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Giaoandethitienganh.info iii A STUDY ON SOME WAYS TO ENHANCE THE th 10 FORM STUDENTS' ACTIVENESS IN LEARNING ENGLISH THROUGH SOME LEARNING ACTIVITIES IN THE ENGLISH TEXTBOOK Giaoandethitienganh.info iii TABLE OF CONTENTS Page LIST OF TABLES iv LIST OF FIGURE v PART A : INTRODUCTION I The Statement of This Problem………………………………………………1 The Reality of The Problem Requiring The New Solution to solve……………1 The Meaning and Effect of the New Solution………………………………….2 The Scope of the Study II Method and Procedure Literature review and theoretical background 1.1 Literature Review 1.2 Theoretical Background 1.2.1 Overview of Communicative Approach 1.2.1.1 Theories of Communicative Approach 1.2.1.2 Purposes of Communicative Activities 1.2.2 Learner- centered Approach 1.2.3 Active Learning 1.2.3.1.Definition 1.2.3.2 The Good Language Learner 10 1.2.4 Factors Affect Students' English Learning 11 1.2.4.1 Motivation 11 1.2.4.2 Interest 13 1.2.5 Promoting Students' Activeness in Learning English 14 1.2.5.1 Climate Variables 14 1.2.5.2 Instructional Variables 15 1.2.5.3 Teacher's Characteristics 16 1.2.6 Overview of Learning Activities 17 1.2.6.1 Prominent Features of Leaning Activities 17 17 1.2.6.2 Classification 1.2.6.3 Principles of Selecting Appropriate Work Tasks 18 Measures for Implementing and Time to Create This Solution 19 2.1 Research Design and Procedures 19 2.1.1 Research Design 19 2.1.2 Research Procedures 19 2.2 Methods of Data Collection ' 20 2.3 Population of the Data Collection 22 2.3.1 The Population of the Questionnaires 22 2.3.2 The Population of the Classroom Observation 22 22 2.4 Data analysis PART B: CONTENT 23 I Aim and Objectives II The Description of The experience Initiative’s Solution II.1 : Findings and discussion 23 2.1.1.Students' Activeness in Learning English …………………………………23 2.1.1.1 Students' Attitudes towards English Language Learning 25 2.1.1.2 10th Form Students' Involvement in the Lesson 25 2.1.1.2.1 Students' Involvement in the Lesson 29 2.1.1.2.2 Reasons for students not involving in Classroom Activities 29 2.1.1.2.3 Students' Willingness for Communication and Discussion the tasks with others 30 2.1.1.2.4 Frequency of Finding Chances to Practise English inside and outside Classroom 31 2.1.2.The Implementation of the Learning Activities in the English Textbook 31 2.1.2.1 The Learning Activities Developed in the English Textbook 32 2.1.2.2 The Frequency of Organizing the Learning Activities in the English Textbook 36 2.1.3.The Influence of the Learning Activities in the English Textbook on Students' Activeness 38 2.1.4 Teacher's Role and Classroom Atmosphere in Enhancing Students' Activeness in English Language Learning 41 2.1.4.1 Teacher's Role and Characteristics in Enhancing Students' Activeness in English Language Learning 41 2.1.4.2 The Influence of Classroom Atmosphere on Students' Activeness in English Language Learning 48 II.2 : Implications for enhancing students' activeness in learning English …49 2.2.1 Textbook Renovation 49 2.2.2 Making Writing Activities much more Meaningful and Interesting 52 2.2.3 Improving the Teacher's Classroom Management 53 2.2.4 Other Suggestions 55 PART C: CONCLUSION AND SUGGESTIONS FOR… 56 FURTHER RESEARCH REFERENCES Survey questionnaires APPENDIX APPENDIX For teachers For students PART A: INTRODUCTION I The Statement of This Problem: English nowadays has become more and more popular and has been widely used in Viet Nam It is one of the major subjects in many schools and an indispensable means of communication at present With such a trend of development, learning English is, therefore, important than ever before All learning is active in a certain sense, but some kinds of learning are more active than others Here, active learning is defined in one sense to mean that the learner uses opportunities to decide about aspects of the learning process The stimulation of learning activities and regulation processes, or teaching students how to learn, is likely to lead to the best performance in the long run The Reality of The Problem Requiring The New Solution to solve: It is of great importance that we should take students' English language learning into consideration However, in Viet Nam, many students are not fully interested in learning English in class On the one hand, they seem to be shy and fearful of making mistakes On the other hand, we lack a language environment and sufficient learning activities In that reality, there have many problems catching pedagogues' attention, i.e, how to organize learning activities effectively, how to develop interesting study atmosphere in the classroom in order to enhance students' activeness in English language learning Being aware of this urgent problem, I have a great desire to study the current activeness of students especially the 10 th form students at high schools in Tuy Phuoc High School and Quoc Hoc High School and to investigate the learning activities in the English textbook which contribute an important role in enhancing students' activeness in learning English That is the reason why I choose the topic "A study on some ways to enhance the 10 th form students' activeness in learning English through some learning activities in the English textbook for my experience initiative The Meaning and Effect of the New Solution "Active learning has a long and distinguished history Again and again the idea of learners getting involved in the learning process instead of passively receiving information from an instructor has been considered the essence of education No doubt good teachers have always known that learning is enhanced when students get involved to discover, manipulate or personalize information"[22] Active learning connects it to mental activity in another sense: it refers to the extent to which the learner is challenged to use his or her mental abilities while learning Thus active learning on the one hand has to with decisions about learning and on the other hand making active use of thinking Active learning can be more attractive for learners than more passive forms of learning because they can become more motivated and interested when they have a say in their own learning and when their mental activity is challenged Being involved in the decisions about learning they can connect to their prior knowledge and their own needs and interests In finding out things independently, they can follow their own interests and motivation In the process they can learn to make decisions and take responsibility Moreover, active learning is important because of opportunities for learning to learn Students can learn how to learn by practising how to it Giving them responsibility for parts of the decisions that can or should be made is one way to teach them how to learn In earlier times, one thought that learning to learn and active learning were for the elite Only the best students were expected to learn actively For the weaker students highly structured forms of teaching were to be preferred, so was the conventional wisdom One reason why they are weak students turned out to be that they are not able to learn actively When the weakest students learned how to learn and think, their learning performance improved drastically (see, for instance, Palincsar and Brown, 1984) Active learning is also important for teachers Motivational and burn out problems of teachers may disappear when students are more motivated and more active learners Besides, teaching will become more intellectually challenging when students are learning actively and independently Hence, the problem I am concerning about which learning activities in the English textbook implemented in the class make student learn more actively As an English teacher, I truly believed that this study would be a great contribution to my current teaching The scope of the study With a limited fund of time and ability, this study only investigates the activeness of 10th form students in two high schools The paper also only studies some learning activities in the English 10 textbook for enhancing students' activeness in learning English II Method and Procedure Literature review and theoretical background 1.1.Literature Review There have been many pieces of writing about "active language learner" by foreign methodologists and linguistics According to Paul Eggen and Don Kauchak (1999), a motivated learner can be viewed as " someone who is actively engaged in the learning process" They suggest some ways of promoting and maintaining active engagement through the concept of Interest They also emphasize the important role of interest and give some strategies to increase interest such as capture students' attention, maintain students' involvement in the learning In the book entitled "Teaching principles and practice" by Cole and Chan (1994), they mention student engagement as students' involvement and active participation in learning activities They suggest the most frequently used measure of student engagement is the amount of time that a student engaged in learning tasks They also refer to some techniques to promote active engagement and success rate among students In addition, in "Language teaching methodology", David Nunan introduces some characteristics of the "good" language learners, and mention learning styles and learning strategies that mainly focus on learner as well Regarding students' activeness, some Vietnamese writers such as Dang Thi Kiem (2003) and Nguyen Van Vien (2003) also mention students' activeness through reading comprehension and pairwork and groupwork activities Although active learning has been mentioned in a number book, there has so far not been any study discussing how to enhance the activeness of high school students at grade 10 1.2 Theoretical Background: 1.2.1 Overview of communicative approach: 1.2.1.1 Theories of communicative approach: The origins of communicative language teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s CLT is best considered an approach rather than a method It is a theory of language teaching that starts from a communication model of language and language use Because of the focus on communicative activities and the concentration on language as a means of communication, such