A case of 10th-form students at Hoằng Hoá 4 High School = Nghiên cứu về sự dè dặt, ít nói của học sinh lớp 10 trường THPT Hoằng Hóa 4 trong các giờ học nói tiến

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LÊ THỊ HỒNG MINH A STUDY INTO STUDENTS’ RETICENCE IN ENGLISH SPEAKING LESSONS: A CASE OF 10TH- FORM STUDENTS AT HOẰNG HOÁ HIGH SCHOOL ( Nghiên cứu dè dặt, nói học sinh lớp 10 trường THPT Hoằng Hoá học nói Tiếng Anh) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Ha Noi- 2013 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LÊ THỊ HỒNG MINH A STUDY INTO STUDENTS’ RETICENCE IN ENGLISH SPEAKING LESSONS: A CASE OF 10TH- FORM STUDENTS AT HOẰNG HOÁ HIGH SCHOOL ( Nghiên cứu dè dặt, nói học sinh lớp 10 trường THPT Hoằng Hố học nói Tiếng Anh) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Dr Nguyễn Huy Kỷ Ha Noi- 2013 LIST OF ABBREVIATIONS G.C.S.E: General Certificate of Secondary Education CLT: Communicative Language Teaching GTM: The Grammar- Translation Method No: Number U : University HH4: Hoằng Hoá ESL: English as a Second Language EFL: English as a Foreign Language iv LISTS OF CHARTS AND TABLES LISTS OF CHARTS Chart 1: Students‟ opinions on the importance of speaking skill Chart 2: Students‟ frequency of speaking English in class time Chart 3: Students‟ opinions on the speaking topics of “ Tiếng Anh 10” text book Chart 4: Teacher- related factors making students reticent in oral activities Chart 5: Students‟ desires on communicative teaching activities Chart 6: Teaching methods currently used in teaching speaking skill Chart 7: Teacher‟s attitude towards unwilling speakers Chart 8: Techniques to create good relationship with students LISTS OF TABLES Table 1: Students‟ reasons for learning English Table 2: Students‟ interest in learning speaking skill Table 3: Students‟ opinions on the speaking tasks of “ Tiếng Anh 10” textbook Table 4: Student- related factors making students reticent in oral activities Table 5: Students‟ desires on what teacher should to encourage them to speak English Table 6: Difficulties teachers encountered in teaching speaking skill Table 7: Teachers‟ attitude towards mistake makers Table 8: Techniques applied by teachers to encourage reluctant students to speak English v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF CHARTS AND TABLES v TABLE OF CONTENTS vi PART A: INTRODUCTION 1 Rationale Objectives of the study Research questions Methods of the study Significance of the study Scope of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of reticence 1.1.1 Definition of reticence 1.1.2 Possible causes of language learning reticence 1.1.3 Effects of reticence in class 1.2 Theoretical background of speaking skill in second/ foreign language learning 1.2.1 Definition of speaking 1.2.2 Characteristics of a successful speaking activity 1.2.3 Approaches to the teaching of speaking 10 1.3 Summary 12 CHAPTER : METHODOLOGY 13 2.1 Research setting 13 2.2 Participants 14 vi 2.3 Data collection instruments 14 2.4 Procedures of data collection 16 2.5 Procedures of data analysis 16 2.6 Summary 16 CHAPTER 3: DATA ANALYSIS 17 3.1 Data analysis of the first survey questionnaire and the interview for students 17 3.2 Data analysis of the second survey questionnaire for teachers 27 3.3 Summary 31 CHAPTER 4: MAJOR FINDINGS, DISCUSSIONS, RECOMMENDATIONS 32 4.1 Major findings and discussions 32 4.2 Recommendations 34 4.3 Summary 39 PART C: CONCLUSION 40 Conclusions 40 Limitations of the study 40 Suggestions for further study 41 REFERENCES 42 APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS VII APPENDIX : INTERVIEW QUESTIONS FOR STUDENTS IX APPENDIX 4: INTERVIEW TRANSCRIPT XI vii PART A : INTRODUCTION Rationale: It is undeniable that English is an international language and together with its increasing importance, the need of learning English is becoming more urgent than ever In learning English at high schools in Vietnam, speaking skill has become compulsory since the new English textbook was officially put into use in 2006 However, among the four skills, speaking seems to be the most difficult one but paid the least attention to at most high schools While many Vietnamese students can be good at grammar, reading or writing skill, they cannot speak English correctly and fluently in real-life communication As we can see, for a long time, the language teaching and learning have been based on the out-of-date methods in which students only passively sit, take notes but rarely contribute to the lessons They not ask their teacher questions, even when they have problems Therefore, when approaching new teaching methods such as Communicative Language Teaching (CLT), students feel passive in classroom This results in numerous problems inflicting students in learning the speaking skill, one of which is the reticence in oral activities There have been a variety of studies on this situation and various solutions have been given, including changing teaching methods, changing syllabus or textbooks, upgrading teachers‟ qualifications, changing formats of