Luận Văn Giáo Dục Sư Phạm Students’ perceptions of using short stories in learning English as a foreign language at a high school in Vietnam

Tài liu lun s phm , giáo dc1 of 63 HANOI PEDAGOGICAL UNIVERSITY FACULTY OF FOREIGN LANGUAGES TRAN KHANH HUYEN STUDENTS’ PERCEPTIONS OF USING SHORT STORIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT A HIGH SCHOOL IN VIETNAM ( NHẬN THỨC CỦA HỌC SINH ĐỐI VỚI VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ TẠI MỘT TRƯỜNG THPT Ở VIỆT NAM) (Graduation paper submitted in partial fulfillment of the Degree of Bachelor of Arts in English) Major: English Language Teaching Hanoi, 2019 Footer Page of 63 Tài liu lun s phm , giáo dc2 of 63 HANOI PEDAGOGICAL UNIVERSITY FACULTY OF FOREIGN LANGUAGES TRAN KHANH HUYEN STUDENTS’ PERCEPTIONS OF USING SHORT STORIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT A HIGH SCHOOL IN VIETNAM (NHẬN THỨC CỦA HỌC SINH ĐỐI VỚI VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ TẠI MỘT TRƯỜNG THPT Ở VIỆT NAM) Major: English Language Teaching SUPERVISOR: TRAN THI MINH PHUONG, MA Hanoi, 2019 Footer Page of 63 Tài liu lun s phm , giáo dc3 of 63 ACKNOWLEDGMENTS The research would not have been completed without the support of many people First of all, I would like to express my sincere gratitude to my supervisor, Ms Tran Thi Minh Phuong, a great supervisor, lecturer of Ha Noi Pedagogical University 2, for her patience, unflagging support, and encouragement, who I owe an enormous intellectual debt Besides, I am very grateful to all the lectures at Hanoi Pedagogical University 2, especially the lectures at Faculty of Foreign Languages for their help and support throughout my course of study which have enabled me to work on my thesis with confidence and focus I also want to thank the Principal, Head of Bac Dong Quan High School for allowing me to conduct the survey in their school My grateful thanks go to the teachers and pupils for agreeing to participate in the questionnaire surveys and interviews of my pilot study and main study Without their much-appreciated cooperation, I would not be able to collect the data needed for this study One more time, thanks for all the help we had during carrying out the research! Footer Page of 63 i Tài liu lun s phm , giáo dc4 of 63 ABSTRACT Most early studies, as well as current work, focus on the use of literary texts in learning the English classroom on the tertiary level Nevertheless, short stories are extraordinary for Vietnamese EFL learners, especially for High School students This research reports the results of investigating students’ perceptions of using short stories in learning English as a Foreign Language at High School in Vietnam The participants were 76 students of grade 11 at Bac Dong Quan High School, randomly chosen two classes: 11A9 and 11A11 The methodologies were used for this research: classroom observation, survey questionnaire In addition, interviews tool were also developed to elicit the learners’ perceptions of the use of short stories in learning English The results of the data analysis can be also drawn that participants have positive perception towards the use of short stories to learn English language In addition, short stories helped students enhance their English language proficiency and were interested them in the lessons that used short stories The research also gave some pedagogical implications for the use of short stories in teaching and learning English to encourage students to develop their language skills completely KEYWORDS: short story, students’ perceptions, foreign language Footer Page of 63 ii Tài liu lun s phm , giáo dc5 of 63 STATEMENT kOF kAUTHORSHIP Title: k STUDENTS’ PERCEPTIONS OF USING SHORTkSTORIESkIN LEARNING ENGLISH AS kA kFOREIGN kLANGUAGEkAT A HIGH SCHOOL kIN k VIETNAM k (Graduation kpaper ksubmitted kin kparticular kfulfilment kof kthe kDegree kof kBachelor of kPedagogy kin kEnglish) k I kcertify kthat kno kpart kof kmy kthesis khas kbeen kcopied kor kreproduced kfrom kother person’s kwork kwithout kacknowledgements kand kthat kstudy kis koriginally kwritten k by kme kunder kthe kcareful kguidance kof kmy ksupervisor k Date ksubmitted: kMay k2019 Footer Page of 63 Student Supervisor Tran Khanh Huyen Tran Thi Minh Phuong iii Tài liu lun s phm , giáo dc6 of 63 LIST OF THE TABLES AND FIGURES Tables: Table Background information about the participants of the study .19 Table Planning of short story lessons 21 Table Result of the Classroom Observation with class 11A9 and 11A11 in weeks 26 Table Students’ time spend on learning English by themselves 28 