The effects of the gallery walk technique on improving efl leaners’ speaking skills in ket classes at duong minh language school in ho chi minh city

TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH Phạm Thị Lạc Hà THE EFFECTS OF THE GALLERY WALK TECHNIQUE ON IMPROVING EFL LEANERS’ SPEAKING SKILLS IN KET CLASSES AT DUONG MINH LANGUAGE SC

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Phạm Thị Lạc Hà

THE EFFECTS OF THE GALLERY WALK TECHNIQUE

ON IMPROVING EFL LEANERS’ SPEAKING SKILLS

IN KET CLASSES AT DUONG MINH LANGUAGE

SCHOOL IN HO CHI MINH CITY

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

Thành phố Hồ Chí Minh - 2024

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Pham Thi Lac Ha

THE EFFECTS OF THE GALLERY WALK TECHNIQUE

ON IMPROVING EFL LEANERS’ SPEAKING SKILLS

IN KET CLASSES AT DUONG MINH LANGUAGE SCHOOL IN HO CHI MINH CITY

“Chuyên ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh

Mã số: 8140111

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGƯỜI HƯỚNG DẪN KHOA HỌC:

TS LE TH] KIEU VAN 'Thành phố Hồ Chí linh — 2024

Thereby certify that this thesis entitled “The Effects of the Gallery Walk Technique Language School in Ho Chi Minh City” is my own research in fulfillment of the requirement for the M.A degree at Ho Chi Minh City University of Education, Apart from where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma,

No other person's work has been used without due acknowledgement in the main text

‘The fulfillment of this M.A thesis would not have been possible without the support, assistance, and encouragement of the following people to whom T would like to take this opportunity to express my deepest gratitude, First of all, [am sincerely grateful to my supervisor, Dr Le Thi Kiew Van, for her dedication to providing the timely support, wholehearted guidance, and valuable ical feedback during the study, which serves as a tremendous driving force for my

‘endeavor right from the start to the end of this study,

Additionally, I would like to acknowledge my sincere thanks to the school administrator at Duong Minh language school, and the students who greatly assisted me and showed willingness in taking part in the survey during my study

AS a final point, I am deeply indebted to my lecturers, friends and classmates

‘encouragement which paved the way for my thesis completion

1.3 Research aims, research questions and research hypothes 3 1.3.1 Research aims

1.5 Structure of the study

CHAPTER 2 LITERATURE REVIEW

2.1 The concept ofthe gallery walk technique 6 2.1.1 Definitions ofthe gallery walk technique 6 2.1.2 Main functions of Gallery Walk 7 2.13 Theories underlying Gallery Walk 7 2.14 The effectiveness of the gallery walk technique 8 2.1.5 Challenges of using the gallery walk technique lô 2.1.6 Procedure of the gallery walk technique " 2.1.7 The application of the gallery walk technique in a speaking lesson 13 2.1.8 Stages of applying GW in speaking classes 4

2 The concept of Speaking Skills

3.6 Lesson plan forthe control and experimental groups

361 n plan forthe control group

362 Lesson plan forthe experimental group

38 Validity and reliability ofthe instrument 49 3.8.1 Validity and reliability ofthe pre-test and post-test 49 38.2 Validity and reliability ofthe questionnaire 32

APPENDIX D: QUESTIONNAIRE IN VIETNAMESE VERSION 102 APPENDIX E: LESSON PLAN FOR THE CONTROL GROUP 104 APPENDIX F: LESSON PLAN FOR THE EXPERIMENTAL GROUP 1s APPENDIX G: RUBRICS FOR SPEAKING EVALUATION 125 APPENDIX H: EVALUATION FORM FOR THE PRE-TEST AND POST~

126 APPENDIX I: CONVERT RUBRIC TO SCORE lai APPENDIX J: PRE-TEST SCORES OF EXPERIMENTAL GROUP (A) AND

APPENDIX K: POST-TEST SCORES OF EXPERIMENTAL GROUP (A) AND

APPENDIX L: ITEM-TOTAL STATISTICS 130

English as a Foreign Language Experimental group English Learning and Teaching League Galery Walk

Ho Chi Minh City Statistical Package fr the Social Sciences Zone of proximal development

Table 3.1, Description of Participants’ Characteristics

Table 3.2 Selected Speaking Tasks

Table 3.3 Procedure of the Control and Experimental Group Table 34 Rubries for Assessing Speaking Performance

