios akin to real-life encounters While

some scholars like Richards et al (1993) and Harmer (1998) view role-play as

a single term, Ladousse (1992) deconstructs it into two distinct components:

"role" and "play." Ladousse emphasizes the enactment of roles within a secure

environment that encourages inventiveness and playfulness On the other hand,

Thornbury (2006) adds depth by highlighting the adoption of alternative

"personas" during role-play activities, further enriching the immersive

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experience The benefits of role-play, as advocated by Dangerfield (1991) and Ladousse (1992), lie in its ability to maximize students’ speaking time, providing them with ample opportunities for practice within the confines of

limited class time Moreover, role-play serves as a communicative technique fostering fluency, classroom interaction, and student motivation Role-play, according to Richards, Platt & Platt (1993), resembles drama-like activities where students assume various roles and act out typical scenarios These activities mirror real-life situations, enabling students to engage authentically with the language and develop their communicative skills.

In summary, they all converge on role-play being a communicative technique

wherein students embody new characters and engage in interactive scenarios,

thereby enhancing their language proficiency and classroom engagement

b Pair work

According to Adrian Doff (1988: 137), the whole class is divided in to

pairs by the teacher Every students works with his or her partner in pairs and all the pairs work at the same time (It is sometimes called simultaneous pair

work) This is not the same as public, with pairs of students speaking in tum

in front of the class In fact, a pair work consists of two students working

together at the same time There are two main types of pair work: fixed pairs and flexible pairs, given by Byrne (1983) In the former, students work with the same partner to practice the target language In fact, students keep changing

their partners they like This may make the activity more interesting but the

class can be noisier.

It can be seen that working in pairs can help students practice the target

language more and enhance students’ ability to talk in class c Group work

Many researchers have given definitions of group work Adrian Doff (1988:7) defines group work as a process that students are divided into groups.

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Each group has four or five students to work together and all groups work at the

same time According to Brumfit (1984: 26), group work is a number of people who interact with each other, who are psychologically aware of one another and who perceive themselves to be a group Group is made up of four or five students under the control of a group leader, whose functions are as the group organizer and as a mini- teacher Group work depends much on the size of group, the types of activities, types of lesson and types of desks and chairs in the classroom Shaw also claims that in groups, students can write a group story, role-play a situation, prepare a presentation, discuss an issue or come to a group decision They can also watch, write or perform a video sequence Obviously, group work co-operative activity, during which students share aims and

responsibilities, they have chances for greater independence as they take some of

their own learning decisions, without the teacher controlling every move, and

they can work without the pressure of the whole class listening to that they are

doing They learn to negotiate, listen to different opinions and points of view

Students participate more equally and in most cases, they feel free to experiment

and use the target language

d Interviews

Interview is the task of gathering information, it is also defined as a

complex process of dyadic communication with a predetermined and serious

purpose-designed to interchange behaviour through the asking and answering

of questions In addition, it is a skill that can be learned, polish and improved

through practice

The three-step interview strategy is one of the cooperative learning

strategies that help promote achievement, enhance retention, desire and

motivation, social skills, self-esteem, and improve students’ satisfaction with

the learning experience According to Utami (2010), the three-step interview

is implied as an adaptable process in the classroom Some benefits of a

three-step interview can be as follows:

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a) Three-step interview creates simultaneous accountability,

b) Students share and apply different questioning strategies, c) Over time, students are introduced to different taxonomies of

thinking to extend their ability to use different levels of questioning and

thinking

He further states that the three-step interview is effective to improve the speaking of the learners It is a cooperative structure that helps students personalize their learning and listen to others’ ideas and thinking In addition,

there are various ways to organize the sentences in a piece of speaking and

one of them is the three-step interview The three-step interview is praised as

an effective way to encourage students to share their thinking, ask questions,

and take notes It works best with three students per group, but it can be

modified for groups of four

Kristin Rahayu (2010) completed research on “improving speaking skill by using interview” which aims to know whether interview improves students’ speaking skill of SMA Negeri 1 Surakarta in the process of learning

English The result of the study shows that interview is a very effective

technique called interactive skill in teaching and learning speaking English

There is a significant difference in the pretest and posttest scores of the

respondents in the experimental group who applied the interview technique in

practising speaking skill Students’ post-test score of speaking increased

clearly and the behaviour of students to speaking is much better Most

students become more active in speaking lessons because owing to the

interview technique, an interesting atmosphere was created in the classroom The author of the research further supported that interviews give many advantages in teaching speaking (motivation, activeness and healthy competition atmosphere).

