An investigation into the impacts of adapted speaking activities in the english 11 textbook on students’ motivation a study at binh luc b high school

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHẠM THỊ HỒNG LOAN AN INVESTIGATION INTO THE IMPACTS OF ADAPTED SPEAKING ACTIVITIES IN THE ENGLISH 11 TEXTBOOK ON STUDENTS’ MOTIVATION A STUDY AT BINH LUC B HIGH SCHOOL (Nghiên cứu ảnh h-ởng hoạt động nói đ-ợc điều chỉnh sách giáo khoa Tiếng Anh lớp 11 tới động lực học tập học sinh Một nghiên cứu tr-ờng THPT B B×nh Lơc) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ HỒNG LOAN AN INVESTIGATION INTO THE IMPACTS OF ADAPTED SPEAKING ACTIVITIES IN THE ENGLISH 11 TEXTBOOK ON STUDENTS’ MOTIVATION A STUDY AT BINH LUC B HIGH SCHOOL (Nghiên cứu ảnh h-ởng hoạt động nói đ-ợc ®iỊu chØnh s¸ch gi¸o khoa TiÕng Anh líp 11 tới động lực học tập học sinh Một nghiên cứu tr-ờng THPT B Bình Lục) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Prof Dr Ngun Hßa HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* DECLARATION I, Phạm Thị Hồng Loan, hereby declare that this thesis is my own work, and I have provided fully documented references to the work of others In addition, this thesis has not been submitted for assessment in other formal courses in any other university I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, March, 2016 Signature Phạm Thị Hồng Loan i ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks to Professor Nguyen Hoa, for the support, guidance and valuable critical feedback His help, stimulating suggestion and encouragement helped me a lot right from the beginning to the end of this study I would like acknowledge my thanks to the students at Binh Luc B High School in Ha Nam who helped me a lot and showed great willingness to take part in my survey My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticism, their interest and encouragement Last but not least, I want to express my deepest gratitude to my parents and friends for their love, care, tolerance and encouragement ii ABSTRACT This study investigates the impacts of adapted speaking activities in the English 11 Textbook on students’ motivation at Binh Luc B High School in Ha Nam province An action research project was carried out for this study It began when the students‟ low motivation in speaking lessons was perceived during the first three weeks of the case study by the researcher, students and other colleagues In this initial stage, data collection showed that the unsuitability of the speaking activities in English 11 for the students is the main reason causing the students‟ low motivation Therefore, the hypothesis of the study formed was that the adapted speaking activities could help increase the students’ motivation in speaking lessons Then, original speaking activities in English 11 were adapted and implemented in the speaking lessons The adapting of the original speaking activities was based on the principles and techniques for adaptation The participants included 40 grade 11 students from class 11A2 at Binh Luc B High School in the school year 2015-2016 The action research lasted for 14 weeks in which the original activities and the adapted speaking activities were used in the different periods The data were collected from the main instruments including survey questionnaires, observations and textbook analysis The results show that despite some shortcomings, all the adapted speaking activities helped increase the students‟ motivation in speaking lessons and the action plan was successful after comparing the post and initial data Based on the findings of the study, some recommendations and limitations were made along with suggestions for further study It is hoped that the findings and suggestions in the research will help teachers use English 11 textbook more effectively in order to improve students‟ motivation in speaking lessons iii TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale for the study Research aims of the study Research questions of the study Significance of the study Research scope of the study Research methods of the study Design of the study PART II: DEVELOPMENT CHAPTER LITERATURE REVIEW Theoretical background of motivation in language learning 1.1 Definition of motivation 1.2 Types of motivation 1.3 Factors affecting motivation 1.4 Role of motivation in language learning 1.5 Motivating students in classroom activities Theoretical background of speaking skill 2.1 Speaking as a skill in language learning 2.2 Teaching speaking 2.2.1 The speaking needs of students 10 2.2.2 Communicative Language Teaching 10 2.2.3 Principles for teaching speaking 11 2.3 Speaking activities 11 2.3.1 Features of speaking activities 11 2.3.2 Ways of organizing activities: Pair and Group work 11 iv Theoretical background of material adaption 12 3.1 Definition of material adaption 12 3.2 Reasons for material adaption 13 3.3 Principles for material adaption 13 3.4 Techniques for material adaption 