Sử dụng các thủ thuật gợi mở để khuyến khích học sinh lớp 10 nói trong các giờ học Tiếng anh tại trường trung học phổ thông Lưu Nhân Chú, Thái Nguyên

Research question 1: The current situation of applying eliciting techniques to stimulate 10th form students to talk in English classes at Luu Nhan Chu high school .... Research question

FACULTY OF POST- GRADUATE STUDIES

- -

HỒ SỸ THANH

FORM STUDENTS TO TALK IN ENGLISH CLASSES AT LUU NHAN CHU HIGH SCHOOL IN THAI NGUYEN

(SỬ DỤNG CÁC THỦ THUẬT GỢI MỞ ĐỂ KHUYẾN KHÍCH HỌC SINH LỚP 10 NÓI TRONG CÁC GIỜ HỌC TIẾNG ANH TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG LƯU NHÂN CHÚ, THÁI NGUYÊN)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

CODE: 60 14 10

SUPERVISOR: PHAN HOÀNG YẾN, MA

Hanoi - 2012

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vii

LIST OF TABLES AND FIGURES viii

PART A: INTRODUCTION 1

1 Rationale for the study 1

2 The objectives of the study 2

3 The research questions 2

4 The scope of the study 2

5 The significance of the study 3

6 Methods of the study 3

6.1 Data collection method 3

6.2 Data analysis method 4

7 Organization of the study 4

PART B: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 An overview of Communicative Language Teaching (CLT) 5

1.1.1 Definition and characteristics of CLT 5

1.1.2 Types of communicative activities 6

1.2 Eliciting techniques 8

1.2.1 Definition 8

1.2.2 Types of eliciting 8

1.2.3 Benefits and hindrances of using eliciting techniques 11

1.3 Teachers‟ roles in stimulating students to talk 12

CHAPTER 2: METHODOLOGY 14

2.1 Participants 14

2.1.1 Population 14

2.1.2 Sampling method 14

2.2 Description 14

2.2.1 Students 14

2.2.2 Teachers 15

2.3 Research instruments 16

2.3.1 Questionnaires 16

2.3.2 Teacher interview 16

2.3.3 Lesson observation 17

2.4 Data collection procedure 17

2.5 Data analysis procedure 19

CHAPTER 3: DATA ANALYSIS AND DISCUSSION 21

3.1 Data analysis 21

3.1.1 Research question 1: The current situation of applying eliciting techniques to stimulate 10th form students to talk in English classes at Luu Nhan Chu high school 21

3.1.2 Research question 2: Benefits of teachers‟ using eliciting techniques in stimulating 10th form students to talk 26

3.1.3 Research question 3: Difficulties of applying eliciting techniques to stimulate 10th form students to talk in English classes as reported by teachers 28

3.1.4 Research question 4: Solutions to those difficulties as suggested by teachers 30

3.2 Discussion of results 32

3.2.1 The current situation of using eliciting techniques to stimulate 10 th form students to talk at Luu Nhan Chu high school 32

3.2.2 The benefits of eliciting techniques in stimulating 10 th form students to talk 33

3.2.3 Teachers‟ difficulties in using eliciting techniques 34

3.2.4 Solutions to hindrances as suggested by teachers 35

PART C: CONCLUSION 37

1 Conclusion 37

2 Pedagogical implications 38

3 Limitations of the research 39

4 Suggestions for further research 39

REFERENCES 40

APPENDICES I

APPENDIX 1: QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: INTERVIEW QUESTIONS (for teachers) V APPENDIX 3: THE DESCRIPTION OF OBSERVATION CHECKLIST VI

LIST OF ABBREVIATIONS

TTT: Teacher talking time

STT: Student talking time

CLT: Communicative Language Teaching

LIST OF TABLES AND FIGURES

Table 1: Summary of selected students 15

Table 2: Summary of selected teachers 15

Table 3: Eliciting techniques and frequency (Teachers‟ opinions) 23

Table 4: Teachers‟ giving feedback to students‟ talk 25

Table 5: Benefits of eliciting techniques (Students‟ opinions) 27

Table 6: Benefits of eliciting techniques (Teachers‟ opinions) 27

Figure 1 Eliciting techniques and frequency (Students‟ opinions) 22

Figure 2 Teachers‟ giving feedback to students‟ talk (students‟ opinions) 24

Figure 3: Difficulties in using eliciting techniques (Teachers‟ opinions) 28

PART A: INTRODUCTION

1 Rationale for the study

Nowadays, English is used all over the world for communication It is necessary for everybody in the world in general and in Vietnam in particular

to communicate in English with people from other countries

In the field of language teaching, CLT has been widely applied in Vietnam recently However, its result is not effective According to Le and Roger (2009), “in recent years, national curriculums based on CLT principles have been introduced into school systems in many Asian countries but the results have not always been successful” In many English c lassrooms, students have few opportunities to speak English The communicative approach emphasizes ways to increase student-talk and decrease teacher-talk