Table 3.8 Schedule for the Main Stages of the Research

Table 3.6 Specific Speaking Assessment Scale Based on Five Bands Table 3.7 Convert Rubric to Score

Table 38 Cronbach's Alpha coefficient

Table 39 Reliability Statistics

Table 4.1 Descriptive Statistics of Pre-test Scores for the Two Groups Table 4.2 Descriptive Statistics of Post-test Scores for the Two Groups Table 4.3 Specify Types of Tess

Table 44 Descriptive Statistics ofthe Pre-test

Table 4.5 Ranks of the Pre-test Scores of Both Groups

Table 4.6 Test Statistics of Both Groups

Table 4.7 Descriptive Statistics ofthe Post-test

Table 4.8 Ranks of the Post-test Scores of Both Groups

Table 4.9 Test Statistics of Both Groups

Table 4.10 Descriptive Statistics of the Pre-test and Post-test of the Experimental

Table 4.15 Test Statistics ofthe Control Group 68 Table 4.16 Learners” Attitudes towards the Gallery Walk Technique in English-

‘Table 4.17 Learners’ Attitudes Towards the Contributions of the Gallery Walk Technique to the Improvement of Learners’ Speaking Performance 72

ABSTRACT

A vast majority of EFL students encounter difficulties in learning to speak the target language due to differences in their background knowledge and a lack of appropriate proficiency levels, To address this problem, the study investigated the effects of a teaching technique called " jallery Wall” (GW) on EFL learners’ speaking performance

‘The study employed quantitative methods with quantitative quasi-experimental

‘group and the experimental group The learners in the experimental group learned with the GW technique while the control group was taught using the traditional technique Data were collected through pr sst and post-tests to measure students’ speaking performance before and after the treatment Additionally, a Likert-scale investigate learners’ attitudes towards GW in their speaking learning The collected data were analyzed using the SPSS software To elaborate, the Whitney U test and noteworthy differences between the mean speaking cores of the groups The pre-test results were used to compare the means of the control and experiment groups, determining any differences in speaking performance before the experiment The improved speaking performance compared to the control group Regarding the questionnaire, the mean value, minimum and maximum values, and standard deviation of each statement were calculated

‘The findings of the study revealed that the use of GW improved EFL students’

speaking ability Moreover, many students exhibited positive attitudes towards GW

in speaking learning Thus, these findings might encourage the usage of GW in speaking teaching to improve learners’ speaking performance Keywords: speaking performance, effects, gallery walk, attitudes, improve

INTRODUCTION

This chapter illustrates the background to the study and its statement of the problem which leads to the research aims, and research questions Additionally, thi chapter describes the structure of the study

1.1 Background to the study

Itis undeniable that the ultimate purpose of learning English is to use it effectively in aspects such as cultures, economics, and education, Therefore, mastering the art of speaking is the most important aspect of learning a second or foreign language in Which success is measured in terms of the ability to conduct a conversation in the target language (Nunan, 1991, p.39) Indeed, if a student possesses a wide range of English lexical items and masters English grammatical structures, but he or she listeners as one speaks fluently Also, Varpe (2013, p.11) stated that “the desired, not the ability to use the language exactly as a native speaker does.” Likewise, in Vietnam, English is only a foreign language and is not used in daily conversation Learners only study English in a classroom or school environment The majority seldom use English outside the ws, as they would rather use the mother tongue instead of the target language

‘Thus, the teacher should need some useful solutions to support learners in improving cooperative technique “The term cooperative learning technique mentions an instructional strategy in which learners at different performance levels cooperate in small groups toward a shared objective” (Namaziandost et al 2018) In another way,

the skills by Barkley et al (2005) (Cooperative Learning Techniques, 2018),

problem-solving, Each category has some techniques like jigsaw, think-pair-share, three-step interview, note-taking pai sequence chains, and peer editing The GW technique therein is considered the suitable cooperative technique (Cooperative Learning Techniques, 2018) to involve learners in their speaking learning Through knowledge which helps them confident in English learning and daily communication

‘They could freely exchange their opinions and ideas with peers during the speaking time The technique makes learners more dynamic and enhances the interaction

during the speaking time as well as makes them more responsible for their speaking,

In addition, it could enhance learners" earning autonomy and motivation which helps (Francek, 2010; Bowman, 20025; Gregory and Kuzmich, 2007), From the explanation above, with the hope that the technique helps learners enhance

of the gallery walk technique on improving EFL learners’ speaking skills in KET classes at Duong Minh Language School in Ho Chi Minh City” 1.2 Statement of the problem

