THE APPLICATION OF SIMULATION TECHNIQUE IN IMPROVING ENGLISH SPEAKING SKILL FOR FIRST-YEAR STUDENTS IN FACULTY OF FOREIGN LANGUAGE IN HO CHI MINH UNIVERSITY OF INDUSTRY

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ KIM PHA THE APPLICATION OF SIMULATION TECHNIQUE IN IMPROVING ENGLISH SPEAKING SKILL FOR FIRST-YEAR STUDENTS IN FACULTY OF FOREIGN LANGUAGE IN HO CHI MINH UNIVERSITY OF INDUSTRY (VIỆC ÁP DỤNG KỸ THUẬT MÔ PHỎNG TRONG VIỆC CẢI THIỆN KỸ NĂNG NÓI TIẾNG ANH CHO SINH VIÊN NĂM NHẤT CỦA KHOA NGOẠI NGỮ TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ KIM PHA THE APPLICATION OF SIMULATION TECHNIQUE IN IMPROVING ENGLISH SPEAKING SKILL FOR FIRST-YEAR STUDENTS IN FACULTY OF FOREIGN LANGUAGE IN HO CHI MINH UNIVERSITY OF INDUSTRY (VIỆC ÁP DỤNG KỸ THUẬT MÔ PHỎNG TRONG VIỆC CẢI THIỆN KỸ NĂNG NÓI TIẾNG ANH CHO SINH VIÊN NĂM NHẤT CỦA KHOA NGOẠI NGỮ TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: PHẠM HỮU ĐỨC, PhD Hanoi, 2014 DECLARATION OF AUTHORSHIP I, Lê Kim Pha, declare that this graduation thesis is original and has not been submitted for assessment elsewhere I declare that this assignment is my own work and does not involve plagiarism or collusion I give my consent for the electronic version to be examined by relevant plagiarism software programs I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason Date: … / … / 2014 Signature Lê Kim Pha i ACKNOWLEDGEMENTS First and foremost, I would like to send my deepest gratitude to my advisor, Dr Phạm Hữu Đức, for his encouragement, dedicated guidance and constant assistance from the initial stage to the final stage to develop an understanding of the subject, without which this thesis would not have been possible I would also like to express my hearty thanks for his spending precious family time on my call at any time It is my pleasure to thank the teachers of class DHAV9A and DHAV9B; Ms Hoàng Lê Thị Tuyết and Ms Lê Ngọc Diệp who facilitated me the most in the delivery of questionnaires and observation of the students‟ activities I would like to thank the students of class DHAV9, NCAV7 who helped me pilot as well as fulfilled the questionnaires and interviews My warm gratitude goes to my family who always believes in me, always respects my choices and gives me the best support both of spirit and finance Above all, I thank God, who blesses me with peaceful energy to support me at all time ii ABSTRACT There is no doubt about the significance of English in today‟s world when the communicative abilities become important And one of the challenges is that how to help student be able to apply their classroom knowledge in real-life situations to the most extent Simulation is considered as one of the potential activities to wed theory into practice and improve students‟ speaking skills The attempt was to know whether students were engaged in simulation and their responses to this activity To serve these purposes, a quantitative research together with a specific group of 59 first-year students was chosen At the same time, two phases of questionnaires, before introducing simulation and after its implementation were proceeded For the achievements of these purposes, besides 59 freshmen from DHAV9A, DHAV9B, more methodologies including questionnaires and the interviews were also employed to help the researcher examine and provide more details to the findings as statistics and reliable materials for the analyzing phase The results have found students‟ interest and support for this kind of activities They got chances to deal with realistic situations in relaxing settings, which not only prepared them with practical experience but promised to contribute to the improvement of their speaking skills Additionally, this paper also provided several recommendations for the implementation of simulation, which were withdrawn from the research process iii TABLE OF CONTENTS DECLARATION OF AUTHORSHIP……………………………………………….i ACKNOWLEDGEMENTS……………………………………………………… ii ABSTRACT ……………………………………………………………………….iii TABLE OF CONTENTS………………………………………………………… iv LIST OF ABBREVIATIONS…………………………………………………….viii LIST OF TABLES AND FIGURES……………………………………………….ix PART A: INTRODUCTION Rationale ················································································1 Aims and objectives of the