(Luận văn thạc sĩ) an action research on using stories and drama in teaching english to primary students at quan tru primary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THANH TÂM AN ACTION RESEARCH ON USING STORIES AND DRAMA IN TEACHING ENGLISH TO PRIMARY STUDENTS AT QUAN TRU PRIMARY SCHOOL NGHIÊN CỨU HÀNH ĐỘNG VỀ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC QUA TRUYỆN VÀ KỊCH TẠI TRƯỜNG TIỂU HỌC QUÁN TRỮ M.A MINOR THESIS Major: English Teaching Methodology Code: 60.14.10 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THANH TÂM AN ACTION RESEARCH ON USING STORIES AND DRAMA IN TEACHING ENGLISH TO PRIMARY STUDENTS AT QUAN TRU PRIMARY SCHOOL NGHIÊN CỨU HÀNH ĐỘNG VỀ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC QUA TRUYỆN VÀ KỊCH TẠI TRƯỜNG TIỂU HỌC QUÁN TRỮ M.A MINOR THESIS Major: Methodology of English Teaching Code: 60.14.10 Supervisor: TÔ THỊ THU HƯƠNG, Ph.D HANOI - 2012 TABLE OF CONTENTS Acknowledgements………………………………………………………… ii Abstract……………………………………………………………………… iii Table of contents…………………………………………………………… iv List of charts, figures and tables…………………………………………… vi List of abbreviations and symbols………………………………………… vii CHAPTER I: INTRODUCTION………………………………………… 1.1 Rationale of the research……………………………………………… 1.2 Aims of the research …………………………………………………… 1.3 Scope of the research…………………………………………………… 1.4 Research questions……………………………………………………… 1.5 Methodology …………………………………………………………… 1.5.1 Action research design………………………………………… 1.5.2 Participants……………………………………………………… 1.5.3 Procedures……………………………………………………… CHAPTER II: THEORETICAL BACKGROUND …………………… 2.1 Teaching English to primary school children ………………………… 2.1.1 Typical characteristics of young learners …………………………… 2.1.2 Models of teaching English to primary-school students……………… 2.2 Child development through the use of stories and drama ……………… 2.2.1 Cognitive development………………………………………………… 2.2.1.1 Reading……………………………………………………………… 2.2.1.2 Writing……………………………………………………………… 10 2.2.1.3 Speaking and listening……………………………………………… 11 2.2.1.4 Teaching nonverbal communication………………………………… 12 2.2.2 Physical development………………………………………………… 13 2.2.3 Social development…………………………………………………… 13 2.2.4 Emotional development……………………………………………… 14 15 2.3 Typical activities in English lessons using stories and drama………… 2.3.1 Finger puppet show…………………………………………………… iv 15 2.3.2 Character Description ………………………………………………… 15 2.3.3 Picture Book Drawing………………………………………………… 15 2.3.4 Group Acting – Role play……………………………………………… 15 2.3.5 Letter writing………………………………………………………… 16 2.3.6 Miming………………………………………………………………… 16 2.3.7 Teacher in role………………………………………………………… 16 2.3.8 Hot seating…………………………………………………………… 17 2.3.9 Thought – tracking…………………………………………………… 17 CHAPTER III: THE STUDY- USING STORIES AND DRAMA IN TEACHING ENGLISH TO PRIMARY STUDENTS…………………… 18 3.1 Action research questions and design…………………………………… 18 3.2 Planning stage…………………………………………………………… 18 3.2.1 The problem…………………………………………………………… 18 3.2.2 Observing a lesson that illustrated the problem……………………… 18 3.2.3 Conducting a survey to get information from the students…………… 23 3.2.4 Consulting with colleagues …………………………………………… 24 3.2.5 Drawing up a plan of action to solve the problem…………………… 25 3.3 Acting stage……………………………………………………………… 26 3.3.1 Lesson using the story and drama "Little Red Riding Hood"………… 26 3.3.2 Lesson using the story and drama "Goldilocks and Three Bears"…… 28 3.4 Observing stage………………………………………………………… 30 3.5 Evaluation stage………………………………………………………… 34 3.6 Summary of the main findings………………………………………… 38 CHAPTER IV: CONCLUSION…………………………………………… 39 4.1 Summary of the main findings ………………………………………… 39 4.2 Implications for teaching speaking and listening through stories and drama………………………………………………………………………… 39 4.3 Limitations and suggestions for further research……………………… 40 4.4 Conclusion……………………………………………………………… 41 REFERENCES APPENDICES v LIST OF FIGURES, CHARTS AND TABLES Figure 1: Writing through drama………………………………………… 10 Chart 1: The lessons using stories and drama have made English easier for you to learn………………………………………………………………… 35 Table 1: Evaluating students‟ speaking abilities………………………… 20 Table : Evaluating students‟ listening abilities………………………… 21 Table 3: The reasons why the teachers not usually use stories and drama in their English lessons…………………………………………………… 24 Table 4: The English lessons using story and drama…………………… 34 Table 5: The successful changes made by the teacher…………… 35 Table 6: The Ss‟ changes after taking part in the lessons using stories and drama……………………………………………………………………… 36 Table 7: The Ss‟ problems in the lessons using stories and drama……… 37 vi LIST OF ABBREVIATIONS AND SYMBOLS % Percent EFL English as a Foreign Language LRRH