Table Respondent’ Eagerness to Get Short Stories for Self-Enjoyment 32 Table Respondents’ Eagerness to Enjoy Short Stories as Components of Language Skills Classes 32 Figures: Figure Percentage of student’ participant “Yes” in Weeks 26 Figure Difficulties in learning English 29 Figure Pie Chart of the proportion of students reading ST 30 Figure Respondents’ Interest Frequency 31 Figure Respondents’ Perception Frequency .34 Footer Page of 63 iv Tài liu lun s phm , giáo dc7 of 63 LIST OF ABBRIVIATIONS Footer Page of 63 HPU2 : Hanoi Pedagogical University Number 2 FFL : Faculty of Foreign Languages BDQ : Bac Dong Quan ST : Short Story EFL : English as a Foreign Language ELT : English Language Teaching v Tài liu lun s phm , giáo dc8 of 63 TABLE OF CONTENTS ACKNOWLEDGMENTS i ABSTRACT ii STATEMENT OF AUTHORSHIP iii LIST OF ABBRIVIATIONS iv PART A: INTRODUCTION 1 The Rationale of the study… .1 Aims of the study and Research Questions 3 Scope of the study 4 Research methods Significances of the study Design of the study PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND Definitions English as a Foreign Language Clarification of Significant Concepts and Terms 2.1 Definitions of perceptions 2.2 Definitions of short story Relation between short story and language learning 11 3.1 Teachers 11 3.2 Students 12 Role of short stories in language learning 13 Previous study 15 CHAPTER II: METHODOLOGY 18 Participants 18 Data collection instruments 19 Footer Page of 63 vi Tài liu lun s phm , giáo dc9 of 63 2.1 Classroom Observation 19 2.1.1 Reasons for using Classroom Observation 19 2.1.2 Description of Classroom Observation 20 2.2 Questionnaire 22 2.2.1 Reasons for using Questionnaire 22 2.2.2 Description of Questionnaire 22 2.3 Interview 23 2.3.1 Reasons for using Interview 23 2.3.2 Description of Interview 23 Planning 24 Procedures for data collection 25 CHAPTER III: FINDINGS AND DISCUSSION 26 Findings of Observation 26 Findings of Questionnaire 27 2.1 Interest in Short Stories 31 2.2 Students’ Perceptions on the Inclusion of Short Story in Language Skills Classrooms 33 Findings of Interview 34 PART C: CONCLUSION 36 Summary of the study 36 Implications for teaching and learning 37 Limitations of the study 38 Suggestions for further study 39 REFERENCES 40 APPENDIX Footer Page of 63 vii Tài liu lun s phm , giáo dc10 of 63 PART A: INTRODUCTION The Rationale of the study In today’s globalizing world, language is our primary source of international communication In all countries of the world, English is spoken as the first language by near 400 million people, and as the second language by 1,6 million people Therefore, English has become the most important language for people in many sections of the world like medicine, engineering, business, and education Good English learning in the school level will help in making the students competent in this era of globalization and be willing to enter their path of career Teaching English is not always easy in every simple case, you must connect with students in the process of learning and inspire them to get the best outcome A variety of technique and old strategies have shown up in the fields of language with the pass of time This method resulted in boring and not motivating for students because they did not connect and interact with their students Therefore, students often not involve when learning language, because they not feel part during the time spent learning, they have an inactive role when learning English and they forget it easily because the interaction is absent Hines (2005) states that: “it is better to use literature rather than a communicative textbook as it can change the learning process from focusing on grammar to higher- order thinking He believes that literature-based programs concentrate on the interpretation of the language and this allows students to experiment with the language It can be assumed that literature admits the students to be creative in their thinking and also gives the students a basic platform to use the language” Moreover, Rosli Talif (1995:15) declares that “…language is inseparable from literature and vice versa, we cannot run away from learning the language when literary text is used Students learn the language unintentionally when they read the literary text” Rosli Talif (1995:17) also believes that “language is the material of literature as stone or bronze is of sculpture, paints of pictures, or sounds of music” To make a literary piece, the writer will need to use the language Literature cannot be made by itself; there is the material known as