speaking tests and so on However, students‟ reticence is still common occurrence in language classrooms in Vietnam Based on my seven-year teaching experience at HH4 high school, I know that the students rarely speak English, even in English speaking classes, though they have been learning English since they were at the lower secondary school It is important to involve students in classroom learning activities and minimize their reticence because involvement in classroom interaction will help students explore and learn English much better For such reasons I choose “A study into students‟ reticence in English speaking lessons: A case of 10th-form students at Hoằng Hoá High School” as a theme for my thesis Objectives of the study: The study is carried out to meet the following objectives: (1 ) To find out some factors causing 10th- form students at HH4 high school to be reticent in English speaking activities (2 ) To give some suggestions to stimulate students to speak English Research questions: In order to achieve the above-mentioned objectives, the following research questions were asked in the study: (1) What factors make 10th- form students at HH4 high school reticent in English speaking lessons? (2) What should be done to minimize the students‟ reticence in speaking English? Methods of the study: To achieve the objectives of the study, several methods were used, but the researcher used mainly quantitative and qualitative methods Each methodology has its strengths and weaknesses, thus it cannot alone help to find out satisfactory and sufficient information That is the reason why the researcher chose to make full use of both approaches rather than employ one so as to achieve the reliable results The data serving the research analysis and discussions were collected by means of: +A survey questionnaire for students + A survey questionnaire for teachers + A follow-up interview for students All the comments, recommendations and conclusions provided in the study were based on the data analysis of the study Significance of the study: Firstly, the information about students‟ reticence in English speaking lessons in this minor thesis is believed to be useful for the teachers of English in general and the English teachers at HH4 high school in particular so that they can apply suitable and effective techniques to teaching oral activities Secondly, this research may help raise the students‟ awareness of causes of silence they have in foreign language lessons, and from that they can make progress in speaking English Thirdly, the study may be used as a reference on which other researchers can conduct other studies in similar areas Scope of the study: In the previous studies, reticence in learning English has been mentioned by many researchers so far and they aimed at several levels of learners Because of the limited time and within an M.A minor thesis, only speaking skill was chosen on the ground that speaking seems to be the most challenging language skill to English learners in Vietnam in general Moreover, the subjects chosen for this study are 10th- form students at HH4 high school, Thanh Hoa province where the researcher is teaching Thus, it cannot be said that the results of this study are general to other language skills and to all Vietnamese high school students Organization of the study: This minor thesis is divided into three main parts: Part A- INTRODUCTION- contains rationale, objectives of the study, research questions, methods, significance, scope and organization of the study Part B- DEVELOPMENT- consists of the following chapters: - Chapter 1- Literature Review- provides the basic theoretical background of reticence such as definition, causes of reticence, effects of reticence in class; and framework of speaking skill - Chapter 2- Methodology- deals with the picture of how the research was carried out from the first step of determining research setting, participants, data collection instruments, procedures of data collection to the last one of procedures of data analysis - Chapter 3- Data Analysis – provides the analysis of the first survey questionnaire and the interview for students and the analysis of the second survey questionnaire for teachers - Chapter -Major findings, discussions and recommendations- shows major findings, discussions and recommendations for the teachers to minimize the students‟ reticence in English speaking lessons Part C- CONCLUSION- addresses the key issues in the study, limitations of the study and suggestions for further study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter consists of two sections Section one concerns the issues of reticence which include the definition of reticence, possible causes of language learning reticence and effects of reticence in class as well Section two deals with the issues of speaking skill in second/ foreign language learning which cover many matters such as definition of speaking, characteristics of a successful speaking activity, and approaches to the teaching of speaking 1.1 Theoretical background