VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUAGE STUDIES NGUYỂN QUỲNH TRANG DIFFICULTIES EXPERIENCED BY VIETNAMESE LECTURERS TEACHING IELTS SPEAKING FOR VIETNAMESE UNIVERSITY STUDENTS AND SOME SUGGESTED SOLUTIONS Những khó khăn giảng viên Việt Nam dạy kĩ nói IELTS bậc đại học vài giải pháp M.A COMBINED PROGAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 Hanoi- 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUAGE STUDIES NGUYỂN QUỲNH TRANG DIFFICULTIES EXPERIENCED BY VIETNAMESE LECTURERS TEACHING IELTS SPEAKING FOR VIETNAMESE UNIVERSITY STUDENTS AND SOME SUGGESTED SOLUTIONS Những khó khăn giảng viên dạy kĩ nói IELTS bậc đại học vài giải pháp M.A COMBINED PROGAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 SUPERVISOR: DR TÔ THỊ THU HƯƠNG Hanoi- 2010 ii TABLE OF CONTENTS CONTENTS PAGE ACKNOWLEDGMENTS i TABLE OF CONTENTS ii TABLE OF FIGURES vii ABSTRACT viii CHAPTER 1: INTRODUCTION 1.1 RATIONALE OF THE STUDY 1.2 AIMS OF THE STUDY 1.3 SCOPE OF THE STUDY 1.4 SIGNIFICANCE OF THE STUDY 1.5 METHODOLOGY CHAPTER 2: LITERATURE REVIEW 2.1 THE IELTS TEST 2.2 AN OVERVIEW 2.3 THE IELTS SPEAKING TEST: AN OVERVIEW 2.4 SPEECH FUNCTIONS IN IELTS 13 2.4 IELTS SPEAKING TEST RESEARCH 15 2.5 FACT ABOUT TEACHING ENGLISH AT VIETNAMESE UNIVERSITIES 16 2.6 FACT ABOUT IELTS IN UNIVERSITIES IN VIETNAM 16 2.7 AFFECTIVE FACTORS IN IELTS LEARNING 18 2.8 ROLE OF LECTURERS AND STUDENTS IN IELTS TEACHING AT VIETNAMESE UNIVERSITIES 22 2.8.1 ROLE OF LECTURERS 22 2.8.2 ROLE OF STUDENTS 24 CHAPTER 3: METHODOLOGY 26 iii 3.0 RESEARCH QUESTIONS 26 3.1 RESEARCH INSTRUMENTS 26 3.2 PROCEDURES OF DATA COLLECTION AND ANALYSIS 26 3.2.1 QUESTIONNAIRES 26 3.2.1.1 QUESTIONNAIRE FOR LECTURERS 27 3.2.1.2 QUESTIONNAIRE FOR STUDENTS 28 3.2.1.3 PROCEDURES OF DATA COLLECTION 28 3.2.1.3.1 THE PILOT QUESTIONNAIRE 30 3.2.1.3.2 DATA COLLECTION PROCEDURES 30 3.2.1.3.3 PROCEDURES OF DATA ANALYSIS 31 3.2.2 CLASSROOM OBSERVATION 31 3.2.2.1 SUBJECTS 32 3.2.2.2 PROCEDURES OF DATA ANALYSIS 34 3.2.3 INTERVIEWS 34 3.2.3.1 SUBJECTS 35 3.2.3.2 PROCEDURES OF DATA COLLECTION 35 3.2.3.3 PROCEDURES OF DATA ANALYSIS 36 CHAPTER RESULTS AND DISCUSSION 37 4.1 QUESTIONNAIRES RESPONSES 37 4.1.1 QUESTIONNAIRE FOR LECTURERS 37 4.1.1.1PERSONAL INFORMATION 37 4.1.1.2 QUALIFICATIONS 38 4.1.1.3 LECTURERS’ EXTRA SPECIFIC RESPONSIBILITIES 39 4.1.1.4 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING IN GENERAL 40 iv 4.1.1.5 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 41 4.1.1.6 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 42 4.1.1.7 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 43 4.1.2 QUESTIONNAIRE FOR STUDENTS 43 4.1.2.1 PERSONAL INFORMATION 44 4.1.2.2 STUDENTS’ ENGLISH LEVELS 44 4.1.2.3 LECTURERS’ DIFFICULTIES IN GENERAL IN STUDENTS’ POINT OF VIEW 45 4.1.2.4 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 46 4.1.2.5 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 47 4.1.2.6 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 48 4.2 OBSERVATIONS 50 4.2.1 OBSERVATION RESULTS 50 4.2.2 FINDING BASED ON MY OBSERVATION 53 4.2.3 THE REASONS BEHIND THE DIFFICULTIES MENTIONED 53 4.2.4 SUGGESTIONS FROM THE OBSERVATION 55 4.3 INTERVIEW 55 4.3.1 SUGGESTED SOLUTION IN PROBLEM OF ERROR CORRECTION 56 4.3.2 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO COPE WITH LANGUAGE ANXIETY IN IELTS SPEAKING 59 4.3.3 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO COPE WITH STUDENTS’ LACK OF CRITICAL THINKING IN IELTS SPEAKING 60 v 4.3.4 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO USE THE CUE CARD EFFECTIVELY IN PART 64 4.3.5 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT DEAL WITH SELF-STUDY METHOD FOR PRONUNCIATION 65 4.3.6 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT TO UTILIZE THE TIME EFFECTIVELY 66 4.3.7 ADDITIONAL COMMENTS MADE BY PARTICIPANTS 67 CHAPTER IMPLICATIONS 70 CHAPTER CONCLUSION 73 6.1 SUMMARY OF THE FINDINGS 73 6.2 LIMITATION OF THE STUDY 75 6.3 SUGGESTIONS FOR FURTHER RESEARCH 76 REFERENCES 77 APPENDIX A I APPENDIX B II APPENDIX C VII APPENDIX D VIII APPENDIX E XII APPENDIX F XIII APPENDIX G XXVII APPENDIX H XXIX APPENDIX I XXX APPENDIX K XXXI APPENDIX L XXXII APPENDIX M XXXIII APPENDIX N XXXIV ii ABSTRACT In Vietnam nowadays, the Vietnam National University, Hanoi in particular, a new standard for English proficiency is set; that is the required overall score of 5.0 on the IELTS or equivalent Thus, many universities emphasize the development of IELTS skills While efforts have been made to teach the four macro skills of writing, reading, listening in many language colleges, far less attention is paid to teach necessary techniques to develop good IELTS speaking skill To bridge the gap, this thesis aims to explore the difficulties experienced by lecturer teaching IELTS speaking to Vietnamese students at university level and to find out the solutions regarding this issue Through a questionnaire survey on lecturers and students of IELTS preparation courses, the study found that lecturers have encountered numerous difficulties when teaching IELTS speaking to Vietnamese students such as error correction, overcoming nervousness, using the cue card, helping students improve their critical thinking in answering abstract issues The study also explores lecturers’ perceptions of the difficulties when teaching students IETLS speaking as well as the factors that help learners to develop their speaking skills Students’ questionnaire also helps to explore the lecturers’ difficulties from the students’ point of view Suggested solutions for each problem are given by experienced lecturers through interviews This work hopes to both contribute to the existing body of IELTS research as well as to pave the way for future studies in this fields Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger Merge multiple PDF files into one Select page range of PDF to merge Select specific page(s) to merge Extract page(s) from different PDF files and merge into one ... VIETNAMESE LECTURERS TEACHING IELTS SPEAKING FOR VIETNAMESE UNIVERSITY STUDENTS AND SOME SUGGESTED SOLUTIONS Những khó khăn giảng viên dạy kĩ nói IELTS bậc đại học vài giải pháp M.A COMBINED PROGAMME... METHODOLOGY CHAPTER 2: LITERATURE REVIEW 2.1 THE IELTS TEST 2.2 AN OVERVIEW 2.3 THE IELTS SPEAKING TEST: AN OVERVIEW 2.4 SPEECH FUNCTIONS IN IELTS 13 2.4 IELTS SPEAKING TEST RESEARCH 15 2.5 FACT ABOUT... VIETNAMESE UNIVERSITIES 16 2.6 FACT ABOUT IELTS IN UNIVERSITIES IN VIETNAM 16 2.7 AFFECTIVE FACTORS IN IELTS LEARNING 18 2.8 ROLE OF LECTURERS AND STUDENTS IN IELTS TEACHING AT VIETNAMESE UNIVERSITIES