Using some extra activities to improve english speaking skill of first year non english major students at thuong mai university

This study aims at describing first-year non English major student’s attitudes toward English speaking skill andexploting some extra activities such as language games and storytelling to

I am also grateful to all lectures at the English Faculty Department ofThuong Mai university for their valuable lectures from which I have had such agreat motivation and benefited a lot in the writing of this thesis.

I would also like to say the sincerest thanks to those first-year non Englishmajor students who have enthusiastically participated in the study Theirparticipation has been crucial to the completion of the research

On a personal note, I express my truly gratitude to my family and friendswho emotionally and spiritually comforted me through the challenging time ofconducting the research The study could not have been completed without theircontinual encouragement

Among four language skills, speaking, which can be regarded as thechallenging skill, is very important in daily-life communication and foreignlanguage learning Therefore, it is necessary for learners to acknowledge thatspeaking learning is a process that requires time and dedication to practice not onlyinside the class, but also in other environment This study aims at describing first-year non English major student’s attitudes toward English speaking skill andexploting some extra activities such as language games and storytelling to improvethis skill In order to achieve the aims, the questionnaire was employed to 30 first-year non English major students from three classes The results from the studyshowed that students were aware of the significance of speaking skill, the level ofdifficulty of speaking skill compared to three other language skills The findingsfrom the study are hopefully of benefit not only for teachers interested in thespeaking area but also students by raising their awareness of their own study

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i

ABSTRACT ii

TABLE OF CONTENTS iii

LIST OF TABLES AND FIGURES v

CHAPTER 1: OVERVIEW OF THE STUDY 1

1.1.Rationale 1

1.2 Previous studies 2

1.3 Aims of the study 3

1.4 Research Subjects 3

1.5 Scope of the study 4

1.6 Research methodology 4

1.7 Organization of the study 6

CHAPTER 2 : LITERATURE REVIEW 7

2.1 The definition of speaking 7

2.2 The Significance of Speaking in Language Learning 8

2.3 Major types of speaking extra-activities 8

2.3.1 Language Games 8

2.3.2 Storytelling 11

2.4 The Importance of Using Extra-activities in Teaching and Learning 13

2.4.1 Extra-activities improve the personal development 13

2.4.2 Extra-activities influence the social behaviour 14

CHAPTER 3 : RESEARCH FINDINGS 15

3.1 The reality of Teaching and Learning English speaking skill at Thuong Mai University 15

3.1.1 The teaching staff 15

3.1.2 The students 15

3.1.3 English teaching and learning condition at Thuong Mai University 16

3.2 Data analysis 16

3.2.1 Students’attitudes towards English learning 16

3.2.2 Student’s perspectives toward teacher using language games and

storytelling in speaking lessons 22

CHAPTER 4: SOME SUGGESSIONS TO IMPROVE ENGLISH SPEAKING SKILL OF THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT THUONG MAI UNIVERSITY 27

4.1.1 Sample language games to apply in speaking lesson 27

CONCLUSION 33

REFERENCES 34

LIST OF TABLES AND FIGURES

Figure 3.1 : Perspectives of four language skills

Figure 3.2 : Students’ Level of Interest in Learning English speaking skillFigure 3.3 : Students’ attitudes toward the importance of speaking skill

Figure 3.4 : Student’s paticipation in speaking lessons

Figure 3.5 : Teacher’s extra-activities gave in speaking lessons

Figure 3.6 : Types of language games the teacher apply in speaking lessonsFigure 3.7 : Student’s attitudes towards languages games

Figure 3.8 : Student’s attitudes towards storytelling

Figure 3.9 : The purpose of using language games and storytelling inspeaking lessons

Figure 3.10 : Student’s attitudes after taking part in language games andstorytelling

CHAPTER 1: OVERVIEW OF THE STUDY1.1.Rationale

Nowadays, we cannot deny that English becomes the language dominates theworld over Therefore, the number of students from non-speaking English countrieschooses to learn English as their second or foreign language has increased.However, not all of the students in these cases can master this powerful language byjust attending several English classrooms

In the process of learning English language, learners are usually encouraged

to master four skills, namely speaking, reading, listening and writing Among thesefour skills, speaking skill is often regarded as the most important because it related

to communication It requires a wide range of knowledge and ability: knowledge ofgrammar, phonology, semantics of the language in use, culture of its people, thevariety of using vocabulary, the ability listening to maintain converse, etc

