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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - o0o TRẦN MỸ HẠNH IMPROVING ENGLISH SPEAKING ACTIVITIES OF THE FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT HA NOI COMMUNITY COLLEGE Nâng cao hoạt động nói tiếng Anh sinh viên năm thứ không chuyên ngữ trường Cao đẳng Cộng đồng Hà Nội M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 HANOI – 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - o0o TRẦN MỸ HẠNH IMPROVING ENGLISH SPEAKING ACTIVITIES OF THE FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT HA NOI COMMUNITY COLLEGE Nâng cao hoạt động nói tiếng Anh sinh viên năm thứ không chuyên ngữ trường Cao đẳng Cộng đồng Hà Nội M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: PROF NGUYỄN HÒA HANOI – 2014 DECLARATION I hereby certify that the minor thesis entitled “Improving English speaking activities of the first-year non-English major students at Ha Noi Community College” is the result of my own research and that it has not been submitted for any other degree Hà Nội, August, 2014 Student‟s signature Trần Mỹ Hạnh i ACKNOWLEDGEMENTS To accomplish this study, I am indebted to many people for their thoughtful help First and foremost, I would like to express my deepest gratitude to my supervisor, Prof Nguyen Hoa for his patient and enthusiastic guidance, encouragement, and invaluable assistance throughout my research I am also grateful to the lecturers and all the staff members of the Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for providing me valuable lessons, support and encouragement in fulfillment of this thesis My sincere thanks go to all my colleagues and my students at Hanoi Community College Without their enthusiasm and help, I would not have been able to conduct my research I would like to express my appreciation to my friends and relatives who have contributed in the fulfillment of this study Last but not least, my sincere thanks go to my dear family, my parents and my husband for their enormous spiritual support Their great encouragement and love have helped me to overcome the difficulties during my study ii ABSTRACT This thesis is carried out to investigate the use of pair work and group work activities to develop speaking skills for the first year non-English major students at Hanoi Community College It sought the answer to the question: “How can pair st work and group work contribute to improving speaking skills of the year nonEnglish major students at HCC?” The study is carried out in two classes (target class and control class ) which are taught differently by the researcher and another teacher at HCC One class is taught according to the program of the course book “Lifelines - Pre-intermediate” The other is designed to use pair/group work activities in speaking lessons In this study, two data collection instruments are used: pre-test/post-test and questionnaires The results of the research indicate that pair/group work activities motivate the students in their speaking lessons After seven weeks, the students‟ speaking competence improves Besides, the students become more interested in pair work and group work activities These activities help students feel confident to speak English These make them have high motivation in speaking lessons Moreover, they have more opportunities to communicate in the teaching language in a variety of real life situation iii LIST OF ABBREVIATIONS HCC: Hanoi Community College LIST OF TABLES AND CHARTS TABLES Table 1: Students‟ opinion about speaking skills Table 2: Students‟ opportunities to speak English in speaking lessons Table 3: The frequency of speaking activities in class Table 4: Students‟ attitudes to the topics of speaking Table 5: Students‟ participation in speaking lessons Table 6: Students‟ attitudes to classroom atmosphere Table 7: Totals (agree% + strongly agree%) measurement: Questionnaire CHARTS Chart 1: Results of pre-test of the target class and the control class Chart : Results of post-test of the target class and the control class Chart 3: Comparing pre-test and post-test scores of the target class (KT1-K8) Chart 4: Comparing pre-test and post-test scores of the control class (KT2-K8) Chart : Comparing post-test scores of the target class (KT1-K8) and the control class (KT2-K8) iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii List of