Teachers’ and students’ perceptions of using oral practice activities in teaching grammar at vocational training schools in đong thap

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DUONG HUYNH VU NGUYEN TEACHERS’ AND STUDENTS’ PERCEPTIONS OF USING ORAL PRACTICE ACTIVITIES IN TEACHING GRAMMAR AT VOCATIONAL TRAINING SCHOOLS IN ĐONG THAP MASTER’S THESIS IN EDUCATION Nghe An, 2017 [1] MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DUONG HUYNH VU NGUYEN TEACHERS’ AND STUDENTS’ PERCEPTIONS OF USING ORAL PRACTICE ACTIVITIES IN TEACHING GRAMMAR AT VOCATIONAL TRAINING SCHOOLS IN ĐONG THAP Field: Theory and Methodology of English Language Teaching Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Ngo Dinh Phuong, Assoc Prof., Ph.D Nghe An, 2017 [2] STATEMENT OF AUTHORSHIP I certify my authorship of the thesis submitted entitled “Teachers’ and students’ perceptions of using oral practice activities in teaching grammar at vocational training schools in Đong Thap” as the statement of requirements for thesis in Master’s Programs at Vinh University Except where reference is made in the text of the thesis, this thesis does not contain materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for any degree in any other tertiary institution Author Duong Huynh Vu Nguyen [3] ACKNOWLEDGEMENTS I would like to express my special thanks to my supervisor, Assoc Prof., Ph.D Ngo Dinh Phuong, a senior lecturer of Vinh University, for his endless and tireless support, guidance, and encouragement He spent his valuable time and effort to read my work with much care and gave me sound and insightful comments in order to help me deeply understand the problems Without his devoted assistance, this thesis could not have been completed Besides, I would like to give my heartfelt thanks to colleagues and students at vocational training schools in Dong Thap who have participated in this research and many others who helped me during my study Last but not least, I would like to convey my deepest gratitude to my parents and my friends for their constant support and thorough understanding Their great encouragement and love have helped me to overcome the difficulties during my study [4] ABSTRACT This study is conducted with the hope to find out whether communicative approach helps students change their attitudes towards grammar learning The study was set out to investigate teachers’ and students’ perceptions of using oral practice activities to practice grammar structures The participants included 10 English teachers and 100 students at three vocational training schools in Dong Thap The data were collected through questionnaires, class observations, and interviews The findings show that students have positive attitudes towards the use of oral grammar practice activities in the production stage of grammar lessons Moreover, students can absorb grammar rules as they hear and use the language through oral communicative activities And they also remarked that the use of communicative activities in grammar lessons helps them acquire grammar more efficiently Based on the findings of the study, some practical implications are given for the application of oral practice activities to facilitate grammar teaching and learning [5] TABLE OF CONTENTS Pages Statement of authorship Acknowledgements Abstract Table of Contents List of Abbreviations List of Tables List of Figures CHAPTER – INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 Rationale Aims and Objectives Research questions Scope of the study Significance of the study Outline of the study [6] CHAPTER – LITERATURE REVIEW 2.1 Introduction 2.2 An overview of teaching and learning grammar 2.2.1 Definitions of grammar 2.2.2 The role of grammar in teaching and learning English 2.2.3 Overview of grammar teaching approaches 2.2.4 The shape of the grammar lesson 11 2.3 Oral practice activities in teaching and learning grammar 14 2.3.1 Definitions of oral practice 14 2.3.2 Characteristics of a successful oral activity 14 2.3.3 The role of oral practice activities in the production stage of English grammar lessons 16 2.3.4 Barriers to adopting oral practice activities in production stage of English grammar lessons 17 2.3.5 Classification of oral practice activities in production stage of English grammar lessons 19 2.4 Conclusion 26 CHAPTER – METHODOLOGY 3.1 Overview 28 3.2 The setting of the study 28 3.3 The subjects 28 3.4 Research approaches 29 3.5 Data collecting tools 30 3.5.1 Questionnaires 31 3.5.2 Interviews 31 3.5.3 Observations 31 3.6 Data analysis 32 3.7 Conclusion 32 CHAPTER – FINDINGS AND DISCUSSION 4.1 Overview 34 4.2 General Pedagogical Context 34 4.2.1 English courses at vocational training schools in Dong Thap 34 4.2.2 The teachers at vocational training schools Dong Thap 35 4.2.3 The students at vocational training schools in Dong Thap 36 4.3 Data from questionnaires 37 4.3.1 Teachers’ and students’ perceptions of teaching and learning English grammar 37 4.3.2 Difficulties faced by teachers and students in teaching and learning English grammar 40 4.3.3 