Strategies to improve students participation in efl classes at tran phu high school da lat

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ☼☼☼☼☼ PHAM QUOC DUNG STRATEGIES TO IMPROVE STUDENTS’ PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL – DALAT Submitted in partial fulfilment of the requirements for the degree of Master of Arts ( TESOL ) Supervisor DOAN HUE DUNG, Ph.D Ho Chi Minh City, August 2009 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled STRATEGIES TO IMPROVE STUDENTS’ PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL - DALAT In terms of the statement of the Requirements of Theses in Master’s Program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh, August 2nd, 2009 PHAM QUOC DUNG i RETENTION AND USE OF THE THESIS I hereby state that I, Pham Quoc Dung, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of the study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses Ho Chi Minh City, August 2nd, 2009 PHAM QUOC DUNG ii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Ms Doan Hue Dung, Ph.D, my thesis supervisor, for her pratical guidance, thoughtful comments, and valuable assistance from the embryo to completion of the thesis Without her guidance and encouragement, I could not have finished this study I am grateful to all my teachers for their helpful instruction during the TESOL course (2006 – 2009) I also highly appreciate the cooperation of the English teachers and students at Tran Phu High School – Dalat as well as the good condition provided by the administrators for conducting the study Last but not least, I would like to dedicate the thesis to my parents, my brothers, and my wife who always encourage and stand by me during the course iii ABSTRACT The thesis is intended to work out strategies to improve students’ participation in EFL classes at Tran Phu High School - Dalat Without students’ participation, the communicative approach and learner-centered approach which are dominant in foreign language teaching and learning in Vietnam cannot come into play as much as we wish In addition, improving students’ participation means encouraging students to bring both mind and heart into service, welcoming their power of originality, ability of autonomy, and responsibility in language learning However, in reality, many students have not actively participated in EFL classes though they seem to be aware of the importance and benefits of their participation in EFL classes, which is accounted for the rationale of the study The study is conducted with the main instrument of questionnaires in combination with interviews and experimental teaching The data for the study is processed by the SPSS, a useful software for statistics The study is involved with 678 students of all classes of Grade 10 and Grade 11, and English teachers at TPHS Through the study, three important points relevant to students’ participation, namely factors affecting students’ participation, measures to improve students’ participation, and benefits of students’ participation in language teaching and learning are examined and analysed The findings reveal that many students have not participated in EFL classes because of some factors such as lack of vocabulary, poor English competence, poor background knowledge and so on Additionally, the study recommends some viable measures such as “Merry” teacher, careful lesson plan with variety of activities, diversity iv of classroom responses to improve students’ participation in EFL classes at TPHS TABLE OF CONTENTS Pages Chapter I INTRODUCTION 1.1 Background to the study 1.2 Statement of purpose 1.3 Research questions 1.4 Significance of the study 1.5 Definition and abbreviation of terms 1.6 Assumptions 1.7 Delimitations and Limitations 1.8 Organisation of the study 10 Chapter II 11 LITERATURE REVIEW 2.1 Approaches to language teaching 11 2.1.1 Communicative approach 11 2.1.2 Learner-centered approach 14 2.2 Classroom interaction 16 2.3 Students’ participation in EFL classes 18 2.3.1 Participation 18 2.3.2 Factors affecting students’ participation 21 2.3.2.1 Factors relating to students v 21 - Motivation 21 - Personality 23 - Background knowledge 26 - Vocabulary repertoire 28 - Communicative competence 30 2.3.2.2 Factors relating to teachers 32 - Lesson planning 32 - Questions 35 - Classroom management 37 - Teacher role 45 2.3.2.3 Instructional materials 48 2.4 Summary 50 Chapter III METHODOLOGY 51 3.1 Research questions 52 3.2 Research design 52 3.2.1 Identification of the issue 52 3.2.2 Subjects 53 3.2.3 Instrument 54 3.2.3.1 Questionnaire for students 55 3.2.3.2 Questionnaire for teachers 56 3.2.3.3 Questionnaire on experimental teaching 58 3.2.4 Procedures 58 3.3 Summary 59 