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e Games

Games is one of the solution to teachers’ problems in teaching speaking Teacher can help learners to use communicate English in real

situations through games instead on just focusing on the structure of language

(Littlewood, 1981) Games can promise full participants of students in classroom because it is fun and they can enjoy while learning (Mahmoud &

Tanni, 2014) Everyone loves to win, so game can develop a healthy

competitive platform for students to speak English In order to win or complete the task they have express and understand people’s point in English as well as take actions by saying or doing in English (Gate, 2003) So games help students to practice all main skills of language, all stages of the teaching

and learning and various kind of speaking skills Games promotes learners to

think creatively without realizing it Movement produces ‘thought’ which

initiates the learning process and the responsible joint that built up cognitive

frame is the movement not consciousness Language game is fusion of

language and play (Rooyackers, 2002) Passive learners can get the chance to

speak in classroom through games Games are also suitable for low

proficiency learners as they won’t feel pressure while learning English in a

fun way So they feel more relaxed and feel free to accept the input from the

teacher Hence it motivates them to learn English as second language

(Hubbard, 1987) There are games that boost teamwork Implementation of

games in classroom allows learners to communicate with each other, some

games are played in groups Therefore, learners need to interact with each

other in order to complete the task given Teacher should observe the learners

and take actions if learners are not cooperating with their teammates From this

situation, learners learn the value working together It also gives a chance to

students to mix around with their peers.

It can be concluded that there are many using communicative activities

that teachers can implement in speaking lessons at classroom Each activity has

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its own benefits to learners, therefore teachers need to be flexible to use these

activities 2.3 Review of the previous studies

Using communicative activities have been widely explored and studied

by many researchers in the field of English language teaching There have

been a lot of researches and theories in the last twenty years which involve

interaction between learners in the world and in Vietnam

The thesis by Wang Cheng-jun, 2006 was "Using Communicative Tasks for College English Courses” In the thesis, the author gave a brief

account of communicative tasks design and points out the key issue in using

communicative tasks for college English language teaching Communicative

tasks design has been proved to be effective in teaching a foreign language in promoting the learners’ competence in using the language to do things they

need to do Communicative tasks design offers a change from the traditional

teaching routines through which many learners have previously failed to

communicate It encourages learners to experiment with whatever English

pieces they can recall, to try things out without fear of failure, to express

themselves with basic fluency and accuracy

The second thesis was "Using some extra speaking activities based on business English for pre-intermediate second year students of faculty of

economics Vietnam National University, Hanoi" written by Nguyen Thi Hong

Van (2006) In the thesis, the author gave her students questionnaire to have an

overview of real conditions directly influencing on the effectiveness of the activities, and then she presented several mostly common and effective activities

as the representatives The findings indicated that most students found design

activities motivating and entertaining, providing shy students with opportunities to express their opinions and emotions As a result, those activities helped students to practice natural reflexes when practicing speaking English.

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The thesis by Le Thi Huong (2007) was "Using extra speaking

activities based on "English for Tourism" for third year students at Tourism Faculty, CSSH VNU", with the hope of motivating students to speak more in class, the author analyzed the situational needs and students' needs The results of this analysis were the basis for using some extra speaking activities The author made a great contribution to the teaching and learning ESP at Tourism Faculty, CSSH-VNU The results demonstrated that teaching

speaking skills and grammar through language design activities not only

enhances students’ memory and understanding but also helps them comfortably use language, thereby improving communication skills.