of reticence: Reticence on the part of students in second or foreign language classrooms has received increasing attention in recent decades By observing, interviewing, and doing surveys, studies have revealed that learners, especially Asian learners, often seem reticent and quiet in language classes Dick and Robinson (1995) reported that Malaysian students “preferred not to say anything during lecture discussion sessions If an instructor asked a general question, the classes became deadly silent” (p 5) Korean students “speak only when invited by their instructors” and “the professors also regard those who don‟t ask any questions as very good students” (p 268) Japanese students are “nervous about asking questions in class” because they are unsure if a question was appropriate and they would choose “to ask questions after class, only with teachers” (Chen, 2003, p 267) 1.1.1 Definition of reticence: Reticence is generally viewed as an abstract concept and has been defined by many researchers McCroskey (1977) portraits it as “an individual‟s level of fear or anxiety associated with either real or anticipated communication with another person or persons ” Reticent people often speak less and for shorter durations; their language tends to be less comprehensible, less immediate, and less intense (Evans, 1996) According to Keaten & Kelly (2000), reticence is a communication problem with cognitive, affective, and behavioral dimensions and is due to the belief that one is better of remaining silent than risking appearing foolish Reticent individuals refer to those who view themselves as incompetent communicators In their minds, reticence is typified by a set of faulty beliefs about communication, for example, good communicators speak APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS Dear all students, This survey questionnaire is designed for my research into “A study into students‟ reticence in English speaking lessons: A case of 10th-form students at Hoằng Hoá High School” Your assistance in completing the survey is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you for your cooperation! Please circle the answer where necessary General information: - Your gender: A Male B Female - How long have you been learning English? years - Your average mark in English in the first term of Grade 10: A 3.5 to 4.9 B to 6.4 C 6.5 to 7.9 D over 8.0 Part 1: Students’ attitudes towards speaking skill: How important is speaking skill to you? A very important B quite important C little important D not important at all Why you learn English speaking skill? ( You can tick more than one option) A English speaking skill is compulsory in the syllabus B You like English, especially English culture and people C It is necessary for your future job D You want to study abroad E It is easier than other skills to get high marks F You learn to speak English for the purpose of entertainment such as listening to music, playing games, reading books, magazines, newspapers…in English G It is an important means of communication H Others: I How much you feel interested in speaking English in class? A very interested B quite interested C little interested D not interested at all How often you speak English in English class time? A always B usually C sometimes D rarely E never except when asked by teacher Part 2: Factors making students reticent in English speaking activities in class: What you think about the speaking topics in the textbook “ Tiếng Anh 10”? A very interesting B interesting D boring C OK E too boring What you think about the speaking tasks in the textbook “ Tiếng Anh 10”? A very difficult B difficult D easy C OK E too easy What student- related factors cause you to be reticent in oral activities in class? ( You can choose more than one option) A Lack of vocabulary and grammatical structures B Nothing to say ( lack of idea) C Poor pronunciation D Fear of being laughed at when making mistakes E Not accustomed to speaking English in class F Learning goal is not to communicate G Not have enough time to prepare H Introversive personality (shy, less self- confident, timid and nervous when speaking in front of many people ) I Fear of “ Showing off” J Traditional cultural beliefs What teacher- related factors cause you to be reticent in oral activities in class? ( You can choose more than one option) A Your teacher often stops you and corrects your mistakes when you are speaking B Your teacher talks too much in class II C Your teacher‟s boring teaching method D Your teacher always keeps a distance from students (which leads to tense classroom atmosphere) E Your teacher‟s uneven allocation of turns F Your teacher‟s unsuitable speaking style (i.e., fast speech speed, using too much English and high level of linguistics) Part 3: Students’ desires to stimulate them to speak English Which of the following factors you think your teacher should to encourage you to speak English in class? ( You can choose more than one option) A Be enthusiastic, friendly and helpful B Give you speaking tasks appropriate to your