Teachers’ and students’ opinions of the production stage of a grammar lesson 42 [7] 4.3.4 Oral practice activities to practise English grammar structures 45 4.3.5 Difficulties faced by teachers and students in using oral practice activities in the production stage 50 4.4 Interview analysis 52 4.4.1 Teachers’ and students’ opinions of using oral practice activities to practice English grammar structures 52 4.4.2 Advantages and disadvantages of using oral practice activities 53 4.4.3 Oral practice activities held in the production stage of grammar lessons 53 4.4.4 Teachers’ and students’ suggestions for better use of oral practice activities 54 4.5 Observations analysis 55 4.5.1 Classroom description and procedure of the activities 55 4.5.2 General comments 57 4.6 Discussions of the Findings 58 4.7 Summary 60 CHAPTER 5: CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 5.1 Overview 62 5.2 Summary of the key findings 62 5.3 Implications 63 5.3.1 For teachers 63 5.3.2 For students 65 5.4 Limitations of the study 66 5.5 Suggestions for further study 66 References 68 Appendices 69 [8] LIST OF ABBREVIATIONS CLT: Communicative Language Teaching TV: Television [9] LIST OF TABLES Pages Table 4.1: Teachers’ and students’ perceptions of the role of English grammar in language teaching and learning 39 Table 4.2: Teachers’ perceptions of the difficulties in teaching English grammar 40 Table 4.3: Students’ perceptions of the difficulties in learning English grammar 41 Table 4.4: Activities to practice new grammar structures in the production stage 44 Table 4.5: Teachers’ and students’ perceptions of using oral practice activities to practice grammar structures 45 Table 4.6: Benefits of using oral practice activities to practice grammar structures 48 Table 4.7: Teachers’ difficulties in using oral practice activities 50 Table 4.8: Students’ difficulties when oral practice activities 51 [10] How often you hold these activities to help your students practice the new grammar structure?  Very often  Often  Sometimes  Rarely  Never 10 What you think about using these activities to help your students practice English grammar structures?  Very interesting  Interesting  Rather interesting  Not interesting at all 11 How oral English grammar practice activities assist your students in learning English grammar? (You can choose more than one option)  It encourages students to co-operate in learning  It helps students to understand more easily and memorize grammar structures longer  It makes grammar lessons more enjoyable  It gives students opportunities to use English naturally and meaningfully  It makes students feel more confident to use grammar to express our ideas orally  It makes students like learning English grammar more 12 What difficulties you meet when applying oral practice activities to help your students practice grammar structures? (You can choose more than one option)  It is difficult for you to design interesting oral practice activities  It is not enough time to hold oral practice activities  Your students feel shy when practicing speaking in front of the class  Your students are afraid that their classmates will laugh at them if they make mistakes  The students cannot find exact words to express their ideas [78]  It is normal if the students not practice You never complain about that  You cannot control the class because the class was noisy  Your students are under much pressure when taking part in these activities [79] APPENDIX STUDENTS QUESTIONNAIRE This survey questionnaire is designed for my study entitled “Teachers’ and students’ perceptions of using oral practice activities in teaching grammar at vocational training schools in Dong Thap” The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your co-operation! Please put a tick () on the answer you choose  I BACKGROUND INFORMATION - Your age: ………………years old  Male  Female - Years of studying English: ………………years - Your gender? II QUESTIONS Which of these English language aspects you think the most difficult for you to study?  Reading  Speaking  Listening  Writing  Grammar  Pronunciation In your opinion, English grammar is……  Very essential  Essential  Not so essential  Not essential at all What is your opinion about English grammar in language learning? (You can choose more than one option)  English grammar helps combine words into sentences to express ideas, feelings and so on [80]  English grammar assists the learner in memorizing and using the language appropriately in communication  English grammar is essential in developing various language skills to reach the aim of communication  English grammar helps develop the learners’ self-confidence using language What are your difficulties in learning English grammar? (You can choose more than one option)  You not have motivation in learning English grammar  The grammar lesson is not interested  The grammar teaching method is not suitable  The grammar tasks are not easy  English grammar structures are very difficult for you to understand  You not have opportunities to practice grammar structures and apply them in your real life  You are afraid of taking mistakes when practicing grammar structures  You cannot remember the grammar structures in long time Which stage you think may be the most difficult stage in a grammar lesson?  