Another researcher, Nguyen Thanh Binh (2014) at Xuan Huy High

School studied using oral communicative activities for an English club to

improve students speaking competence To find the results, survey

questionnaire, observation and interview were employed to find answers to the

two research questions The findings of the research revealed that possible

reasons for students’ poor participation derived from both themselves and their

previous teacher Using using oral communicative activities in speaking lessons

helped increase students' participation in terms of both quantity and quality

Overall, there have been number of studies in how to enhance students’

speaking competence in foreign language learning as well as how to raise

students' involvement in English speaking lessons However, there has not

been much research into improving students’ speaking skills at primary school

through using communicative activities This is the gap that the current thesis

study tries to bridge By doing research through pre-test, post-test and

questionnaires, this study hopes to add further evidence to the small but

growing body of research on this topic

2.4 Concluding remarks

In Chapter 2, the literature review focused on key points related to

using communicative activities and speaking skills The research gap was

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identified, highlighting the need for further investigation into the application

of using communicative activities to enhance speaking skills among students The chapter delved into the definitions of using communicative activities and their components, and emphasized their purposes in the teaching and learning process Furthermore, the definitions of speaking and speaking skills were explored, establishing a clear understanding of the concept The impact of using communicative activities on learners' speaking skills was also examined, shedding light on the potential benefits of incorporating such activities Overall, Chapter 2 provided a comprehensive overview of the literature and set the stage for the subsequent chapters, which will delve into the research methodology and findings.

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CHAPTER 3: METHODOLOGY

This chapter provides further details of the methodology undertaken to collect data to analyze the research questions The data from pre-test, post-

test, questionnaire and interviews were collected in the process of the

implementation of using communicative activities A detailed account of the

specific research methods, procedures, action research methodology, data

collection instruments and analysis techniques are covered in this chapter

3.1 Restatement of research questions

By conducting this research, the researcher aims at finding out whether

using communicative activities could enhance the 3rd graders’ speaking skills

in the context of an elementary school or not This overall aim was specified

into the following research questions:

l) To what extent can using communicative activities improve the speaking skills of 3rd grade students at an elementary school in Hai Phong?

2) What are the attitudes of 3rd grade students at an elementary school

in Hai Phong toward learning English speaking through using communicative

activities 2

3.2 Research approach

The utilization of action research provides a framework for researchers

to implement actual intervention strategies, evaluate their impact, and gain

more profound insights into their teaching practices The definition, principles, and model to conduct action research have been elaborated below.

3.2.1 Definition of an action research

Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection,

analysis, and interpretation Whereas research design is to design/develop an

intervention (such as programs, teaching-learning strategies and materials,

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products and systems) with the aim to solve a complex educational problem

and to advance our knowledge about the characteristics of these interventions

and the processes to design and develop them.

A form of research which is becoming increasingly significant in language

education here is action research Regarding the definition of an action research,

many definitions have been defined by different authors as below:

Action research is a methodology employed to explore inquiries and

generate resolutions to challenges encountered by individuals in their daily

existence (Moen and Solvberg, 2012; Stringer, 2014) Kemmis and

McTaggart (1988) argue that the three defining characteristics of action research are that it is carried out by practitioners rather than outside researches, that it is collaborative, and that it is aimed at changing things.

Building upon the research of Burton and Bartlett (2005), Efron and Ravid

(2013) note that educators conduct inquiry processes in their own contexts

through action research to enhance their practice and improve students'

learning

Based on the above definitions, the researcher can conclude that action

research is a method used to enhance practice It is participatory and

collaborative, undertaken by individuals with a shared purpose Additionally,

action research involves problem-solving, particularly when the solution leads

to practice improvement

3.2.2 Principles of an action research

Regarding principles of an action research, many principles have been

given out by different authors as below:

As being said by Zeichner and Noffke (2001), they propose

“trustworthiness”, or the honesty and authenticity of the data analyses, reports and interpretations Bradbury and Reason’s (2001) “worthwhileness” refers to the values participants gain in the research.

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In addition to, lastly, Greenwood and Levin’s (2007) clarified that credibility covers internal credibility, the meaningfulness of the knowledge to

participants and external credibility, the reliability of outcomes to the

uninvolved in the research The term credibility obviously covers the concept

of trustworthiness and worthwhileness in action research, so this study aims at

satisfying the principle of credibility

Overall, it is agreed that reflective critique, validity and credibility are

the mean principles of action research

3.2.3 Models of an action research

Action research is conducted by one or more individuals or groups for

the purpose of solving a problem or obtaining information in order to inform local practice Those involved in action research generally want to solve some

kind of day-to-day immediate problem Action research models vary among

researchers, highlighting the evolving nature of this approach:

Somekh (1989) and McBride (1995: 27) outline another model of

action research, which involves identifying a focus of interest or problem,

collecting and analyzing data, generating hypotheses, planning action steps,

implementing those steps, monitoring changes through data collection,

analyzing and evaluating the outcomes, and planning for the next cycle

Kemmis and McTaggart (1988) propose a _ four-stage model

characterized by a spiral of cycles, each encompassing four stages Initially, a

well-informed action plan is developed to address the current situation The

plan is then implemented, followed by the observation of its effects These

observed effects serve as a basis for reflection and inform subsequent cycles

These four broad stages form a research cycle that can be continued or spiraled until the action researcher achieves a satisfactory outcome and decides to conclude the process By going through this cyclical process,

teacher-researchers gain a deeper understanding of both practice and action

24

inquiry, utilizing their findings to enact intended improvements in teaching

and learning The researcher applied the Two-cycle Action Research Spiral

Model designed by Kemmis and McTaggart (1988) because it was appropriate and practical with her study This model includes four stages:

plan, action or implementation, observation, and reflection The goal of this

model is to help the researcher systematically investigate a problem or issue,

and to develop practical solutions or interventions that can be implemented in real-world settings Through the use of this model, the researcher can develop

a better understanding of the problem or issue at hand, and can work

collaboratively with stakeholders to implement and evaluate potential

solutions By engaging in this iterative process of action and reflection, the

researcher can make continuous improvements to their approach and refine

their interventions to achieve the desired outcomes

action or implementation, observation, and reflection To implement this method, the researcher spent 8 weeks and applied it in 4 Units (Classroom instructions, My school things, Colours, Break time activities) which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994) These units were conducted in the Global Success for grade 3 The process was described in detail in an earlier section.

Before applying interventions, third-grade students at this elementary

school often struggle to maintain interest in learning English due to various

reasons Typically aged 8 to 9 years old, they face distractions and wanderingthoughts, making it difficult to focus on academic studies, especially whenlearning a new language like English Traditional teaching methods focusingon rote memorization further reduce the appeal of learning Additionally,limited opportunities for practical English practice outside the classroom andovercrowded classrooms hinder personal interaction and confidence inEnglish communication To address these challenges, creating a positive,engaging, and interactive learning environment is crucial for maintaining

students' focus and interest in learning English The stages of using communicative activities.

Initially, students underwent a pre-test at the

; researcher's request to gather data on their learning

The first stage: _ ;

“lan” capabilities Subsequently, the researcher guided them to

plan ge

execute four units distributed across two cycles, each

comprising two units

Over an eight-week period, participants engaged in

The second and_ | lessons focused on units 7, 8, 9, and 10 from the

third-third stages: grade Global Success curriculum These lessons

“Implementation | incorporated speaking activities with specially designed

& observation” | tasks Following the execution of the first unit, the lesson

plan underwent revisions to enhance subsequent units.

26

Simultaneously, the researcher observed the

implementation of these using communicative activities

The teacher continuously assessed engagement andgave necessary feedback after implementing all units.Additionally, peer evaluations of the usingThe last stage _— ¬ ¬

communicative activities and team feedback were utilized

“reflection” ; ¬

to reinforce strengths and mitigate weaknesses.Consequently, clear indications for necessary adjustments

in future units emerged.

i) Planning the action

Prior to implementing the intervention, the researcher conducted a

pre-test for students to evaluate their English learning capabilities, focusing on the

units covered in the initial semester of the Global Success 3 book Following

the completion of test 1, the teacher identified the problems which students

needed improvement in English skills Subsequently, the teacher initiated

instruction on using communicative activities for each unit, meticulously

preparing lesson plans, media, and teaching aids Corresponding activities

were devised to acquaint students with using tasks, providing them with the

essential knowledge and skills to address the shortcomings identified in these

conditions

ii) Implementing and observing the action

The researcher implemented the activities which were carefully planned

in the previous phase through six steps following Papandreou (1994):

The researcher played the role of a teacher as well as

acted as an observer, coach, guide, a facilitator, and

Step 1: students did their tasks required in this stage.

` To begin with, the teacher introduced the topic,

period) objectives, and the overall process The teacher and

students discussed the subtopics drawn from the theme inthe textbook

27

The class was then divided into small groups, with each group having a designated leader who was enthusiastic and actively engaged in the class This leader played a pivotal

role in connecting group members and ensuring the

completion of tasks.

