VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF GRADUATE STUDIES NGUYEN THI HAI YEN IMPROVING STUDENTS’ ENGLISH COMMUNICATIVE COMPETENCE THROUGH R
INTRODUCTION SH re, 1 1.1 Statement of the problem and rationale for the study ôô 1
Aims and objectives of the Study G121 vn rưn 2 1.3 Research Questions 7
The purpose of this study is to determine whether role-playing is appropriate and effective in a communicative class and find the improvements to make role-play activities more efficient The findings of this study can be applied in actual classroom instruction or modified to produce better results.
To achieve the aims, the study is intended to address the following research questions: a To what extent does the use of role-play activities improve students’ communicative competence? b What can we do to make the role-play activities more effective?
The research was being conducted with thirty non-English-majored learners at the English department of the vocational college There were 20 boys and 10 girls in the second semester of their study.
To achieve the research aims, quantitative and qualitative data were both collected to reveal findings Quantitative data was found through the tests Two tests were conducted with thirty first-year non-English-majored students, one conducted before the semester, and the other conducted after lesson 9 (the last lesson of the semester) to evaluate whether role-play technique effective in improving students’ speaking fluency Secondly, semi- structured interviews were conducted with 5 randomly students before and after the semester to get more data in evaluating the method Thirdly, observation was also necessary in this project as it showed the improvement through each lesson.
This study is expected to be beneficial for students, teachers and school administrators Firstly, this study can help students in enhancing their communicative competence Secondly, teachers can have a reference in choosing class activities when designing an English lesson Thirdly, it may help the school's administrator in managing academic curriculum.
This study contains five chapters Each chapter contains explanations related to the topic.
Chapter 1: Introduction — presents a brief description of the study It covers the statement of the problem and rationale for the study, aims and objectives of the study, research questions, the scope of the study, methods of the study, the significance, and the outline of the study.
Chapter 2: Literature Review — provides theoretical knowledge as a base for the study First, there are definitions of key terms: action research, communicative competence, and role-play Additionally, some previous studies related to role-play effect on communicative competence.
Chapter 3: Research Methodology — explains the approach taken to achieve the study's objectives It also provides a description of the study's participants and the research setting Lastly, it provides the tools for gathering data as well as the process for analyzing it.
Chapter 4: Findings and Discussions — describes and analyzes the data collected from the tests, the observation and the interviews with students.
Chapter 5: Conclusions — summarize all the main points and propose the implication technique to improve communicative competence for students Besides, some certain limitations of the study are also mentioned.Finally, there are some recommendations for future research.
Methods of the StUdy - - <1 11H TH HT ng ng ngư 3 1.6 Significance of the StUY 1107
To achieve the research aims, quantitative and qualitative data were both collected to reveal findings Quantitative data was found through the tests Two tests were conducted with thirty first-year non-English-majored students, one conducted before the semester, and the other conducted after lesson 9 (the last lesson of the semester) to evaluate whether role-play technique effective in improving students’ speaking fluency Secondly, semi- structured interviews were conducted with 5 randomly students before and after the semester to get more data in evaluating the method Thirdly, observation was also necessary in this project as it showed the improvement through each lesson.
This study is expected to be beneficial for students, teachers and school administrators Firstly, this study can help students in enhancing their communicative competence Secondly, teachers can have a reference in choosing class activities when designing an English lesson Thirdly, it may help the school's administrator in managing academic curriculum.
Structure of the thesis 1
This study contains five chapters Each chapter contains explanations related to the topic.
Chapter 1: Introduction — presents a brief description of the study It covers the statement of the problem and rationale for the study, aims and objectives of the study, research questions, the scope of the study, methods of the study, the significance, and the outline of the study.
Chapter 2: Literature Review — provides theoretical knowledge as a base for the study First, there are definitions of key terms: action research, communicative competence, and role-play Additionally, some previous studies related to role-play effect on communicative competence.
Chapter 3: Research Methodology — explains the approach taken to achieve the study's objectives It also provides a description of the study's participants and the research setting Lastly, it provides the tools for gathering data as well as the process for analyzing it.
Chapter 4: Findings and Discussions — describes and analyzes the data collected from the tests, the observation and the interviews with students.
Chapter 5: Conclusions — summarize all the main points and propose the implication technique to improve communicative competence for students Besides, some certain limitations of the study are also mentioned.Finally, there are some recommendations for future research.
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SUIMIMATY
This study contains five chapters Each chapter contains explanations related to the topic.
