using worksheets to develop speaking skill for the first year non major students of hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN VĂN TOÀ N USING WORKSHEETS TO DEVELOP SPEAKING SKILL FOR THE FIRST YEAR NON-MAJOR STUDENTS OF HANOI UNIVERSITY OF INDUSTRY (Sử du ̣ng bảng biể u nhằ m phát triể n kỹ nói cho sinh viên không chuyên năm thứ nhấ t của Trường Đa ̣i ho ̣c Công nghiêp̣ Hà Nô ̣i) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN VĂN TOÀ N USING WORKSHEETS TO DEVELOP SPEAKING SKILL FOR THE FIRST YEAR NON-MAJOR STUDENTS OF HANOI UNIVERSITY OF INDUSTRY (Sử du ̣ng bảng biể u nhằ m phát triể n kỹ nói cho sinh viên không chuyên năm thứ nhấ t của Trường Đa ̣i ho ̣c Công nghiêp̣ Hà Nô ̣i) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Supervisor: Lê Văn Canh, Ph.D Ha Noi - 2013 iv TABLE OF CONTENTS Declaration………………………………………………………………… i Acknowledgement………………………………………………………… ii Abstract…………………………………………………………………… iii Table of content…………………………………………………………….iv List of tables and charts……………………………………………………vii PART A INTRODUCTION……………………………………… …… 1 The rationale of the study …………………………….1 Purposes of the study …………………………………….3 Significance of the study ……………………………….4 Definitions of terms ……………………………………….4 The design of the study ………………………………… PART B DEVELOPMENT……………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………….6 1.1 Definition of speaking skill………………………………………6 1.2 The functions of speaking skill………………………………….7 2.1 Talk as Interaction………………………………………………7 1.2.2 Talk as Transaction………………………………………………7 1.2.3 Talk as Performance…………………………………………….8 1.3 Teaching Speaking…………………………………………… 1.4 Goals of teaching speaking……………………………………….9 1.5 Principles of teaching speaking…………………………………10 1.6 Developing speaking activities………………………………… 12 1.6.1 Pre-activity stage……………………………………………….12 1.6.2 During activity stage………………………………………… 14 1.6.3 Conclusion stage………………………………………………14 2.1 The concept of worksheets…………………………………….16 v 2.2 The pedagogical significance of worksheets……………… 17 2.3 Benefits for students from using worksheet activities………….19 2.4 The teachers’ roles in worksheet activities …… …………… 19 2.5 Preparing a lesson plan for worksheet activities ………………21 CHAPTER 2: THE STUDY………………………………………………25 2.1 The current situationof teaching and learning English at HaUI…………………… ……………………………………25 2.2 Teaching materials…………………… ……… ……….26 2.3 Participants of the study………………………………… .…28 2.4 Research instruments… ………………… .……………….28 2.4.1 Questionnaire……………………………………………………28 2.4.2 The research procedure………………………… ……………29 2.4.3 Follow-up class observation………………………………… 33 CHAPTER 3: RESULTS AND DISCUSSIONS………………………….34 3.1 Results ………………………………………………………… 34 3.1.1 Effectiveness of worksheet activities in English speaking lessons……………………………………………………………34 3.1.2 Students’ attitudes towards applying worksheet activities and their effectiveness …………………………………………… …35 3.1.3 Need for worksheet activities…………………………… ….35 3.2 Discussions …………………………………………………….36 PART C CONCLUSION… …………………………………………… 37 Recapitulation……………………………………… … ……… 37 2.Conclusions……………………………………… … ………… 38 Limitations……………………………………… … ………… 38 4.Suggestions for further studies………….……… … ………… 38 vi REFERENCES…………………………………………………………… 40 APPENDICES Appendix 1: Student’s questionnaire (in Vietnamese) Appendix 2: A sample worksheet Appendix 3: Teacher’s self-reflection (in English) Appendix 3: Student’s self-reflection (in Vietnamese) vii LIST OF TABLES Table 1: English curriculum at HaUI 26 Table 2: Syllabus for teaching the coursebook “New Headway elementary” Students‟ attitudes towards worksheet activities 27 Table 3: 34 LIST OF DIAGRAM AND CHARTS Diagram 1: Phases of a lesson plan 22 Chart 1: The effectiveness of worksheet activities in English speaking lessons Need for worksheet activities 34 Chart 2: 35 PART A INTRODUCTION The rationales of the study Language is a means of communication People can transfer information or messages and express their ideas and emotions with language Language is also used to express everyone‟s hopes, ambitions, and thoughts Moreover, language can serve the human needs in their communication in all sectors, such as industry, military, business, tourism, transportation, sports, international relations, and especially in education Why is it important to develop speaking skill? L2 learners regard speaking as the most important skill they can acquire, and they (or their friends/family) assess their progress in terms of their accomplishments in speaking skill The fact is that speaking is one of the important and essential skills that needs a lot of practice to acquire People who have ability in speaking will receive the information better As a matter of fact language is not only taught and learned, but it is used as a habit Therefore, students of English must be