‘As an English teacher ata language school where I have worked for several years 1 realized some obstacles EFL leamers encounter in speaking time Firstly, learners did

in vocabulary, pronunciation, or grammar Secondly, learners struggle to conduct a

ct al, (2023) had the same views when stated that learner faced obstacles in speaking

<uc to mispronunciation, not being able to arranging ideas because of grammar errors

In the same ve | Tuan and Mai (2015) claimed that EFL learmers confronted many

to study in a non-threatening, dynamic learning environment Also, they are distinct bade concepts while others already move on to applying the content Yet, the teacher must figure out the appropriate techniques or methods to engage them in speaking activities as well as in improving their speaking performance These days, GW has been conducted by many educators or researchers around the world and the findings from these previous studies revealed that GW has effects on leamers’ speaking skills (Farchi and Waloyo, 2020; Puspitasati, 2024; Otoyo, 2018, Apifah 2018; Bahar etal, 2022) The majority of the studies were conducted at junior techniques or methods to examine their impacts on improving learners’ speaking performance like drama (Bui, 2016), and storytelling (Tran, 2021), there has not been any study relating to GW yet, especially in a language center,

‘The above-mentioned reasons are the incentive for the researcher to conduct the English language school with the hope of tackling all learners’ difficulties in a speaking class

1.3 Research aims, research questions and research hypotheses 1.3.1 Research aims

This study is conducted to obtain two research aims

(1) To idemtify how the gallery walk technique affects learners’ speaking skills (2)To explore the learners’ attitudes towards the gallery walk technique used in speaking learning

This study focused on answering the following questions:

(1) To what extent does the application of the gallery walk technique affect learners” speaking skills?

(2) What are learners’ attitudes towards the application of gallery walk technique used in speaking learning?

1.3.3 Research hypotheses

1) Hypothesis 1: There are significant differences in speaking performance between the students who are taught with GW and those who are not 2) Hypothesis 2: Leamers have positive attitudes towards GW in their speaking learning,

14 Significance of the study

This study aimed to explore how GW affects learners’ speaking skills and its relevance in education It contributes to teaching and learning both theoretically and

practically

‘Concerning theoretical contributions, although there have been several studies on the (Tran, 2021) on improving speaking performance in the Vietnamese context up (0 the

present, GW has not been applied yet, especially in the context of a language center,

sfully and can describe the effects

‘Therefore, in case the research is employed suc

‘of GW on leamers’ speaking performance, the findings ofthe study might contribute Valuable information for future research on the use of GW in BLITL in Vietnam as well as becoming a part ofthe literature inthe field

(On the practical aspect, many individuals involved, including teachers, eamers, and researchers may benefit from the study As forthe leamers, GW may introduce a new technique to speaking learning This one is expected to help them improve thei

activities through preparation and teamwork As for the teachers, the study's result and learning speaking properly

As for future researchers, this study’s result may provide them with insights into the cefieets of GW on learners” speaking performance for further studies, or relevant literature

LS Structure of the study

ction as follows:

‘The study includes four chapters and one si

Chapter 1 Introduction - Introduces the thesis To be specific, this chapter presents the background of the study, the statement of the problem, the research aims, the research questions, the research hypothesis, the significance of the study, and the structure of the study

Chapter 2 Literature review - Reviews the theoretical relevant to the study It begins with the concepts of speaking, concepts of the gallery walk technique, and

factors, and benefits of the GW technique Then, it concentrates on the procedure for applying it to teaching speaking The chapter ends with some previous studies related

to the topic

Chapter 3 Methodology - Presents the methodology for the research A detailed

‘materials, lesson plan for both groups,

description of the research site, participants,

research instruments is used in the research is indicated The chapter also clarifies the analytical framework, validity, reliability and ethical issues Chapter 4 Data analysi

as well as discusses some issues emerging from the findings from the questionnaire = Reports the results from the analysis ofthe data collection and tests,

Conclusion and recommendations - indicates some main conclusions point out the limitations of the study and makes some suggestions for further studies

LITERATURE REVIEW

‘This chapter demonstrates the theoretical background of speaking skills as well as the

GW technique This chapter consists of six parts, including the concept of speaking speaking lesson, and experimental research on the effects of the GW on improving leamers’ speaking skills

21 The concept of the gallery walk technique

2.1.1 Definitions of the gallery walk technique

Francek (2006, p.27) and Albert (2016) defined GW as “a discussion technique that