Chapter 1: Introduction — presents a brief description of the study It covers the statement of the problem and rationale for the study, aims and objectives of the study, research questions, the scope of the study, methods of the study, the significance, and the outline of the study.
Chapter 2: Literature Review — provides theoretical knowledge as a base for the study First, there are definitions of key terms: action research, communicative competence, and role-play Additionally, some previous studies related to role-play effect on communicative competence.
Chapter 3: Research Methodology — explains the approach taken to achieve the study's objectives It also provides a description of the study's participants and the research setting Lastly, it provides the tools for gathering data as well as the process for analyzing it.
FINDINGS AND DISCUSSIONS
DISCUSSIONS 1n 4
In this chapter, role play is discussed as a method for teaching English that aids in students' communicative competence development Role play is an important kind of communication exercise that gives students practice utilizing the English language accurately and fluently while also facilitating meaningful and thorough interactions Participants’ self-confidence is further boosted, and it helps them to express their ideas They also get to chat in class and practice using the English language in various contexts while learning proper grammatical usage.
According to the focus group discussion, a participant disclosed that role play is an effective method for acquiring communication arts Qing (2011) argued that it is a common social activity within a communicative approach. The rationales of communicative approach indicate that creating and manipulating relevant role-play exercises within the framework of an English classroom to cultivate students’ communicative competence is of critical relevance.
Under this pedagogical framework and methodology, students collaborate in small teams to generate characters, construct a narrative, compose dialogues, and engage in extensive role plays centered around diverse multicultural scenarios This exercise employs a dynamic approach involving several pre-writing tasks that promote communication, multiple drafts of scripts, rehearsal, self-guidance, performance, and feedback from peers Participants perceive that their instructor incorporates role play into their course by actively promoting the usage of fluent and accurate English speaking By incorporating realistic scenarios into the role play, participants gain a thorough understanding of the topic It assists individuals in aligning themselves with a specific path and fosters a sense of belonging to organizations that have the rightful authority to articulate their emotions and views.
Students commence by replicating the episode storylines Allowing students to select their own personalities ensures a sustained level of engagement Engaging in role play activities can reinforce learning and provide students with the chance to assess their own level of proficiency in specific language content By simulating reality, they enable novice students and English as a Foreign Language (EFL) students to experience genuine language use for effective communication It enhances students' self- assurance in their proficiency to utilize the English language According to Richard-Amato (1996), it enhances pupils' self-esteem and enhances their capacity to collaborate Regarding Pham Thi Song Thuyet’s study, role-play activities significantly improved students' oral communication performance in terms of fluency, vocabulary use, grammar, and pronunciation Additionally, students generally enjoyed role-play activities and found them helpful for learning.
The participants expressed satisfaction with the method, asserting that role play not only enhances their communication abilities but also improves their writing capabilities However, one of the participants expressed dissatisfaction since they found the activity to be time-consuming The comprehensive instruction on role is divided into three stages: presentation, comprehension, consolidation, and utilization When telling a lengthy story, a teacher typically delays the third stage until the second teaching session. Which substantiates the assertion made by one of the participants that engaging in role playing requires a significant amount of time They proposed that the instructor impose a time constraint for each group, spanning from script composition to presentation Some individuals proposed the provision of a pre-prepared script to effectively manage the allocated time during class hours It is also mentioned in Ampatuan & San Jose’s study that the study's limitations include concerns about the time commitment involved in creating role-playing scripts and the need for instructors to strategically implement role-playing activities.
Regarding the differences compared to previous studies mentioned, the iterative nature of action research allowed this research to refine role-play activities based on real-time observations This is an advantage compared to studies with a fixed timeframe of Thuyet (2020) and Alwahibee (2004) For instance, if confusion arises during an activity, instructions could be adjusted or additional support for future sessions could be provided The interview data provided valuable insights into specific communication skills impacted by role-play (pronunciation, confidence, social interaction) This offered a more nuanced understanding compared to studies like Thuyet (2020) which focused on broader categories like fluency and grammar Another difference could be mentioned is that while Thuyet's study highlighted the benefits of role-play
49 for various communication skills, this research delved deeper by identifying specific challenges and offering potential solutions This combined knowledge would help educators create more inclusive and effective role-play experiences.
In terms of similarities with previous studies, similar to Thuyet (2020) and Bui (2020), this research might be limited in generalizability It is a worth to consider replicating the study with different student populations (age, level, learning styles) to broaden the applicability in future research Besides, students’ engagement as a benefit of role-play activities was also mentioned which was similar to the finding of Bui (2020) Time management was considered as an important factor for role-play activities in Ampatuan’s research and this study.