Presentation stage  Practice stage  Production stage What activities you get involved in class to practice new grammar structures?  Do written grammar exercises in textbook  Do written grammar exercises in textbook and workbook  Do written grammar exercises outside textbook and workbook  Do grammar exercises orally [81] What is your opinion about the activities hold in the production stage of the grammar lesson at your school?  Very motivating  Motivating  Rather motivating  Not motivating at all What oral activities you get involved into practice grammar structures? (You can choose more than one option)  Interview  Discussion games  “What would happen if….” activities  “Find someone who” activities  Problem solving activities  Role play and stimulation  Guessing game  Other, please specify………… How often are these activities held to help you practice the new grammar structure?  Very often  Often  Sometimes  Rarely  Never 10 What you think about using these activities to practice English grammar structures?  Very interesting  Interesting  Rather interesting  Not interesting at all 11 How oral English grammar practice activities assist you in learning English grammar? (You can choose more than one option)  It encourages us to co-operate in learning  It helps us to understand more easily and memorize grammar structures longer  It makes grammar lessons more enjoyable  It gives us opportunities to use English naturally and meaningfully  It makes us feel more confident to use grammar to express our ideas orally  It makes us like learning English grammar more [82] 12 What difficulties you meet when practicing grammar structures orally? (You can choose more than one option)  You feel shy when practicing speaking in front of the class  You are afraid that your classmates will laugh at you if you make mistakes  You cannot find exact words to express your ideas  It is normal if you not practice The teacher never complains about that  You cannot concentrate because the class was noisy  You not have enough time to fulfill the activity  You are under much pressure when taking part in these activities APPENDIX STUDENTS QUESTIONNAIRE Bảng câu hỏi thiết kế để phục vụ cho đề tài “Nhận thức giáo viên học sinh sử dụng hoạt động thực hành nói việc dạy ngữ pháp [83] trường nghề tỉnh Dong Thap” Câu trả lời sử dụng làm liệu quan trọng cho đề tài nghiên cứu câu trả lời phải thật xác ý kiến bạn ngữ cảnh giảng dạy Cảm ơn nhiều Vui lòng đánh dấu () vào câu trả lời bạn chọn  I Thơng tin nhân - Tuổi: - Giới tính: ………………  Nam - Số năm học tiếng Anh:  Nữ ……………… II Câu hỏi Khía cạnh ngơn ngữ tiếng Anh theo bạn khó học nhất?  Đọc  Nói  Nghe  Viết  Ngữ pháp  Phát âm Theo bạn, ngữ pháp tiếng Anh  Rất cần thiết  Cần thiết  Không cần thiết  Không cần thiết Ý kiến cua bạn ngữ pháp tiếng Anh việc học ngơn ngữ? (Có thể chọn nhiều câu trả lời)  Ngữ pháp tiếng Anh giúp kết hợp từ thành câu để diễn đạt ý kiến, cảm xúc  Ngữ pháp tiếng Anh giúp người học nhớ sử dụng ngôn ngữ cách hợp lý giao tiếp  Ngữ pháp tiếng Anh cần thiết việc phát triển kĩ ngôn ngữ khác để đạt mục đích giao tiếp  Ngữ pháp tiếng Anh giúp phát triển tự tin người học việc sử dụng ngơn ngữ [84] Khó khăn bạn việc học ngữ pháp gì? (Có thể chọn nhiều câu trả lời.)  Bạn khơng có động lực học ngữ pháp tiếng Anh  Bài học ngữ pháp khơng thú vị  Phương pháp dạy ngữ pháp không phù hợp  Bài tập ngữ pháp khó  Cấu trúc ngữ pháp tiếng Anh khó hiểu  Khơng có hội thực hành cấu trúc ngữ pháp áp dụng chúng vào sống  Bạn sợ mắc lỗi thực hành cấu trúc ngữ pháp  Bạn nhớ cấu trúc ngữ pháp thời gian dài Bạn nghĩ giai đoạn khó ngữ pháp?  Giai đoạn “Presentation”  Giai đoạn “Practice”  Giai đoạn “Production” Hoạt động bạn tham gia lớp để thực hành cấu trúc ngữ pháp mới?  Làm tập viết sách giáo khoa  Làm tập viết sách giáo khoa sách tập  Làm tập viết sách giáo khoa sách tập  Làm tập cách nói Ý kiến bạn hoạt động tổ chức giai đoạn “production” ngữ pháp trường bạn?  Rất thúc đẩy  Thúc đẩy  Khá thúc đẩy  Không thúc đẩy Bạn tham gia vào hoạt động nói để thực hành cấu trúc ngữ pháp? (Có thể chọn nhiều câu trả lời.)  Interview  Discussion games  “What would happen if….” activities  “Find someone who” activities [85]  Problem solving activities  Role play and stimulation  Guessing game  Khác (viết cụ thể):………… Những hoạt động tổ chức lần để giúp bạn thực hành cấu trúc ngữ pháp mới?  Rất thường  Thường  Thỉnh thoảng  Hiếm  Chưa 10 Bạn nghĩ việc sử dụng hoạt động để thực hành cấu trúc ngữ pháp tiếng Anh?  Rất thú vị  Thú vị  Khá thú vị  Không thú vị 11 Các hoạt động thực hành nói giúp bạn việc học ngữ pháp tiếng Anh (Có thể chọn nhiều câu trả lời.)  Nó khuyến khích chúng tơi hợp tác học tập  Nó giúp dễ hiểu nhớ cấu trúc ngữ pháp lâu  Nó làm cho học ngữ pháp thú vị  Nó cho chúng tơi nhiều hội để sử dụng tiếng Anh cách tự nhiên có ý nghĩa  Nó làm cho cảm thấy tự tin sử dụng ngữ pháp để thể ý tưởng hoạt động nói  Nó làm cho chúng tơi thích học ngữ pháp tiếng Anh 12 Bạn gặp khó khăn thực hành cấu trúc ngữ pháp hoạt động nói? (Có thể chọn nhiều câu trả lời.)  