Little Red Riding Hood Ss Students T Teacher vii CHAPTER I: INTRODUCTION 1.1 Rationale of the research English has become a world language and is used as the medium of international communication and is the language of professional advancement It has become the number one foreign language to be taught both inside and outside the formal educational systems of many countries Nowadays, English teaching and learning in Vietnam has been developing at an unprecedented speed As a primary English teacher, the author has witnessed how English has become one of the compulsory subjects in the curriculum and how Vietnamese education system appreciates the importance of English learning nowadays, especially at primary schools The National Foreign Language 2020 Project demands better English teaching and learning quality by expecting teachers to improve their language competence to train primary students However, the fact that many primary English teachers, including the author, are not trained comprehensively to teach English to such special learners with special characteristics, primary students Not only the teachers‟ low language competency but also their non-flexibility and uncreativeness in applying various teaching techniques and methods into their real teaching make a big quality gap in the current English teaching and learning Most language teachers, following a traditional, test-oriented teaching approach, often concentrate on teaching English vocabulary, grammar, and sometimes on pronunciation, all the language elements covered in the textbooks, although there are more pleasant, practical and useful ways to introduce and practice all these textbook requirements Stories and drama are such effective vehicles in teaching English to primary students because of their important roles in bringing about young learners‟ interests and excitement Thus, the study, reported in this thesis, on using stories and drama in teaching English to primary students, especially to improve their English speaking and listening skills, was conducted as an effort in filling the quality gap mentioned above by finding out suitable and effective techniques in teaching English to primary students 1.2 Aims of the research - Finding out the attitudes of primary teachers and students towards the use of stories and drama in English lessons - Exploring how the use of stories and drama in teaching English can enhance primary students‟ English speaking and listening skills 1.3 Scope of the research Due to the limitation of time and knowledge, this thesis only focused on using stories and drama in teaching English to third - grade students at Quan Tru Primary School in the second term of the school-year of 2011-2012 1.4 Research questions What are the attitudes of Quan Tru third-grade teachers and students towards the use of stories and drama in English lessons? How can the use of stories and drama in teaching English enhance Quan Tru thirdgrade students‟ English speaking and listening skills? 1.5 Methodology The methodological approach was action research using various methods for data collection The tools for data gathering include two questionnaires, one for teachers and one for students, class observation and teacher journals 1.5.1 Action research design The action research consisted of four main stages: Planning, Acting, Observing and Evaluation stage Stage 1: Planning: - Identifying problem and causes of the problem: low quality of English teaching learning due to unsuitable methods and techniques used by teachers of English at Quan Tru Primary School The unsuitable methods and techniques coupled with the wrong focus on teaching language elements for high test scores lead to students‟ low level of motivation and their underdeveloped English speaking and listening skills A video camera was used to record three third-grade English lessons, and then an evaluation of the students‟ speaking and listening abilities was made The criteria for evaluating each student‟s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fluency, communication and interaction and mentioned listening skills There are standard tasks to evaluate student‟s speaking and listening abilities in English classes for third-graders - Designing strategies for improvement (plan for action): plan lessons to try out the use of stories and dramas in English teaching to motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills Stage 2: Acting - Trying out the techniques of using stories and drama in English lessons and making records of what happened in class Stage 3: Observing - Three volunteer teachers were asked to observe a lesson after the trying-out stage that illustrated the changes in Quan Tru third-grade students‟ English