Compared to previous studies mentioned in literature review, there is a gap that could be addressed Those 4 previous studies focus on whether role- play is effective in improving students’ speaking fluency It would be better if there are some specific suggestions to strengthen role-play activities for better improvement Additionally, conducting in a large number of students could get more valid results instead of implementing in four-teen student class like in Ampatuan, R A., & San Jose’s research.
According to the results, role play is an effective strategy for helping students improve their communication competence It fosters student self- expression, boosts self-assurance, and offers a chance to apply learning social and linguistic norms Besides, it enables students to articulate their identity and enhance their proficiency in communication While each study may have its limitations, the consistent positive outcomes underscore the value of integrating role-play activities into language teaching practices for enhancing oral communication skills.
To sum up, this chapter provided findings for the research questions from the results of the interviews, tests and observation.
CONCLUSIONS HH re 52 5.1 Recapitulations of the main findings . - - ô5+5 s++sss++Ê+sexssess 52 5.2 Pedagogical recommendafIOIS .- - - s + + ‡£+*kE+ee+eeeeeerseeeeeees 53 5.3 Limitations of the study and implications for future studies
5.1 Recapitulations of the main findings
Many students frequently encounter difficulties when acquiring English speaking skills A prevalent problem is the absence of incentive to utilize the target language in daily conversation The students are excessively apprehensive and fearful to participate in class discussions Factors such as the students' passion, the class topic, media, and the teaching technique for English can all contribute to difficulties in the students’ speaking skills Role play is an effective method for teaching speaking, as supported by multiple researches Role play is a form of simulation or enactment of a tale or circumstance in order to convey a message Its purpose is to train students in handling real-life situations, engage in extensive verbal language practice, and foster the development of communication skills.
The research indicates a small rise in scores of questionnaires between the pretest and posttest The research observed an improvement in scores when roleplay was employed, comparing the pretest and posttest results In terms of interview and observation data collected, there is a significant improvement when comparing the results of pretest and posttest Role play is beneficial for acquiring a language due to its alignment with the natural process of language acquisition.
Language that is not native or commonly spoken in a particular region or country By engaging in these activities, students enhance their excitement and self-assurance, fostering improved performance in their foreign language studies Role play provides learners with instruction in vocabulary and common language These components are crucial for enhancing students' communication skills Upon completing this study, the researcher evaluates
52 whether it can enhance students' English communicative competence, particularly by analyzing the data obtained from the pretest and posttest results of utilizing roleplay.
The study's findings yielded several recommendations for both educators and learners.
This study suggests that this approach can be utilized by teachers and schools to effectively design educational activities that yield positive outcomes for students.
Additionally, future researchers can employ this activity to conduct more advanced studies and address prevalent educational challenges.
In both the academic and social spheres It could be acknowledged that this research requires significant refinement in order for the role play method to be very effective in enhancing students’ speaking skills in the future.
5.3 Limitations of the study and implications for future studies
The study aims to enhance teachers’ decision-making process in constructing learning activities It is evident that while the study successfully achieved the research objective, limitations were inevitable The experiment was confined to a select group of college students who did not major in English Therefore, the findings of this study may be applicable to other student cohorts that share certain resemblances with the groups under investigation In other words, it would be challenging to generalize the conclusions of this study for all of the students at the university or other institutions as well.
Furthermore, the study failed to take into account the learners’ autonomy as a significant component in enhancing oral fluency Their lack of motivation to practice and acquire vocabulary and grammar at home resulted in
53 difficulties in speaking English fluently Furthermore, they expressed their infrequent engagement in self-directed English practice at home or beyond the confines of their classes They only practice role-play in class The lack of improvement in communication competence can be attributed to a noticeable deficiency in relevant knowledge and insufficient self-practice Therefore, autonomy should be considered on par with other elements when conducting a thorough study.
Based on the aforementioned constraints, there are multiple suggestions for future research Firstly, it is advisable for other researchers to broaden the study's scope by including a larger number of participants in order to enhance the generalizability of the results and ensure their reliability Furthermore, it is imperative that forthcoming empirical research incorporates learner autonomy as a variable in order to comprehensively analyze and evaluate its effects on students’ ability to communicate fluently with others.
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APPENDIX A.I INTERVIEW BEFORE THE SEMESTER
1 Do you think role-play is effective in improving your ability to speak
Em thay hoạt động đóng vai này có hiệu quả trong việc cải thiện khả năng nói Tiếng Anh của em không?