the language that makes it known Footer Page 10 of 63 Tài liu lun s phm , giáo dc44 of 63 Why not? Moreover, it also gives them the lessons of moral through each ST” On being interviewed: “In your opinion, is it a good idea to include short stories in all language skills classes? Why?” Three out of students indicated that it was really great when incorporating ST in language skill classes, they found it interesting and rewarding at the same time Others even thought that we should make it compulsory components in English classroom They should be taugh in language skill classes at a High School, freshman, sophomore, junior and senior and it was a good idea to develop students’ language ability However, we should be selected carefully to suit the students’ need and level of language master In respond to question two, most of students said that they were more involved to solve ST than expository passages becuase they could get entertainment and inspiration by reading them In addition, it did not only serve as interesting material to improve their language skill but also provide good lessons about life One out of students commented the balances should give between amount of ST and expository passages was surely the best option Come to it beneficial to develop language skill with ST, when answering interview question “which point you like most about short stories? Why?”.The overall responded to this question very positive, four out of students stated that they love reading ST as they were the cheapest but most interesting entertainment, they were no difficult to find good ST in internet Many of them are free Other strength, ST was very easy to understand and learned lots of new words and idioms through them By doing so, learners could read them any time they would like to There were a lot of opinions about the last interview question, a small number of these interviewer said that a single short story could be used to enrich vocabulary, to develop reading skill To be contrast, most of those learners declared that they could get more new expressions for conversation, idioms for daily life or even lots of meaningful about life because as like other literary works, short stories are essentially related to life Some works even reveal invaluable ideas Footer Page 44 of 63 35 Tài liu lun s phm , giáo dc45 of 63 PART C: CONCLUSION In the conclusion, the researcher will point out the positive and negative aspects of using ST in English classroom with 11th grade students at BDQ High School Also the major findings will be discussed The limitations of the study and suggestions for future research will be mentioned in this part Summary of the study The study focused on the perceptions of pupil at BDQ High School towards the use of ST in English learning as a Foreign Language The perceptions them were various, about both strengths and weakness The kuse kof kshort-stories kin kELT classroom khas kalways kbeen krecommended kby kthe kpundits kin kthe kfield kfor k developing klanguage kskill kas kstories koffer kinfinite klinguistic kas kwell kas kpersonal, k socio-cultural, kcognitive kand kemotional kbenefits kfor kthe klanguage klearners k However, kas kthe klearners kand ktheir kperceptions kdetermine kthe ksuccess kof kany k material kused kfor kdeveloping klanguage kskills kIt kshowed kthat kthe krespondents khad k a kpositive kperception ktowards kthe kuse kof kST kto klearn kEnglish klanguage kThey k agreed kthat kby kusing kST kto kimprove kEnglish, kit kcan kexpand ktheir klanguage k awareness kand kvocabulary, kmotivate kthem kto klearn kthe klanguage kand kenhance k their klanguage kproficiency kThe krespondents kwere kinterested kin kreading kST kwhere k they kextend ktheir kreading koutside kclass khours kThey kextended ktheir kreading k outside kclassroom kwhen kthey kstated kthat kthey kread kmore kshort kstories kand kread kit k for ka kfew ktimes kto kovercome kthe kproblem krelated kto kthe kutilized kof kST k Therefore, kreading kskill kis kpromoted kby kusing kST kMoreover, kas krevealed k through kthe kfindings kof kthis kresearch, ka kmajority kof kthe kstudents kof k ktwo kclasses k basically kfound kshort kstories kinteresting kand khave kused kST kas kmaterials kfor kself- k enjoyment kand kof kas kcomponents klanguage kskill kclasses kFrom kthe kinvestigation, it kwas kobserved kthat kmost kof kthem kalso kagreed kor kstrongly kagreed kthat kthe k incorporation kof kST kin klanguage kskills kclasses kwill khelp klearners kachieve kbetter k mastery kof klanguage kskills kBeing kthe kproduct kof kcreative