an approach has been called the communicative approach [9,P.4] It mainly focuses on communicative proficiency rather on merely the mastery of structures In learning and teaching activities, the range of exercise types and activities compatible with a communicative approach is unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum, engage learners in communication and require the use of such communication processes as information sharing, negotiation of meaning and interaction Consequently, communication has been the major aim of language teaching and learning The goal of language teaching is to develop what Hymes (1972) referred to as "Communicative competence" The term indicates the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom Elements of an underlying learning theory can be discerned on some CLT practices according to Little wood (1981) and Johnson (1982) _The 1st element described as the communication principle: Activities that involve real communication promote learning _The second element is the task principle: Activities in which language is used for carrying out meaningful tasks promoting learning _The third element is the meaningful principle: Language that is meaningful to the learner supports the learning process Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use In short, communicative approach provides learners with a desired goal "Communicative competence" To obtain this, students need knowledge of language which can be enhanced through the use of learning activities appropriately Also, 10 through learning activities, students participate more in the learning process and therefore, promote students' activeness 1.2.1.2 Purposes of communicative activities According to Littlewood (1990), what the teacher might hope to achieve through communicative activities in the classroom may be very important because this will determine his own attitude towards it and what place he gives it in his overall methodology The followings are some typical purposes of communicative activities that can make to language learning: * They provide "Whole - task practice" In foreign language learning, teacher's means for providing learners with whole - task practice in the classroom is through various kinds of communicative activity, structured in order to suit the learners' level of ability * They improve motivation The learner's major objective is to take part in communication with others Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and helps them to achieve it with increasing success Also, most learners' conception of language is as a means communication rather than as a structural system Their learning is more likely to make sense to them if it can build on this conception rather than contradict it * They allow natural learning Language learning takes place inside the learner and, as teachers know how to frequent frustration, many aspects of it are beyond their pedagogical control It is likely, in fact, that many aspects of language learning can take place only through natural processes which operate when a person is involved in using the language for communication Activity (inside or outside the classroom) is, therefore, an important part of the total learning process * They can create a context with supports learning Communicative activity provides opportunities for positive personal relationships to develop among learners and between learners and teachers These relationships can help to "humanize" the classroom and to create an environment that supports the individual in his efforts to learn [15,pl7-18] 11 1.2.2 Learner- centered Approach Today, the dominant view of language teaching and learning favors a great amount of student-centered learning instead of the traditional teacher-dominated classroom "The learner-centered approach is based on the principle that learning is totally determined by the learner As teachers we have an influence what we teach, but what learner learn is determined by the learner alone" [12] Along with this view, Nunan (1991) sees that a learner-centered approach is based on the belief that learners will bring to the learning situation different beliefs and attitudes about the nature of language and language learning and that these beliefs and attitudes need to be taken into consideration in the selection of content and learning experiences [19, pl78] Obviously, there is an emphasis on the central importance of the learners and their attitudes to learning According to Hutchinson and Waters (1989), learners were seen to have different needs and interests which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning This supports to the development of courses in which "relevance" to the learner' needs and interests was paramount Moreover, Hutchinson and Waters also state that learning is seen as a process in which the learners use what knowledge or skills they have in order to make sense of the flow of new information Learning, therefore, is an internal process, which is crucially dependent upon the knowledge the learners already have and their ability and motivation to use it Furthermore, learning is not just a