In other country, from elementary pupils to students, people usually studyEnglish with their interest and enthusiasm In Viet Nam, despite teachers’ efforts toprovide students with opportunities to develop their communicative skills, how toteach and learn speaking effectively is still a challenging question to both teachersand students Students have a lot of difficulties in studying and practicing Englishspeaking skill, especially the 1st year non English major students When speakingEnglish, they often fall into confusion, lack of professional knowledge, confidence,and the good learning method as well Moreover, the learning environment passivewith the same and boring lessons without the interesting extra- activities preventingthem from practicing and improving English In general, learning English languageand speaking learning in particular requires students to spend time and dedicationpracticing not only inside the class, but also on their own That is the main reasonwhy they do not achieve the effective result in learning English, especially theEnglish speaking skill

One of my suggested method is to study English speaking is using activities I hope that this can help the first year non English major students willstudy English better in the near future That is the reason why I decide to conduct astudy on “Using some extra- activities to improve English speaking skill of first-year non English major students at Thuong Mai University”.

extra-1.2 Previous studies

Firstly, I have read a study of Thanyalak Oradee that was “DevelopingSpeaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and RolePlaying)” The purposes of his research with a view to: Study andcompare speaking skills of Grade 11 students using three communicative activities.And study the students’attitude towards teaching English speaking skills using thethree communicative activities The sample group included 50 students at asecondary school in Udon Thani, classified by high, medium, and low according totheir abilities of English speaking proficiency level The design of the research wasmixed method design The quantitative data came from the speaking test and thestudents’ attitude towards teaching English speaking The research instruments were

8 lesson plans, an English speaking ability test, and an attitude questionnaire

Secondly, Urrutia & Vega (2006) conducted an action research project onthe understanding and actions taken to improve speaking skills through games in apublic school called “Federico Garcia Lorca” in Colombia The participants in thisstudy were twenty girls and twenty boys from 14 to 18 years old The researchersimplemented activities focused on oral games for promoting the development ofstudents’ speaking skills Questionnaires, teacher’s journals and video recordingswere used as data collection instruments The researchers analyzed the data by usingcharts which included the percentages of student’s answers about the most difficultskill for them, how often they speak in English during the class and the factors thatinterfere at the time to speak, such as, shyness, lack of vocabulary, fear ofhumiliation, among others

Finally, Hamzah & Ting (2009) conducted a qualitative and action researchstudy on success of using group work in teaching speaking in English classroom in

a school called “SMK Damai Jaya” in Malaysia The participants in this study were

33 students and 3 English teachers The researchers conducted three oral activitieswhere students were observed then they received questionnaires and threeexperienced teachers where observed as well Questionnaires, observations andinterviews were used as data collection instruments The researchers carried out aseries of questionnaires in Malay language were students could provide theiropinions about the group work activities to improve speech skills and theirconsciousness of participation in those activities; the observations were analyzed tounderstand the participation and the behavior of students during the lessons, and theinterviews were carried out with the three English teacher

1.3 Aims of the study

Initially, the researcher desires to explore the attitudes of first year nonEnglish major students of Thuong Mai University toward using extra-activities.Secondly, some good techniques, especially the extra- activities will be given out inorder to improve their speaking skill More specifically, the study is an attempt toanswer the two research questions:

• What are the attitudes of first year non English major students towardspeaking skill?

•What types of techniques suitable for first year non English major students

to improve speaking skill?

1.4 Research Subjects

The research was carried out at Thuong Mai University with the participation

of 30 students whose majors are Marketing and Manage human resource To thosestudents, English was not their majors but a compulsory subject at university All ofthe surveyed students have learned English for at least six years, especially some ofthem have learned English for nine years Most of them can do grammar very well

but they have difficulties in mastering four language skills Of the four skills, asmany of them revealed, they find speaking especially important yet challenging one.That was the reason why most of students feel bored and unmotivated in speakinglesson.