14 CHAPTER THE METHODOLOGY 16 The case of the study 16 1.1 Context of the study 16 1.2 Participants 16 1.2.1 The teacher/researcher 16 1.2.2 The non-participant observer 17 1.2.3 The students 17 1.3 Speaking materials_English Textbook 17 Research method of the study 18 2.1 An overview of action research 18 2.2 Action research models 19 2.3 Procedure for this study 19 Data collection instruments 23 3.1 Survey questionnaire (Appendix and 2) 23 3.1.1 Rationale of the use of questionnaire survey 23 3.1.2 Description of survey questionnaire (Appendix 1) 24 3.1.3 Description of survey questionnaire (Appendix 2) 24 3.2 Classroom observation (Appendixes 3, 4) 25 3.2.1 Rationale of the use of classroom observation 25 3.2.2 Description of the observation sheets (Appendixes 3, 4) 26 3.3 Textbook analysis 27 v 3.3.1 The rationale of the use of textbook analysis 27 3.3.2 Description of textbook analysis 27 Summary 28 CHAPTER 3: RESULTS AND DISCUSSION 29 Results of initial data 29 1.1 The result of overall class motivation (observation sheet 1) 29 1.2 The result of survey questionnaire 30 1.2.1 Students‟ opinions about speaking lessons and activities in English 11 1.2.2 Students‟ preferences for speaking activities 31 1.3 The result of document analysis 32 Planning action steps 38 2.1 Adding 38 2.2 Omitting 42 2.3 Simplifying 43 2.4 Replacing 44 Results of data collection in the action stage 45 3.1 The results of overall class motivation (observation sheet 2) 45 3.2 The results of survey questionnaire (Students’ self-reported motivation)46 Action research evaluation 47 4.1 Overall class motivation before and after the action plan 47 4.2 Summary of major findings and discussion 48 PART III: CONCLUSION 50 Conclusion 50 Recommendations 51 Limitations and suggestions for further study 52 REFERENCES 54 vi LIST OF ABBREVIATION TERMS AR Action research BAs Bachelor of Arts BLBHS Binh Luc B High School EFL English as a foreign language ESL English as a Second Language GCSE General Certificate of Secondary Education L2 Second language ULIS University of Languages and International Studies vii LIST OF TABLES AND GRAPHS Table Overall class motivation (Observation sheet 1) Table Speaking activity analysis in English textbook 11 Table Overall class motivation (Observation sheet 2) Table Students‟ self-reported motivation (Survey questionnaire 2) Graph 1: Percentage of lessons‟ overall class motivation viii - give keys and correct mistakes - correct mistakes if wrong - which group completes the - the winners will receive gifts most quickly and correctly will from T be the winners and receive gifts from T While- Adapted speaking activity 13‟ (adding) Task 2: role-play – pair group - give new words and guidance - listen and take notes on pronunciation: + creative (adj) /kri:‟eitiv/ + creative (adj) /kri:‟eitiv/ + opportunity (n) = chance (n) + opportunity (n) = chance (n) /tʃa:ns/ /ɔpǝ‟tju:niti/ /ɔpǝ‟tju:niti/ + flexibly (adv) /‟fleksǝbli/ + flexibly (adv) /‟fleksǝbli/ + talent (n) /‟tǣlǝnt/ + talent (n) /‟tǣlǝnt/ - ask Ss look at the example and use the suggestions below Example: A: What you think of the General Knowledge Quiz? Oh, - Look at the example and use the suggestions below Example: B: /tʃa:ns/ it‟s great It‟s A: What you think of the General Knowledge Quiz? an opportunity to test my general knowledge B: Oh, it‟s great It‟s an opportunity to test my general knowledge - require Ss to ask their partner how he/she feels about each type of the competitions/ contests in Task - ask their partner how he/she feels about each type of the competitions/ contests in Task - goes around to check and - ask Tfor help if necessary offers help if necessary 17 - ask some pairs to stand up and - some pairs stand up and present present - give comments and correct - listen and correct mistakes mistakes Post- Adapted Task 3: discussion – group speaking activity work 14‟ (adding) - divide Ss into groups - work in divided groups - ask Ss look at the example and use the suggestions - look at the example and use the suggestions - ask groups talk about a competition or contest they have recently joined or seen - talk about a competition or contest they have recently joined or seen - goes around to check and - ask T for help if necessary offers help if necessary - ask some leaders to stand up - some leaders stand up and and present their group present their group discussion discussion - give comments and correct - listen and correct mistakes mistakes Homework 1‟ - Assign homework + Practice talking a competition + Prepare the next section – section C Listening 18 - listen and take notes APPENDIX 7: Speaking lesson plan (Treatment stage) Lesson 7: World Population Teacher: Pham Thi Hong Loan Time: 45 minutes Number of students: 40 Level of students: Grade 11 Aims: By the end of the lesson, students will be able totalk about the causes of population explosion, problems of population booms and solutions to these problems