In the teaching situations, the students usually keep quiet in English lessons Many students with good knowledge of grammar can be good at reading and writing exercises but they cannot express themselves in English It is hard for them to respond spontaneously and naturally

Additionally, studying a foreign language is more difficult than studying students‟ mother tongue Therefore, a good teacher should choose an appropriate technique to make it easier for them to learn, so it is necessary for

a teacher to use a teaching technique to enable students to use their communication competence optimally The employment of eliciting techniques is one of ways to increase student-talk and reduce teacher-talk It

is also a useful technique to stimulate students to talk

Finally, regarding the subject of the study, grade-10 students were new comers so they were believed to be worth researching They are not familiar with the curriculum of new textbook Tieng Anh 10 whose amount of knowledge is too large They find it difficult to speak English in the class

Based on the consideration above, the present study tries to investigate the current situation of the eliciting techniques used by the teachers to stimulate grade-10 students to talk in English classes at Luu Nhan Chu high school

2 The objectives of the study

The study aims to:

Investigate the current situation of using eliciting techniques to stimulate 10th form students to talk at Luu Nhan Chu high school, specifically,

it looks deeper into teachers‟ choices of different techniques, the frequency of teachers‟ elicitation together with students‟ response and teachers‟ feedback

Examine teachers‟ and students‟ evaluation on the benefits of eliciting techniques

Identify difficulties in the process of using these eliciting techniques, followed by teachers‟ suggestions to overcome these problems

3 The research questions

The study is conducted to answer the following questions:

2.1 What is the current situation of using eliciting techniques to stimulate

10 th form students to talk in English classes at Luu Nhan Chu high school? 2.2 What are the benefits of eliciting techniques in stimulating students to talk as perceived by students and teachers?

2.3 What are the difficulties in using these eliciting techniques as reported

by teachers?

2.4 What solutions do teachers suggest to overcome identified problems?

4 The scope of the study

Due to the limit of the thesis, only Luu Nhan Chu high school was chosen as the research setting This study is concerned with eliciting techniques used to stimulate grade-10 students‟ talk at Luu Nhan Chu high

school Therefore, the research is not planning on studying a larger population

of the whole students at Luu Nhan Chu high school

5 The significance of the study

It is hoped that the findings of the study contribute theoretically and practically to the improvement of teaching and learning process It can bring a number of benefits to involved parties namely students, teachers, educational administrators and researchers of the related fields

Firstly, teachers of upper-secondary schools in Luu Nhan Chu high school are those who receive benefits from the information the research provides The findings can be used as a reference for teachers Teachers will have an overall look at the situation of their own using eliciting techniques to stimulate students to talk

The study is also important for the students It is expected that the students can more actively participate, will not be anxious to speak English, be brave to answer teachers‟ questions, and be able to communicate English well

Furthermore, the study can give contribution to other researchers as references in conducting further research They may get other techniques to encourage students to talk In general, students, teachers, educational administrators and researchers are those who are likely to benefit from the study

6 Methods of the study

6.1 Data collection method

In order to get thorough understanding of the issue, the research is conducted in both qualitative and quantitative approach The researcher used questionnaires, interviews and observations to collect data Concerning questionnaires, a total number of 120 students coming from four classes were involved in the study Semi-structure interviews were conducted among four English teachers For lesson observations, only one was done and chosen as a

representative sample to be analyzed in order to validate the data collected from the first two instruments

6.2 Data analysis method

The information collected from questionnaires, observation and interviews was transcribed, analyzed and the data was reported

7 Organization of the study

Apart from acknowledgement, table of contents and appendices, this paper is structured in three main parts namely, Introduction, Development and Conclusion

The first part “Introduction” presents the rationale, objectives, research questions, scope of the study, the significance of the study, methodology and its organization

