luận văn thạc sĩ sử dụng tình huống mô phỏng để nâng cao kỹ năng nói tiếng anh cho sinh viên năm thứ hai chuyên ngành quản trị khách sạn tại một trường cao đẳng ở hà nội​

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES PHẠM THỊ THU USING SIMULATIONS TO IMPROVE ENGLISH SPEAKING SKILLS FOR SECOND YEAR STUDENTS MAJORING IN HOTEL MANAGEMENT AT A COLLEGE IN HANOI (Sử dụng tình mơ để nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ hai chuyên ngành Quản trị Khách sạn trường Cao đẳng Hà Nội) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi, 2020 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES PHẠM THỊ THU USING SIMULATIONS TO IMPROVE ENGLISH SPEAKING SKILLS FOR SECOND YEAR STUDENTS MAJORING IN HOTEL MANAGEMENT AT A COLLEGE IN HANOI (Sử dụng tình mơ để nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ hai chuyên ngành Quản trị Khách sạn trường Cao đẳng Hà Nội) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Trần Thị Thu Hiền Hanoi, 2020 DECLARATION The work provided in this thesis, unless otherwise referenced, is the researcher‟s own work, and has not been submitted elsewhere for any other degree or qualification Hanoi, 2020 Signature Pham Thi Thu Approved by SUPERVISOR Date: 18th Sept 2020 i ACKNOWLEDGEMENTS I would like to express my sincerest gratitude to a number of people who have given me significant help, encouragement, and support in the completion of my thesis In the first place, I would like to express my deep and sincere gratitude to my supervisor, Dr Tran Thi Thu Hien for her valuable time, patience, guidance, advice, correction, and encouragement throughout the stages of the thesis writing Without her guidance and support, this study would not have been completed My sincere thanks also go to all my lecturers and in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this research Besides, I would like to thank my colleagues and my students at Hanoi Tourism College who have participated in this research and helped me during my study Last but not least, I would like to send my special thanks to my parents, my husband and my children who encourage and share the hardship with me Their great encouragement and love have helped me to overcome the difficulties in the study ii ABSTRACT This research aimed at using simulation technique to improve speaking skills in English for specific purposes for students majoring in Hotel Management It was an action research study with both qualitative and quantitative data collected from second-year students majoring in Hotel Management at a college in Hanoi The qualitative data were collected by delivering questionnaires, interviewing the students Meanwhile, the quantitative data were collected through assessing the students‟ speaking performance by comparing the results of the pre-test and the post-test The procedure of this action research consisted of initiation, preliminary investigation, hypothesis, intervention, evaluation, and dissemination The research has shown that using simulation technique could successfully improve the students‟ speaking competence in general and in some important aspects related to speaking skills including fluency, vocabulary and pronunciation Besides, difficulties faced by students in using simulations are also recognized iii AR Com ESP Pron Vocab iv LISTS OF CHARTS, FIGURES AND TABLES Chart 4.1 Overall mean score of the pre-test and the post-test .36 Chart 4.2 Scores of students‟ pre-test and post-test .37 Figure 2.1 The structure of a simulation (Sturtridge, 1977) 18 Figure 3.1: Detailed action research mode (Susman 1983) 24 Figure 3.2: Cyclical AR model based on Kemmis and Mc Taggart (1988) 26 Table 2.1 Simulations vs Role plays (Bambrough, 1994) 17 Table 4.1 The pre-test results 34 Table 4.2 The pre-test vs the post-test results 36 Table 4.3 Pronunciation improvement 38 Table 4.4 Fluency improvement 38 Table 4.5 Vocabulary improvement 39 Table 4.6 Students‟ improvement of each speaking indicator 39 Table 4.7 Confidence improvement 40 Table 4.8 Students‟ attitude towards simulations 41 Table 4.9 Preparation for the future job 42 Table 4.10 Difficulties in performing in simulations 43 Table 4.11 Difficulties in cooperating with a partner 44 v TABLES OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LISTS OF CHARTS, FIGURES AND TABLES v CHAPTER I: INTRODUCTION 1 Rationale for the study Aim and objectives of the study Research questions Scope of the study Methods of the study Significance of the study .3 Structural organization of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Speaking skills 2.1.1 Definition of speaking skills 2.1.2 Characteristics of speaking skills 2.1.3 Characteristics of a successful speaking activity 2.1.4 Teaching speaking 2.1.5 Speaking Assessment 10 2.2 Simulations .10 2.2.1 Definition of simulations in language teaching and learning 10 2.2.2 Characteristics of simulations 11 2.2.3 Benefits of simulations 12 2.2.4 Limitations of simulations 14 2.2.5 Simulations in teaching speaking skills .16 