1.5 Scope of the study

Due to the small scale of the study as well as the limitation of time andexperience, the study concretely places a focus on the first year non English majorstudents at Thuong Mai University

In this study, the sample group consisted of 30 students classified by high,medium and low according to their abilities of English speaking proficiency level

I hope that this study is a good reference material for the English non major

as well as all students who wish to achieve the higher speaking skill

1.6.1 Description of the questionnaire

All the information received from the questionnaires would by all means bestrictly kept confidential The questionnaire consists of two question group, group 1

at finding the answer to the first research question That is the students’ generalattitudes towards English language and speaking skill The focus of 4 questions ingroup 1 is the students’ level of interest in learning English and the importance of

speaking skill While that of question 5 is the participants’ opinion about themethod which their teacher using in the speaking lesson.

Group 2 with 4 questions (from 6 to 10), is the students’ attitides towardusing language games and storytelling to improve their speaking skill

1.6.2 Procedure of data collection

The procedure of collecting data was divided into two main phases as follow: Phase 1: Preparation

In the first phase-preparation, the questionnaire-as the study’s data collectioninstrument was formed After that, the researcher arranged the question inaccordance with the two research questions and carefully designed the layout of thequestionnaire in a reader-friendly way, so that the students would feel comfortablewhile doing the questionnaire Then, the researcher invited first -year non Englishmajor student who volunteered to do the questionnaires for the researcher’s trialpurpose The results of these two piloted questionnaires were taken into greatconsideration to produce the final drafts For instance, more careful instructionswere provided to ensure that the participants understand the questions clearly

Phase 2: Administering the questionnaires

The questionnaire was administered to three chosen classes (randomlyselected 10 students from each class) This decision was made based on the idea thatthe relation between the questionnaire’s topic and the skill of participants It makesthem feel more encouraging to give responses After a short time for permission, theresearcher approached students and also, did not forget to ask for the class co-operation According to Nguyen (2007, p 38) “participants are quick to pick uptheir superiors’ attitude toward the survey”; therefore, support from the teacherswould make students more willing to participate in Then, students were asked tofinish the questionnaires for about ten minutes under observation and withencouragement of their teachers Therefore , the questionnaires would not be adistorted reflection of their actual perception

1.7 Organization of the study

With a view to help readers to have a clear overview of the researchproposal, the study contains four more chapters as follows:

Chapter 1:Overview of the study

This chapter presents the rationale, previous studies, aims, scope, researchsubjects, research methodology of the study

Chapter 2 : Literature Review

this chapter introduces a literature on speaking skill and extra-activities ,including the key terms together with the content of related studies

Chapter 3: Research Findings

This chapter refers to the analysis and the findings achieved from the surveyquestionnaires

Chapter 4: Recommendations and Suggestions

This chapter suggest favorable techniques to teach and study Englishspeaking skill for the first year non English major students

References and Appendices are presented in the last pages of the study.

CHAPTER 2 : LITERATURE REVIEW.

2.1 The definition of speaking

Speaking is crucially important for the whole learning process “Speakingmakes you a more fluent language user, speaking is a chance to notice the gapsbetween what you want to say and what you can say, it is a chance to testhypotheses about language.” The terms ‘speaking” catches much attention oflinguistics Therefore, many definitions have been offered to this term so far

Based on Nguyen and Nguyen (2001), speaking is meant under two aspects:accuracy and fluency “Accuracy involves the correct use of vocabulary, grammarand pronunciation.” Whereas fluency can be thought of as “the ability to keep goingwhen speaking spontaneously” When speaking fluently, language learners should

be able to get message across whatever resources and abilities what they’ve got,regardless of grammatical and other mistakes Meanwhile, many educators believethat in a communicative lesson “it is not necessary to teach conversational features

or push students to communicate accurately” and that “fluency can be developed bysimply providing students with lots of conversational practice” Therefore, therequirements of language fluency and accuracy may differ variably due to eachstage of language learning

Speaking, as Bygate (1987) defines, involves not only the use of the rightsounds in the patterns of rhythm and intonation, but also the choice of words andinflections in the right order to convey the right meaning

Speaking, a productive skill, is known to have two main types ofconversation namely dialogue and monologue, which are rather different Inmonologue, you give uninterrupted oral presentation while in dialogue you interactwith one or more other speakers for transactional and international purposes

It is noticeable from the two productive language skills that speaking isdifferent from writing in both processing conditions and reciprocity conditions.