kwriters kwho khave k better kcommand kover klanguage, kstories kare kconsidered kto kbe krich kin klanguage k and kamusing kin knature kand khelp kin kovercoming kthe kproblem kof knegative kattitudes k Footer Page 45 of 63 36 Tài liu lun s phm , giáo dc46 of 63 of kEFL klearners ktowards kEnglish kskill kMoreover, kmost kof kthe kstudents kfound kit k effective kto kuse kST kto klearn kvocabulary, kidioms, kauthentic kexpression kin k speaking kdaily klife, kreading kcomprehension kand klistening k kThey keven kbelieved k that kST kis ka krewarding ktext kand kshould kinclude kin kEnglish kclassroom kEnglish k teacher kcandidates kshould kmaster kthe kskills kof kemploying kshort kstories kto kteach k language kskills kThe kstatistical kanalysis krevealed kthat kthe kstudents’ kinterest kand k perceptions kwere kpositively kand ksignificantly kcorrelated, kand kboth kvariables k significantly kaffected keach kother k The kstudents kdid knot kreally kface kmuch kproblem kThe kmain kproblem kthat k k k k k k researcher kfaced kwas kthe kparticipation kdo knot ktake kpart kin kactively kin kthe kEnglish k classroom kinitially ktimes kThey konly kparticipate kwhen kbeing kasked kor kbeing k pointed kby kthe kteacher kOnly ka kfew kstudents kparticipated kand kbased kon kthe k findings, kthis kwas kdue kto kthe klearners’ klevel kof kproficiency kStudents kwith klow k proficiency kwere kshy kto kparticipate kbecause kthey kafraid kothers kwould kmake kfun k of kthem kand kthis kmake kthe krespondents kremain kquiet kmost kof kthe ktime kAnother k reasons kwas kthe ktheme kof kthe kshort kstories kbeing kused kdid knot ksuits ktheir k interest k Implications for teaching and learning Learning English to enhance four basic skill is a real challenge for both teachers and students; it requires teachers to research and apply new teaching techniques to motivate their students; besides just only using traditional techniques like grammartranslation method, direct method, the audio-lingual method (ALM), repetition and translating English words into Vietnamese One of the potential and useful techniques is ST; which is a good tool for teachers to use in improve English language skills for students like: Speaking, Reading, Writing and Listening In general, short stories, in particular, have been an important source and one of the best methods for teaching and learning materials for EFL classes This is the way that teachers can conduct a good lesson and student can understand what the lesson is about ST can be the vehicle to improve students' overall language skills They can also expose EFL learners to a wide variety of Footer Page 46 of 63 37 Tài liu lun s phm , giáo dc47 of 63 styles as one can find the resources of the language most fully and skillfully used, and exploited, in literature However, before using new techniques, teachers are required to understand how they work and how to use it In the classroom, to get better results, the teacher should provide ST suitable themes that they preferred to elicit them learn and improve language skills easier The instructor should choose short stories that suits students’ interest in order to make the students participate in the lessons This activities allows students to see the variety of materials available to them and so arouse their interest This researcher believes that having a theoretical background on using ST in leaning language In this way, teacher can improve communicative competence on their own by using the techniques that teachers introduce in the classroom This argument is discussed by Bretz (1990, pp 335-338) in quite detail In foreign language teaching, provides a springboard for the development of language stories can provide the teaching and learning material which is motivating, authentic and has great educational value In this way, students meet their personal demands, they can easy to apply idioms, useful expression or collocation when the want to communicate what they want to say in their daily lives Not all learning takes place in the classroom In addition, ST can contribute in EFL learners' mastery over not only reading but also over the other important language skills like listening, speaking, and writing as well According to Murdoch, G (2002, P 9) states that ST allow teachers to teach the four basic language skills to all levels of language proficiency and can enhance ELT courses for learners if selected and exploited appropriately Stories are also very enjoyable to read and provide examples of different styles of writing, which represent various authentic uses