able to speak English well because people identify the English mastery with their English speaking From the researcher‟s short experience as a teacher, he noticed that many teachers teach student passively They speak a lot while their students listen for most of the time Students have very little time for practicing this skill As a result, the students are not interested in the English learning process They become passive in English learning and they are not able to speak Speaking is one of the basic skills that require communicative competence, pronunciation (intonation, stress, and pitch), grammar, vocabulary, fluency, accuracy, comprehension and gesture improving, in order to build a good communication These elements are needed to measure the capability of the students in speaking using appropriate technique Brown (1994, p 103) states that speaking is a skill in producing oral language It is not only an utterance but also a tool of communication It occurs when two or more people interact with each other aiming at maintaining social relationship between them According to Widowson (1994), speaking is the active production skill and use of oral production It is the capability of someone to communicate orally with others Thus, speaking is an interactive process of constructing meaning that involves producing, receiving and processing information By speaking with others, we are able to know what kinds of situations are there in the world English has become a must-have tool for people to pursue personal goals or studies in Vietnam Although it has been taught from Elementary School up to Higher Education, students are lack of capability and self-confidence in speaking They often find difficulties in mastering speaking skill It is widely recognized that English is really difficult for a lot of students who can use and understand English language Therefore, students need more opportunity to practice English and use it communicatively inside and outside the language classroom Florze & Burt (2001) emphasize that "pair and group work activities can provide learners with opportunity to share information and build a sense of community" As Cook (1996, p 90) suggests, such activities “force the students to use communication strategies whether they want to or not” Kurt & Akdeniz (2002) defined that worksheets are materials by which students are given transaction steps regarding what they are supposed to learn Also, they include activities which give the students main responsibility in their own learning Worksheet activities involve the learners in getting the information from other partners to complete a given task, gather enough information and report back to the whole class Worksheet is the activity, in which the students may be in pairs or in groups of two or more students They can be given different pieces of information about a topic to enable them to complete a task by sharing this separated information Worksheet activity is a useful and interesting technique because it gives every student opportunity to speak, and it reflects the way we use language as a means of communication in real life In addition, speaking with peers is less frightening than presenting alone in front of the whole class and being evaluated Teachers only give simple explanation about the activity and review the vocabulary needed for the activity Students, on their turn, get an opportunity to develop their communicative competence more freely Demircioğlu (2004) investigated that worksheets are found useful and practical materials for conceptual understanding if they were effectively used in learning environments From the above knowledge, the researcher is considering that teaching speaking by using worksheet activities can help overcome these challenges and weakness of students' speaking ability Based on this, the researcher would like to apply the technique into the present classroom by doing a small scale research on “Using worksheets on developing speaking skill for the first-year non-English major students at HaUI” Purposes of the Study The study aims at achieving the following objectives: Exploring the effectiveness of worksheet activities on developing speaking skill for the first year non-major students at HaUI In the light of the research results, some recommendations, suggestions and pedagogical implications will be expounded for both students and learners who seek to develop speaking skill through using worksheet activities Significance of the Study It is hoped that this study will be beneficial for the following reasons: 1- It takes its importance due to the absence of the previous studies which deal with the use of worksheet activities in teaching speaking skill of English language at HaUI 2- It sheds light on the importance of communicative approach, teaching speaking