“First, spoken language is affected by the time limitations, and the associatedproblems of planning, memory, and production under pressure Second, it isreciprocal activity, which has a crucial effect on the kinds of decisions to be made.”(Bygate, 1987: 11-12)

2.2 The Significance of Speaking in Language Learning.

Language is a tool for communication We communicate with others, toexpress our ideas, and to know others’ ideas as well Communication takes place,where there is speech Without speech we cannot communicate with one another.The importance of speaking skills, hence is enormous for the learners of anylanguage Without speech, a language is reduced to a mere script The use oflanguage is an activity which takes place within the confines of our community Weuse language in a variety of situations People at their work places, i.e researchersworking either in a medical laboratory or in a language laboratory, are supposed tospeak correctly and effectively in-order to communicate well with one another Anygap in commutation results in misunderstandings and problems

In-order to become a well rounded communicator one needs to be proficient

in each of the four language skills listening , speaking, reading and writing, but theability to speak skillfully, provides the speaker with several distinct advantages Thecapacity to express one’s thoughts, opinions and feelings, in the form of words puttogether in a meaningful way, provides the speaker with these advantages The joy

of sharing one’s ideas with others is immense When we speak to others we come tohave a better understanding of our own selves, as Robert Frost ( 1985) once said: ‘‘I

am a writer of books in retrospect, I talk in order to understand, I teach in order tolearn.’’ Undoubtedly, the clarity in speech reflects clear thinking

2.3 Major types of speaking extra-activities.

2.3.1 Language Games

2.3.1.1 The definiton of Language Games

Language games mean games related to language If games helps to improvedifferent aspects such as intellectual ability, patience, then language games also help

to develpoe language skills Greenal (1984) defined language games as one kind of

“ activity which is used to consolidate language already taught or required andoccurs during the free stage of lesson or during occasions such as English clubmeeting,etc.” When playing these language games , students not only have fun butcan also practise English enjoyably, which helps to motivate students

While Mc Cabe ( 1992) defined a language game as spoken routine for two

or more players, meant to repeated many times This implies that such repetitionwill enable the chidren to communicate effectively since playing language gameswill help the children to develop language and thought

Byrne (1995) gave the definition to language games as a form of playgoverned by rules They should be enjoyed and fun They are not just a diversion, abreak from routine activities, but a way of getting the learner to use the language inthe course of the game Similarly, Jill Hadfield (1990) defined language games as

"an activity with rules, a goal and an element of fun."

From the definition above, it can be seen clearly that language games do notonly povide supportive activities and relax ,that can motivate the students tointeract and communicate, but games can also create opportunities for students toacquire the language in a meaningful way

There are a great number of language games So teachers have a variety ofchoices However, in deciding which language games to use in a particular lessonand which language games will be most appropriate and most successful with theirstudents, teachers must take many factors into account

2.3.1.2 The purpose of Language Game.

Lee (1979) holds that most language games make learners use the languageinstead of thinking about learning the correct forms He also says that games should

be treated as central, not scop to the foreign language teaching programme

There are many advantage of using games “ Game can lower anxiety, thusmaking the acquisition of input more likely” ( Richard-Amato 1988:147) They arehighly motivating and entertaining and they can give students more opportunities toexpress their opinion and fellings They also enable learners to acquire newexperiences within a foreign language which are not always possible during atypical lesson It helps students to relax , remmember things faster and better.

With the demand of changing the teaching methods nowadays, most of theteachers have made efforts to change a variety of techniques, one of this way isusing games A good game can enhance students’ motivation in language classesand partly contributes to increase the quality of language classes

According to Lightbrown and Spada (1999) “If we can make our classroomsplaces where students enjoy coming because the atmosphere is supportive and non-threatening, we can make a positive contribution to students’ motivation to learn.”With a view to create such a learning atmosphere, using language games, it hassome advantages Firstly , language games also help the teachers to create contexts

in which the language is meaningful and useful The students want to take part in , itmeans they must understand what others are saying and they must speak in order toexpress their own point of view or give information Secondly, the variety andintensity that language games offer may lower anxiety and encourage students totake part in speaking classes positively, especially when games are played in smallgroups Besides , language games help many students to maintain their interest andstudying habit Maintain interest can mean maintain effort After all, learninglanguage involves long tem effort

2.3.1.3 Types of language games

Hadfield (1987) also classified language games into many more categories asfollows:

Sorting, ordering or arranging games For example, students have a set ofcards with different products of them, and they sort the cards into products found at

a grocery store and products found at a department store

Information gap game: In this activities, students are supposed to be working

in pairs One student will have the information that other partner does not have andthe partners will share their information Information gap activities serve manypurposes such as sloving a problem or collecting information Also, each partnerplays an important role because the task can not be completed if the partners do notprovide the information the others need These activities are effective becauseeverybody has the opportunity to talk extensively in the target language

Guessing games: These are a variation on information gap games One of thebest known examples of a guessing game is 20 Questions, in which one personthinks of a famous person, place, or thing The other participants can ask 20 Yes/Noquestions to find clues in order to guess who or what the person is thinking of

Matching games: As a name applies, participants need to find a match for aword, picture or card

Labeling games: These are form of matching, in that participants match labelsand pictures

Puzzle-solving games: The participants in the game share or pool information

in order to solve a problem or a mystery

Role play games: The terms role play, drama and simulation are sometimesused interchangeably but can be differentiated (Kodotchigova, 2002) Role play caninvolve students playing roles that they do not play in real life, such as dentists,while simulations can involve students performing roles that they already play inreal life or might be likely to play, such as a customer at a restaurant Dramas arenormally scripted performances, whereas in role plays and simulations, studentscome up with their own words, although preparation is often useful

2.3.2 Storytelling

2.3.2.1 The definition of storytelling

Storytelling is to retell the story having read or heard by using thestorytellers’own words based on their understanding about the story According toZaro and Saberri in Akhyak and Indramawan (2013: 20), storytelling is an activity

involving the interaction between storyteller and audience and between anindividual and the listener in the certain level.

Next, Safdarian (2013: 208) defines storytelling as the way of the students toretell stories in a different word construction after being told the stories by theteacher Then, Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014: 43) saythat storytelling is one teaching method by using short stories

According to Ling in Julia (2015: 14), storytelling as a learner-centeredmethod helps the students to use the information and delivers the messages toothers Thus, it can be said that storytelling is a teaching method in which thestudents are asked to retell the content of the stories in different word constructions

by involving a certain interaction between the storyteller and the listener

Meanwhile, Samantaray (2014: 42) describes the procedures of storytelling afollows: Step 1 the teacher hangs different written stories with colorful papers onthe white board Step 2 the teacher asks the students to make groups of five Step 3the teacher asks every group take a paper from the white board Step 4 the teacherasks them to develop a story in 15 minutes Step 5 the teacher asks them to retelltheir story based on the group discussion, and step 6 the teacher gives award to thegroup considered as the best group

Additionally, Fikriah (2016: 96) presents the procedures of storytelling asfollows: Step 1 the students are asked to sit in the groups Step 2 then, the studentsmake a story based on a sequence of pictures having some key sentences given bythe teacher, and step 3 the teacher asks the students to tell the story based on theresult of their discussion in front of the class

2.3.2.2 The purpose of Storytelling

Storytelling is the original form of teaching (Pederson, 1995) Manyresearchers believed that storytelling plays an important role in students’ languagedevelopment (Hsu, 2005) All kinds of interesting storytelling are used in differentsituations which depend on students’ age and situation

As Jianing (2007) reported that using storytelling in English classroom is one

of good activities to encourage students to study English Storytelling also can helplearners become more self-confident to express themselves spontaneously andcreatively (Colon-vila, 1997) Moreover the storytelling is not only assisting tostimulate students’ imagination, but also developing their language abilities (Koki,1998)

According to Strong & Hoggan (1996), storytelling is a process that offersopportunities to practice organizing, categorizing, and remembering informationconcurrently with practice in predicting, summarizing, comparing and contrastinginformation The process of connection language and imagery is the basic elementinvolved in oral and written language comprehension, language expression, criticalthinking (Bell, 1991), increased listening and reading comprehension (Applebee,1978), greater language fluency, and increased vocabulary (Wellhousen, 1993)

Storytelling is almost used in the kindergarten, elementary, primary school,and higher education respectively Besides the storytelling includes the use ofcomputer in the language learning process A tool which can also improve thestudents’ integrated English skills and more interesting is now requiring Theinteresting tool “Storytelling” which has an impact on students’ learning andmotivation through technology integrates with language learning

2.4 The Importance of Using Extra-activities in Teaching and Learning

Extracurricular activities literally mean “activities supplementary to a course

of study,” but it is essential to every student’s learning experience

2.4.1 Extra-activities improve the personal development.

Extra-activities allow the development of critical life-skills One importantbenefit from extra-activities is building solid relationship and interpersonal skills,especially in team-oriented clubs and activities They allow for the development ofworking skills, in addition to interpersonal and people skills The ability to manage

extracurricular activities in addition to school and course work requires thedevelopment of time-management and organizational skills.