abbreviations iv List of figures and tables iv Table of contents v PART A: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study Methods Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 The nature of speaking 1.2 Types of activities in teaching speaking skills 1.2.1 Interview 1.2.2 Role - play 1.2.3 Games 1.2.4 Conversation grid 1.2.5 Jigsaws .6 1.2.6 Problem solving 1.3 Pair work and group work .7 1.3.1 Definition 1.3.2 Advantages and disadvantages of using pair work and group work 1.3.2.1 Advantages of using pair work and group work activities 1.3.2.2 Disadvantages of using pair work and group work activities 1.4 The roles of the teachers and students in pair work and group work activities 10 1.4.1 The roles of the teachers in pair work and group work activities 10 v 1.4.2 The roles of the students in pair work and group work activities 11 1.5 Criteria of an effective speaking activity 12 1.6 Procedures for pair work and group work 12 1.6.1 Selecting and organizing activities for pair work and group work 12 1.6.2 Planning pair work and group work activities 13 1.7 Previous research on pair and group work 14 1.8 Concluding remarks 16 CHAPTER 2: METHODOLOGY 17 2.1 Research question 17 2.2 The setting of the study .17 2.3 The textbook 18 2.4 The participants 18 2.4.1 The students 18 2.4.2 The teachers .19 2.5 Data collection instruments 19 2.5.1 Questionnaire 19 2.5.1.1 Reasons for choosing questionnaire .19 2.5.1.2 Description of the questionnaire 19 2.5.2 Pre-test .21 2.5.3 Post-test 21 2.6 Data collection procedures 21 2.7 Data analysis procedures: 23 2.8 Concluding remarks 24 CHAPTER 3: FINDINGS AND DISCUSSION 25 3.1 Findings and discussion from the pre-questionnaire 25 3.1.1 Students’ opinion about speaking skills 25 3.1.2 Students’ opportunities to speak English in speaking lessons 26 3.1.3 The frequency of speaking activities in class 26 3.1.4 Students’ attitudes to the topics of speaking 27 3.1.5 Students’ participation in speaking lessons 27 3.1.6 Students’ attitudes to classroom atmosphere 28 3.2 Findings and discussion from the post questionnaire 29 vi 3.3 Findings from the pre-test and post-test 31 3.3.1 Results of the pre-test .32 3.3.2 Results of the post-test 32 3.3.3 Comparing pre-test and post-test scores of the target class (KT1-K8 .33 3.3.4 Comparing pre-test and post-test scores of the control class (KT2-K8) 34 3.3.5 Comparing post-test scores of the target class (KT1-K8) and the control class (KT2K8) 34 3.3.6 The correlation between results of post-questionnaire and post-test scores 35 3.4 Concluding remarks 36 PART 3: CONCLUSION 37 Recapitulation 37 Conclusions 37 Implications 38 Limitations of the study 39 Suggestions for further study 39 REFERENCES .40 APPENDIX I vii PART A: INTRODUCTION This chapter presents the rationale, aims, scope, research questions, research methods and design of the study Rationale Nowadays, English has been used more and more widely and important in every part of the world It is considered to play a crucial role on the path of industrialization and modernization of the country as well as in the process of intergration and globalization in the world Therefore, the need for learning it has increased rapidly English is a useful means they need for their future career since it equips them with linguistic, social and cultural knowledge and provides them with access to the modern world in the era of informatics and technology It is used as the official language in many powerful and developed countries In addition, it is also considered as the medium of communication in many fields such as science, technology, business, education, commerce, and so on In Vietnam, English is also a compulsory subject to be taught and learned at schools and universities It plays an instrumental role Understanding the necessity of English in the development of the society in general and of each individual in particular, every learner wants to be competent in English and uses it to communicate with foreigners That‟s why most schools now focus on developing students‟ ability to speak English Among the four skills in learning English, speaking and writing are the productive skills However, speaking is regarded as very important for language teaching and learning Speaking is the bridge to reach other skills Speaking helps learners to read better, to listen more effectively