study ····················································2 Research questions ····································································2 Scope of the study ·····································································3 Methods ·················································································3 Organization of the study·····························································4 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Simulations ············································································5 1.1.1 Definition of simulations in language learning context ··················5 1.1.2 Characteristics of simulations ···············································6 1.1.3 Distinction simulations and role-plays ·····································8 1.1.4 Distinction simulations and games ········································ 10 1.1.5 The role of simulations in L2 teaching and learning context ·········· 11 1.1.6 The limitation of simulations ·············································· 12 iv 1.1.7 The effects of simulations on students‟ attitudes in language learning ……………………………………………………………………….13 1.1.7.1 Motivation ····························································· 13 1.1.7.2 Activeness ····························································· 14 1.1.7.3 Courage and confidence ············································· 15 1.2 Summary of previous studies on simulations in language teaching and learning · 16 CHAPTER 2: METHODOLOGY 2.1 Participants and setting of the study ············································· 18 2.2 Data collection ······································································ 18 2.2.1 Data collection instruments ·············································· 18 2.2.1.1 Questionnaire ························································ 18 2.2.1.2 Interview ····························································· 19 2.2.2 Data collection procedures ················································· 19 2.2.2.1 Piloting ······························································· 19 a) Piloting the questionnaires ········································· 19 b) Piloting the interview ··············································· 20 2.2.2.2 Main procedure ······················································ 20 2.2.3 Data analysis procedures ··················································· 21 CHAPTER 3: FINDINGS AND DISCUSSION 3.1 Findings and discussion ··························································· 23 3.1.1 Students‟ English speaking learning before the introduction of simulations ····································································· 23 3.1.1.1 Students‟ attitudes in general towards the current speaking activities at class ························································· 23 v 3.1.1.2 Students‟ improvement of speaking skills in comparison with that of the last semester ······················································ 25 3.1.1.3 Students‟ frequency in practicing English speaking skills in daily situations ·································································· 25 3.1.1.4 Students‟ confidence in bringing English to realistic conversations with native speakers ····················································· 26 3.1.1.5 Students‟ participation in a variety of activities ················ 28 3.1.1.6 The activities that students feel like to participate in most ···· 29 3.1.1.7 Students‟ choice among various activities: group discussion, class discussion, role play and simulations ································· 30 3.1.1.8 Students‟ expectations in their speaking class ·················· 31 3.1.2 The implementation and students‟ responses towards simulations ··· 33 3.1.2.1 Students‟ interest in simulations ·································· 33 3.1.2.2 Students‟ responses about the benefits of simulations ········· 35 3.1.2.3 Students‟ self-evaluation about their roles in the simulations 37 3.1.2.4 Comparison of students‟ attitudes among various speaking activities ··································································· 38 3.1.2.5 Do the students want simulations to be employed? ············ 39 3.2 Pedagogical implications ·························································· 39 PART C: CONCLUSION Recapitulation of the study ························································· 41 Conclusions of the study ··························································· 41 Limitations of the study ···························································· 42 Suggestions for further study ······················································ 43 REFERENCES ··············································································· 45 vi APPENDICES Appendix 1:Table 1: Simulation vs Role play I Appendix 2: Table 2: Simulation vs Game ·············································· II Appendix 3: Table 3: Summary of previous studies on simulation ··················· III Appendix 4: Table 4: The practice of speaking skills in real –life situations ······· V Appendix 5: Table 5: Students‟ confidence in communicating with native speakers ·································································································· VI Appendix 6: Table 6: Students‟ participation in various types of activities………VII Appendix 7: Table 7: The activities that students feel like to participate in most………………………………………………………………………………VIII Appendix 8: Table 8: Comparison of students‟ attitudes among various speaking activities ······················································································ IX Appendix 9: Schedule of classroom observation ………………………………… X Appendix 10: Questionnaire (English version) Speaking activities in classroom before the application of simulations ····················································· XI Appendix 11: Questionnaire (Viet version) Quan sát hoạt động tiết học speaking………………………………………………………………………… XIII Appendix 12: Questionnaire (English version) Students‟ attitudes and responses to simulations ·················································································· XV Appendix 13: Questionnaire (Viet version) Quan sát thái độ sinh viên simulations ················································································· XVII Appendix 14: Sample lesson plan - Shopping Stands…………………………XIX Appendix 16: Lesson plan - Restaurant Servicesimulations: Making and taking order in a restaurant ············································································· XXI vii LIST OF ABBREVIATIONS FFL : Faculty of Foreign Language HUI : Ho Chi Minh University of Industry DHAV9 : Đại học Anh văn L2 : Second Language viii Appendix 8: Comparison of students’ attitudes among various speaking activities (with reference to 3.1.2.4) Activities Uninteresting No ideas Interesting Very interesting No % No % No % No % 27 46 23 39 Storytelling 33 56 19 32 Interview 10 30 51 19 32 Discussion 21 36 31 52 Games 0 29 50 25 42 Role play 0 27 46 27 46 Simulations 0 17 29 29 49 13 22 Information gap Table 8: Comparison of students‟ attitudes among various speaking activities X Appendix 9: Schedule of classroom observation Date Time Class Subject Room Teacher May 10 9:30 – 11 am DHAVA Speaking A4.11 Hoàng Lê Thị Tuyết May 17 9:30 – 11 am DHAVA Speaking A4.11 Hoàng Lê Thị Tuyết May 20 9:30 – 11 am DHAVA Speaking A4.11 Hoàng Lê Thị Tuyết May 21 9:30 – 11 am DHAVB Speaking A5.3 Lê Ngọc Diệp May 28 9:30 – 11 am DHAVB Speaking A5.3 Lê Ngọc Diệp XI Appendix 10: Questionnaire (English version) SPEAKING ACTIVITIES IN CLASSROOM BEFORE THE APPLICATION OF SIMULATIONS How long have you been learning English? What is your general remark on your speaking activities in your class? a uninteresting b no idea c interesting d very interesting How often you practice English speaking skills in daily situations? a never b occasionally c sometimes d usually e always If yes, are you confident enough to communicate with foreigners? Yes No What activities did you participate in class? a Discussion b Games c Story telling d Question and answer e Interview f Role play XII g Simulations – arranging class by mimicking real setting and dealing with realistic situations Others: ……………………………………………………………………… Which of the above activities you feel like to participate in the most?Why? If you are in an English speaking class, of the following is your favourite? a Teachers raise situations for group discussion and presentation