Extra-activities not only enhance learning, but they also seek to educate,inspire and encourage student’s interest It helps students to manage their timebetter, make more informed , thoughtful decisions, and improve their ability tocommunicate (Kotts, 2011 apund Warren 1997)

That ways, students do not feel the pressure and burden when it comes theirterm to present a presentation, speak out their ideas, feeling, etc The extra-activities also reduce the anxiety , raise the interest and the excitement whenstudents practise English speaking skill Through the extra- activities, the studentswill get more opportunities to express their opinion and feeling

2.4.2 Extra-activities influence the social behaviour.

Extra- activities are action oriented and based on experience Action can beexposed in three parts including the act of doing, the experience received in thedoing process and the learning accumulated from the experience (Pittaway, 2010;Rae, 2000) Extra- activities engage students in action and whether this actionencourages students to acquire much knowledge about their behaviour

As we know, extra- activities require the solidaration, the knowledge amongthe member in group The extra- activities really have the effectiveness only whenall members know how to interact, encourage and support to each other Therefore,

it can be said that the extra- activities directly and indirectly influence the socialbahaviour of students The extra- activities improve the atmosphere in theclassroom, create dynamic and help build a relationship between students, betweenthe teachers and students

CHAPTER 3 : RESEARCH FINDINGS

3.1 The reality of Teaching and Learning English speaking skill at Thuong Mai University

In my opinion, teaching is interdependent relationship between the teacherand the students In addition, teaching and learning conditions are also veryimportant All these are the factors that decide the success of the lecture

3.1.1 The teaching staff

Thuong Mai University has a large teaching staff with lots of experience andenthusiam All of them are graduated from university, most of them have an M.Adegree They are interested in teaching profession and always define clearly theimportance of education for the human development and get to know student’sexpectations Therefore, they work enthusiatically , act responsibly and try theirbest to give the most effective lectures to students However, some of them stillhave the traditional teaching method such as: teaching speaking with the old topic,the passive lectures, teaching English not using activities, etc So, I think thatbeaside the high quality, techers should apply some interesting extra activities in thelecture to draw the attention and the interest of the students

3.1.2 The students

As I concerned, the number of the first year non English major students ineach class is large, approximately 35-40 students In the fact that they have just leftthe high school , they come from different places , had different experience inlearning condition When they came to the new environment, they are stillpassive .Their basic knowledge in English level is not equal That is the mostdifficult problem However, they are get acquainted with the new learningenvironment at the university as well as aware of the fact that English is really

important and necessary for their future work So they always have a positiveattitide in learning English

3.1.3 English teaching and learning condition at Thuong Mai University.

At Thuong Mai University, each classroom of the first year non Englishmajor students is equiped with a radio and many cassettes in English lesson.Additionaly, in speaking lesson the teachers always give some new topic such asthe weather, hobby, social news ,etc to encouage student to show their opinion, thiscan make the atmosphere in class more interesting and funny Besides,the teachersoften organize a funny game in English for studenst to express their abilities.Moreover, there are many useful activities such as oragnizing some small festivalssuch as: Hallowen, Christmas, Valentine, etc to play together, exchange knowledgeand relax Sometimes, they have many chance to talk and study with foreigners.This is an outstanding advantage and a good condition to help them improve theirEnglish speaking skill It can be said that, the learning conditions are convenient forthem to study English effectively These factors have great influence on the results

of the students in general and the first year non English major students in particular

3.2 Data analysis

3.2.1 Students’attitudes towards English learning

With the aim of finding out the real situation of learning speaking skill aswell as students’ preferences and expectations in speaking lessons, thirty ballots ofthe survey questionnaires were distributed to students from three non English majorclasses The data of the survey questionnaire will be analyzed based on this targetpopulation