skill and worksheet activities This may encourage teachers of English language to design suitable situational contexts and adapt the implementation of worksheet in the speaking skill 3- It can be used to increase the students‟ achievement in English language and improve their speaking skill 4- The study will provide data-based evidence of how worksheets can be used in the speaking lessons to encourage the students to speak English more in the classroom Definition of Terms The researcher includes some definitions of key terms to support the readers' understanding for this thesis easily They are as follows: - Effectiveness: it is the degree of improvement in the students' speaking skill in English language as a result of using worksheet technique - Worksheet: it is where two students or more work together where each has to make the questions and complete the answers of the other(s) Precisely, 33 e The Validity of the Teacher's Guide The researcher checked the validity of the teacher's guide by consulting a group of experienced teachers who have been teaching speaking for a long time According to their recommendation and suggestions, the researcher did the necessary modifications f The Implementation of the Lesson Plan The lessons chosen were taught by the researcher as follows: - The techniques of teaching were based on worksheet concept and communicative approach which were hypothesized to develop speaking skill - The researcher himself applied the technique and prepared all the needed aids and materials (lesson plan, worksheets, lap top, pictures, video, digital camera, and others) The process was videotaped and evaluated by taking students' opinions after each session - The researcher listened to students‟ opinions and suggestions all around the sessions to evaluate the process of teaching by using worksheet activities 2.4.3 Follow-up class observation Along with the survey questionnaires, the class observation is a supplimentary instrument which is used to increase the reliability of the obtained information and provide more information relating to the worksheet activities The researcher observes class during the students‟ presentations to notice the improvement of their speaking skill and make changes necessary for the next class 34 CHAPTER 3: RESULTS AND DISCUSSION 3.1 Results 3.1.1 Effectiveness of worksheet activities in English speaking lessons Question in the questionaire asks about students‟ viewpoints on the effectiveness of using worksheets in English speaking lessons The majority of the students (85%) say they like speaking English with the help 9% 6% 28% very 57% rather of little not at all worksheet activities and 9% of them say they just like these activities a little Only 6% of Chart The effectiveness of worksheet activities in English speaking lessons them say they not like them at all 3.1.2 Students’ attitudes towards applying worksheet activities and their effectiveness Students‟ attitudes can be explained by the fact collected from question for students in the following table: Yes No a be more interested in speaking English 87% 13% b have more chances to practise speaking 89% 11% c improve your speaking ability 85% 15% d feel more confident 90% 10% Table Students’ attitudes towards worksheet activities 35 As seen from the table 3, students appreciate the application of the worksheet in the speaking lessons Most of them (90%) felt more confident to speak English Nearly the same number of the students supported that worksheet activities provide them more chances to practice speaking They also admitted that these activities help them feel more interested and improve their speaking ability 3.1.3 Need for worksheet activities Question is designed to investigate students‟ perception of the need of using worksheet activities 80 70 60 50 40 30 20 10 74.6 22.5 2.9 often sometimes not necessary Chart Need for worksheet activities As illustrated from the chart above, over 90% of the students agreed that worksheet activities are necessary for students to develop their speaking ability Almost 75% of the students suppose that these activities should be often performed This reveals that worksheet activities play a very important role in helping students with their speaking skill 36 3.2 Discussion Based on the findings of this study, results reveal that using worksheet activities as a method to improve students‟ speaking ability had a significant impact on improving students‟ speaking proficiency Meaningful situations were established using pairwork and group work, both important features of Communicative Language Teaching in the language classroom As a result after applying worksheet activities in speaking class for a semester, it can be concluded that: Worksheet activities can better improve the students‟ interaction with other students