Chapter IV DATA ANALYSIS AND DISCUSSION 60 vi 4.1 The reality of students’ participation in EFL classes 62 4.2 Factors affecting students’ participation in EFL classes 66 4.3 Techniques of dealing with students’ participation 91 4.4 Benefits of participation in EFL classes 98 4.5 Experimental teaching 101 4.5.1 Subjects 101 4.5.2 Scheme 102 4.5.3 Measures applied in EFL classes 104 4.5.4 Result 108 4.6 Summary 116 Chapter V SUGGESTIONS AND CONCLUSION 118 5.1 Measures to improve students’ participation in EFL classes 118 5.1.1 “Merry” teacher 118 5.1.2 Participation as a criterion for assessment and marking 120 5.1.3 Careful lesson plan with variety of activities 121 5.1.4 Specific homework 121 5.1.5 Diversity of classroom responses 122 5.1.6 Improvement in checking the previous lesson 123 5.1.7 Appropriate questions 123 5.2 Conclusion 124 BIBLIOGRAPHY 127 APPENDICES 132 vii APPENDIX 1A Questionnaire for students (Vietnamese version) 132 APPENDIX 1B Questionnaire for students (English version) 137 APPENDIX 2A Questionnaire for teachers (Vietnamese version) 142 APPENDIX 2B Questionnaire for teachers (English version) 146 APPENDIX 3A Questionnaire on experimental teaching 150 (Vietnamese version) APPENDIX 3B Questionnaire on experimental teaching (English version) viii 152 LIST OF TABLES Pages Table 4.1: The gender of the students 60 Table 4.2: Self-estimated current level of English 61 Table 4.3: Students’ level of English in the previous academic 62 school year Table 4.4: Students’ character 62 Table 4.1.1: The frequency of students’ participation in EFL classes 63 Table 4.1.2: The estimated number of students often participating 63 in EFL classes Table 4.1.3: The estimated number of students often participating 64 in EFL classes (teachers’ responses) Table 4.1.4: The ways in which students participate 65 in classroom activities Table 4.1.5: Ideal number of students participating in EFL classes 66 Table 4.2.1: Factors having a negative impact on students’ 67 participation in EFL classes Table 4.2.2: Reasons for poor participation in EFL classes 76 (teachers’ responses) Table 4.2.3: Students’ motivations for participation in EFL classes 77 Table 4.2.4: Motivations to participate in EFL classes 81 (teachers’responses) Table 4.2.5: Factors affecting students’ participation (teachers’ responses) ix 82 Question and answer Discussion Role play Interview Report Pair work Group work How the following reasons affect your participation in EFL classes?: Degrees Always often sometimes seldom Never Reasons No preparation for new lesson in advance Lack of general knowledge Lack of English vocabulary Poor English competence Fear of failure Fear of being ridiculed Fear of teacher’s reproach Classroom atmosphere Introverted character 10 Uninteresting topic 11 Negative attitude towards teacher 12 Not understanding questions 13 Not knowing how to answer questions 14 Negative attitude towards participation 15 Lack of concentration 16 Teacher’s poor competence Other reasons : What you think about the following motivations for your participation in EFL classes? Degrees Most important Less Not important important important Motivations To practise speaking English 134 To deepen understanding To retain knowledge longer To get teacher’s praise To present one’s own opinion To get high grades To get classmates’ admiration To enliven the class For the class to get high competitive grades 10 To motivate the teacher 11 To build a good rapport with the teacher What benefits you think active paticipation in EFL classes will bring to you? Degrees Strongly agreed uncertain disagreed agreed Benefits Better understanding of the lesson More self-confidence Improved speaking skill Long retained knowledge Improved ability of thinking Improved ability of concentration High efficiency in learning Other benefits: 10 What actions does your teacher often take when few students participate in EFL classes? Degrees Always often sometimes seldom Never Actions Reproach the whole class Assign tasks to individuals Explain the matter more clearly Do not react Encourage verbally Offer high grade incentives Move to another section Offer low competitive grades for the class Help students to be aware of the importance of active participation 135 10 Ask students to work in pairs and in groups 11 Tell funny stories Other actions : 11 Has your English teacher set an active participation in EFL classes as a criterion of evaluation and grading ? no yes 12 What actions you like your teacher takes to help you to understand his/her questions better? Degrees Like Like uncertain dislike very Actions much Repeat the question at slow speed Adapt the question Provide clues to the answer Provide two