‘got leamers up and out of their chairs and actively involved in synthesizing important listening and team-building skills”

Furthermore, Bowman (2005, p.1) stated that the GW technique is “one of the most versatile learner-centered activit and a cooperative learning technique that had a positive impact on learners’ speaking ability Also, Bowman (2005, p.93) mentioned some variations of GW, like Gallery Walk Breaks, Table Rotation, Graffiti Gallery, Pass the Charts, Card Charts, and More Gallery Walk Breaks

In fine with Bowman, Gregory, and Kuzmich (2007) claimed that GW was collaborative problem-solving tool It was an excellent means for communication that acknowledges the creativity and power of the group”

Allen and Tanner (2005) also cited that the gallery walk technique is one ofthe active learning methods where students discover new information, organize it in meaningful

‘and communication between classmates and encourages learners to lea independently instead of depending on teachers to teach

students to actively engage in class In addition to having the ability to interact and

‘communicate with their classmates, learners are permitted to pose questions and offer pertinent answers,

2.1.2 Main functions of Gallery Walk

According to Regier (2018), GW is one of the formative assessment strategies

‘Through using GW in particular and formative assessment in general, the teacher can what information the leamers need to learn, and whether the learning opportunities

is one of the various activities to make the learning stick It can be an opening activity,

a review a ivity, or a closing exercise, The teacher ean also use i as an ongoing activity throughout the training or during training breaks (Bowman, 2005, p.15)

To conclude, there are two main funct for GW, namely an as ssment tool and a learning tool which is explicated above The teacher can employ the same tool he/she already utilizes regularly as formative assessment tools (Dirken, 2011) 2.1.3 Theories underlying Gallery Walk

It is rather challenging to identify what the theories underlying GW since there are only some related studies Sarwanti (2020, p.2) asserts that though Vygotsky's notion oor teachers in adult guidance and collaboration, this would include GW involving

proves that GW could be grounded in Social Constructivism (Vygotsky, 1978)

is not obtained in isolation

‘The core tenet ofthis theory i that the majority of learni

Dut through interaction with others in socially-embedded contexts and cultural settings Nevertheless, such interaction needs to occur within ZPD Vygotsky (1978,

p 86) defines ZPD as the distance between the “actual development level” of a Tearner and the “level of potential development” that can be attained through problem: solving under the guidance of adults or in the collaboration of more capable peers Furthermore, GW builds its foundation on Bloom’s taxonomy of learning

‘demonstrating distinct cognitive processes needed for learning, thinking critically,

‘of Waterloo) These processes also reflect cognitive and educational objectives, creating (Anderson & Krathwohl, 2001) GW is one of the techniques which allows learners to apply knowledge to different situations

To conclude, GW is underpinned by the social constructivism theory and Bloom's learning process Together with the aid of peers, teachers, or other supporting systen they can develop their knowledge and improve the quality of their tasks The interplay between peers and teachers during GW potentially enhances learning acquisition As

a result, ss able students can elevate their competence with the assistance of more capable peers

214 The effectiveness of the gallery walk technique

Bowman (2005, p.93) cited that the GW technique had numerous benefits when applied in teaching speaking, as follows,

= Connect learners to both new and old information

~ Assist students in concentrating on what they want to learn and what they already know

leamers and the topic

~ Establish strong bonds between leamers and the topic to create a vibrant learning community

= Collect a substantial amount of topic-related information for use in subsequent training sessions

~ Serve as a tool for learners to self-assess before and after training Serve as a needs assessment for the teacher, enabling hinvher to ensure that the

Ieaming needs of participants were addressed during the taining, Provide learners a chance to walk around while they review the content Additionally, Bower and Keisler (cited in Apifah, 2018) stated that the GW technique requires the learners to visually represent their knowledge of the related speaking meanwhile rect Jing the feedback of the teacher and their friends without feeling any stress as the conventional methods

In addition, Francek (2006, p.27) said that GW allowed learners to deal with

<iscipline, When the teacher employed GW, leamers had a chance to move around apathy Indeed, when learners went around the classroom to see the contribution of ideas and revise their tasks Not only did they learn from a textbook, but also from their peers’ opinions The discussion was better than the lecture in promoting higher- enhancing team-building activities (Francek, 2006, as cited in Fluegeman & Rice, 2004; Kelly, 2004; Wilen, 2004; Johnson and Mighten, 2005)