The investigation suggests that pairwork or groupwork attract much of the students‟ attention and hightens their participation Students who are audience-shy often find it easier to express themselves in front of a partner or a small group of peers It meant that students‟ participation in the class also improved On the other hand, they decreased the amount of teacher talking time Worksheet activities can increase students‟ opportunities to speak during the English lesson and provide the potential benefits of student to student interaction In order to obtain information from friends, the students needed to interact among them They should spend most of the time working in pairs and groups The students have reasons to interact and tasks to fulfill Worksheet activities encourage students‟ practice opportunities of the target language receptivity in the lessons as a result of completing various tasks In the light of students‟ reflections for the tasks used during the study, which were very positive, it showed that students were enjoying worksheet activities while learning English 37 In conclusion, the results of this study showed us how important it is to use activities that encourage speaking Worksheet is highly recommended as one of the activities that enhance the oral proficiency of the students PART C CONCLUSION This part deals with a summary of findings and discussion, limitation of the study, and the recommendations for further research Recapitulation The aforementioned findings and discussion have revealed that students‟ speaking proficiency increases when they learn new lessons by the use of worksheet activities in the classroom So, teachers should employ their appropriate speaking teaching strategies in order to encourage students to expand their communicative ability efficiently as well as quickly This should help students concentrate on how to communicate the intended meaning not on the language forms During worksheet activities students are not under pressure to produce correct speech, the only thing they need to is to communicate with others Moreover, they expressed their joy and happiness when they all participated in each activity In fact, they were activated, interested, excited, and encouraged to take the task on This further gives them the opportunity and the ability to put what they already know onto practice In addition, worksheet technique encourages cooperative relationships among students They should act as active participants not as passive recipients, in order for them to carry out the tasks Here the students are given opportunities 38 to express their own ideas and in so doing they need to work with other students and try to make others understand Conclusions The data showed that using worksheets has created an encouraging speaking environment where all the students really get involved in The students can rely on it as a helping tool to retain knowledge through practical speaking worksheets This result indicates that using worksheet activities is effective on developing speaking skills of the students in contrast to those who received their speaking lessons by the ordinary method However, when designing worksheets for speaking lessons the intended structures and related vocabulary are prepared for the students, therefore it tends to reduce students‟ interaction creativity This problem can be treated if teacher can let students create their own worksheet activities about the topics of the lessons they have already learnt, making projects individually or in groups on the topic they select These personalization activities allow the learners to act at their own pace, in their own manner and style, and on the topics or content of their own choice Then they will“find their own way, taking charge of their learning,” and“make their own opportunities for practice in using the language inside and outside the classroom” (Brown, 2001, p 209) Limitations As the focus of the thesis is using worksheet activities to increase the effectiveness of speaking lessons, it is expected that the study results will provide basic knowledge and applications not only for the researcher but also for other teachers and learners of English and to some extent, make some 39 contributions to the development of teaching and learning speaking at HaUI However, the study cannot avoid limitations as follows: 1- The study aimed at developing speaking skill for the first year non-major students at HaUI by adopting the implementation of worksheet activities 2- The study was limited to teaching English language textbook New Headway Elementary which is now in use for first year non-major students of all departments within HaUI 3- The study was applied in the year 2012 first semester by implementing worksheet activities for the first units of the textbook Observation