2 Do you have any suggestions for how role-playing activities could be improved into the language learning curriculum?
Ban co bat kỳ gợi ý nào về cách các hoạt động nhập vai có thể được cải thiện vào chương trình học ngôn ngữ không?
APPENDIX A.2 INTERVIEW AFTER THE SEMESTER
1 Do you think role-play is effective in improving your ability to speak
Em thấy hoạt động đóng vai này có hiệu quả trong việc cải thiện khả năng nói Tiếng Anh của em không?
2 Do you have any suggestions for how role-playing activities could be improved into the language learning curriculum?
Ban co bat kỳ gợi ý nào về cách các hoạt động nhập vai có thể được cải thiện vào chương trình học ngôn ngữ không?
APPENDIX B: QUESTIONS FOR PRE-TEST AND POST-TEST
APPENDIX B.1 QUESTIONS FOR BEFORE THE SEMESTER TEST
Students are randomly assigned to present one of the four topics and answer some questions below Four topics belong to final topic test in regard to evaluate students’ communicative competence in English after course ENT1125 (the first English course in this college)
Topic 1: Your friend Further discussion questions for topic 1
- His/ Her personal information (name/ age/ Job/ hometown/ hobbies, marital status, )
- How do you describe her appearance?
- How do you describe his/ her personality?
- What are his/her hobbies?
- How are you and that person alike?
- How are you and that person different?
- What do you and your friend usually do together?
- When you are in trouble, do you share with him/ her? Why?
- What do you love most about him/ her?
Further discussion questions for topic 2
- How often do you listen to music?
- When do you usually listen to music?
- Where do you usually listen to music?
- What is your favorite kind of music?
- Who is your favorite singer?
- Why do you like him/ her?
- What is your favorite song? Why do you like that song?
- How do you listen to music?
- What is/ are your favorite websites to listen to music?
- Why do you like that/those websites?
- Do you go to live concerts? Why?
Further discussion questions for topic 2
- How many people are there in your family?
- What’s your father’s/ mother’s occupation?
- What’s your mother’s/ father’s name?
- Do you have any brothers or sisters?
- How old is your father/ mother/ sister/ brother?
- Is your brother/ sister married?
- Is your father/mother/brother/sister tall, short, good-looking?
- Does your brother/sister have any children?
- Who do you love most in your family?
- What do you and your family do together?
Further discussion questions for topic 4
- What is the name of your favorite restaurant?
- What is the address/location?
- How far is it from your house to that restaurant?
- How do you get there?
- What do you think about the decoration?
- What are there in the menu?
- What is your favorite drink/food there?
- How is the service? Staff? Price?
- How often do you go there?
- Do you go there alone or with your friends?
- What do you love most about that place?
- Is there anything you don’t like about that restaurant?
APPENDIX B.2.QUESTIONS FOR AFTER THE SEMESTER TEST
Students are randomly assigned to present one of the five topics and answer some questions below Four topics belong to final topic test in regard to evaluate students’ communicative competence in English after course ENT1225 (the second English course in this college)
Topic 1: Your favorite electronic product.
Further discussion questions for topic 1
- How often do you use it?
- Does it make your life easier or harder?
- What do you use it for?
- Do you have any problems with it?
- What do you dislike about that product?
- Do you want to upgrade it?
Topic 2: Your fitness and eating habits.
Further discussion questions for topic 2
1 Do you think you are in good shape?
2 What kind of physical activity do you do to stay in shape?
Where? How many hours do you spend running/swimming ?
3 Where do you usually run/ play tennis/ swim ?
4 What do you usually eat to stay in shape?
5 What do you usually eat/ sometimes eat?
6 What kind of food do you avoid?
7 Why should we avoid fast-food?
8 What are unhealthy eating habits?
9 What is the importance of staying in shape?
10.How many hours do you sleep a day? What time do you go to sleep?
Topic 3: Describe your most recent vacation
1 Where did you go? Who did you go with?
2 How did you go there? How long did you stay there? Where did you stay?
3 How was (were) the weather/ the food/ the people?
4 What did you do there?
5 What did you love most about your vacation?
6 Did you have a good time? Did you have any bad experiences?
7 Was there anything you didn’t like about your vacation?
8 What is it famous for? How did you know that place?
9 What can you do there?
10.What do you love most about this place?
Topic 4: Your personal dress code.
1 What do you usually wear to go to school/ the cinema/ the wedding party/ the funeral ?
What do you never wear?
How do you feel when you wear formal or informal clothes?
Where do you usually buy your clothes?
