(Luận văn thạc sĩ) using stimulation activities to enhance 10th grade students’ participation in speaking lessons at ly thuong kiet high school, bac giang

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN THỊ VÂN YÊN USING STIMULATION ACTIVITIES TO ENHANCE 10TH GRADE STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT LY THUONG KIET HIGH SCHOOL, BAC GIANG Sử dụng hoạt động khích lệ để tăng cường tham gia học sinh lớp 10 học nói Trường THPT Lý Thường Kiệt, Bắc Giang M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi – 2014 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN THỊ VÂN YÊN USING STIMULATION ACTIVITIES TO ENHANCE 10TH GRADE STUDENTS’ PARTICIPATION IN SPEAKING LESSONS AT LY THUONG KIET HIGH SCHOOL, BAC GIANG Sử dụng hoạt động khích lệ để tăng cường tham gia học sinh lớp 10 học nói Trường THPT Lý Thường Kiệt, Bắc Giang M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Hoàng Thị Xuân Hoa Hanoi – 2014 DECLARATION I certify that the minor thesis entitled “Using stimulation activities to enhance 10th grade students’ participation in speaking lessons” submitted in partial fulfillment of the requirements for the degree of Master of Arts is the result of my own work This minor thesis or any part of the same has not been submitted for higher degree to any other university or institution Signature Đoàn Thị Vân Yên i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest thanks to Ms Hoàng Thị Xuân Hoa-my supervisor, for her invaluable guidance, great support and patience The present study would not have been possible without her assistance I am indebted to all the lecturers of the Faculty of Post – Graduate Studies, University of Languages & International Studies, Vietnam National University-Hanoi, for their valuable teaching and assistance during my study here In addition, I would like to send my special thanks to all the participants in the research, whose contributions are very meaningful in the completion of this paper Last but not least, I also wish to express my sincere thanks to my families, friends and colleagues who have given me so much encouragement and support in conducting this research paper ii ABSTRACT A lesson in general, an English speaking lesson in particular can not be said to be successful without students‟ active participation Second foreign language learners should be offered the opportunity to get involved in the lessons and fulfill their learning orientations The aim of carrying out this action research was to enhance students‟ participation in speaking lessons by using stimulation activities The thesis, therefore, examines the students‟ level of participation in speaking lessons at Ly Thuong Kiet High School Additionally, the study aims to find out the factors affecting the students‟ participation The study was conducted in the form of an action research, with the subjects of study being forty students of class 10A2 of Ly Thuong Kiet High School Forty students participated in completing questionnaires reflecting their appreciation of learning speaking English and what factor affects negatively their participation Survey questionnaires and class observation were employed to find answers to the two research questions The findings of the research revealed that students‟ poor participation resulted from both students themselves and their previous teacher and that using stimulation activities in speaking lessons helped enhance students‟ participation in terms of both quantity and quality Thanks to stimulation activities, the interaction, especially one between students and students in speaking class developed significantly At last, it is hoped that the results of this study could be much of benefit for developing teaching and leaning English at Ly Thuong Kiet High School iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS vii PART A: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 General issues 1.1.1 Definition of speaking 1.1.2 Stages in a speaking lesson 1.1.3 Characteristics of a successful speaking activity Learners talk a lot ……………………………………………………………………….6 Participation is even Motivation is high Language is of an acceptable level 1.1.4 Problems with speaking activities 1.2 Students’ participation in speaking activities 1.3 Factors affecting students’ participation in speaking activities 1.3.1 Students‟ factors 1.3.1.1 Students‟ learning styles 1.3.1.2 Students‟ language levels 1.3.1.3 Students‟ motivation iv 1.3.1.4 Students‟ anxiety 1.3.2 Teacher‟s factors 10 1.3.2.1 Teacher‟s roles 10 1.3.2.2 Teacher‟s characteristics 10 1.3.2.3 Teacher‟s methodology 11 1.3.3 Classroom factors 11 1.3.3.1 Classroom atmosphere 11 1.3.3.2 Classroom size 12 1.4 Stimulation activities 12 1.4.1 Definition of stimulation activities 12 1.4.2 Types of stimulation activities in teaching speaking skills 12 1.4.2.1 Role play 13 1.4.2.2 Games 13 1.4.2.3 Story completion 13 1.4.2.4 Information gap activity(IGA) 14 1.4.2.5 Discussions 14 1.5 Previous studies related to how to enhance students’ participation during speaking lessons 15 CHAPTER 2: METHODOLOGY 16 2.1 Action research and key elements of an action research 16 2.2 Rationale for the use of an action research 17 2.3 Description of the context of the research 17 2.3.1 An overview of Ly Thuong Liet High School 17 2.3.2 The teaching