The effectiveness of using information gap activities to promote grade 10 students’ participation in speaking lessons at nguyen dang dao high school, bac ninh province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES   NGUYỄN thÞ h-êng THE EFFECTIVENESS OF USING INFORMATION GAP ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT NGUYEN DANG DAO HIGH SCHOOL, BAC NINH PROVINCE (Hiệu việc sử dụng hoạt động điền thông tin nhằm tăng cường tham gia học sinh lớp 10 học nói trường THPT Nguyễn Đăng Đạo, Bắc Ninh) M.A MINOR THESIS Field : English Teaching Methodology Code : 60.14.10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES   NGUYỄN thÞ h-êng THE EFFECTIVENESS OF USING INFORMATION GAP ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT NGUYEN DANG DAO HIGH SCHOOL, BAC NINH PROVINCE (Hiệu việc sử dụng hoạt động điền thông tin nhằm tăng cường tham gia học sinh lớp 10 học nói trường THPT Nguyễn Đăng Đạo, Bắc Ninh) M.A MINOR THESIS Field : English Teaching Methodology Code : 60.14.10 Supervisor: Assoc Prof Dr Nguyễn Văn Độ Hanoi, 2013 DECLARATION This paper is submitted in partial fulfillment of the requirements for the degree of Master of Education I certify that this thesis is the result of my own research, and that it has not been submitted for any other degrees th Hanoi, September 20 , 2013 Signature Nguyen Thi Huong i ACKNOWLEDGEMENTS I would like to express my deepest thanks to my supervisor, Assoc Prof Dr Nguyen Van Do, for the wholehearted guidance he gave me while I was doing this research I am truly grateful to him for his ideas, comments and instructions, as well as encouragement and constant support Without these, the thesis could not have been completed I would also acknowledge my great gratitude to all the lecturers and organizers of the Faculty of Post- graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their valuable assistance during my study at the college My special thanks are expressed to my friends for their great help and comments Also, my attitude goes to my colleagues and ninety students taking part in my research Last but not least, I am deeply grateful to my family for their support, encouragement and love, which were extremely important for the completion of this thesis ii ABSTRACT This study is majorly aimed at investigating the effectiveness of using information th gap activities on grade 10 - students‟ participation for at Nguyen Dang Dao High School, Bac Ninh In order to achieve this aim, the quasi- experimental research was carried out in weeks with classroom observation, students‟ self report and interview as data collection instruments The sample of the study consisted of 90 th grade 10 students from two intact classes The experimental group received the intervention of information gap activities in four speaking lessons while the control one did not The results indicated that experimental group‟s participation level increased significantly while the control group‟s stayed almost the same Hopefully, this study can raise teachers‟ awareness of using information gap activities in teaching speaking to enhance learners‟ involvement iii T DECLARATION ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF CHARTS AND TABLES PART A: INTRODUCTION 1.Rationale 2.Purpose and significance of the study 3.Research Questions 4.Method of the study 5.Scope of the study 6.Overview of the thesis CHAPTER 1: LITERATURE REVIEW 1.1 Teaching speaking 1.1.1D 1.1.2Im 1.1.3C 1.1.3.1 Notion and purposes of CLT 1.1.3.2 Characteristics of CLT 1.1.4C 1.2 Information Gap Activities (IGA) 1.2.1D 1.2.3T 1.2.4B iv 1.2.4.1 Increasing students’ motivation to speak t 1.2.4.2 Ensuring students’ equal participation 1.2.4.4 Improving students’ ability of negotiating mean 1.2.5 The roles o 1.3Students’ participation in speaking activities 1.3.1 Definition 1.3.2 Benefits of 1.3.3 Factors aff 1.3.3.1 Students’ personalities, language levels and mo 1.3.3.2 Teachers’ roles, characteristics and methodolo 1.4Summary CHAPTER 2: METHODOLOGY 2.1The research method 2.2Participants of the study 2.2.1 The teache 2.2.2 The observ 2.2.3 Samples fo 2.2.4 Samples fo 2.3Variables of the study 2.4Data collection instruments 2.4.1 Classroom v 2.4 2.4 2.4 2.5The intervention of IGA 2.6Summary CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSION 3.1Data analysis 3.1 3.1.1.1 Students’ on- task behaviou 3.1.1.2 Students’ interaction times 3.1 3.1.2.1 Students’ on task behaviou 3.1 during the experiment 3.1 experimental group’s at the experimental stage 3.1 speaking lessons 3.2Major findings 3.3Discussion on the findings PART C: CONCLUSION 4.1Summary of the study 4.2Recommendations vi 4.2.1 For teachers 34 4.2.2 For students 35 4.3 The limitations and suggestions for further study 35 REFERENCES .37 APPENDICES I Appendix A: Observation sheet I Appendix B: Students’ interaction self-report III Appendix C: Questionnaire for experimental group IV Appendix D: INTERVIEW QUESTIONS V Appendix E : Speaking lesson plan (Experimental stage) VI Appendix F : Handouts, cards, pictures for the sample plan lesson X vii CLT IGA FLT LIST OF CHARTS AND TABLES Table 1: Students' profile 17 Table 2: The data collection proce 23 Chart 1: On task time of the control and