Who buys your clothes for you?
How often do you buy your clothes? How do you buy your clothes?
Online or at conventional shops?
What should we wear to school/ the cinema/ the wedding party/ the funeral ?
8 What shouldn't we wear to school/ the cinema/ the wedding party/ the funeral
9 Do you have to wear a school uniform?
10.How do you feel when you wear a school uniform?
Below is the marking rubric to evaluate students’ communicative competence before and after the semester This marking rubric was taken from the official marking rubric of the English Department of the College.
INTRODUCTION - lack either - can give a - can give a
- Greets and briefly self- short self- short self- provides personal introduction or | introduction introduction information the topic with frequent with rare
- Introduces the topic hesitation hesitation
- can introduce | - can introduce the topic the topic
CONTENT 20-40% of the | half of the main | - most of the
Presents the main ideas of | required ideas are main ideas are the topic content is mentioned and | mentioned and mentioned and _ | accurately accurately understood understood understood
- examiners occasionally find it hard to comprehend the utterance
FLUENCY (for both many long short pauses short pauses
Presentation and Q&A) pauses happen | happen happen
- Speaks clearly at an frequently occasionally understandable/appropriate pace
- Limited use of filler words (“umm,” “like,” etc.).
ACCURACY (for both - many serious | - frequent - some
Presentation and Q&A) grammatical grammatical grammatical
- Uses learnt grammatical | errors happen errors happen errors happen structures and vocabulary | - frequent - frequent - some misuse correctly misuse of misuse of of vocabulary
- Message communicated | vocabulary vocabulary words in without errors words words in specific
- many words specific contexts are contexts - some words mispronounced | - many words are seriously, are mispronounced
Causing confusion to understand the mispronounced utterance
BODY LANGUAGE - voice is too - voice is soft - voice is a bit
- Maintains eye contact soft to - no eye-contact | soft with the examiners understand the | - no simple - frequent eye-
- Uses body language utterance gestures contact appropriately - no eye-contact - no simple
Q&A (4 pts) - can deal with | - can deal with | - can deal with Clearly and promptly 20-40% of the | half of the the topic- answers (at least 4 topic-related topic-related related questions) from the questions questions questions examiners directly with directly with directly with basic basic basic information information information
INTRODUCTION - can give a - can give a - can give a
- Greets and briefly self- self- self- provides personal introduction introduction in | introduction in information (with at least a confident way | a confident way
- Introduces the topic THREE (with at least (with at least sentences about | THREE THREE oneself) sentences about | sentences about
- can introduce | oneself) oneself) the topic - can clearly - can clearly introduce the introduce the topic topic using paraphrases or synonyms and
State an interesting hook relevant to the topic CONTENT - most of the - all of the main | - all of the main Presents the main ideas of | main ideas are | ideas are ideas are the topic mentioned and | mentioned and | mentioned and accurately accurately accurately understood understood understood
(with good (with excellent pronunciation); | pronunciation); examiners examiners barely find it barely find it hard to hard to comprehend the | comprehend the utterance) utterance
- willing to - willing to expand main expand main ideas with ideas with simple simple supporting supporting details details
- connecting - connecting devices are used | devices are used -canuse many | naturally and relevant flexibly vocabulary - besides words and relevant grammar vocabulary required from words and the topic grammar required from the topic, students can show a wide range of vocabulary (A2, Bl) and grammatical structures
(compound sentences, complex sentences, conditional sentences, etc.) FLUENCY (for both - can speak - can speak - can speak
Presentation and Q&A) fluently with fluently with fluently with
- Speaks clearly at an understandable/appropriate pace rare hesitation (little hesitation occurs when rare hesitation (little hesitation occurs when rare hesitation, self-correction
- Limited use of filler switching to the | switching to the | effort to search words (“umm,” “like,” next main idea) | next main for words and etc.) -sometimes ideas) grammar. pause to search | - show little for words and | effort to search grammar for words and grammar.
ACCURACY (for both - occasional - minor - rare
Presentation and Q&A) grammatical grammatical grammatical
- Uses learnt grammatical | errors happen errors errors structures and vocabulary | (not serious (occasional (minor correctly ones misuse of the grammatical
- Message communicated | concerning article a, an, the | errors are without errors sentence is allowed) allowed Ex: structure, - appropriate occasional
Subject-verb use of topic- misuse of the agreement) related article a, an, the
- occasional vocabulary is allowed) misuse of words in - appropriate vocabulary specific use of words in contexts collocation and certain contexts | - pronunciation | topic-related