program and materials 18 2.4 Description of the research 19 2.4.1 Subjects of the research 19 2.4.2 Data collection instruments 19 2.4.3 Data analysis procedures 20 2.4.4.Brief description of the three lessons 21 CHAPTER 3: FINDINGS AND DISCUSSION……………………………………… 23 3.1 Findings from questionnaire and observation of the two ordinary lessons 23 3.1.1 Students‟ level of participation 23 v 3.1.2 Causes of students‟ low participation in oral activities 25 3.1.2.1.Students‟ motivation, learning styles, anxiety in speaking lessons 25 3.1.2.2 Affecting factors of students‟ low participation 25 3.1.2.3 Teacher‟s teaching methods in speaking class 26 3.1.2.4.The most influential factor on student‟ participation in class 26 3.1.3.Students‟ desires of teacher‟s teaching methods to increase their participation in speaking lessons 27 3.2 Action research procedures 28 3.2.1 Action Plan 28 3.2.2 Implementation 29 3.2.3 Discussion of the lessons‟ effectiveness 30 3.2.3.1 Presentation and discussion of class observation data 30 3.2.3.2 Presentation and discussion of Questionnaire data 32 3.3 Discussion of the research questions 35 3.4 Summary 36 PART C: CONCLUSION 38 Conclusions 38 Implications 38 Limitations of the study 39 Suggestions for further research 39 Recommendations and suggestions 39 REFERENCES 41 APPENDICES .I APPENDIX 1: I APPENDIX VII APPENDIX .IX APPENDIX 4…………………………………………………………………… XII vi LIST OF TABLES AND CHARTS Table Table 1: Students‟ on-task/off-task behavior Table 2: Students‟ motivation, learning styles, anxiety in speaking class Table 3: Factors that make students hesitant to participate in oral activities Table 4: Students‟ comments on their previous teachers‟ teaching methods Table 5: Students‟ desires to increase their participation Table 6: Students‟ on- task/off-task behavior and their turn of speaking Table 7: Students‟ comment on teacher‟s stimulation activities Chart Chart 1: Students‟ appreciation of English speaking skill and speaking activities Chart 2: Students‟ level of participation in speaking activities motivation Chart 3: Affecting factors on students‟ participation Chart 4: Students‟ level of participation in recent speaking lessons Chart 5: Students‟ feeling when taking part in speaking activities Chart 6: Students‟ evaluation of the effectiveness of stimulation activities vii PART A: INTRODUCTION This initial part states the rationale of the study, together with the aims, objectives, the scope of the study, and the design of the rest of the paper Above all, it is in this part that the research questions are identified to work as clear guidelines for the whole research Rationale of the study In the era of global integration, knowing and, more important, having ability to use English - an international language - as means of communication has become so important It can be said that English is the key for learners to access to the great knowledge of humankinds Therefore, English has become a compulsory subject in Vietnamese curriculum, its teaching and learning have been paid much attention to Since the academic year 2006-2007, the teachers and learners have seen an overall renovation in teaching and learning in general and in teaching and learning foreign language in particular The teaching and learning a foreign language have changed from the traditional approach-grammar translation method, which emphasizes mostly on the ability of using grammar rules precisely, to communicative approach, which focuses on communication ability with four essential skills, reading, writing, listening, and speaking altogether Among the four language skills, speaking plays an important role since it helps to identify who knows or does not know a language Pattison (1992) points out that when people mention knowing or learning a language, they mean being able to speak the language However, in reality, the teaching and learning of English in Vietnamese high schools have encountered many difficulties in language proficiency, in speaking skills in particular As a teacher of English at Ly Thuong Kiet Upper Secondary School in Bac Giang for more than ten years, the researcher has been familiar with her students who have good control of structure in written language but are unable to express themselves in oral language Some of the students have shared their feelings of passive during speaking lessons: they are afraid of being called to present in front of class; they are fond of listening to others better than saying something; some of the students find safe ways to finish their speaking lessons without punishment by staying silent, listening attentively to or writing down what teacher or their friends say In other words, the students‟ participation in speaking lessons is low This may lead to poor speaking performance and the consequence may be that in the future they cannot become global citizens because of their lack of communicative skills in international language- English The reasons for these are varied depending on each student However the most common reasons may lie in that: APPENDIX CLASSROOM OBSERVATION SHEET Observer: …………………………………………………………………… … Date and time of observation: …………………………………………………… Unit: ……………………Lesson:……………………………………………… Material: ………………………………………………………………………… Lesson:  ordinary instructional  