vi training hotel staffs A similar study on the students at another department would be conducted Secondly, the material chosen was English in Tourism, which was one of the many kinds of English for Specific Purposes Similar studies may be about other ESP Finally, this study was done with the speaking skills It is recommended to investigate the effectiveness of using simulation technique to improve students‟ other skills such as listening, writing, reading as well 48 REFERENCES Altrichter, H., Posch, P & Somekh, B (1993) Teachers investigate their work: An Introduction to Methods of Action research London: Routledge Bambrough, P (1994) Simulations in English Teaching Buckingham: Open University Press Bassey, M (1998) Action Research for Improving Practice, in Halsall, Teacher Research and School 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Talk about your personality and your hobbies II Topic (4 marks) What job would you most like? Why? III Extra questions (3 marks) What‟s your ideal job? Give your own reasons What‟s your favorite sport now? What sports you think are the most exciting? the most boring? I APPENDIX 2: POST-TEST ENGLISH SPEAKING EXAM (Time allowance: minutes) I Introduction (2 marks) Imagine you are a receptionist Describe your job: - your duties at work - other people at work - personal qualities you need to the job - the reasons why you like your job II Questions (4 marks) Name common types of hotel and describe each of them in terms of location, its facilities and services, kinds of guests, duration of stay, and prices Name 10 main departments in a hotel Which is/are the most important? Why? BI Situations (4 marks) Guest Reserve a room for yourself, your partner and two young children Arrival on 13 March and departure on 15 March You need a cot for a baby (age 15 months) You would like to know the room rate Your credit card number is 9863 8542 9917 Reservation clerk You are a reservation clerk at a hotel Answer the phone with the name of the hotel Take all the necessary details and confirm the reservation details II APPENDIX 3: THE SPEAKING TEST RATING SCALE No Criteria Pronunciation Grammar Vocabulary III Fluency Comprehension Notes: - Maximum raw score: 25 - Final score = (The raw score x 10)/25 (Round-up) IV APPENDIX 4: QUESTIONNAIRE (Conducted after the application of simulation) I like practicing simulations with my friends I am encouraged in speaking lessons using simulations / I get excited while speaking English The realistic situations in speaking lessons are helpful and good enough for students I would like the teacher to employ more simulations to improve my speaking skills as well as my professional skills I know more terms of hotel management My vocabulary of Hotel Management is enriched I know more structures to V communicate in my future job situations I pronounce English words more correctly I am more fluent in speaking English 10 I am more confident in communicating English 11 I am not afraid of making mistakes while speaking in English 12 I find that I am better prepared for my future job 13 I can practice tasks related to hotel situations 14 Some situations are too difficult to practice 15 I cannot perform well in simulated situations when the teacher changes my partner VI APPENDIX 5: INTERVIEW (Conducted after every simulation with students chosen randomly by the researcher) What you think of the lesson today? In comparison with other speaking lessons, you participate more in the lesson? If „yes‟, can you clarify how the new teaching method helps you? If „no‟, what are the difficulties that prevented you from engaging in the task? Do you enjoy the teaching and learning process? How you feel about your speaking skills? Is there any improvement? What can learn from the simulation technique? What difficulties you encounter in the performance in simulation to develop your speaking skills? What should you to overcome these difficulties? VII APPENDIX 6: LESSON PLAN SAMPLE Lesson 2: The check-in Time: 45 minutes Students profile: Age 19, second-year students at Hotel Management Department Objectives: By the end of the lesson, students should be able to deal with changes in bookings; check-in Materials: HTC Hotel – The Front Office, desk, notebook, pen, telephone, name tag, Warm up (5‟) Related to the previous lesson Model Form groups - Match the room types with the pictures End up activity IX ... HOTEL MANAGEMENT AT A COLLEGE IN HANOI (Sử dụng tình mơ để nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ hai chuyên ngành Quản trị Khách sạn trường Cao đẳng Hà Nội) M.A MINOR THESIS Field: English... process In Vietnam, English becomes one of important subjects in national examination for high school level and a compulsory subject at universities or colleges Therefore, mastering English is... necessary for students to arrange a correct sentence in conversation - Vocabulary is concerned with choice of words which is sufficient to convey the meaning “Vocabulary, as one of the knowledge areas