Teaching aids: Handouts, Pictures, English Textbook 11 Notes: Original activities (O.A) and Modified activities (A.A) Procudures: Stages O.A/A.A Time &Techniq Teacher‟s activities Students‟ activities ues Warm- Adapted Picture description: Whole class up activity 5‟ (adding) - shows Ss the following picture, - Look at the pictures and try to asks them questions: answer questions with teacher‟s + What can you see in the picture? suggestions about the picture + What does the picture tell you? - Suggested answers: In the picture, the Earth looks like an old, tired man with too many people on his head, shoulders and arms The picture tells us that the Earth may not properly accommodate too many people We are facing overpopulation - elicits answers from Ss and 19 comments - introduces the topic of the speaking lesson: overpopulation / population explosion Pre- Adapted Task1: speaking activity importance – pair group 13‟ Odering degrees of (omitting) Adapted Task 2:Pictrure matching - group activity work (replacing) - give new words and guidance on pronunciation: - listen and take notes + standard (n) /‟stǣndǝd/ + standard (n) /‟stǣndǝd/ + resource (n) /ri‟sɔ:s/ + resource (n) /ri‟sɔ:s/ + conflict (n) /‟kɔnflikt/ + conflict (n) /‟kɔnflikt/ + unemployment (n) /ʌnim‟plɔimǝnt/ +unemployment(n)/ʌnim‟plɔimǝnt/ - divide Ss into groups - work in groups - give same pictures for groups - look at and match pictures with the suggested problems facing poor - ask groups to look at and match each of them with the suggested problems facing poor and overpopulated countries in the box and overpopulated countries in the box - goes around to check and offers - ask T for help if necessary help if necessary - ask leaders show results on the - leaders show results on the board board - give keys and correct mistakes 20 - which group completes the most - correct mistakes if wrong quickly and correctly will be the winners and receive gifts from T While- Adapted speaking activity 13‟ (replacing & adding) - the winners will receive gifts from T Task 3: role-play – pair work - explain new words and give - listen to T and take notes guidance on pronunciation: + implement (v) /‟implimǝnt/ + exercise (v) /‟eksǝsaiz/ + carry out (vp) /‟kǣri au/ + reward (v) /ri‟wɔ:d/ + punishment (v) /‟pʌniʃmǝnt/ + awareness (n) /ǝ‟weǝnis/ - ask Ss look at the example and use the suggestions below to ask and answer the solutions to the problems of overpopulation + implement (v) /‟implimǝnt/ + exercise (v) /‟eksǝsaiz/ + carry out (vp) /‟kǣri au/ + reward (v) /ri‟wɔ:d/ + punishment (v) /‟pʌniʃmǝnt/ + awareness (n) /ǝ‟weǝnis/ - look at the example and use the suggestions below to ask and answer the solutions to the problems of overpopulation - goes around to check and offers - ask T for help if necessary help if necessary - play roles (ask and answer) - call some pairs to play roles (ask and answer) - correct mistakes and give comment Post- Adapted speaking activity 13‟ (adding) - listen and correct mistakes Task 4: discussion – group work - ask them look at useful language - look at useful language and the and the example as a sample example as a sample Useful language - use useful language 21 + first / firstly, second, next + also, besides, moreover, addition, furthermore + first / firstly, second, next in + also, besides, moreover, in addition, furthermore + the first problem is that… / the + the first problem is that… / the next solution is that… next solution is that… + on the one hand, on the other + on the one hand, on the other hand, however, but,… hand, however, but… - ask Ss talk about the problems of - talk about the problems of overpopulation and offer solutions, overpopulation and offer solutions, using the results Tasks above using the results of Tasks above - goes around to check and offers - ask T for help if necessary help if necessary - call some leaders to stand up and about their group discussion - give comments, feedbacks and - some leaders stand up and talk about their group discussion - take notes and correct mistakes correct mistakes Homewo rk 1‟ - Assign homework + Practice - Listen and note down talking population explosion + Prepare the next section – section C Listening 22 UNIT 6: COMPETITIONS LESSON 2: SPEAKING (Adapted) Task1 Work in groups Look at some pictures of the popular competitions/ contests Match pictures with the words in the box Then, give the reasons why you like or dislike them under Types of competitions/ contests General Knowledge Quiz Singing Contest English Competition (Oral, Writing, ) Art Competition (Painting, Drawing, ) Poetry Competition (Reading, Reciting ) Beauty Competition Dancing Contest Piano Contest Sporting Competition the pictures a Types: b Types: Like/ Dislike: Like/ Dislike: Reasons: Reasons: 23 c Types: d Types: Like/ Dislike: Like/ Dislike: Reasons: Reasons: e Types: f Types: Like/ Dislike: Like/ Dislike: Reasons: Reasons: 24 g Types: h Types: Like/ Dislike: Like/ Dislike: Reasons: Reasons: i Types: Like/ Dislike: Reasons: 25 Task2 Work in pairs Ask your partner how he/she feels about each type of the competitions/ contests in Task Look at the example and use the suggestions below Useful expressions to give questions - What you think of ? - How you think about ? Useful language to answer - How you feel about ? - Do you like ? Great - opportunity to test my general knowledge Interesting - good time to practice my English Boring - make me feel sleepy - Can you tell me something about ? Example: Rewarding - help my body move flexibly A: What you think of the General Knowledge Quiz? Exciting B: Oh, it‟s great It‟s an opportunity to Wonderful - make me cheerful/ feel happy test my general knowledge - good chance for my physical training Good - opportunity for my creative activities Fantastic - make me more beautiful and confident Terrific - good chance to show my talent Task3 Work in groups Talk about a competition or contest you have recently joined or seen Look at the example and use the suggestions below Where and when did you see or take part in it? At my (primary/secondary/high) school and when I was in grade (5/8/11)/ when I was (young/a boy/a girl)/… What type of competition or contest was it? A sporting competition/singing contest/an English competition/ Art competition/… Who organized it? My teachers/school/class/… Who participated in it? Many sporting/singing/art talents from all classes/… 26 Who won the competition/contest? I my close friend/… Did you enjoy it? Why/ Why not? Yes, I did because it is a good chance for my physical training Example: I took part in playing badminton at my secondary school when I was in grade It was a sporting competition It was organized by my teachers Many sporting talents from all classes participated in the competition Fortunately, I was a winner I think that I really enjoyed the competition because it is a good chance for my physical training It‟s so exciting 27 UNIT 7: WORLD POPULATION LESSON 2: SPEAKING (Adapted) Task1 (omitted) Task2 Work in groups Look at the pictures Match each of them with the suggested problems facing poor and overpopulated countries in the box below low living conditions/ standards not enough food polluted environment exhausted natural resources poor healthcare conflicts and wars lack of schools unemployment a b c d 28 e f g h Task3 Work in pairs Look at the example and use the suggestions below to ask and answer the solutions to the problems of overpopulation Useful expressions to give questions - What are the solutions to overpopulated countries? - What you think of the solutions to overpopulated countries? - Can you tell me the solutions to overpopulated countries? 29 Useful language to give answer I think that should raise an awareness of the importance of natural resources knowledge of the effects of polluted environment I guess that According to me, need to In my opinion, must In my view, To my mind, have to improve living conditions/ standards implement reward and punishment policies carry out family planning programmes provide food for the poor use birth control methods create opportunities for people to get jobs encourage the poor to agriculture build hospitals and schools apply strict law for conflicts and wars Example: A: What are the solutions to overpopulated countries? B: I think that people should raise knowledge of the effects of polluted environment, and governments need to implement reward and punishment policies seriously Task4 Work in groups Talk about the problems of overpopulation and offer solutions, using the results of Tasks above Look at useful language and the example below Useful language (explain the usages of following conjunctions) + first / firstly, second/secondly, next + also, besides, moreover, in addition, furthermore + the first problem is…, the second problem is… / the(first/second/ next) solution is that… 30 + on the one hand, on the other hand, however, but, so… Example: In our view, there are many problems of overpopulation The first problem is poor living conditions or standards The second problem is unemployment Moreover, the overpopulation can cause conflicts and wars So, people should raise an awareness of the problems of overpopulation and try to improve their conditions Besides, government must create opportunities for them to get jobs 31 ... Simulation and role-play A A A A A Activity Discussion B A B A A Activity Reaching a consensus B B B B A Activity Information gap A B B A A Activity Information gap B B B A A Activity Discussion B. .. adapted speaking activities help increase the students’ motivation in the speaking lessons?” Significance of the study It is hoped that the investigation into adapted speaking activities of the. .. students’ motivation in speaking lessons Then, original speaking activities in English 11 were adapted and implemented in the speaking lessons The adapting of the original speaking activities was based