mental process It is a process of negotiation between individuals and society Society sets the target and individuals must their best to get as close to the target as possible The learners will certainly determine their own route to target In the learner-centered classroom, the learners are not only involved in making choices about what and how to learn but also are actively involved in the learning process and they all the work Learners will pay more attention and learn better from one another since their performances and processes of negotiation of meaning are 48 only creates a relaxed class but helps students learn English language through these songs as well What is more, since some learning activities in the English textbook are new and at the high level while 10th form students' knowledge of English language is insufficient; it is suggested that the learning activities in this textbook should be designed at the right level and be more varied to meet learners' need, abilities and learning styles Furthermore, the textbook should include meaningful real- life dialogues which allow students be familiar with different situations outside the learning situation rather than mechanical ones so that students can express their ideas and their thoughts better with their personal experience and they will feel more interested in language learning The last thing to take into account is that Games which have learning value should be added and should be employed frequently to enhance students' activeness * Suggested Games; Due to the fact that Game is one of the activities which makes students learn more actively If properly organized, game helps and encourages many students to sustain their interest and provides the key feature "drill" with the opportunity to sense the working of language as living communication However, game now is used as a supplementary activity for relaxation rather than for language learning in class It is neither designed much in the textbook nor used frequently in the class It is recommended that more good and appropriate language games should be applied to the lesson and implemented more often in the class However, sometimes students may make use of games to talk nonsense, to make jokes and chaos Therefore, teachers should organize games in pairs or in whole- class rather than in groups because it is believed that pairwork is better for discipline problems And if games are organized in groups, teachers should go from group to group listening in, contributing and controlling What is more, it is necessary to use the mother tongue to explain the aims and rules of games clearly so that students can understand fully the meaningfulness of the games In addition, teachers should write key language/ instructions on the board in order that students can follow easily 49 2.2.2 Making writing activities much more meaningful and interesting From the findings in the discussion, we see that although writing activities are frequently designed in the English textbook, they not enhance students' activeness at all One reason is that writing activity is quite new and difficult for students at grade 10th because in the secondary school, students are hardly taught to write Besides, writing activity takes a lot of time, a 45- minute period is only enough for teachers to explain and make an outline for a writing task so students are often asked to write at home Moreover, the way of organizing a writing task of some teachers is not effective enough They often read a model, explain new vocabulary and give some structures for writing task, then ask students to write as the given model Consequently, students feel bored and embarrassed; they not know how to write a task successfully It is the teachers that should guide students to write They are as follows: _ On the basis of the given task, the teacher should encourage students to work in oral to give their ideas and suggestions for the task In this way, students have to think and brainstorm to contribute the ideas to the task This will stimulate the interests in the learners However, it is not always good for shy and passive students These students not want to say and they will their private work Therefore, the teacher should put these students in pairs or in small groups to discuss with other students _ After collecting the ideas for the writing task, the teacher should make an outline or a list of key expressions so that students can follow easily, then put the class in pairs or small groups for peer writing or cooperative writing _ When students finish the task, the teacher should organize correction in pairs In other words, peer correction is a good way for students to transfer information and learn from each other This creates an active class because all students have to work at the same time The teacher then should give feedback so that students know at what level they are 50 _ After giving feedback, writing activity should be integrated with other activities such as role- play or discussion In this way, the writing task is more meaningful and interesting All in all, writing teaching is in large part directed to