‘advanced material He/she could organize an activity in 15 minutes or a project lasting (2005, p.2) stated that the activity took from 10 to 30 minutes depending on the

‘group's size, the number of chart pages, and the length of the class discussion Also, Bowman (2005, p.93) claimed that GW could help participants collect a large amount training goals, the leamers’ needs, the group’s size, and the learning environment From the aforementioned benefits, the GW technique showed that it had a positive influence on learners’ speaking learning by engaging them in speaking activities, improving learners’ knowledge, improving their confidence in speaking performance the teacher could find it suitable to adopt the technique in the training, especially in the English Language Centre where the number of learners was not as much as in schools

2.1.5 Challenges of using the gallery walk technique

As well the advantages aforementioned, teachers should pay attention to some disadvantages when applying the GW technique in teaching speaking skills According to Francek (2006, p.28), some problems are presented as follows: For learners, some group members did not take part in the discussion or talk about

‘with others, thus they resisted the discussion method Also, some learners may face various challenges in speaking like shyness, stuckness when conveying thoughts, limited vocabulary

For teachers, GW requires an applicable room or space that is enough for 30- 40 spacious enough, oF there were more than 40 leamers inthe classroom In addition,

‘considered when conducting Since GW was not a multiple-choice or fill-n-the-blank test the teacher had to ensure to give fair marks Lastly, time was one of the obstacles task,

In brief, to employ the GW effectively, the teachers had to pay attention to avoid the demerits and take advantage of the merits

2.1.6 Procedure of the gallery walk technique

As for the application of GW in speaking tasks, many educators gave guidelines for teachers and students to apply it effectively

According to Bowman (2005, p 95), she demonstrated the general instruction for twaching using GW as follo

Step 1: Announce the purpose of the activity Tell leamers they will work either them to move from chart to chart, writing their responses on the charts, If hey finish before time is called, they can begin reading the charts, Give the whole group about three minutes to write on as many charts as they can,

Step 2: When the writing time is over, tell earners to take a walk around the gallery reading the charts and observing any interesting pattems, surprising comments, _roups oF the people who were seated near them before the activity began, Allow another two minutes to do this par of the activity

Step 3: Tell leamers to return to their table groups or seats and discuss their _group give a summary ofits discussion, Or ask volunteers to share their observations,

with your observations and tie the summary to the activity purpose Likewise, Francek (2006) showed instructions on how to use GW step-by-step in the following steps (see the diagram for the gallery-walk rotation) Step 1: Create and write questions: The teacher posts on the large sheets of chart con the class sizes, the teacher writes a suitable number of questions He/she can use he/she posts them in different locations

Step 2: Teamwork: First, the teacher gives instructions on how to use the GW technique and places leamers into small groups Second, he/she gives each group a different colored marker or pen (if not, he/she just gives them a board marker) Lastly each group has 10 choose a recorder who is responsible for speaking group comments and a reporter who is in charge of the final talk for the group Step 3: Assign stations and start comments: The teacher directs groups to different discussion places,

Step 4: Rotation: After three or five minutes, the teacher says “Rotate!”, the group moves to the next station in a clockwise direction, Then the groups make new teacher Was a facilitator, He/she would go around the classroom so that he/she could explain the questions to the learners (if necessary) or make a judgment about their understanding Simultaneously, he/she records any mistakes or misconceptions to fix for the carers after the short final presentation,

Step 5: Begin oral presentations: After going around every station, the learners return

to their stations and synthesize all comments on the sheet in 5-10 minutes Then the reporter presents in front of the class At the same time, the teacher plays as an

‘as misconceptions,

was necessary thatthe teacher organized itso smoothly and learners had to try their best to cooperate and engage in the speaking tasks

2.1.7 The application of the gallery walk technique in a speaking lesson

As previously mentioned, the GW technique fosters meaningful learning by

‘equipping learners with relevant background knowledge before speaking (Bowman, existing knowledge To achieve thi chers should evaluate correctly learners prior knowledge This can be accomplished during the creation and speaking stages, and share their ideas about the topic In cases where leammers lack relevant knowledge, teachers should prompily provide support to address any gaps in understanding,

engaging them in discussions and the construction of their knowledge (Bowman, distinct stages of the classroom activities to provide Ieamers with the necessary fostering learners’ interest in speaking through various classroom activities such as scaffolding, including key phrases relevant to the topics, enabling leamers to progre: ively express their opinions with essential information Inthe oral presentation stage, the teacher assumes the role of a monitor, assessing learners' work