The second part “Development” includes three chapters

Chapter 1 reviews the related literature which involves the general concepts as well as characteristics of Communicative Language Teaching (CLT), the eliciting techniques and teachers‟ roles in stimulating students to talk

Chapter 2 defines the methodology of the research including features of the participants, contexts, research instruments, data collection and data analysis procedure

Chapter 3 analyzes and discusses the findings, which gives comprehensive answers to the four research questions

The third part “Conclusion” presents the summary of the major findings, implications, limitations of the study and recommendations for further research

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

In order to use eliciting techniques effectively in English classes, teachers need insights into the relevant theoretical concepts In this chapter, first come an overview of Communicative Language Teaching and then a review of related studies in the same field

1.1 An overview of Communicative Language Teaching (CLT)

1.1.1 Definition and characteristics of CLT

Having been shaped in the changes in the British language teaching tradition dating from the late 1960s, Communicative Language Teaching (CLT) marks the beginning of a major innovation within language teaching because of its superior principles which are widely accepted nowadays So far, several researchers have done work on CLT and each of them developed his own ideas regarding CLT

According to Harmer (2001:86), CLT features “learning sequences which aim to improve the students‟ ability to communicate” Expressing the same viewpoint on the ultimate goal of CLT, Rudder (2000) claimed that “the essence is language for communication and self-expression” Therefore, it should be drawn from these views that communication is both the means and the foremost aim of English language teaching In other words, teaching students how to use the language and how to communicate in a language is considered to be at least as important as learning the language itself

To define CLT Nunan (1991: 194) states:

CLT views language as a system for the expression of meaning Activities involve oral communication, carrying out meaning tasks and using

language, which is meaningful to the learners Objectives reflect the needs of learners including functional skills as well as linguistic objectives The learner’s role is a negotiator and integrator The teacher’s role as a facilitator of the communication process

David Nunan (1991: 279) lists five basic characteristics of CLT:

1 An emphasis on learning to communicate through interaction in the target language

2 The introduction of authentic texts into the learning situation

3 The provision of opportunities for learners to focus, not only on language but also on the learning process itself

4 An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning

5 An attempt to link classroom language learning with language activities outside the classroom

These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it is used outside the classroom From what Nunan states about the prominent features

of CLT, we can see that any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction

1.1.2 Types of communicative activities

In the light of the characteristics above, different researchers suggest some types of communicative activities

Littlewood (1981) distinguishes between functional communication

activities and social interaction activities as major activity types in CLT

Functional communication activities are those which emphasize the functional aspect of communication – the ability to find language which convey in intended meaning effectively in a specific situation The main purpose of the activity is that learners should use the language they know in

order to get meanings across as effectively as possible Success is measured primarily according to whether they cope with the communicative demands of the immediate situation Some examples of these activities are questions and answers, open-ended responses, interview based on a text, information-gap activities, role-plays, etc

Social interaction activities are those which place emphasis on social as well as functional aspects of communication Learners must still aim to convey meanings effectively, but must also pay greater attention to the social context in which the interaction takes place Success is now measured not only in terms of functional effectiveness of the language but also in terms of

the acceptability of the forms that are used In the early stages of learning, acceptability may mean little more than a reasonable degree of accuracy in pronunciation and grammar Later, it will increasingly come to include producing language which is appropriate to specific kinds of social situation Examples of these activities are pair/group-work activities such as simulations, role-plays, and discussions

Harmer (1991) sorts communicative activities into oral and written ones Oral communicative activities include seven categories: reaching a consensus, discussion, replaying instructions, communication games, problem solving, talking about you, simulation and role-play Written communicative activities also comprise replaying instructions, writing reports and advertisement, co-operative writing, exchanging letters and writing journals

As stated in www.teachingenglish.org.uk, eliciting (elicitation) is“term which describes a range of techniques which enable the teacher to get learners

to provide information rather than give it to them”

According to Doff (1988), eliciting is defined as the action to “involve the students more in the presentation by asking students for their ideas and suggestions, getting them to contribute what they know already, and encouraging them to guess new words.”