was made by the researcher only; as a result, its results might be quite subjective Suggestions for further studies The study has only investigated the effectiveness of using worksheets to develop speaking skill for students at HaUI The teachers should apply the worksheet technique and student personalization method in the classroom when using worksheet approach Moreover, teachers should have a deep knowledge of the worksheet activities Below are some suggestions for further researches: - A case study on developing students' speaking skill with personalized worksheet teaching method - Conducting a study entitled "A suggested program for training teachers on how to adapt worsheet activities to develop speaking skill." The author hopes that further studies will overcome all the existing limitations of this study and help to improve the quality of the teaching and learning speaking English at HaUI 40 REFERENCES Bayrak, N (2008) Examining of the effect on students’ success, the lasting of data and attitudes towards science of course software and worksheets developed according to five gradual model of constructivist learning approach (Unpublished master‟s thesis, Atatürk University Graduate School of Natural and Applied Sciences) Bozdoğan, A (2007) The effects of worksheets on the logical thinking abilities on the education of science lessons (Unpublished master‟s thesis, Cukurova University Graduate School of Social Sciences) Brown, D H (1994) Principles of Language Learning and Teaching Englewood Cliffs: Prentice Hall Regent Brown, G., & Yule, G (1991) Teaching Spoken Language Cambridge: Cambridge Brown, S et al (1994) Involving Students in the Assessment Process The Oxford Centre for Staff and Learning Development Burhan, Y (2008) Developing worksheets enriched by concept cartoons concerning the acid-base concepts (Unpublished master‟s thesis, Karadeniz Technical University Graduate School of Natural and Applied Sciences) Burns , A (1998) "Teaching Speaking" Annual Review of Applied Linguistics18,102- 123 Bygate, M (1995) Language Teaching Speaking Oxford: Oxford University Press Byrne, D (1991) Techniques for Classroom Interaction Cambridge: Cambridge University Press 10 Byrne, D (1998) Teaching Oral English New York: Longman 11 Castillo, P C.( 2007) "Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies" PROFILE 8, 007 ISSN 1657-0790 Bogota, Colombia Pages 75-90 12 Cook, V (1996) Second Language Learning and Language Teaching Oxford: Oxford University Press 41 13 EL-Khuli, S (2000) "The Effect of Using Some Questioning Strategies in Teaching English on Developing the First Year Secondary School Students Speaking Skill" Unpublished Thesis, The Faculty of Education, Ain Shams University, Cairo, Egypt 14 Ev, E (2003) Using of worksheets in primary teaching and the effect of pupils’ achievement and pupils’ and teachers’ views of the lesson (Unpublished master‟s thesis, Dokuz Eylül University Graduate School of Educational Sciences) 15 Harmer, J (2001) How to Teach English London: Longman Press 16 Harmer, J (2001) The Practice of English Language Teaching London Longman Press 17 Hopkins, D (2002) A Teacher’s Guide to Classroom Research Maidenhead: Open University Press 18 Kayi, H.(2006) "Teaching Speaking: Activities to Promote Speaking in a Second Language", The Internet TESL Journal, Vol XII, No 11, November 2006 19 Kaymakcı, S (2006) History teachers’ views about worksheets (Unpublished master‟s thesis, Kaymakcı, S (2010) The effect of using worksheets in social studies education on students’ academic achievement and attitudes toward the course (Unpublished dissertation, Gazi University Graduate School of Educational Sciences).Karadeniz Technical University Graduate School of Social Sciences) 20 Kurt, Ş (2002) Worksheets development according to constructivist view of learning in physics teaching (Unpublished master‟s thesis, Karadeniz Technical University Graduate School of Natural and Applied Sciences) 21 Liang, T (2002) Implementing cooperative learning in EFL teaching: process and effects Dissertation of Taiwan Normal University 22 Liao, X (1997) Worksheet activities In Communicative Classrooms Paper Presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Orlando, FL, March 11-15, 1997 23 Liao, X (2008) "Teacher Roles in Worksheet Activities" English Department, Yunyang Medical College, Shiyan 442000, China Mar 2008, Volume 6, No.3 (Serial No.54) US-China Foreign Language, ISSN1539-8080, USA 24 McDonough ,J &Show , C (2003) Materials and Methods in ELT , A teacher‟s Guide 42 25 McKay H., & Tom, A (1999) "Teaching Adult Second Language Learners" New York: Cambridge University Press 26 Richards, J C (2007) Developing Classroom Speaking Activities: From Theory to Practice Retrieved November, (2010) from