with stimulation activities Total number of students observed: …………………………………………… Instructions:  This sheet is used by teachers invited to observe class (they are non-participants)  This sheet focuses on both frequency and nature of participation  Observers observe students during speaking lessons  Observers write Student Code at first column, then tick  in the corresponding column  Each observer observes tables of or students in front of them  Notes: On-task: being engaged in speaking activities Off-task: not being engaged in speaking activities (for example, having private talks, daydreaming, working at other subjects, physically bothering other students, attempting to draw attention etc.) Teambuilding: correcting peers’ mistakes, encouraging, consulting, tutoring etc VII On-task Responding Student Code Offtask Asking for Turns of Speak Speak speakin in L1 in L2 g Initiating Simply agreemen t agreemen t with developm ent # # # VIII simply disagreeme nt Disagree -ment with reason Eliciting Evaluatin g explanation Team- and buildin clarificatio g n APPENDIX Options (Tick what describes you ) Question Result s (%) When you are in A just keep silent to not disturb the others 27.5 English 70 speaking B like to answer easy questions period, you……… C volunteer to answer as much as possible D know the answers but too shy to volunteer 45 E say something when the teacher asks you 72.5 F mostly use mother-tongue 47.5 G speak when you are interested in speaking activities 55 H take part in oral activities only to get marks 65 I get involved in the lesson to improve communication 22.5 skill Table 2: Students’ motivation, learning styles, anxiety Question Options(You can choose more than one options) Results followings A Being afraid of losing face What make you hesitant B Not being accustomed to speaking in front of the to take part in class speaking tasks in C Learning goal is for tests ( without speaking skill) class? not for communication D Boring teaching method(no extra speaking activities) (%) 62.5 52.5 47.5 60 E Lack of vocabulary 67.5 F Unable to find ideas 55 G Not enough time for preparation 12.5 H No chance to say because of large class size 17.5 I Not self – confident enough 57.5 Others …………………………………………………… Table 3: Factors that make students hesitant to participate in oral activities IX Which of the following statement descibes your previous teachers of English? (You can choose more than one option) A Teachers followed the speaking tasks in the textbook all the time B Teachers paid much attention to grammatical rules more than language use C Teachers often organized interesting activities to stimulate students to speak D Teachers adapted speaking tasks to make them suitable for their students E Teachers often interrupted students to correct every grammatical or phonological mistake that they made while talking F The teacher praised students and gave marks when they did well G Teachers sometimes used English; he/she mainly used Vietnamese in speaking lessons H Teachers asked students to practice while sitting at the desk and observed I Teachers often called dominant students to speak He/ She seldom encouraged weak students to speak J Teachers could not monitor whole class participation because of the large class size Results (%) 82.5 87.5 17.5 17.5 85 40 55 45 65 47.5 Table 4: Students’ comments on their previous teachers’ teaching methods What you think your teacher should to improve your participation in Results speaking lessons? (%) A provide vocabulary/structure and clear instructions 87.5% B design various stimulation activities 87.5% C make suitable speaking task adaptation 80 D encourage students to speak by praising or giving marks/feedback E Not interrupt to correct when you are speaking 67.5% 70% F move around the class and support 77 G give both weak and good students equal chance to speak 80 H Others (please specify): X Table : Students’ desires to increase their participation Number of students Communicative activities Strongly like Like All right Dislike Strongly dislike Role play 14 20 Games 36 0 Story completion 16 11 25 11 16 12 4 Information gap activities Discussions Table : Students’ comment on teacher’s stimulation activities XI APPENDIX 3: LESSON PLANS LESSON PLAN UNIT 12: MUSIC- LESON 2: SPEAKING I OBJECTIVES By the end of the lesson students will be able to: - use the required language and knowledge to talk about some kinds of music, ask and answer and then talk about one‟s taste of music II MATERIALS - textbook, handouts, computer, projector III ANTICIPATED PROBLEMS - Students may lack vocabulary of this topic and be passive learners, so teacher should be ready to help them IV PROCEDURES Teacher’s and students’ activities Time 10‟ PRE- SPEAKING:  arrangement Group work USING A GAME TO RAISE STUDENTS’ INTEREST IN THE LESSON Research/ teacher (R): Introduce the game named : TESTING YOUR TALENT OF MUSIC - Work Now, divide our class into groups Let‟s name your group You will listen to 10 songs belonging to different kinds of music After listening, in time of 15 seconds, raise your hand to tell what kind of music this song belongs to You have point for each correct answer If your answer is not correct, two other groups can answer within 10 seconds The winner will be the group with the highest