In classroom interaction eliciting techniques are considered as techniques used by a teacher during the lesson to elicit students to respond or

to stimulate students‟ talk Darn (2008) stated that “eliciting techniques enable the teacher to get students to provide information rather than

give it to them” It means that students‟ answers and ideas are elicited by

the teachers during the learning process

1.2.2 Types of eliciting

There are many ways teachers can follow to stimulate students to talk

in English classes as follows:

1.2.2.1 Asking questions

Asking questions is a useful technique to stimulate students to talk Asking questions can bring a number of benefits According to Darn (2008), asking questions is a natural feature of communication, but also one of the

most important tools which teachers have at their disposal Questioning is

crucial to the way teachers manage the class, engage students with content,

encourage participation and increase understanding Some of the rules

teachers should take into account are to consider the quantity of questions to

raise in appropriate time and place to keep teacher talking time to the

minimum while maximizing students‟ contributions and what questions to ask

students In terms of question types, researchers had different ways of

classification Grammatically, Doff (1988:23-24) pointed out some types of

questions:

• Yes/no question

This is a type of question which expects the answer to be either “yes”

or “no” According to Doff (1988: 23) , yes/ no questions are “often the easiest

questions to answer ” as they do not require students to produce new language.” This is

the reason why this type of question cannot help much in stimulating students

to talk but is still used widely in English classes

• Or question

This type of question can be called alternative question These

questions can be asked to review the old knowledge from students As a

result, alternative question is considered a relatively effective instrument to

provoke students‟ responses

• Wh-question

Wh-questions begin with what, where, why, who, which, how, etc , they

are frequently used to enhance students‟ ability to think logically, to relate, to infer, to compare, to predict, to conclude or to develop their knowledge Hence,

wh- questions are useful to elicit student-talk in class time

Darn (2008) also made a thorough review on types of questions

According to the author, classroom questions can fall into two main types:

• Display questions: These are designed to elicit learners‟ prior knowledge and to check comprehension They often focus on the form or meaning of language structures and items, and the teacher already knows the answer

• Referential questions: These require the learner to provide information, give an opinion, explain or clarify They often focus on content

rather than language, require „follow-up‟ or „probe‟ questions, and the answer

is not necessarily known by the teacher

attention in English classes, increase their participation

1.2.2.3 Conducting games and activities

Games are effective because they provide motivation, lower students‟ stress, and give them opportunity for real communication According to Wright, Betteridge and Buckby (1984: 1), 'Games also help the teacher to create contexts in which the language is useful and meaningful” It increases

students‟ motivation Games prepare students for life and they acquire positive social attitudes Games teach sharing, helping each other and working

as a team

1.2.2.4 Using texts and dialogues

Doff (1988:168) suggested that:

“…teacher may also consider using texts and dialogues to guide

students to respond to the language use and context of use presented in those texts and dialogues”

From the texts, teachers can ask students to discuss what they think comes next in order to further develop their understanding of the texts This technique is useful in stimulating students‟ interests as well as creativity According to Roger (1999), teachers can facilitate students to expand the dialogues by using their background knowledge to add further information, thanks to which students‟ competence in oral skill can be enhanced

1.2.2.5 Using non-verbal language

Body language or nonverbal communication is communication without words It includes overt behaviors such as facial expressions, eye contact, touching and tone of voice This technique partly provokes students‟ curiosity and uttering of expected language items Sullivan, M & Bourke L (1990, cited in Tran, 2007: 16) shared that teachers can non-verbally communicate with students to evoke their verbal responses in class These nonverbal language tools can be alternated or used together with other tools to change the class atmosphere

1.2.3 Benefits and hindrances of using eliciting techniques

1.2.3.1 Benefits of using eliciting techniques

Eliciting is said to be an indispensable part of a language teaching lesson as it can bring many advantages for both students and teachers Adrian Doff (1988) discusses the value of this type of elicitation by making the following point:

“Eliciting gives teachers a chance to see what students know and what

they do not, and so adapt their presentation to the level of the class”

Additionally, eliciting helps students learn how to guess Communicating in real time is a continual process of guessing- trying to predict what the teachers are going to say, trying to work out their attitude by their tone of voice and body language, etc Many students lack this skill or

are shy about using it in the foreign language classroom, and getting them used to guessing the answer to almost everything you say by eliciting can really help with this

Furthermore, elicitation can mean more students talking time (STT) and cut down on teacher talking time (TTT) The fact that students are

responding to almost everything teachers say in almost every stage of the lesson should mean that they are speaking more often than they would be if

they just listen to an explanation by the teacher

Also, developing independent thinking makes other outstanding advantages of eliciting According to Roger (1999: 37), eliciting never means

“simply guessing what‟s in the teacher‟s head.”