experimental group before the experiment .25 Table 3: On task time of the experimental group during the experiment 27 Chart 2: On task time of experimental group before and during the experiment 29 Chart 3: On task time of the control group and the experimental one during the experiment 30 viii The teacher‟s instructions before and while speaking activities were clear a b You were encouraged to speak English a b You were confident to speak to the whole class a b The times you participated in speaking activities have increased a b Information gap activities are beneficial to increase students‟ participation a b c d e You are willing to take part in more information gap activities in the coming lessons? a b c d IV Appendix D: INTERVIEW QUESTIONS Interview Questions for students What you think of students‟ participation in the four speaking lessons you have observed in class 10A6 during the last six weeks? What you think are the benefits of information gap activities in speaking lessons? Will you implement information gap activities in your coming lessons? Interview questions for teachers How often you participate in the last four lessons? What you think of your classmates‟ participation level in these lessons? Do you like information gap activities applied in your class? Why (not)? Are you willing to take part in information gap activities in coming speaking lessons? V Appendix E : Speaking lesson plan (Experimental stage) Lesson plan, lesson 13 Teacher: Nguyen Thi Huong Lesson title: Films and cinemas Time: 45 minutes Objectives: By the end of the lesson, students will be able to: - Ask and answer questions about the plot of a film based on prompts - Tell what kinds of film they like and dislike - Express their attitudes about films, using attitudinal adjectives Teaching materials: Chalkboard Text book: Tieng Anh 10 Handouts Pictures Procedure: Stages Teacher’s activities Greeting Warm-up Whole-class discussion Teacher ask students : Did you see any film on TV last night? Do you like the film? VI What kind of film is it” Who is the main actor/ actress? Whole class activity - Generate students‟ interest by telling sts they are going to discuss and talk the topic “films” today - View some pictures and ask sts to tell what kind of films are they Prespeaking - love story film -detective film - action film - thriller film - cartoon film - science fiction film Activity 1- task 1:Pair work - Ask sts to ask his/ her partner how much he/ she like each kink of film - Models the conversation with an able student Whilespeaking - Distribute handouts of tables (Handout 1- Appendix) - Ask students to report the result of the interview Activity 2- Pair work- Vocabulary - Distribute handouts to pairs (Handouts 3) - In pair, one has a picture, another has a word and vice versa - Ask sts to work in pair to fill in the table Activity 3- task - Group work: Find out what your friends feel about ea of film - Distribute handouts (Handouts 4) - Ask sst to work in groups of five interacting to complete the gaps of the ta adjectives expressing their attitudes towards kinds of films - Walk around the class and move toward every group, observe students‟ w give students any assistance and correction - Ask two groups to present - Give students feedback and comment Activity 4- task 3-Pair work: Find out his/ her preference for films - Presents the structure: Prefer St to St - Ask Sts to work in pair - Gives a model: VIII A: Which you prefer, detective films or science fiction films? B: Well, it’s difficult to say But I suppose I prefer science fictions films to detective ones A: Why? B: Because………… Activity 5- Task 4: Group work and whole class - Ask sts to work in groups of five and think about a film they like - Ask them to talk about the film but not mention the title No title mentioned Kind of film Plot Post- Main characters speaking Your feeling about the film The reason you prefer it to other films Ask sts from groups to ask questions to exploit the information about the the contrast group is taking about Other groups guess the name of the fil - Summarizes main points of the lesson Review IX Appendix F : Handouts, cards, pictures for the sample plan lesson Kind of film Science fiction Cartoon Horror Detective Thriller Handout Handout Good fun Handout X Good fun moving interesting exciting Terrifying Answer key to handout Names of partner→ Detective films Science fiction films Love story film Cartoon films War films thrillers Action films Handout XI boring violent Title Kind f film Plot Main character Your feeling Reasons for your preference Handout 4: The film you have seen XII XIII XIV XV XVI ... to conduct the study entitled ? ?The effectiveness of using information gap activities to promote grade 10 students’ participation in speaking lessons at Nguyen Dang Dao high school, Bac Ninh province? ??... answer the research questions: Does the implementation of information gap activities really increase grade 10 students’ participation in speaking lessons at Nguyen Dang Dao high school? What are... ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT NGUYEN DANG DAO HIGH SCHOOL, BAC NINH PROVINCE (Hiệu việc sử dụng hoạt động điền thông tin nhằm tăng cường tham gia học sinh