Bạn cảm thấy mắc cỡ thực hành nói trước lớp  Bạn sợ bạn lớp cười bạn phạm sai lầm  Bạn khơng thể tìm từ xác để diễn đạt ý bạn [86]  Điều bình thường bạn khơng thực hành Giáo viên không phàn nàn điều  Bạn khơng thể tập trung lớp ồn  Bạn không đủ thời gian để hoàn thành hoạt động  Bạn chịu nhiều áp lực tham gia hoạt động APPENDIX TEACHERS INTERVIEW QUESTIONS What you think about using oral practice activities in order to practice English grammar? In your opinion, what are the advantages and disadvantages of using English oral grammar practice activities in comparison with traditional written practice? [87] What oral practice activities you often get your students involved? Which activities did you find the most interesting and/or the most useful in practicing new grammar structure? Why you think they are the most interesting and/or most useful for your grammar learning? Do you have any suggestions to make your students practice English grammar structures through oral practice activities better and more enjoyable? APPENDIX STUDENTS’ INTERVIEW QUESTIONS What you think about using oral practice activities in order to practice English grammar? In your opinion, what are the advantages and disadvantages of using English oral grammar practice activities in comparison with traditional written practice? [88] What oral practice activities you often get involved? Which activities did you find the most interesting and/or the most useful in practicing new grammar structure? Why you think they are the most interesting and/or most useful for your grammar learning? Do you have any suggestions to make your practicing English grammar structures through oral practice activities better and more enjoyable? APPENDIX STUDENTS’ INTERVIEW QUESTIONS Bạn nghĩ việc sử dụng hoạt động thực hành nói để thực hành ngữ pháp tiếng Anh? Theo bạn, thuận lợi bất lợi việc sử dụng hoạt động thực hành ngữ pháp nói tiếng Anh so với thực hành viết truyền thống? Những hoạt động thực hành nói bạn thường tham gia? [89] Hoạt động bạn thấy thú vị và/hoặc hữu dụng việc thực hành cấu trúc ngữ pháp mới? Tại bạn nghĩ vậy? Bạn có gợi ý để làm cho việc thực hành cấu trúc ngữ pháp tiếng Anh thơng qua hoạt động thực hành nói tốt thú vị không? APPENDIX OBSERVATION SHEET Date and time of Observation: ………………… School: ………………………………………… Class :……………………………  The purpose of this observation sheet is to provide a more accurate and equitable database for the research Below is a list of effective teaching behaviors that may occur during the production stage of a grammar lesson This form is to be used as a basis to highlight selected areas on which to focus, not a list of teaching requirements Please respond to each statement using the following scale: [90] Not observed More emphasis recommended Accomplished very well Content Organization I The oral practice activities The rules of oral practice activities are easy to understand and follow The students can revise the old structures and apply new ones in oral practice activities 3.The oral practice activities attempt to link language learning with the students’ real life II Students’ learning and involvement The students feel interested and ready to take part in the oral practice activities All students are involved in the activities and their chance to practice the new structures through oral skill is the same The students practice oral practice activities through group work or pair work There are good balance of teacher talking time and students talking time The students are encouraged and praised to contribute their ideas to the activities III Teacher’s manner and use of English The teacher controls the time of the activities and manages the class [91] Comments The teacher establishes situations to promote the oral practice activities The teacher use simple language to help students understand the rules of the activities 4.The teacher uses a variety of teaching aids such as pictures, maps, projector, and samples of real objects, and so on to maximize students’ opportunities to practice During the oral practice activities, the teacher facilitates students’ practice and gives them advices when necessary 6.The teacher observes what students in oral communicative activities so that he/ she can give the students useful feedback [92] ... teachers’ perceptions of using oral practice activities in teaching and learning grammar? What are students’ perceptions of using oral practice activities in learning grammar? May oral practice activities. .. courses at vocational training schools in Dong Thap 34 4.2.2 The teachers at vocational training schools Dong Thap 35 4.2.3 The students at vocational training schools in Dong Thap ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DUONG HUYNH VU NGUYEN TEACHERS’ AND STUDENTS’ PERCEPTIONS OF USING ORAL PRACTICE ACTIVITIES IN TEACHING GRAMMAR AT VOCATIONAL TRAINING