In short, eliciting technique is beneficial to both students and teachers Teachers should take every chance when possible in order to apply appropriate types and forms of elicitation in the language teaching classroom

1.2.3.2 Hindrances to using eliciting techniques

Besides the enormous value, it cannot be denied that eliciting also has some disadvantages

Doff (1988) pointed out that: “Eliciting takes more time than straightforward presentation of new knowledge”, For instance, eliciting a word or an explanation may take ten times as long as just explaining it

Gower (1995, cited in Pham, 2006: 23) emphasized one of the most obvious drawbacks of using eliciting techniques is that “eliciting imposes considerable demands on the teacher To use eliciting technique successfully, the teacher must have some certain qualities such as the ability to listen to the students and the ability to respond quickly and flexibly

1.3 Teachers’ roles in stimulating students to talk

In teaching and learning process, the teachers need to be good at promoting classroom interaction Harmer (1983) describes that to create an

interactive classroom; the teachers have to perform many duties at the same time such as teacher as controller, organizer, and prompter

Teacher as controller means that the teacher acts as controller in implementing the activities in order to make the process of teaching and learning conducive and comfortable

Perhaps the most important and difficult role the teacher has to play is that of organizer The main aim of the teacher when organizing an activity is

to tell the students what they are going to talk about (or write or read about), give clear instructions about what exactly their task is, get the activity going

Teacher as prompter means that teacher assists students in doing their activities The teacher should motivate students to talk more, help students to

be confident in interacting with others, and assist students in doing their work

CHAPTER 2: METHODOLOGY

This chapter is intended to define the methodology of the research including features of the participants, contexts, research instruments, data collection and data analysis procedure

2.1 Participants

Since this study investigates eliciting techniques in real classroom

settings, both teachers and students were involved as participants

2.1.1 Population

The target population of this study was 10 th form students and teachers who teach English to the tenth grade students 10 classes of 30 students on average make out for about 300 students in total The number of students who joined the survey was 120 informants from four classes Besides, four teachers of English in Luu Nhan Chu high school took part in the study

2.1.2 Sampling method

In order to guarantee the reliability as well as the validity of the samples,

this study chooses simple random sampling Thanks to this sampling strategy,

each member of the target population has an equal and independent chance of

being selected The researcher assigned a number to all ten tenth-grade classes from one to ten and write ten numbers in ten pieces of paper, put all the papers in

a box and pulled them out at random Lastly, four pieces of paper with four numbers: 1,2,4,7 were selected In other words, four classes including 10 A1, 10 A2, 10 A4, 10 A7 were chosen as informants for the research

2.2 Description

2.2.1 Students

students, who were aged between 15 and 16 120 students were selected from

four classes, whose teachers might apply different methodologies and techniques to teach English skills In addition, they were of different levels, ranging from good (grade over 8.0), fairly good (grade from 7.0 to 7.9), average (grade from 6.0 to 6.9) and weak (grade below 6.0) Detailed information could be seen as follows:

Description of five teachers was summarized in the following table:

in the target school

2.3 Research instruments

In order to get thorough understanding of the issue, the paper is conducted in both qualitative and quantitative approach By using observations along with interviews and questionnaires, the researcher

attempted to increase the validity of the study

2.3.1 Questionnaires

This first instrument was applied for some reasons First and foremost, using questionnaires was economic and practical as questionnaires could collect data from a large group of participants Also, questionnaires can elicit comparable information from a number of respondents and can be administered in many forms, allowing the researcher a greater degree of flexibility in the gathering process (Mackey and Grass, 2005: 95-96)

In this research, the questionnaires consisted of two main parts: the first one was students‟ personal information (class, English score of the last semester) and the second was the main content The questionnaire was used to find out answers to the first two questions: the situation of teachers‟ employment of eliciting techniques in stimulating students to talk and benefits

of these techniques

2.3.2 Teacher interview

In this study, the researcher used the semi-structured interview for

some reasons To begin with, interviews helped the researcher “elicit additional data if initial answers are vague, incomplete, off-topic or not specific enough” (Mackey and Grass, 2005:173) Moreover, through verbal talk, the interviewer could recognize the interviewees‟ attitudes towards the investigated issue Therefore, real and rich data could be ensured

Semi-structured interview consisted of two main parts, namely personal information and the main content In the main part, five questions were employed to seek answers to the first two research questions and three questions were asked to find out difficulties and solutions of applying eliciting techniques to stimulating students‟ talk