points XII - Group 1: The Moon - Group 2: The Sun - Group 3: The Star One student is chosen to be a secretaty to observe who is the first to raise their hand and give mark for the correct answer One other student is appointed to play the songs in turns and show the key after each piece of music Kinds of music: ( pop music, classical music, jazz, folk music, rock „n‟ roll…) 20‟ WHILE- SPEAKING: Role play Group work- Researcher/teacher: Adapting Task into a role play activity role play ACTIVITY 1: Give the reasons why you listen to music R: Do you like music? Students ( Ss ): Yes (I like listening to music) R: Give me the reasons why you listen to music? Ss…: (raising their hands) music makes me happy/ music helps me relaxed/ music makes me comfortable… ACTIVITY 2: learning about one’s music taste R: If you want to ask about others‟ favorite kind of music, what questions can you ask? Ss: (raising hands) What kind of music you like?/ Why you like it? R: You want to know about others‟ favorite band/ musician? What question will you ask? Ss: (raising hands), Who is your favorite band/ musician? R: to know when one listens to music -what question can you ask? Ss: (raising hands) When you listen to music? ACTIVITY 3: Role play R: Set the scene Now, you work in group of and one of you will be a journalist XIII who wants to interview high-school Ss about their music taste The journalist has to ask two Ss some questions to get information to complete the table below for his/ her article Journalists will have minutes for your interview Students work in groups of three Journalist notes: Interviewee Interviewee Kind of music Reasons for listening Favorite band/musician Fovourite song/piece of music When to listen to music After students‟ interview, get some group to act out: Group 1: -Journalist ( J ): Good morning, 10A2 students My name is …(Phuong) I am a journalist from Thanh Nien Newspaper Would you mind if I asked you some questions about your music taste Nga: Good afternoon, Ms Phuong Welcome to our class J: What are your names? Nga: My name is Dung Lan: My name is Lan J: What kind of music you like? Nga: I like folk music Lan: I like pop music J: Why you like it? Lan: Because it‟s exciting and helps me forget my sadness XIV Nga : Because it helps me relaxed after a day of hard work J: Who is your favorite singer? Nga: My favorite singer is Anh Tho Lan: Backstreet Boys J: What is your favorite song? Nga: Khúc hát sông quê Lan: Only love J: When you listen to music? Lan: I enjoy listening to music after school Nga: I like listening to Anh Tho‟ song before going to bed J: Thank you so much for your sharing Good bye See you again Lan and Nga: Thank you Good bye POST- SPEAKING Reporting on the information - Ask the Journalist to report what they have got from their interview to the whole class - elicit some structures they can use: + Both A and B like … + A likes…, and so does B 15‟ + A likes …and B does , too Work in + A likes…, but B prefers… group of J: “I have interviewed students from 10 A2 Nga likes Folk music She likes it because it helps her relaxed after a day of hard work while Lan likes pop music because it is exciting and helps her forget her sadness Lan's favorite band is Backstreet Boys and Nga’s favorite singer is Anh Tho " - XV LESSON PLAN UNIT 13: FILMS AND CINEMA LESSON 2: SPEAKING I Objectives: Education aims: - Students know about some kinds of film Knowledge: a General knowledge: - Students can talk about some favorite kinds of music b Language: - The simple present tense - Vocabulary to describe films Skills: - Asking and answering questions about film - Talking about favorite kinds of music - Expressing attitudes, preferences II Anticipated problems: Sts might not have enough vocabulary to talk about the topic They might also have difficulty in using the structure find + O+ Adj and confuse adjs ending in –ing with those ending in -ed Sts may not have enough vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, pictures, computer, projector IV Procedures: Teacher’s activities Students’ activities Warm- up: ( minutes ): guessing game Aims : to revise the vocabulary related to the topic - Look at the posters and match the - Give sts some film posters on the board: film with the correct types + Names of the films: Shrek (1) - Some sts give the answers The adventures of Sherlock Holmes (2) + Key: The Lord of the Rings (3) 1- cartoon 2- detective film Pearl Habour ( 4) 3- action film 4- war film - Ask sts to match the films with the correct types XVI of films - Listen and check Before you speak:( minutes) - Some sts report: Aims: :to focus sts on the topic and to introduce S1: I like science fiction films very the words and phrases used in the task much - Call on some sts to report their likes and S2: I don't like cartoons very much dislikes S3: I don't like horror films at all - Listen and give remarks While you speak: ( 15 minutes ) Aims: Sts can talk about their favorite type of films + Task 2: Find out what your friends feel about - Listen and take notes each kind of films - Introduce sts some expressions of agreement and disagreement + Agreement: + Disagreement: I agree I don't think so Yes, exactly Yes, but Right / Sure ! I don't quite agree with you - Ask some sts to read the model conversation in - Read