of the language, and therefore, can be a good basis for vocabulary expansion and for fostering reading and other language skills By using short-stories can also make the foreign language learning a fun by bringing a bit of spice and excitement to a classroom This makes learning process more interesting and enjoyable for teachers and students Limitations of the study Footer Page 47 of 63 38 Tài liu lun s phm , giáo dc48 of 63 This is the first time the study “Students’ perception of using short stories in learning English as a Foreign Language at a High School in Vietnam” has been conducted in the context of High School Although the researcher put a lot of effort to make sure that there were no mistakes in designing the survey, and giving the survey to the students There were some problems that happened First of all, the population who took part in this study was 76 students from class 11A9 and 11A11, from a school that has approximately 1,953 student So the number of student survey is quite small A good survey will have a large number of students in which to make good conclusions The researcher interviewed only students, to get their views on using ST in learning English This is a disadvantage in that I did not get the more information from other students, and how they apply ST Furthermore, the student teaching internship only lasted weeks, and it took a while for the researcher and students to know each other and cooperate in the new way teaching and learning In addition, the researcher only could teach only ST This is a very difficult for all the students were interested in it Suggestions for further study There are some suggestions for further study from the result of this research The researcher should carry out a research on a large number of students and different student levels to take a wider range of the result, which means the research will be more objective and reliable Another suggestion is to survey more participants and more means to collect data: video tape teaching lessons, interviewing more students Also the researcher could focus on one of the aspect of ST to survey and find out the effectiveness of the ST in each skill That could help students to use this method easily and effectively Footer Page 48 of 63 39 Tài liu lun s phm , giáo dc49 of 63 REFERENCES Ariogul , S.(2001) The Teaching of Reading Through Short Stories in Advanced Classes Unpublished M.A Thesis Ankara: Hacettepe University Abrams, M.H (1970) A glossary of literary term New York: Rinehart Ahmed Abdalla Saeed Adam.(2015) Developing EFL Leaners’ narrative writing through using short stories the case of Al-Baha university students European Journal of English Language and Literature Studies Vol.3, No.4, pp.1-8 Bretz, M L "Reaction: Literature and communicative competence: A springboard for the development of critical thinking and aesthetic appreciation." Foreign Language Annals 23(4) (1990): 335-338 Collie, J., & Slater, S (1991) Literature in the language classroom (5th ed.) Glasgow: Cambridge University Press Clandfield, L (2011) Teaching Materials: Using Literature in the EFL/ ESL Classroom,25.08.2017 tarihinde Creswell, J (2003) Research design: Qualitative, quantitative, and mixed methods Thousand Oaks, CA: Sage Publications DeMunck, Victor C & Sobo, Elisa J (Eds) (1998) Using methods in the field: a practical introduction and casebook Walnut Creek, CA: AltaMira Press David, C (2003) English as a global language (2ndEd) United Kingdom: Cambridge university press Erkaya, R O (2005) Benefits of using short stories in the EFL context Asian EFL Journal, 8, 38-49 Hines, M (2005) Literature in an ESL Classroom Ezine Articles Retrieved August 28,2007,fromhttp://ezinearticles.com/?Literature-in-anESLClassroom&id=81379 Hirvela, A., & Boyle, J (1988) Literature courses and student attitudes ELT Journal, 42(3), 179-184 http://dx.doi.org/10.1093/elt/42.3.179 Hismanoglu, M (2005) Teaching English through literature Journal of Language and Linguistic Studies, 1(1), 53-66 Footer Page 49 of 63 40 Tài liu lun s phm , giáo dc50 of 63 Kothari, C R (2004) Research methodology: Methods and techniques New Delhi: New Age International (P) Ltd., Publishers Krashen, S (1985) The Input Hypothesis London: Longman Kaya, S Ü (2014) Using Short Stories in ELT/EFL Classes Başkent University Journal of Education, 1(1), 41-47 Matthews, Brander (1994) The Philosophy of the Short-Story In May, C (Ed.), The New Short Story Theories (pp.73-80) Athens: Ohio University Press Maibodi, H A (2008) Learning English through short stories Iranian Journal of Language Studies Moeller,AJ.