the new approach to writing Therefore, writing work needs to follow some certain techniques of notetaking, open- ended frame work in order to develop writing skills and make students to be more active 2.2.3 Improving the teacher's classroom management In classroom, besides active students some of them are still passive in the learning process It is the teachers' duty to evoke these students' interests, encourage their involvement in classroom activities To lessen the students' fear of making mistakes and shyness, teachers should increase students' confidence by encouraging them to contribute their ideas to the lesson Teachers may give them some cues for the answers and express satisfaction and excitement about their ideas even silly answers It is essential that teachers should use open- ended questions as much as possible that many answers are acceptable This makes students to be more confident and less afraid of making mistakes Flexibility in method is essential to stimulate students to get fully involved in the learning process Teachers should more active and creative to arouse interest in learners They need to explain the tasks clearly and give concise instructions for the tasks so that students can understand and know what they are going to If necessary, teachers may explain the tasks in mother tongue but try to use English as much as possible Also, they should teach the students the language necessary for the tasks While the activity is in progress, teachers should walk around the class and listen in discreetly in order to find out how the students are getting on Sometimes, teachers may join in and give advices or suggestions The attitude and behavior of the teachers have great impact on classroom atmosphere In order to create a comfortable environment, teachers should be fair, fun and understand their students Moreover, they should show sincere and friendly attitude towards the students during the learning process 51 Teachers are expected to care students' learning They should listen to students' concerns, expectations, difficulties, etc and should be available in the class so that students will feel more motivated This also creates a close relationship between teachers and students Teachers are expected to help students become more independent in learning Teachers should give students authority to choose and decide what they are going to learn and let them be free to contribute their ideas to the lesson Teachers should not dominate the class Teachers also should spend time on giving students feedback effectively Giving feedback helps students to learn how their efforts are evaluated and at what level they are Without feedback students will be easy to be demotivated because they not know they are right or wrong 2.2.4 Other suggestions: On the basis of what are found, following are some suggestions that the study attempts to offer  It is important for teachers to use more interesting and useful topics to evoke students' interest in the lesson  Learning activities should be more meaningful than mechanical  Teachers should adapt the learning activities in the English textbook to students' level, needs and interest  Teachers should teach students strategies for effective learning  Teachers should help students challenge themselves  There should be much time for learning activities  Students need to become active participants in the classroom  Role- play should be more interesting and meaningful  Role- plays may be conducted in front of the entire class and should be evaluated  Students should be told the situation or problem and instructed as to the various roles  Lead- in should be varied and used more effective and frequently to 52 attract students' attention and stimulate their interest  Brainstorming should be more applied in the lesson especially for reading a text  Story- telling should be implemented in the class in order to maintain students' attention or arouse interest in learners PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER RESEARCH Students' activeness in learning English has become one of the most concerned issues of methodologists and linguistics Especially, in recent years, there have been many changes in learning and teaching method with the purpose of enhancing students' activeness, creativity and self- study in English language learning Learnercentered approach and communicative approach are more and more emphasized and appreciated Realizing the importance of this issue, the English textbook for 10 th form students has been designed in order to meet the students' needs and interest as well as to enhance the effectiveness of learning English Although there are still some limitations, this book is a great contribution to language teaching and learning at present In this experience initative , we have studied some ways to enhance students' activeness at grade 10th in learning English through some learning activities in the English textbook in two high schools Thanks to the data collected from the document study, classroom observation and questionnaires we have come to the conclusion that students now are quite active in