ability C Provide you with main ideas of the topics D Provide you with new words and structures relating to the topics E Not interrupt you when you make mistakes F Encourage you with marks and rewards G Create pleasant class atmosphere H Give you enough time to prepare 10 Which of the following communicative teaching activities will motivate you to speak English? ( You can choose more than one option) A Pair work and Group work B Role-play C Free discussion and problem solving D Games for speaking E Picture description F Question and answer exchanges G Structure- based activities Thank you very much! III PHIẾU ĐIỀU TRA NGHIÊN CỨU ( DÀNH CHO HỌC SINH ) Các em học sinh thân mến, Bảng câu hỏi dùng cho việc nghiên cứu im lặng học sinh lớp 10 Trường THPT Hoằng Hoá học nói Tiếng Anh Tơi đánh giá cao giúp đỡ em thông qua việc hồn thành câu hỏi Tất thơng tin mà em cung cấp hữu dụng dành riêng cho mục đích nghiên cứu Xin chân thành cảm ơn em! Khoanh tròn đáp án em cho Thông tin chung: - Giới tính: B Nữ A Nam - Em học Tiếng Anh bao lâu? .năm - Điểm trung bình mơn Tiếng Anh em học kì lớp 10: A 3.5 đến 4.9 B đến 6.4 C 6.5 đến 7.9 D 8.0 Phần 1: Thái độ em kĩ nói Kĩ nói quan trọng với em nào? A Rất quan trọng B Khá quan trọng C Ít quan trọng D Không quan trọng Tại em học nói Tiếng Anh? ( Em khoanh nhiều ý) A Kĩ nói bắt buộc chương trình học B Em thích học Tiếng Anh, đặc biệt muốn biết văn hoá người nước Anh C Tiếng Anh cần thiết cho nghề nghiệp tương lai em D Em muốn học Tiếng Anh để du học E Kĩ nói dễ điểm cao kĩ khác F Em học mục đích giải trí nghe nhạc, chơi trị chơi, đọc sách báo Tiếng Anh G Tiếng Anh phương tiện giao tiếp quan trọng H Các lí khác: Em thấy học nói lớp thú vị nào? A Rất thú vị B Khá thú vị C Ít thú vị D Khơng thú vị chút IV Em có thường xun nói Tiếng Anh học khơng? A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm D Không trừ giáo viên gọi Phần 2: Các yếu tố khiến em im lặng học nói Tiếng Anh Em nghĩ chủ đề nói sách giáo khoa “ Tiếng Anh 10”? A Rất hay B Hay C Chấp nhận D Nhàm chán D Rất nhàm chán Em nghĩ nhiệm vụ nói sách giáo khoa “ Tiếng Anh 10”? A Rất khó B Khó C Dễ C Bình thường E Rất dễ Những yếu tố liên quan đến học sinh khiến em im lặng học nói lớp? ( Em khoanh nhiều ý) A Khơng đủ vốn từ vựng cấu trúc ngữ pháp B Khơng tìm ý tưởng để nói C Phát âm sai D Sợ bị em cười nhạo mắc lỗi E Khơng quen với việc nói Tiếng Anh lớp F Mục đích học Tiếng Anh em khơng phải để giao tiếp G Em khơng có đủ thời gian để chuẩn bị H Do tính cách hướng nội em ( hay xấu hổ, không tự tin, nhút nhát lo lắng nói trước người) I Sợ bạn nghĩ thích bật, khoe khoang J Do giá trị văn hoá truyền thống Những yếu tố liên quan đến giáo viên khiến em im lặng học nói lớp? ( Em khoanh nhiều ý) A Giáo viên thường yêu cầu em dừng lại để sửa lỗi em nói B Giáo viên nói nhiều lớp C Phương pháp dạy nhàm chán giáo viên D Giáo viên giữ khoảng cách với học sinh ( điều dẫn đến bầu khơng khí căng thẳng lớp học) V E Cơ hội tham gia nói khơng đồng ( giáo viên gọi học sinh thực hành nói nhiều ) F Phong cách nói giáo viên khơng phù hợp ( nói nhanh, sử dụng nhiều Tiếng Anh, sử dụng nhiều từ cấu trúc mới) Phần 3: Mong muốn học sinh để khuyến khích em nói Tiếng Anh nhiều Theo em giáo viên nên làm để tăng cường tham gia học sinh hoạt động nói ? A Nhiệt tình, thân thiện giúp đỡ học trò B Giao nhiệm vụ phù hợp với trình độ em C Cung cấp ý tưởng cho chủ đề nói D Cung cấp cho học sinh từ cấu trúc liên quan đến chủ đề E Không ngắt quãng để sửa lỗi em mắc lỗi F Khuyến khích học sinh điểm số phần thưởng G Tạo bầu không khí lớp học dễ chịu 10 Những hoạt động giao tiếp khuyến khích em nói Tiếng Anh lớp? A Làm việc theo cặp theo nhóm B Luyện tập hình thức đóng vai C Luyện tập thảo luận giải vấn đề tự D Luyện tập thơng qua trị chơi E Luyện tập miêu tả tranh F Luyện tập luân phiên đặt trả lời câu hỏi G Luyện tập dựa theo cấu trúc câu Xin chân thành cảm ơn cộng tác em! VI APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS Dear all teachers at Hoằng Hoá high school, This survey questionnaire is designed for my research into “A study into students‟ reticence in English speaking lessons: A case of 10th-form students at Hoằng Hoá High School” I highly appreciate your assistance in completing the following items All the information in this survey is not used on the purpose of identifying; it is sole for the study purpose Thank you very much for your contribution! Please circle the answer where necessary General information: - Your gender: A Male B Female - Your age: - Your years of teaching English? What teaching method you often use to teach speaking skill? A Audio- lingual B Grammar- translation C Communicative language teaching (CLT) D Others What are your difficulties in teaching speaking English at your school? ( You can tick more than one option) A Students‟ low level of English proficiency B Limited time C Large- sized and multi- level class D Low language teaching competence ( linguistic, cultural and social knowledge ) E Students‟ negative personal traits ( introverted, shy, anxious, unconfident) F Students‟ reluctance