& Catalano,T (2015) Foreign language teaching and learning University of Nebraska – Lincoln Published in J.D Wright Murdoch, G (2002) Exploiting well-known short stories for language skills development IATEFL LCS SIG Newsletter 23, 9-17 Murdoch, G "Exploiting well-known short stories for language skills development." IATEFL LCS SIG Newsletter 23 (2002): 9-17 Mohammad Khatib.(2012) Enhancing Reading Comprehension through Short Stories in Iranian EFL Learners Theory and Practice in Language Studies, Vol 2, No Merli Puji Handayani.(2013) Using Children Short Stories To Enhance Students Reading Comprehension English Education Study Program of Indonesia University of Education Mustafa Mubarak Pathan (2012) Advantages of Using Short-stories in ELT Classroom and the Libyan EFL Learners’ Perceptions towards them for Developing Reading Comprehension Skill Department of Linguistics and Translation Studies Faculty of Arts, the University of Sebha, Sebha, Libya, AWEJ Volume,4 Number.1 Lambert, W E (1980) Cognitive, attitudinal, and social consequences of bilingualism In E A Afendras (Ed.), Patterns of bilingualism (pp 3-25) Singapore: University Press Regional English Language Centre Oster, J (1989) Seeing with different eyes: Another view of literature in the ESL Footer Page 50 of 63 41 Tài liu lun s phm , giáo dc51 of 63 class TESOL Quarterly, 23(1), 85-103 Pardede, P (2011) Using Short Stories to Teach Language Skills Journal of English Teaching, 1(1), 14-27 Pourkalhor and Kohan.(2013) Teaching Reading Comprehension Through Short Stories In Advance Classes Leena and Luna International, Oyama, Japan, Vol No Rosli Talif (1995) Teaching literature in ESL the Malaysian context Kuala Lumpur: Penerbit Universiti Pertanian Malaysia Richards, J.C (1985) The context of language teaching Cambridge: Cambridge University Press Saka, Ö.(2014) Short stories in English language teaching International Online Journal of Education and Teaching (IOJET),1(4), 278-288 Simensen, A M (1998) Teaching a Foreign Language: Principles and Procedures Bergen: Fagbokforlaget Vigmostad & Bjørke A/S Scrivener, J (2005) Learning Teaching: A guidebook for English language teachers (2nd ed.).Oxford: Macmillian Too, W K., (2004) An Examination of Young Adult Concerns in K.S Maniam’s Stories and the Implications for Their Use as Teaching Texts Unpublished Master’s Project, University Putra Malaysia In Too, W K (2006) Young Adult Literature in English and Its Use in Secondary Schools in Malaysia In Too, W K & Vethamani, M E.(Eds.) Engaging Young Adult Readers Through Young Adult Literature Petaling Jaya: Sasbadi Sdn Bhd Wesely, P.M (2012) “Learner Attitudes, Perceptions, and Beliefs in Language Learning” Foreign Language Annals, 45(51), S98-S117 Young, A (1996) Introducing critical thinking at the college level with children’s stories College Teaching, 44(3), 90-93 https://dictionary.cambridge.org/dictionary/english/perception https://www.merriam-webster.com/dictionary/perception Footer Page 51 of 63 42 Tài liu lun s phm , giáo dc52 of 63 APPENDIX APPENDIX A: CLASSROOM OBSERVATION SHEET Introduction: In observation sheet, there were statements listed to keep a close watch on students’ attitude of using stories in English classroom It is carried out with students in class 11A9 and 11A11 at Bac Dong Quan High School Thank to classroom observation sheet, the researcher have a deeply knowledge about the students’ perception forward short stories No Statement Students feel enthusiastic to follow the short story lessons Students concentrate on the teacher’s explanation Students understand the teacher’s explanation Students ask their teacher questions to get more information if they have any troubles during the lesson Students the small tasks well with other students Students participate actively during learning process Students apply strategy to read short stories well Students talk with classmates too much Students pay attention in class Footer Page 52 of 63 Yes No Tài liu lun s phm , giáo dc53 of 63 APPENDIX B: SURVEY QUESTIONNAIRE I am Tran Khanh Huyen, a fourth year English Pedagogical student at HPU2 This survey questionnaire is designed to support my study on "STUDENTS’ PERCEPTIONS OF USING SHORT STORIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT A HIGH SCHOOL IN VIETNAM." You can be assured that all the information collected will be used for the research purposes only and your personal opinion will be kept strictly confidential If you not understand anything and would like more information, please ask Your contribution to complete this