‘and providing feedback

Furthermore, GW encourages learners to think critically and engage in debates during cexperien s and social knowledge, learners can engage in detailed discussions on speaking tasks, thereby fostering the development of critical and creative thinking skills and empowering learners to become independent and resourceful individuals 2.1.8 Stages of applying GW in speaking classes

‘There are three main stages in a speaking lesson: Pre-Speaking, While-Speaking, and Post-Speaking,

Warm-up and lead-in

AC the outsel, the teacher conducts a warm-up and lead-in to engage learners in lessons

Pre-Speaking stage

In the Pre-Speaking stage, presentations on necessary linguistic knowledge, such as practice on these aspects Through the reading passage or listening passage, the

learners to grasp linguistic knowledge inductively

tasks before they made some learning activi

role-play, or individual interviews

GW was utilized in this stage, following the procedure of GW as mentioned above,

as follows

To begin with, the teacher explained how to use the GW technique in a speaking task

‘Then, the teacher divided the class into two small groups of five and gave each group topics At the time, they had the opportunity to expres

their ideas through group discussion and wrote on the board They followed the ideas and opinions of all the members in their group and the other groups by moving around to the other group's speaking to grasp more useful information about the given topic Next, the reporter

of each group presented their group’ speaking, This activity greatly benefited learners

in establishing ideas needed for speaking tasks, simultaneously, it helped them to review their learned knowledge Finally, the teacher provided final comments on their speaking if necessary before the wrap-up

Finally, before leading to the wrap-up, the teacher gave feedback on their speaking

‘and the learners took notes or fixed their errors if necessary

2.2.1 Definition of Speaking

‘There are numerous definitions of speaking skills proposed by some linguists and language specialists, Inthe study, I would like to mention some of them as follows: Bailey (2005, as cited in Florez, 1999) that speaking is “an interactive process of

constructing meaning that involv producing and receiving and proc sing information.” Its “often spontancous, open-ended, and evolving” (p 1), but itis not

‘bchavior that we do not stop to analyze it unless there is something noticeable about

it It means that speaking is a way speakers express their feelings, emotions, and implications and requires hearers to understand what they want (o say thoroughly Also, Brown (2004, p.140) said that speaking is a productive skill that could be directly and empirically observed; those observations are invariably colored by the compromises the reliability and validity of an oral production test Moreover, he micro-skills produce smaller chunks of languages such as phonemes, morphemes, words, collocations, and phrasal units, The macro skills simply the speaker’s focus nonverbal communication, and strategic options (p 142)

Additionally, Bygate (1987) proposed that speaking is the skill by which they are most commonly judged which leamets need to be able to interact confidently It is advancement, and business Moreover, Bygate (1987, p.5-9) split speaking skills into

in the correct order sounds and structures of the language and interaction skills that there are at least two kinds of demands affecting the nature of speech: processing

us to distinguish between those situations in which both the speaker and hearer are rights, as during a speech

Hornby (1995) defined that speaking is the s I that the learners will be judged upon

‘most in real-life situations It is an important part of everyday interaction and most comprehensively In the same vein, Grogned (1997) stated that speaking is one of the

skills that have to be mastered by students in learning English It is an essential tool for communicating

According to Hornby (1995), speaking is the skill that learners will be evaluated on the most in real-life scenarios Ibis a crucial component of daily communication and,

‘most often the initial impres jon of a person is based on her/her capacity for clear, concise speech In a similar spirit, Grogned (1997) said that one of the skills students have to acquire is speaking, It isa vital tool for communication, All mentioned concepts above prove that speaking is an essential skill in language learning and requires learners to make numerous attempts (0 communicate effectively and confidently

2.2.2 Aspects of Speaking

According to Goh (2007), speaking is crucial for language learners as it plays a role

in communication and also facilitates language acquisition and development To the basic grammar, vocabulary, and pronunciation, and simultaneously guarantee

speaking was a complex skill requiring the simultaneous use of different abilities

‘Thus these components were analyzed in the speech process: pronunciation,

‘grammar, vocabulary, fluency, and comprehension,

According to Bailey (2005, p.5), accuracy inthis context refers tothe ability o speak intended meaning and using English grammatical structures Fluency, in contrast, was the capacity to speak flowingly, confidently, and at arate consistent with the norms

of the relevant native speech community, Similarly, Goh (2007, p.12) cited that

‘fluency depended on a combination of abil 's: a reasonable command of grammar,

a knowledge of adequate vocabulary, and clear and intelligible pronunciation In the same vein, Baker and Westrup (2003, p.7) said that “accurate speakers do not make themselves appropriately and without hesitation and seldom worry excessively about making mistakes It is “the ability to link units of speech together with facility and proves that accuracy and fluency are parallel aspects if you master speaking skills,