b Teachers raise situations for group discussion, presentation and argument with other groups c Teachers raise situations and scripts for role play d Teachers raise realistic situations, arrange classroom mimicking the real settings, ask students to put themselves in different roles to deal with matters based on their own experiences in real life What are your expectations in speaking class? Thanks for your cooperation ! Appendix 11: Questionnaire (Viet version) QUAN SÁT HOẠT ĐỘNG TRONG TIẾT HỌC SPEAKING Bạn học tiếng Anh bao lâu? XIII Nhìn chung, cảm nhận bạn hoạt động môn speaking lớp nào? a Không hứng thú b Khơng có ý kiến c Thú vị d Rất thú vị Bạn có thường xuyên sử dụng kỹ nói vào tình giao tiếp hàng ngày không? a Không áp dụng b Hiếm c Thỉnh thoảng d Thường xun e Ln ln Nếu có, bạn có đủ tự tin để giao tiếp tiếng Anh với người nước ngồi khơng? Có Khơng Bạn tham gia hoạt động tiết Speaking lớp? a Thảo luận b Games c Kể chuyện d Hỏi đáp e Phỏng vấn f Đóng vai g Sắp xếp lớp học theo văn cảnh thực tế giải tình thực tế Những hoạt động khác: XIV Những hoạt động trên, bạn cảm thấy thích tham gia hoạt động nhất? Vì sao? Bạn thích hoạt động nhất? a Giáo viên đưa tình huống, thảo luận nhóm, trình bày ý kiến nhóm b Giáo viên đưa tình huống, thảo luận nhóm, trình bày ý kiến nhóm tranh luận với ý kiến nhóm khác c Giáo viên đưa tình kịch bản, đóng vai theo kịch d Giáo viên đưa tình có thực tế, bố trí lớp học mơ mơi trường thực tế tình huống, sinh viên đặt vào văn cảnh theo vai trò khác để giải vấn đề dựa theo kinh nghiệm tính cách cá nhân thực tế Bạn mong đợi tiết học Speaking diễn nào? Cảm ơn hợp tác bạn ! Appendix 12: Questionnaire (English version) STUDENTS’ ATTITUDES AND RESPONSES TO SIMULATIONS To what extent did you feel interested in the simulations? a Uninteresting b No idea c Interesting d Very interesting XV What the simulations influence your English speaking learning in class? (You can choose more than one answer.) a Create motivation for participation b Send confidence to speak out c Share central roles in class d Engage students‟ autonomy Others:……………………………………………………………………………… Are you pleased with your role performances? Why or why not? What you feel unpleased about the simulations? Do you want such simulations to be employed in class? Yes No If yes, how often should simulations be operated? a Once a week b Every two weeks c Once a month d Every lesson Thank you very much ! XVI Appendix 13: Questionnaire (Viet version) QUAN SÁT THÁI ĐỘ CỦA SINH VIÊN VỀ SIMULATIONS -*** 1.Sau tham gia hoạt động, bạn cảm thấy nào? a Khơng hứng thú b Khơng có ý kiến c Hứng thú d Rất hứng thú Hoạt động ảnh hưởng đến bạn nào? (Bạn có nhiều lựa chọn.) a Tạo động lực giúp bạn hăng hái tham gia hoạt động b Tự tin sử dụng tiếng Anh không sợ bị bắt lỗi c Chủ động lớp học d Hứng thú với môn học Những ảnh hưởng khác: ………………………………………………………………… ……………………………………………………………………………………………… Bạn có hài lịng với vai trị simulations khơng? Vì sao? Điều khiến bạn khơng hài lịng simulations vừa qua? Bạn muốn hoạt động diễn lớp học khơng? Có Khơng XVII Nếu có, tổ chức lần? a tuần/1 lần b tuần/1 lần c 1tháng/ lần d Mỗi học lần Cảm ơn bạn nhiều!:) XVIII Appendix 14: Sample lesson plan - Shopping Stands - Class: DHAV9- Group A - Activity: Groupwork of speaking - Date: May 28, 2014 - Functions: buying and selling, taking about your tastes and preferences - Subject: Speaking - Textbook: Interaction 2, Silver Edition (Chapter 8: Tastes and Preferences) REQUIREMENTS: - Form groups of three - Be as well-dressed as possible (as you are going to play the role of a shop assistant or a customer) Each group brings 5-10 items of the kind of goods your group have chosen to trade, for example: - Fruits - Shirts/ Garments - Books - DVDs/CDs - Accessories – bracelets, necklaces, etc - If you choose to sell foods/vacations/tours/study courses.etc., bring posters (with pictures and information on what you have for selling) - Put your items on the table (or stick your posters on the board) and make a 5-to-10minute conversations in front of the class In the conversation: - A student imagines being the shop assistant - Two students imagine being the customers XIX STEPS OF THE CONVERSATION: Shop assistant - Greet the customers - Customers - - Show the customers the things