http://www.professorjackrichard.com/developing-classoom-speakingactivities.pdf 27 Richards, J C., & Renandya, W A (2005) Methodology in Language Teaching Cambridge: Cambridge University Press 28 Sambur, E (2009) The effect of worksheets on standard of attainments and the attitude of the students in new science curriculum (Unpublished master‟s thesis, Celal Bayar Graduate School of Natural and Applied Sciences) 29 Stern, H (1999) Fundamental Concepts of Language Teaching Oxford: Oxford University Press 30 Stubbs, M (1983) Language, School and Classrooms (2nd ed.) London: Methuen 31 Tan, E (2008) The effects of worksheets prepared on the basis of constructive approach about the subject of adverbs which is taught in primary school grade seven classes on student achievement (Unpublished master‟s thesis, Atatürk University Graduate School of Social Sciences) 32 Widdowson, H G (1994) Teaching Language as Communication Oxford: Oxford University Press 33 Widiastuti, R (2008) "Teaching Speaking Through Dialogue to the Eleventh Year Student: a Case Study at SMK Muhammadiyah JATINOM Skripsi thesis, Universitas Muhammadiyah Surakarta I Appendix (1) CÂU HỎI ĐIỀU TRA Bản câu hỏi điều tra này chỉ nhằm mục đích thực hiện một đề tài nghiên cứu khoa ho ̣c liên quan đế n Sử dụng bảng biểu nhằ m phát triển kỹ nói Để thực hiê ̣n đề tài nghiên cứu này, rấ t mong đươ ̣c sự hơ ̣p tác của các ba ̣n Xin các bạn vui lòng trả lời các câu hỏi sau Xin chân thành cảm ơn! Thông tin cá nhân: Tuổ i: Giới tı́nh: □ Nam □ Nữ Số năm ho ̣c tiế ng Anh: □ dưới năm □ năm □ năm □ năm Bạn có thích hoạt động nói giáo viên tổ chức không? □ rấ t thıć h □ thıć h □ mô ̣t chút □ không thıć h Bạn thấy giờ học nói tiếng Anh có hoạt động dùng bảng biểu có giúp bạn? a Có hứng thú việc thực hành nói □ Có □ Không b Có nhiều hội để nói tiếng Anh □ Có □ Không c Cải thiện khả nói tiếng Anh của bạn □ Có □ Không d Tự tin □ Có □ Không II Theo ba ̣n, để phát triển được tốt khả nói thì hoạt động dùng bảng biểu có thực sự cầ n thiế t không? □ Có, thường xuyên □ Có, thỉnh thoảng □ Không cầ n thiế t Xin chân thành cảm ơn sự giúp đỡ quý báu của các baṇ ! III Appendix (2) Sample worksheet Teacher delivers worksheets to all students and asks them to complete the worksheets and practice speaking after that Teacher explains the activity making sure that students understand the task Teacher asks volunteer speakers to give the information they complete on the worksheets to the whole class Adverbs of frequency Unit 4: Take it easy How often you … ? - ride a bike to school - play football - watch television - play computer games - read books - go to the gym Name always Lan ride a bike to school usually Example: Lan always rides a bike to school often sometimes never IV Appendix (3) Teacher's self-reflection After applying each session of lessons plan , a self- reflection checklist will be practiced to identify the area of improvements and interest in the approach suggested The researcher makes the feedback after each lesson and accordingly did the necessary modification After carrying out the technique using worksheet which is the tool of the study The researcher will evaluate the experiment from his point of view and his own observations to the process of teaching according to the following scale: No Items Were the activities suitable for worksheet technique? Were the worksheets appropriate to the speaking skill? Were the worksheets suitable to the stages of the lesson Yes No plan? Were the worksheet activities enjoyable and interesting for the students? Was the time which allowed for the activities enough? Have the students got involved sufficiently in pairs and groups? Were the objectives of the experiment achieved? Any further comments are possible after practicing the experiment …………………………………………………………………………………… V Appendix (4) Nhâ ̣n xét của Sinh viên Ngày: Số / / Hoạt động Số 1 2 3 4 Em biế t mo ̣i người đề u hiể u và hứng thú tham gia Nhóm Có Không Em làm theo nhóm yêu cầ u cho mỗi hoa ̣t đô ̣ng Có Không Em hoàn thành tố t hoa ̣t đô ̣ng Có Không Em giúp đỡ và chia sẽ với các ba ̣n Có Không Em làm đúng vai và hoàn thành bảng biể u Có Không - Mô ̣t viê ̣c em làm tố t là: ………………………………………………………… - Mô ̣t viê ̣c em làm chưa tố t là: ………………………………………………………… - Đề xuấ t cho lầ n sau làm tố t là: ………………………………………………………… ... NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN VĂN TOÀ N USING WORKSHEETS TO DEVELOP SPEAKING SKILL FOR THE FIRST YEAR NON- MAJOR. .. plans for the chosen lessons of integrated skills allowed speaking in English for the first year non- major students of English 30 a The General Aim of the Teacher''s Guide and Speaking Skill. .. on ? ?Using worksheets on developing speaking skill for the first- year non- English major students at HaUI” Purposes of the Study The study aims at achieving the following objectives: Exploring the