speaking and listening skills - The results of class observation ware used to evaluate the success of the action on using stories and dramas to teach English to third-graders at Quan Tru Primary school Stage 4: Evaluation - A questionnaire survey was carried out to get information from students on the extent to which the use of stories and drama has helped improve their English speaking and listening skills The questions in the questionnaire were designed in Vietnamese for thorough understanding and translated into English by an experience translator - From the surveys, conclusion and commendations were made 1.5.2 Participants The participants of the research were 80 third - grade students and 10 teachers of Quan Tru Primary School The research was carried out during the second term of the academic year 2011-2012 at Quan Tru Primary School 1.5.3 Procedures - At the beginning of second term of the academic year 2011-2012, three thirdgrade English lessons from classes with 80 students were recorded with a video camera, then an evaluation of the students‟ speaking and listening abilities (80 students) was made The criteria for evaluating each student‟s speaking and listening abilities in English lessons include pronunciation, vocabulary, accuracy, fluency, communication and interaction and listening skills There are standard tasks to evaluate student‟s speaking and listening abilities in English classes for third-graders - A consultation with 10 teachers and a student pre-trying-out questionnaire survey were conducted to find out the causes of students low English speaking and listening skills as well as their attitudes towards the use of stories and dramas in teaching English - The researcher planned lessons to try out the use of stories and dramas in English teaching to motivate Quan Tru third-grade students to learn English and to improve their English speaking and listening skills - The researcher tried out the techniques of using stories and drama in English lessons and making records of what happened in classes with 80 students in her journals - Three volunteer teachers were asked to observe lessons in the three classes after the trying-out stage that illustrated the changes in Quan Tru third-grade students‟ English speaking and listening skills; - The results of class observation were used to evaluate the success of the action on using stories and dramas to teach English to third-graders at Quan Tru Primary school - A post-trying-out questionnaire survey was carried out to get information from the 80 students on the extent to which the use of stories and drama has helped improve their English speaking and listening skills The questions in the APPENDICES Appendix 1: PRE-TRYING-OUT QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for my thesis: “An action research on using stories and drama to teach English to primary students at Quan Tru Primary School” Your assistance completing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary Questions 1: Do you usually use stories and drama in teaching English to primary students? Why or Why not? a usually b sometimes c never Give your reasons:……………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 2: Do you think using stories and drama can enhance the students‟ speaking and listening skills? a Yes I think so b Not at all c I‟m not sure Question 3: What you think should be done to solve the problem that thirdgrade students have a low level of English speaking and listening competence? ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………… ……………………………………………………………………………………………… Thank you very much for your assistance! I Appendix 2: PRE-TRYING-OUT QUESTIONNAIRE FOR STUDENTS (Vietnamese) Chào em, cô thực bảng câu hỏi điều tra với mục đích thu thập số liệu cho đề tài Nghiên cứu hành động dạy Tiếng Anh cho học sinh tiểu học qua truyện kịch trường tiểu học Quán Trữ Các em khoanh câu trả lời cho câu hỏi d-ới viết câu trả lời Cô cảm ơn tham gia em Cõu hỏi 1: Em thấy việc thực hành nghe nói qua hội thoại Tiếng Anh sách giáo khoa nào? a Quá khó b Quá dễ c Thú vị d Nhàm chán Câu hỏi 2: Em có ngại đứng nói trước lớp khơng ? Hãy nêu lí sao? a Có b Khơng Lí do: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Câu hỏi 3: Em có thích học Tiếng Anh qua truyện kịch khơng? a Có b Khơng Câu hỏi 4: Hãy nêu số câu chuyện mà em thích? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… PRE-TRYING-OUT QUESTIONNAIRE FOR STUDENTS (English) II This survey questionnaire is designed for my thesis: “An action research on using stories and drama to teach English to primary students at Quan Tru Primary School” Your assistance completing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary Question 1: Are the dialogues in the textbook too difficult, too easy; boring or interesting to speak and listen? a too difficult b too easy c boring d interesting Question 2: Are you afraid of speaking in front of the class? Give your reasons a Yes b No Give your reason: …………………………………………………………………………………… …………………………………………………………………………………… Question 3: Do you like learning English through stories and drama ? a Yes b No Question 4: What stories you like? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Thank you very much for your assistance! III Appendix 3: POST-TRYING-OUT QUESTIONNAIRE FOR STUDENTS (Vietnamese) Câu hỏi 1: Sau học tiết học Tiếng Anh có sử dụng truyện kịch, em cảm thấy nào? a khó d thú vị b dễ e nhàm chán c bình thường Câu hỏi 2: Em có nghĩ tiết học có sử dụng truyện kịch giúp em học Tiếng Anh dễ không? a không đồng ý d đồng ý b không đồng ý e đồng ý c khơng có ý kiến Câu hỏi 3: Em nghĩ thay đổi số thay đổi thành công tiết học hôm nay? a Nội dung học thú vị b Khơng khí lớp học vui nhộn c Cơ giáo sẵn sàng giúp đỡ cần tạo điều kiện cho hoạt động nhóm có hiệu d Các hoạt động tập nghe nói thú vị e Tất thay đổi Câu hỏi 4: Em cảm thấy đạt tiến sau tiết học có sử dụng truyên kịch? a Các hoạt động nghe nói thú vị nên em tích cực tham gia b Kỹ nghe em cải thiện c Kỹ nói em cải thiện d Em tự tin đứng trước lớp để nói e Em thực hành nghe nói tốt nhóm với bạn quen IV Câu hỏi 5: Em có gặp khó khăn tiết học sử dụng truyện kịch khơng? a Khơng quen đứng nói trước lớp b Chưa quen nói nhiều Tiếng Anh tiết học c Khơng thích hoạt động theo nhóm em khơng chơi với bạn d Khơng gặp khó khăn V POST-TRYING-OUT QUESTIONNAIRE FOR STUDENTS (English) Question 1: What you think about the lessons using story and drama after learning? a too difficult d interesting and challenging b too easy e boring c so so Question 2: Do you think the lessons using stories and drama have made English easier for you to learn? a extremely disagree d agree b disagree e strongly agree c I don’t know Question 3: Which of the changes made by the teacher were successful? a Interesting stories b Good atmosphere in the lessons c The teacher moved among the groups quickly to encourage less active students to work and give helps when necessary, and let the students act in groups without interrupting to correct during their performance d Interesting activities and tasks e all of a, b, c and d Question 4: What are your own changes after taking part in the lessons using stories and drama? a I am motivated to listen and speak in English more than before because the teacher gives out many interesting activities b I have made progress in listening c I have made progress in speaking d I am confident enough to act in groups even though I stand in front of the class e I can work better because I work with my acquaintances Question 5: Did you have any personal problems in the lessons using stories and drama? VI a shyness (not used to speaking in front of others) b not used to speaking much English in the class c not good relationship with other members in the group, so group-work is not effective d nothing VII Appendix 4: LESSON USING THE STORY AND DRAMA “GOLDILOCK AND THREE BEARS” * Activity 2: Match the characters with their names Mommy bear Daddy bear Goldilocks Baby bear * Task 1: T asks Ss to listen twice and put the pictures into the correct order VIII * Task 2: T asks Ss to listen once more and put the events into the suitable pictures  She sits on baby bear’s small chair and breaks it  Mommy’s porridge is too cold  The three bears come home and see Goldilocks  She sees the three bear’s chairs  Daddy’s big chair is too hard  Goldilocks comes to the three bear’s house  Mommy’s medium chair is too soft  Daddy’s porridge is too hot  Goldilocks is tired She sees the beds  Baby bear’s porridge is perfect She eats it all  She sleeps in the baby bear’s bed  Goldilocks runs home IX * Task 3: T asks Ss listen the once and circle Yes or No a) Two bears lived in a house in the forest Yes No b) The name of the girl was Goldilocks Yes No c) Goldilocks ate the three bowls of porridge Yes No d) Goldilocks ate Baby Bear porridge Yes No * Task 4: Listen and - T asks Ss to listen and color the pictures in Task Color the hard chair green Color the soft chair pink Color the Baby‟s chair blue Color Goldilocks‟ hair yellow Color the big bed blue X APPENDIX Label the pictures with the words in the box Leg – foot – fur – ears – mouth – hand – tail – snout - hair - head XI APPENDIX Put the pictures in order XII APPENDIX Mini Book of the story LITTLE RED RIDING HOOD and GOLDILOCKS AND THREE BEARS Little Red Riding Hood XIII XIV XV ... teachers and students towards the use of stories and drama in English lessons? 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