learning English They have positive attitude towards English language learning because they are aware of the important role of learning English nowadays Moreover, the learning activities in the English textbook are also quite interesting and widely used in real classes Of these activities, guessing game, asking and answering questions, small group discussion enhance students' activeness the most Paiwork and groupwork occur the most frequently The role of the teacher and classroom atmosphere are important to students' language learning Teacher is not 53 a controller but an organizer instead On the basis of what are found, we put forward some implications and suggestions for enhancing students' activeness in learning English in a hope that students will be more active and creative in English language learning * RESULT Khảo sát ban đầu 85 học sinh Sĩ Trung Lớp Giỏi Khá số Bình SL % SL % SL % 10A1 43 18,6 18 41,9 12 27,9 10A8 42 4,8 21,4 19 45,2 Kết áp dụng giải pháp Trung Yếu Giỏi Khá Bình SL % SL % SL % SL % 11,6 14 32,6 21 48,8 18,7 12 28,6 14,3 13 31 19 45,2 There are many factors that can be investigated to enhance students' activeness in learning English This study has only studied students' activeness in some learning activities in the English 10 textbook Following are some ideas that can be proposed for further studies: _ studying other factors that enhance students' activeness such as students' learning styles, teachers' evaluation, etc _ presenting more strategies for active language learning _ investigating the activeness of students at grade 11,12 Yếu SL % 0 9,5 54 REFERENCES Brophy, Jeremy (1998), Motivating Students to Learn, Mc Graw- Hill Companies Cole, Peter G and Chan L K S (1994), Teaching Principle and Practice, Prentice Hall Cook, Vivian (1996), Second Language Learning and Language Teaching, Oxford University Press, Inc., New York Doff, A (1981), Teach English, Cambridge University Press Donough, Steven H Mc (1994), Psychology in Foreign Language Teaching, London Dang Thi Kiem, (2003), Sử dụng số Kỹ thuật hình thức tổ chức đọc hiểu Tiếng Anh nhằm phát huy Tính tich cực sinh viên Trường Cao Đẳng Sư Phạm,Tạp Chí Giáo Dục, (65), Tr 26 Eggen, Paul and Kauchak, Don (1999), Educational Psychology, Merill, Prentice Hall, Inc, New Jersey Grabe, Mark and Grabe, Cindy (1996), Integrating Technology for Meaningful Learning, Houghton Mifflin Company Harmer, J (1981), The Practice of English Language Teaching, LongMan 10.Haycraft, John (1978), An Introduction to English Teaching, LongMan 11 Hoang Van Van (2006), Ti ếng Anh 10, NXB Giáo Dục 12.Hutchinson, T and Waters, A (1989), English for Specific Purposes, Cambridge University Press 13.Ivrine, V and Montgomerie, T.C (2000), Helping Passive Learners to Become Active Learners, Odyssey Conference Presentation, March, 18, 2000 14.Johnson, D.W and Johnson, R.T (1999), Learning Together and Alone, Allvn and Bacon 15 Littlewood, W (1990), Communicative Language Teaching, an Introduction, Cambridge University Press 55 16 Lim Quy Khuong (2000), A Practical Course for Teaching English as a Foreign Language, Danang University 17 Miller, Darcy (1998), Enhancing Adolescent Competence, Strategies for Classroom Management, Washington State University, USA 18 Nguyễn Văn Viễn, (2003), Thiết kế giàng theo hướng phát huy tính tích cực học tập sinh viên trường Cao Đẳng Sư Phạm, Tạp Chí Giáo Dục, (65), Tr 19 19 Nunan, David (1991), Language Teaching Methodology, Prentice Hall 20 Pitts, J and Horton, C R (2000), Strategies for Active Learning, the National Conference on the Adult Learners, Atlanta, Georgia On line: http://www.Adult Students.com 21 Richard, J C and Rodgers, T S (1986), Approach and Methods in Language Teaching, Cambridge University Press 22 Rubin, Lois, Hebert, Catherine, (1998), Model for Active Learning, College Teaching, 87567555, winter98, vol.46, Issue 1, p 26 23 Sax, G (1997), Principles of Educational and Psychological Measurement and Evaluation, Thomson Publishing Company 24 Silberman, M (1996), Active Learning, Strategies to Teach any Subject On line: http://trc.ucdavis.edu/trc/active/definiti.html 25 Wright, A., Betteridge, D and Buckby, M (1984), Game for Language Learning, Cambridge University Press 56 APPENDIX QUESTIONNAIRE (For teachers) This questionnaire is designed to survey for a study on how to enhance the 10th form students' activeness in learning English through some learning activities in the English textbook Your contribution is of great importance to my experience initiatives I would be very grateful for your contribution Please read carefully and answer the questions below Do your students often involve actively in your lesson? □ Very active □ Quite active □ Little active □ Not active at all What are the reasons if your students not involve in English classroom activities? □ Nervousness and shyness □ Inefficient learning activities □ Insufficient English knowledge □ Not speaking English fluently □ Others Do your students want to communicate or discuss the task with others? Do your students often find chances to practise English inside and outside classroom? □ Frequently □ Sometimes □ Rarely □ Never What types of learning activities in the English textbook you often organize in your classroom? (Tick more than one) 57 □ Lead- in □ Information exchange □ Reading for information □ Role play □ Writing an essay/ report □ Small group discussion □ Listening to a text/ a dialogue/ □ Guessing game □ Asking and answering questions □Cued- dialogue □ Problem- solving □ Interview □ Others _ How the learning activities in the pilot English textbook enhance your students' activeness? □ A lot □ Quite a lot □ A little □ Not at all Which learning activities make your students learn actively? □ Lead- in □ Information exchange □ Reading for information □ Role play □ Writing an essay/report □ Small group discussion □ Listening to a text/ a dialogue/ □ Guessing game □ Asking and answering questions □ Cued- dialogue □ Problem- solving □ Interview □ Others _ What roles you often play in classroom? □ A facilitator □ Prompter □ An organizer □ A manager □ A learner □ A resource □ A counselor □ An assessor How does classroom atmosphere affect students' activeness? □ Very important □ Important □ Not important at all 58 10 What you often to enhance the activeness of learners? (Tick more than one) □ Use interesting and useful learning activities □ Teach the students the language necessary for the tasks □ Give clear instructions when you give learning tasks to students □ Explain the usefulness of those learning tasks □ Give students strategies to learn more effectively □ Help students challenges themselves and overcome those challenges □ Organize cooperative learning □ Other ideas _ 11 When are your students interested in learning English? (Tick more than one ) □ Involving in the learning process actively □ Paying attention to your lesson □ Perceiving meaningful tasks □ Giving challenges to students □ Receiving your feedback □ Others THANK YOU VERY MUCH FOR YOUR CO-OPERATION 59 APPENDIX BẢNG TRƯNG CẦU Ý KIẾN HỌC SINH Bảng trưng cầu ý kiến nhằm giúp cho việc nghiên cứu “ Làm để nâng cao tính tích cực học sinh lớp 10 viêc học tiếng Anh qua hoạt động học sách Tiếng Anh lớp 10 Xin vui lòng đọc kỹ trả lời câu hỏi : đánh dấu ( x) vào ô mà bạn cho Bạn có thích học Tiếng Anh khơng ? □Có □ khơng Theo bạn học Tiếng Anh : □Rất quan trọng □Ít quan trọng □Khơng quan trọng Lý học Tiếng Anh bạn ? □Là môn học bắt buộc □Hiểu biết văn hóa khác □Để có nghề nghiệp tốt tương lai □Là mơn học ưa thích bạn □Ý kiến khác Trong trình học Tiếng Anh bạn ? □ Rất tích cực □ Ít tích cực □ Khá tích cực □ Khơng tích cực Lý bạn không tham gia vào hoạt động học lớp ? □ Lo lắng e thẹn □ Các hoạt động học không hiệu □ Kiến thức ngơn ngữ Tiếng Anh □ Nói Tiếng Anh khơng trơi chảy 60 12 Bạn có muốn giao tiếp hay thảo luận tập với bạn khác lớp hay khơng ? □ Có □ khơng 13 Bạn có thường tự tạo hội cho để thực hành Tiếng Anh ngồi lớp học khơng? □ Thường xuyên □ Thỉnh thoảng □ Hiếm □ không 14 Các hoạt động học sách Tiếng Anh thường tổ chức lớp học Tiếng Anh bạn ? □ Khởi động □ Đóng vai □ Đọc để lấy thơng tin □Thảo luận nhóm nhỏ □Viết thư tường thuật □Thảo luận theo nhóm nhỏ □Nghe đoạn văn đối thoại/ hát □Hội thoại có gợi ý □Hỏi trả lời □ Phỏng vấn □Giải vấn đề □Trao đổi thông tin □Ý kiến khác Theo bạn hoạt động sách Tiếng Anh có làm tăng tính tích cực bạn hay khơng ? □ Nhiều □ Ít □ Khá nhiều □ không chút 10 Các hoạt động sách Tiếng Anh làm bạn học tích cực ? ( Hơn ý kiến ) □ Khởi động □ Đóng vai □ Đọc để lấy thơng tin 61 □ Thảo luận nhóm nhỏ □ Viết thư tường thuật □ Thảo luận theo nhóm nhỏ □ Nghe đoạn văn đối thoại / hát □ Hội thoại có gợi ý □ Hỏi trả lời □ Phỏng vấn □ Giải vấn đề □ Trao đổi thông tin □ Ý kiến khác 11 Đặc điểm Giáo viên ảnh hưởng đến việc học bạn ? □ Rất ảnh hưởng □ Ít ảnh hưởng □ Khơng anh hưởng 12 Những đặc điển sau mà bạn mong đợi Giáo viên ? □ Giáo viên cò phương pháp dạy tốt □ Giáo viên có nhiều kiến thức □ Giáo viên quan tâm đến việc học bạn □ Giáo viên giúp bạn học cách độc lập □ Ý kiến khác 13 Vai trò Giáo viên giúp bạn học Tiếng Anh tích cực ? ( ý kiến ) □ Người tạo điều kiện □ Người thúc đẩy □ Người tổ chức □ Người quản lý lớp □ Người học □ Người cung cấp thông tin □ Người cố vấn □ Người đánh giá □ Ý kiến khác 14 Một lớp học sơi có khuyến khích việc học bạn khơng? □ Khuyến khích nhiều □ Khuyến khích 62 □ Chẳng khuyến khích 15 Bạn cảm thấy thích học Tiếng Anh ? □ Tham gia cách tích cực vào hoạt động học □ Chú ý tới giảng Giáo viên □ Nhận ý kiến phản hồi từ Giáo viên □ Các hoạt động hay ý nghĩa □ Giáo viên đưa yêu cần cao tập □ Ý kiến khác…………………………………………………………… Cảm ơn hợp tác em nhiều ... of work tasks Students' interest can be maintained if there is sufficient variation in the tasks - Do not become dependent on texts and photocopied materials for work tasks - Set easy tasks for... However, it is difficult to certain what method is good or bad exactly It depends on students' expectation and students' taste at the time Furthermore, success also plays a vital part in students' motivation... school and four classes at Quoc Hoc High school 2.4 Data analysis: This study presents both qualitative and quantitative results basing on the data collected from the questionnaires and classroom