the model aloud the textbook - Divide the class into small groups of and ask - Work in groups and ask some sts to sts to find out what the others of their group feel present about the given types of films - Go around to help sts if necessary - Call on some groups to practise the dialogues - Listen and give remarks - Work in groups - - work in group, discuss what they will talk about the film XVII After you speak: (15mins ): Story Some group report in front of the completion class Aims: Sts can talk about the film they have seen E.g: - sts choose a famous film they they have seen S1: We saw " Sand life" at the together and work in groups to talk about this cinema last Sunday It is an film interesting love story film - Ask sts to take turns to talk about the films they S2: It is about the life of a soldier have seen Each student say a sentence after the war He has already been - Go around to help sts married but after the war he returns - Ask some group to present in front of the class with another woman S3: Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its humane value Homework: ( ) - Write a short paragraph about a film they have already said about XVIII LESSON PLAN UNIT 14: THE WORLD CUP- LESSON 2: SPEAKING I Objectives: Education aims: - Students know about the World Cup Knowledge: a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense - Vocabulary about football Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners II Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, handouts, posters IV Procedures: Teacher‟s activities Students‟ activities Warm- up: ( minutes) Jumble words Aims :Sts get used to the topic - Listen to the T - Divide the class into small groups of or and introduce the games: Sts are to rearrange the letters into meaning words - Work in groups and find out - Write some groups of letters on the board the words - Ask sts to work in groups - Answers: winner, score, - Ask some groups to give answers runner-up, host country, - Introduce the new lesson: Today we will talk champion about the World Cups New lesson Before you speak: (12 minutes) - Answer the question of the T Task 1: A World Cup 2002 quiz 1- England 3- Italy - Ask Ss to name the team in the photos on page 2- France 4- Germany XIX 145: - Listen and write down these INFORMATION GAP ACTIVITIES: words into their notebooks Q1 How many times has Italy won the trophy up to Answer: World Cup 2006? times Q2 Who was the captain of the French national Zinedine Zidane football team in World Cup 2006? - 1( Italy won the game - Q3 What was the score of the World Cup 2006 in a penalty shoout- out final? France Q4 Which team was the runner-up in the World 5.Jurgen Klinsmann Cup 2006? German Q5 Who was the head coach of the German team 7.David Beckam in World Cup 2006? Portugal (by 3-1) Q6 What nationality was the top scorer in World Cup 2006? - Listen to their friends and Q7 Who was the captain of the English national check football team in World Cup 2006? Q8 Who beat England in the World Cup 2006 - Read the table in minutes quarter final? - Listen to the T and then some - Ask sts to work in groups to answer the questions sts read the model again - Go around to check that S work and speak English Read the table in minutes - Ask some Ss to answer the questions - Listen to the T and then some While you speak: ( 15 minutes): sts read the model again Aims: Sts can talk about the World Cup - Work in pairs to make similar tournaments dialogues + Task 2: - Say aloud their dialogues: - Ask sts to read the information about 17 World S1: Where was the second World Cup tournaments in the table Cup held? - Read the model dialogue aloud and then ask two S2: It was held in Italy pairs to read the dialogue again S3: Which teams played in the - Ask sts to work in pairs to make similar dialogues final match? XX about the World Cup tournaments S4: Italy and Czechoslovakia - Move round to make sure that Sts are working and to help if necessary .- Work in groups, discuss what - Ask sts to compare their answers with other pairs information they will talk about - Ask some pairs to report their favorite World Cup After you speak: ( 10 minutes) winner Aims: Sts can talk about their favorite World Cup - Some Sts present in front of the winner class + Task 3: DISCUSSION Suggested answer: - Move round to make sure that Sts are working and Brazil is my favorite World Cup to help if necessary winner It has won World Cup - Ask some group to report in front of the class Trophies The 17th World Cup was help in Korea and Japan in 2002 The final match was between Brazil and Germany Brazil defeated Germany by to Brazil become the champion and Germany was the runnerup… XXI ... entitled ? ?Using stimulation activities to enhance 10th grade students‟ participation in speaking lessons? ?? Aims of the study This research is aimed at improving students‟ involvement in speaking lessons. .. participation in speaking activities; to examine stimulation activities used during speaking lessons to increase the learners‟ participation in oral activities and to test the effectiveness of them in. .. enhancing students’ participation in speaking lessons? The findings of the study showed that teacher‟s designing stimulation activities in teaching speaking had improved students‟ participation