G Others ( please specify): What you when your students are reluctant to speak? A get angry and ask them to stand B get them to speak VII C encourage them to speak by giving suggestions or easier questions D let them sit down and not ask them again E give them bad marks How tolerant are you when your students keep making mistakes? A Very tolerant (silent until they have finished their task, smile and encourage them to realize and correct their mistakes themselves) B Tolerant (silent, but not willing enough to smile and support.) C A bit tolerant (stop them and correct.) D Impatient (get angry.) What you to create good relationship with your students to help them speak English better? A Remain in the teacher‟s seat and let students talk freely B Stand near students who speak much C Walk round the class and giving help D Stand near students who are unwilling to speak What you to motivate reluctant students to speak in class? ( You can tick more than one option) A Create interesting games and different communicative activities B Ask them to work in pairs or groups C Let them choose topics to discuss D Give them many suggested questions E Always listen attentively to and appreciate students‟ answers F Apply reward and punishment policy G Ask the better students to speak first Thank you for your co-operation! VIII APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS Why you learn English speaking skill? How often you speak English in English class time? What does your teacher often react when you make mistakes when you are speaking? What student- related factors cause you to be reticent in oral activities in class? What teacher- related factors cause you to be reticent in oral activities in class? Which of the following factors you think your teacher should to encourage you to speak English in class? Which of the following communicative teaching activities will motivate you to speak English? IX CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH Tại em học nói Tiếng Anh? Em có thường xuyên nói Tiếng Anh học không? Giáo viên thường phản ứng em mắc lỗi nói? Những yếu tố liên quan đến học sinh khiến em im lặng học nói lớp? Những yếu tố liên quan đến giáo viên khiến em im lặng học nói lớp? Theo em giáo viên nên làm để tăng cường tham gia học sinh hoạt động nói ? Những hoạt động giao tiếp khuyến khích em nói Tiếng Anh lớp? X APPENDIX 4: INTERVIEW TRANSCRIPT Why you learn English speaking skill? I don‟t have any specific purpose in learning English It is a compulsory subject, so I guess I have no other choices I have been studying English since I was at secondary school I am completely keen on listening and singing English songs I also want to know more about English culture, so I find English very interesting I want to go to abroad Because when I study at university, I will have to study English, too I learn English for the final examination I would like to chat with some foreigner friends on Facebook It is necessary to find a good job I want to become an English translator in the future My teacher asks me to speak 10 It is an important means of communication Students’ frequency of speaking English in class time I like taking part in all the oral activities because speaking much helps me improve my English - “ I rarely speak English in class although I know class is a good environment for me to practice I don‟t feel self- confident” When my teacher asks us to work in group, I usually share my idea with other members in our group I never speak willingly except being asked by the teacher I only speak when the teacher gives us interesting topics I rarely speak English because I don‟t know how to express my idea My vocabulary knowledge is very poor XI 10 Only when my teacher stands near me or pays attention to me I participate in oral activities I am always willing to speak English in class I only speak when the teacher provides us with new words, structures and ideas related to the topic I seldom join oral activities in class as my pronunciation was very bad What does your teacher often react when you make mistakes when you are speaking? She interrupts me immediately to correct my mistake My teacher always waits until I finish speaking and corrects my mistake She keeps silent and encourages me to continue speaking 10 My teacher is very bad- tempered Every time we make mistakes, she gets angry and asks us to sit down My teacher doesn‟t pay attention to our mistakes She doesn‟t say anything My teacher often gets angry when I make mistakes This makes me stressful and feel nervous She waits until I finish, points out my mistakes and encourages me to correct them myself My teacher asks me to sit down and gives me bad mark My teachers stops me when I am speaking and points out my mistakes for me to correct myself My teacher always interrupts me and corrects my mistakes immediately Student- related factors making students reticent in oral activities -“I can not speak because I can not find the appropriate structures to express my XII idea” - “ I not want to talk in my speaking class