they - Ask for some items, describe what you need Suggest related items, if possible - Answer their questions - Greet the shop assistant - Help them to try the item want Ask for information on the item - Ask for terms of transaction, for example, - Making comments on the customers‟ tries; the guarantee, exchange or refund conditions help them decide what to buy - Offer them discounts and promotion gifts, - Discuss with each other on what to buy if possible and how many of them - Persuade customers to accept your price Try the item - Try to make them buy more items - Ask for another if you not like the first; explain clearly the features of the - Suggests wrapping the items for the items/items you want customers - - Discuss with your partner about the Say goodbye available options and chooses the one/ones you prefer - Bargain - Pay and take your change - Say goodbye Note: You can add more contents into the conversation to make it more interesting Teacher: Le Ngoc Diep, M.A XX Appendix 16: Lesson plan 2- Restaurant Service SIMULATIONS: MAKING AND TAKING ORDER IN A RESTAURANT - LEVEL: Intermediate TIME: 105‟ Aim: Develop skills in greetings, making requests, confirmation Organization: Whole class and small groups of students PARTICIPANTS: Waiters- Protocol person- Guests ACTIVITY: Ordering and serving in a restaurant ROLE CARDS: Protocol person: Welcome and guide guests to seats Waiters: take orders Guests: Order food and drinks PROCEDURE: Phase Time Briefing 15‟ Teacher Students 1 Tells Ss the purpose of this Simulations: - Listen and ask for confirmation LetSs apply what they‟ve learnt for real life + to get to know the service system + how to make order in such a XXI restaurant Tells students the situation: A group of Ss are colleagues working for a restaurant; they have to cooperate with one another to run the service system Inform the participants and explains the roles and tasks of participants as in role cards 4 Make them clear T’s requirements: + Do not focus on grammar point but - Figure out the how to communicate well duties and + Use proper language responsibilities of + Requires Ss to take a role not think the chosen role they themselves are students but real cards waiters, guests… and try to fulfill their duties and responsibilities as naturally as possible - Prepare + Asks Ss to dress presentably necessary + Let them know there is no teacher‟s information to interference in the Simulations carry out the role 5.Designates the roles depending on beforehand Ss’ interest 6.Ask if there is any question Give them some time to prepare 8.Simulates the setting: music, menu, XXII name tags, order paper, and flowers + Asks Ss if they can back up with some vases of flowers Pre- 10‟ Makes a simulated setting: arranges the tables as authentically as possible Simulations Prepares music, name tags, order paper, and tables with flowers In Simulations - Monitors the class unobtrusively Carry out their - Takes notes Ss‟shortcomings 30’ roles and fulfill their tasks Follow- up 15’ - Comes up with a situation: “The - Discuss customer complains that he has to wait too long for food” - Asks the participants discuss and draw a conclusion - Asks Ss to present their solution - Present the solution Debrief 15’ - Asks Ss if they think they have and fulfilled their duties and tasks in Answer the T evaluation their roles - Asks Ss the difficulties in the preparation and performance XXIII process they‟ve encountered - Gives comments, correction and Listen and take feedbacks note Aim of executing the lesson plan: Piloting the simulations to observe the first year students‟ attitudes on the implementation of simulation XXIV ... ENGLISH SPEAKING SKILL FOR FIRST-YEAR STUDENTS IN FACULTY OF FOREIGN LANGUAGE IN HO CHI MINH UNIVERSITY OF INDUSTRY (VIỆC ÁP DỤNG KỸ THUẬT MÔ PHỎNG TRONG VIỆC CẢI THIỆN KỸ NĂNG NÓI TIẾNG ANH CHO SINH... English in a foreign language university 18 CHAPTER 2: METHODOLOGY 2.1 Participants and setting of the study The subjects of this study are two groups of first-year students of Faculty of Foreign Language. .. cover all the four skills in teaching and learning a foreign language, but focuses merely on speaking skills Methods This study includes the interview and the survey questionnaires The questionnaires