and write more accurately Speaking is surely the most effective means of communication (Ur, 1996) So learners of English should have motivation and positive attitude to learn English speaking At Hanoi Community College, students seem to have lost interest in learning English and they are not active in participating in speaking activities Teachers tried áp dụng cách phù hợp để luyện tập cải thiện khả nói bạn • Bạn tham gia nhiệt tình giáo viên sử dụng hoạt động theo cặp nhóm • Sau tham gia vào hoạt động theo cặp nhóm, bạn thấy tự tin nói tiếng Anh • Sau chương trình khả nói tiếng Anh bạn tốt • Sau chương trình, bạn nói câu ngữ pháp dài • Các hoạt động theo cặp nhóm giúp bạn có thêm vốn từ vựng, cấu trúc để nói • Bầu khơng khí lớp học nói sơi động giáo viên sử dụng hoạt động theo cặp nhóm • Bạn muốn đề xuất hoạt động theo cặp nhóm học nói vào năm tới Cảm ơn nhiều hợp tác bạn! VIII APPENDIX SPEAKING EVALUATION SHEET Adopted from rating by Soubakeavathi Rethinasamy, (2006) Full name: …………………………… Date of birth: ………………………… Date of testing: ……………………… Criteria Pronunciation (2.5) Fluency (2.5) Content (2.5) Accuracy (2.5) Total Interviewer IX APPENDIX SAMPLE SPEAKING PRE-TEST – PRE-INTERMEDIATE LEVEL Part Content Self introduction The exam taker is asked to ta background (name, age, family a Topic • The examiner will give the “Talk about your life” • The examiner have minu • The exam taker should say + I was born… + I grew up in… + I started school in… + I left school in… + I went to university /co + I started work in… + I got a job in… Questions and Answers The examiner will ask the exam about the topic you presented in • Do you like your life? Wh • Do you want to make som X APPENDIX SAMPLE SPEAKING POST-TEST – PRE-INTERMEDIATE LEVEL Part Content Self introduction The exam taker is asked to ta background (name, age, family a Topic • The examiner will give the “Talk about your favour • The examiner have minu • The examiner should say: • I‟d like… Questions and Answers The examiner will ask the exam about the topic you presented in • Do you often cook for the • Do you often go for a mea • What‟s your favourite rest X APPENDIX 6: RESULTS OF PRE-TEST RESULTS OF THE PRE-TEST IN THE CONTROL CLASS (KT2-K8) No S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 XII RESULTS OF THE PRE-TEST IN THE TARGET CLASS (KT1-K8) No S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 XIII APPENDIX 7: RESULTS OF POST-TEST RESULTS OF THE POST-TEST IN THE CONTROL CLASS (KT2-K8) No S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 XIV RESULTS OF THE POST-TEST IN THE TARGET CLASS (KT1-K8) No S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 XV APPENDIX 8: LESSON PLAN Role-play “In a restaurant” I Class KT1-K8 Type of activity: Group work Function: “In a restaurant”, practice ordering a meal Level: Pre-intermediate Approximate time: 30 minutes Materials: handouts Procedure • Teach the grammar and structure about ordering a meal (the day before) • Put students in groups: Give handouts to each group Tell them to use the details in the handouts to role-play ( One student is the waiter/ waitress, two students are the customers Make conversations using the menu) For example: Waiter: Do you want a drink? Customer: I‟ll have a mineral water? Waitress: Do you want to order now? Customer: I‟d like the soup, please Ask students role play in front of the class Teacher correct mistakes and give feedback II Class KT2-K8 XVI Type of activity: Individual work Function: “In a restaurant”, practice ordering a meal Level: Pre-intermediate Approximate time: 15 minutes Materials: handouts Procedure • Teach the grammar and structure about ordering a meal (the day before) • Tell the students work individually Give each student a handout Ask them to using structures and practice Ask students to practice in front of the class Teacher correct mistakes and give feedback XVII ... NON-ENGLISH MAJOR STUDENTS AT HA NOI COMMUNITY COLLEGE Nâng cao hoạt động nói tiếng Anh sinh viên năm thứ không chuyên ngữ trường Cao đẳng Cộng đồng Hà Nội M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING... College” is the result of my own research and that it has not been submitted for any other degree Hà Nội, August, 2014 Student‟s signature Trần Mỹ Hạnh i ACKNOWLEDGEMENTS To accomplish this study,
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