Four semi-interviews were carried out among four 10 th form teachers

of English Each lasted for an average of twenty to thirty minutes Language for interviews was Vietnamese because this choice of language helped consolidate the preciseness of data and avoid misunderstanding between interviewers and interviewees

2.3.3 Lesson observation

To supplement the first and second instrument, the questionnaires and interview, the researcher employed classroom observation for more data Certainly, classroom observation is the instrument that can help researchers bolster the qualitative and quantitative results Classroom observation is a

“pivotal activity” with a crucial role to play in classroom research, teachers‟ personal professional growth, and school development as a whole (McDonough and McDonough 1997:101)

In this study, one observation was done and selected as a representative sample Observation scheme and criteria checklist were applied for later description and analysis

In summary, the researcher could collect a rich amount of valid and reliable data from questionnaires and interviews and observation

2.4 Data collection procedure

To collect data for the study, the researcher applied four main phases as follows

Phase 1: The preparation for the data collection process

In the first place, the data collection instruments were thoroughly considered by the researcher and finally three instruments were chosen to achieve the goal of this research: survey questionnaires, interviews and class observation Also in this phase, survey questionnaires and interview schedules as well as the interviewing plan for the teachers were designed Besides, the observation checklist was also carefully prepared for class observation scheme Appointments with teachers for interview and class observation were also made at this phase

Phase 2: Implementation of the survey

First of all, the survey questionnaires were distributed to 10th form students from four classes Before asking them to fulfill the questionnaires, the researcher explained clearly to them the research topic and told them that

if they had anything unclear about these questionnaire items, they could ask questions and the researcher would be willing to explain to them

Afterwards, four semi-structured interviews were conducted Before

interviewing the teachers, the researcher briefly explained the purpose of the interview for the project, the format and the length of the interview During the interview, the researcher took notes to help remember the process of the

interview and to summarize the interviewees‟ main points Besides, some extra questions were added frequently to exploit in-depth information relating

to the research from the interviewees

Phase 3: Classroom observation

In the third phase, one lesson observation was conducted During the lesson all the observation checklists were fulfilled and some other observation notes were taken by the researcher

Phase 4: Data synthesis

After data were collected from questionnaires, interviews, and class observations, a plan for synthesizing and analyzing these data was quickly and thoroughly designed by the researcher to get the results

2.5 Data analysis procedure

As mentioned earlier, the data for this research was collected from

questionnaires, interviews and observations The analysis of data was done based on the following steps

First of all, the collected data were classified according to the four research questions To be specific, based on the results of 120 returned questionnaires from students, the researcher began to classify the data to give answers to research question one (the current situation of using eliciting techniques to stimulate students‟ talk: types of eliciting techniques, the frequency of teachers‟ elicitation together with students‟ response and teachers‟ feedback), question two (the benefits of eliciting techniques) The results of this analysis were converted into statistics, numbers and percentage

in the form of tables and charts for the purpose of comparing and analyzing

Secondly, semi-structure interviews were transcribed, analyzed and synthesized to provide a deeper insight into the research matter The results from the interview would be the basis to compare the students‟ opinions and

to draw the conclusion of: types of eliciting techniques, the frequency of teachers‟ elicitation, students‟ response and teachers‟ feedback together with the benefits of teachers‟ applying eliciting techniques in stimulating students‟ talk Also, through the data collected from interviews, the researcher could give answers to question three and four (Identify difficulties in the process of using these eliciting techniques, followed by teachers‟ suggestions to overcome these problems)

Moreover, content analysis became helpful when the researcher made a thorough analysis on the observation details taken note from one lesson The results then were compared with those of questionnaires and interviews

To sum up, the chapter has clarified the methodology applied in this paper, characteristics of participants, and research setting Data collection instruments, procedures of data collection and data analysis were also provided

The next chapter will be the data analysis and discussion

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

In this chapter, all collected data from survey questionnaires, interviews and classroom observations will be analyzed and discussed to give answers to the four research questions

3.1 Data analysis

3.1.1 Research question 1: The current situation of applying eliciting techniques to stimulate 10 th form students to talk in English classes at Luu Nhan Chu high school

In this question, the researcher investigated two main aspects, namely types of eliciting techniques and the frequency of employing each, and teachers‟ feedback to students‟ response

a Types of eliciting techniques teachers often apply to stimulate

10 th form students’ talk and the frequency of using each

Students’ opinions

The following chart shows that all the eliciting techniques were applied

in English classes Nevertheless, the frequency of employing each technique was different