survey is highly appreciated! Thank you for your help! _ You are in grade: … Gender: Male Female Your age is: … How long have you been learning English? A Less than years B years C years D More than years How often you study English? A Everyday B Whenever I like C Never D Other (please specify): ………………………………………………………………… Do you think that the teaching method is important to enhance students’ language skills when we study English as Foreign Language? Footer Page 53 of 63 Tài liu lun s phm , giáo dc54 of 63 A Yes B No How would you feel your English teacher‘s performance in class? A Excellent B Very good C Good D Average E Poor F Very poor How you study English by yourself? (You can choose MORE THAN ONE item) A: Attend Online English Classes C Listen to the Radio D Talk to yourself E Watch TV show F Read English short stories G Other (please specify): ………………………………………………………………………… What difficulties you have when you study English? (You can choose MORE THAN ONE item) A English vocabulary B Pronunciation C English grammar D Listening skill to radio and TV E Other (please specify): ………………………………………………………………………… Have you ever read short story? A Ever B No If “ever” continue with question 7, 8, Footer Page 54 of 63 Tài liu lun s phm , giáo dc55 of 63 Have you attended English lesson using short stories before? A Yes B No If you answer is “ Yes” in question 6, please let me know the following: A The number of English short story lesson you have attended: ………… B Where the English short story lesson were conducted: ……………… C Who conducted the English short stories lessons: …………………… D When the English short story lesson were conducted: ……………… 10 Directions: Please indicate your level of agreement or disagreement with each of these statements below about your experience with short story lessons in learning English, to what extends you agree with the following statements ? Place an () mark only one response in the opinions that are close to you Strongly Statement A A.I love reading short stories B In general, I find short stories interesting even if I have read them for several times C Practicing pronunciation by reading short stories aloud is interesting D When I have read a short story, I won’t stop until I finish it PERCEPTIONS Footer Page 55 of 63 Disagree agree (1) INTEREST Agree Strongly Disagree (2) (3) (4) Tài liu lun s phm , giáo dc56 of 63 A It is time consuming to read short stories B Short stories provide readers interesting ideas to discuss C I think short stories provide me good rhetoric model for writing D There are lots of authentic expressions for daily speaking in short stories E Short stories should be taught in high level classes because they are difficult to understand F In addition to expository passages, short stories should be given in the classes of reading G I like reading short stories to develop idea for writing H Short stories are interesting materials to develop reading skill I I enjoy reading short stories to study new words and idioms for speaking J I like reading short stories to develop idea for writing THANK YOU FOR YOUR CO-OPERATION Footer Page 56 of 63 Tài liu lun s phm , giáo dc57 of 63 APPENDIX C: INTERVIEW QUESTION Opening Statement Greet interviewee State objectives of research Explain the manner in which interview will be conducted Ensure interviewee of confidentiality Interview Questions Do you like reading short stories? How often you read short stories in English? Do you think short stories take lots of time to read? In your opinion, is it a good idea to include short stories in all language skills classes? Why? In what level should short stories be included in language skills classes? At High School, Semester I, II, III or IV? Tell me about which point you like most about short stories? Why? Footer Page 57 of 63 Tài liu lun s phm , giáo dc58 of 63 What did you learn from short story lessons? Closing Statement Thank interviewee for taking part in the interview Footer Page 58 of 63 ... , giáo dc2 of 63 HANOI PEDAGOGICAL UNIVERSITY FACULTY OF FOREIGN LANGUAGES TRAN KHANH HUYEN STUDENTS’ PERCEPTIONS OF USING SHORT STORIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT A HIGH SCHOOL. .. of students’ perception of using short stories as a Foreign Language at a High School in Viet Nam The chapter begins discussion on definition of learning English as a Foreign Language In addition,... giáo dc5 of 63 STATEMENT kOF kAUTHORSHIP Title: k STUDENTS’ PERCEPTIONS OF USING SHORTkSTORIESkIN LEARNING ENGLISH AS kA kFOREIGN kLANGUAGEkAT A HIGH SCHOOL kIN k VIETNAM k (Graduation kpaper ksubmitted