‘you will achieve both of them,

2.2.2.2 Comprehension

Vo wulary, Pronunciation, and Grammar are the aspects of linguistics knowledge that learners have to lear four basic skills: listening, reading, speaking, and writing According to Hymes (1972), the are several sectors of communicative competence,

‘of which the grammatical is one Grammatical or linguistic competencies mean to us

of the grammar, syntax, and vocabulary of a language Each of them plays a vital role

<isrespectful expressions or use them correctly in each real-life situation, According and structures ofthe language, including clear and correct sentence construction and the proper forms of words,

Concerning vocabulary, it would enable them to convey the meaning through the way

2.3 Learners’ attitudes in language learning

‘Though the main purpose of the study is to investigate the effects of GW on improving EFL learners’ speaking skills, itis essential to take into account learners” attitudes towards the application for practical use in real classroom settings This is depend upon ethnocentric tendencies, attitudes towards the other community, Kasprzyk (2008) claimed that “Attitude is determined by the individual’s belief weighted by evaluations of those outcomes or attributes Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude” (p 71) It means that learners who have a positive attitude towards learning English will be more involved in learning activities and may endeavor constantly to overcome inevitable difficulties in their learning Thus, the study explored learners’ attitudes to address a substantial influence on learning success while applying GW to speaking teaching to investigate the effects of GW on learners’ speaking performance

As for foreign context, some studies related to the GW technique contributed and recommended for use in improving and mastering speaking skills due to its effectivenes in language learning Let's review some of the following relevant studies

2.4.1 Overseas studies

GW has been used vigorously worldwide and it has been a topic of numerous research, especially in the Asian region, Most research has been conducted on non-major improved students’ speaking performance noticeably The results of the data proved that the difference between the pre-test and post-t is statistically significant The researchers have used different kinds of research and instruments when conducting the studies

As for quantitative research, mainly the researchers employed tests as the instruments,

in the studies as follows:

Farchi and Waloyo (2020) conducted This research aimed to figure out the effect of the gallery walk strategy on students’ speaking skills in the eleventh grade at MA experimental class and a control class It used quantitative research with a quasi-

‘experimental method in which the technique of collecting data were tests The result

demonstrated that the effect of the gallery walk strategy on students’ speaking skills

is a significant influence

Similarly, Puspitasari (2024) researched the effect of using GW as an alternative

technique to students” achievement in speaking The researcher took 25 students of

‘quantitative research in which the instruments were tests The data was collected by means of speaking tests The result demonstrated that using GW as an alternative

‘engage in the speaking tasks

Another study was conducted by Otoyo (2018) There were 76 cleventh-grade leamers at Madrasah Aliyah in Palembang, South Sumatra, Indonesia The research aimed (0 inv stigate (wo iss es, st, {0 figure out the important progress on the cleventh-grade learners” speaking ability before and after the treatment Secondly, to

‘experiment and the control group The researcher used the quasi-experiment in which finding revealed that there was some improvement in the experimental group, and proved that the GW technique could be employed in teaching speaking tasks to easily, participate actively with their peers, and feel more confident when sharing their opinions in English in the classroom,

Similarly, Apifah (2018) conducted a study about the effectiveness of using the GW technique on learners’ speaking skills A total of $0 leamers were studying in the eighth grade of MTs YASPINA, The purpose of the study was (0 figure out the employed a quasi-experimental in these learners having the same ability For more details, quantitative data were collected by using speaking tests (pre-test and post- learners’ speaking skills

Although Bahar etal (2022) used the same type and instrument of research, the goal

of the study was unlike, They focus more on the effeets of GW on the aspects of early about the impacts of GW In more detail, Bahar et al (2022) conducted

accuracy and fluency The participants of the study were 23 second-grade students at

improve pronunciation, fluency in particular, and speaking performance in general Unlike the above research, the study which was carried out by Jayanti (2021) aimed

to investigate the effect of GW and emotional intelligence on learners’ speaking skills School, Cilandak, in South Jakarta The researcher used quantitative research and the