Step 2:

Planning (1 period)

During this stage, the teacher has planned and using

communicative activities into teaching lessons through 2cycles At the end of cycle 1 implementation, experienceswould be drawn to improve the next lesson plan by applyingthe more competitive and interesting interactive activities

The teacher and students discussed the required products and specifications for each group The students had the autonomy to choose their topics and were guided on how to

gather information related to units 7 to 10, includingvocabulary, grammar, and relevant structures The teacherprovided scaffolding and essential language resources to

support the students in their preparation

Step 3:

Research(2 periods)

In the next stage, the teacher assisted the students indeveloping their products and provided necessary supportwhen needed Students were guided on how to utilize

technology or materials to gather information, and each group

member contributed relevant information sources to be

shared within the group.

Students worked individually to collect the informationrelated to their topic and then worked in groups Based onthese references, group members engaged in discussions todesign a presentation or create a product that would serve the

final stage A variety of activities were provided to facilitate

their learning process (see Appendix I in the lesson plan)

Step 4: Conclusions

(1 period)

Students revised the ways to collect and interpret data by

describing the charts and reporting their findings Groups collaborated once again to present their final products, engaging in communication, negotiation, compromise, and decision-making Students were encouraged to practice their

presentations at home before delivering them in class

28

The teacher focused on teaching students the language

and manner to make an oral presentation After receiving

instructions for making a presentation, groups rehearsed their Step 5: talks at home and then took turns to present the group reports

Presentation | to the audience.

(2 periods) While a group was making a presentation, the other

groups listened and filled in the peer’s comments to give comments and feedback for that group’s presentation The teacher observed all the activities of the students, listened to them, and jotted down some comments.

In the final stage, the teacher provided feedback onstudents’ performance and efforts The teacher focused on the

Step 6: main task of assessing the students' English skills, and

Evaluation |ensagement and giving the necessary feedback after (1 period) | implementing the above method to help the students improve

their skills, at the same time, the researcher also outlined the

necessary changes for the next units and cycle.

The particular specifications and assignments for every unit can be

presented in Appendix 5.

iii) Reflection In the reflection of 2 units, the data collected from the pre-test, students’

performance, and peers’ feedback on the final product were analyzed The

teacher could evaluate students’ participation, students’ attitudes as well as the

strengths and weaknesses of the intervention implemented in the first cycle As

a result, necessary changes were shown clearly for the next units in the future 3.4 Context of the study

This study was conducted at a primary school in Haiphong Like other

public primary schools, this primary school decides English is one of the most

crucial and prior subjects The primary language teaching curriculum is based on the communicative approach, which mainly focuses on the language skills,

especially oral performances are promoted However, for the elementary

level, most students do not have the habit of speaking, so they find it very hard to open their mouth producing the language Most of them are very shy

29

and even totally unfamiliar with the target language That is the greatest

challenge the teachers are facing at this level

Based on the curriculum in the English textbook Global success grade 3,

the author has built a strategy to improve students’ speaking skills through

integrating using communicative activities into some units of the textbook

There are 20 units covering two semesters with a list of ten topics as follows

Table 1: 10 Units in Tiéng Anh 3 - Global Success

UNIT TOPIC UNIT TOPIC

1 Hello 11 My family

2 Our names 12 Jobs

3 Our friends 13 My house

4 Our bodies 14 My bedroom5 My hobbies 15 At the dining table

6 Our school 16 My pets

7 Classroom instructions 17 Our toys

8 My school things 18 Playing and doing

9 Colours 19 Outdoor activities

10 Break time activities 20 At the zoo

In each unit, there are 3 lessons and a project lesson corresponding with the

theme of the unit The research was conducted in the first semester with four units

respectively unit 7, unit 8, unit 9 and unit 10 in the “Tiéng Anh 3 - Global success, tap 1” It was selected for evaluation guided by Hutchinson and Waters’ model

(1993) focusing on aims, methodology and content of the lesson

3.5 Participants

There are 40 grade 3TM students at Hai Phong participating in thisresearch, including 22 males and 18 females aged 8 years old on average

Most of them live in Hai Phong city Nevertheless, they only focused on

vocabulary, grammar and some practicing skills.

30