because others can laugh at me, which irritates me a lot.” - “ When we were in primary school, the teacher told us to be quiet in the classroom, listen to the teacher and speak only if the teacher asked us to The people who made noise were to be punished by the teacher So we still keep silent when we are at high school” - “Vietnamese people don‟t like to show their views in public Culture is deep in everyone‟s mind It is passed from generation to generation So in our mind, it is all right to be reticent We like to be silent and listen to others” -“I am not confident about my proficiency, and therefore I keep silent in class If I were the most excellent student in the class, I would volunteer to answer or raise a question.” - “ The tasks are difficult for me, so I cannot speak much” - “Because we think that the classroom is where we learn language, and we are students, so we should sit silently and listen to the teachers who are very knowledgeable We ourselves feel rude if we interrupt, question, or argue with our teacher” - “ If you are too active, you will be thought of as one who likes to show off People will not like you So many people will not say anything although they are very knowledgeable and have their own opinion in the mind” 10 “ I keep silent due to anxiety I am afraid of being nominated to answer the questions I flush and blush, with my heart beating fast I am nearly fainting.” I am not confident to speak in front of my classmates I am afraid of making mistakes XIII Teacher- related factors making students reticent in oral activities - “If a teacher interrupts me to correct a mistake, I get confused and forget what to say next.” - “My teacher is so wonderful For us, she is like a close friend who is always willing to give help and valuable knowledge” - “Of course, mistakes should be corrected But how? This is very important Teachers should not disturb their students while making error correction.” - “I always feel relaxed and comfortable in English class because my teacher never keeps a distance from her students Thanks to this, we can absorb the lesson more easily and our speaking skills are improved day by day” My teacher talks too much She is not time- saving We haven‟t got enough time for speaking My teacher is not enthusiastic She doesn‟t usually listen to me My teacher prefers to call good students to speak, so I rarely have a chance to express my idea My teacher always speaks in English, so sometimes I don‟t understand what we have to speak about My teacher doesn‟t give us enough time to think about the answer 10 If we don‟t speak, our teacher often gives us bad marks, which discourages us a lot Students’ desires on what teacher should to encourage them to speak English I want my teacher to instruct me carefully before I speak because I will speak in the right directions I wish my teacher to be more enthusiastic and helpful My teacher should accept a variety of our answers although it is very different from teacher‟s Teacher should give clear instruction to make it easy for us to speak Teacher can motivate us with games to make us more interested in the lessons XIV Teacher should always requests us to speak repeatedly so that we have more chance to express our ideas effectively Teacher should create a cheerful classroom atmosphere to make students delighted I like my teacher to give me good mark if I speak well 10 Teacher should use some communicative games to get us involved in speaking activities I hope my teacher to be more enthusiastic and tolerant Students’ desires on communicative teaching activities Pair work and group work are suitable and useful to us We can help each other correct mistakes and share ideas” I enjoy role- play It is interesting and useful and nearly the same real communication I prefer free discussions after doing some tasks I like rearrangement activity It is easy Structure- based activities help me to remember vocabulary, phonetics and grammatical structures well and quickly I love working in pairs because I can share ideas with my friend, so I feel more confident I like working individually to express my idea about a topic because it is a chance for me to show off We are often under stress in speaking lessons I think communicative games can help us reduce stress and be easy to speak out I like question and answer exchanges because it is easier to than other activities 10 I strongly like picture description because we can develop our imagination XV ... A CASE OF 10TH- FORM STUDENTS AT HOẰNG HOÁ HIGH SCHOOL ( Nghiên cứu dè dặt, nói học sinh lớp 10 trường THPT Hoằng Hoá học nói Tiếng Anh) M .A MINOR PROGRAMME THESIS Field: English Language Teaching... data analysis indicated that at HH4 high school, 67% of the teachers often used Grammar- Translation method to teach the speaking skill They paid much attention to accuracy and form more than... DATA ANALYSIS This chapter aims at analyzing the data collected A careful analysis is clearly presented to investigate the reticence among the students during speaking activities 3.1 Data analysis