‘quasi-experiment methods in which questionnaires, tests, and documentation were and emotional intelligence impacted learners’ speaking performance Despite the same goal as the above research, some researchers applied a different research method, which is classroom a¢ ty research, with different instruments like investigation, and tests The findings were equal to the results ofthe above studies when the data proved that GW had a positive impact on leamers” speaking skills, However, unlike the previous ones, the findings revealed that learners had positive attitudes toward speaking tasks, Let's look at the below studies to be more specific Anggraini and Saputra (2019) examined about GW technique in improving learmers’ speaking skill The research participants were 30 second-grade Tearners in Senior

aimed to overcome problems of students” speaking performance, The method of the study was a classroom activity that mixed action and investigation The findings manifested that the GW had a positive impact on learners’ speaking skills It made them pay attention to what they know, and what they want to learn Likewise, Anwar (2015) conducted a study at SMA Muhammadiyah (plus) Salatiga

earch were 34 students in

in the academic year 2014/2015 The subjects of the res

Grade X at SMA Muhammadiyah (plus) Salatiga, The aims of the study were to

‘method in which tests were used to employ the study The data indicated that learners’ speaking skills could be enhanced by applying GW through the analysis of tests” data,

In the same vein, Widaryanti (2019) conducted a study with the aim of describing

‘GW to teach speaking in senior high school The participants of the research are 32 students in grade X at one of the state schools in Kalasan, Sleman, Yogyakarta Classroom action research was the method used in the study The findings revealed that GW was suitable to teach speaking because steps in GW engage students in practicing speaking as well as create some positive atmospheres for learning speaking Andini et al (2019) They conducted a study about the influence of the GW model

‘on students’ speaking skills The aim of the study was to investigate the influence

GW model on students’ speaking skills The pa icipants ofthe study were seventh-

‘grade students in SMPN 2 Purwadadi The study used a mixed method with a quasi-

‘observation, The results of the data from tests and questionnaires showed that there while the opposite was true for one observation

‘The last one I referred to inthe study is the research carried out by Othman and Radzi towards GW and how GW could be used as a tool to help students perform in speaking assessments, ‘The researcher used the research methodology integrated into the convergent parallel mixed methods design, The samples of the study were 32

‘questionnaires and focused group interviews The findings showed that the majority speaking performance, It proved that the learners gained some benefits from using

‘grammar as GW helped them perform well in their speaking assessment

In brief, most overseas research indicated that GW affected learners’ speaking performance significantly However, only one of the previous studies was conducted

co jderable agreement on the positive effects of GW on learners’ speaking performance, these research studies should call for more elaboration on specific speaking aspects, particularly Pronunciation and Vocabulary Regarding learners attitudes, only the generally positive trend was given in some of the above studies

GW on improvements their learning performance

2.4.2 Studies in Vietnam

In the Vietnamese context, although there have been several studies on the effects of using other techniques or methods like drama (Bui, 2016), and storytelling (Tran, 2021) on improving speaking performance in the Vietnamese context up to the present, GW has not been applied yet, especially in the context of a language center 2.5 Research gaps

Based on the previous related studies above, some research gaps were revealed and required the researcher to pay attention to them when conducting the study Firstly the previous studies showed that the GW had some significant effects on learners! 2021; Anggraini, and Saputra, 2019: Othman and Radzi, 2019 and Andini etal., 2019) However, the impacts of GW on individual aspects of speaking performance: Fluency, Grammar and Vocabulary, Pronunciation, and Interaction were not still proved clear

the research,

defining whether there were some effects on learners’ speaking ability examined if there was some progress on aspects of speaking performance

‘country and there were not any studies conducted in an English center (Farchi and Saputra, 2019; Othman and Radzi, 2019 and Andini et al., 2019% Bahar et al., 2022, Othman and Radzi, 2019) The effects of the usage of GW on learners” speaking

‘with its learners’ subjects coming from many different high schools with different knowledge backgrounds Hence, with the research's object, learners at an English center in Ho Chi Minh, Viet Nam, the study aimed (o provide more evidence about

the effect of GW in another teaching context in another city and speaking classes Finally, little studies mentioned on learners” attitudes towards the application of GW

on leamers’ speaking performance (Otoyo, 2018; Anggraini, and Saputra, 2019)

‘Therefore, the current study aimed to provide a more comprehensive study into the application

Figure 2.3

Conceptual Framework of the Study

‘The Effect of the Gallery Walk Technique on Improving EFL

in KET Classes at Duong Minh linh City learners" Speaking Skil