optional answers Spend more wait – time Ask other questions Translate the question into Vietnamese 13 What actions you like your teacher takes when you give wrong answers? Degrees Like Like uncertain dislike very Actions much Correct every mistakes ( of grammar, pronunciation, content ….) Correct only mistakes of content Call on other students to give answers Encourage you to try again Critisize you Provide you with clues to the answer 14 How often does your teacher use the following expressions in EFL classes a when you have a right answer ? Degrees Always often sometimes seldom Never Expressions Good Ok Right Very good 136 Excellent That’s a good idea Well, I am very happy to hear that That ‘s an interesting idea There is no better answer than that It is worth hearing Thank you Other expressions: b when you have a wrong answer ? Degrees Always often sometimes seldom Never Expressions No Wrong Say it again Very bad Well, I am afraid … Well, Are there any other ideas? Ok, I appriciate your effort Thank you Other expressions: APPENDIX 2A THANK YOU FOR YOUR CO-OPERATION! BẢNG CÂU HỎI DÀNH CHO GIÁO VIÊN Kính thưa quý thầy cô! Nhằm tìm hiểu góp phần nâng cao chất lượng dạy học môn tiếng Anh trường THPT Trần Phú, muốn hỏi quý thầy cô số câu hỏi nhằm thu thập liệu cho đề tài nghiên cứu “ STRATEGIES TO IMPROVE STUDENTS’ PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL – DALAT” Các câu trả lời quý thầy cô đóng góp nhiều cho đề tài Chúng cám ơn việc hợp tác trả lời tất câu hỏi quý thầy cô (Chọn câu trả lời cách đánh dấu chéo ( X) vào ô trống, viết thêm câu trả lời riêng lên hàng chừa trống ) I Thông tin cá nhân Năm sinh : Giới tính : Nam Trình độ chuyên môn: Nữ Đại học Thạc sỹ năm Kinh nghiệm giảng dạy: 137 II Đánh giá tham gia học sinh vào học Trong dạy thầy/ cô thường có khoảng học sinh tham gia phát biểu? 26 – 40% 41- 60% 61 – 80 % 80% 1- 25% Ý kiến khác : Theo thầy/ cô, lớp học sôi phải có khoảng học sinh tham gia phát biểu? 50% 60% 70% 80% Trên 40% Ý kiến khác : Theo thầy /cô, học sinh thường có cảm giác giáo viên tiếng Anh bước vào lớp lo lắng bình thường thích thú thích thú Sợ hãi Ý kiến khác: Theo thầy/ cô , có học sinh ý thức tầm quan trọng việc tham gia tích cực lớp học tiếng Anh? Đa số Một nửa Một vài Không Tất Theo thầy/cô lý sau giải thích cho việc không tham gia hoạt động học sinh lớp Mức độ Không đồng ý Lý 1.vì chưa chuẩn bị 2.vì thiếu kiến thức thiếu vốn từ 4.vì khả tiếng Anh hạn chế 5.vì sợ sai 6.vì sợ bạn cười 7.vì sợ giáo viên rầy nói sai 8.vì không khí lớp học 9.vì tính e dè nhút nhác 10.vì đề tài không hấp dẫn 11.vì không thích giáo viên 12 không hiểu câu hỏi 13.vì câu trả lời 138 Không Đồng ý Hoàn toàn đồng ý 14.vì không thích tham gia 15.vì không tập trung Theo thầy /cô , động tham gia hoạt động lớp tiếng Anh sau phù hợp với học sinh Mức độ Không đồng ý Động để luyện tập nói tiếng Anh để hiểu sâu 3.để nhớ kiến thức học lâu 4.để giáo viên khen 5.để bày tỏ ý kiến 6.để đạt điểm cao 7.để bạn bè khâm phục lớp học sôi 9.để cho lớp đạt điểm thi đua cao 10 giáo viên có hứng thú để dạy 11.để có thiện cảm giáo viên Không Đồng ý Hoàn toàn đồng ý Theo thầy/cô, yếu tố sau ảnh hưởng đến tham gia tích cựcï học sinh lớp học tiếng Anh Mức độ Không Ít ảnh Không nh Rất ảnh hưởng hưởng ảnh Yếu tố hưởng hưởng 1.Động học tập học sinh Tính cách học sinh Cách học học sinh 4.Kiến thức học sinh Năng lực tiếng Anh học sinh Chuẩn bị học sinh Tính cách giáo viên Phương pháp dạy giáo viên Câu hỏi giáo viên 10 Nhận xét giáo viên 11.Mối quan hệ giáo viên học sinh 12 Chủ đề 13 Không khí lớp học 14 Điều kiện sở vật chất lớp học 139 15 Chương trình học Vì lý khác Theo thầy/cô giải pháp sau có hiệu việc phát huy tính tích cực hoạt động học sinh lớp học tiếng Anh Mức độ Giải pháp Không hiệu 1.Không kiểm tra cũ đầu 2.Động viên khuyến khích học sinh lời, cử chỉ, ánh mắt Động viên khuyến khích học sinh điểm số Phê bình học sinh hoạt động Thường xuyên khen học sinh hoạt động tích cực Đa dạng hoạt động lớp Hỏi nhiều câu hỏi mang tính suy luận Nhận xét giáo viên nên mang tính xây dựng tích cực phê bình Đặt tiêu chí hoạt động lớp tiêu chí đánh giá học sinh từ đầu 10 Giao nhiệm vụ cụ thể cho học sinh 11 Đặt câu hỏi phù hợp với trình độ học sinh 12 Trừ điểm thi đua lớp 13 Có câu hỏi cụ thể cho học sinh chuẩn bị trước nhà 14 Tổ chức hoạt dộng theo cặp nhóm 15 Gặp trao đổi với học sinh thụ động sau học 140 Kém hiệu Không Hiệu Rất hiệu Những giải pháp khác: Xin cám ơn giúp đỡ quý thầy/ cô! APPENDIX 2B QUESTIONNAIRE FOR TEACHERS Dear teachers! In order to gain better understanding and give contribution to improvement of teaching and learning English at I would like you to give answers to the following questions, which serves to collect data for the study “ STRATEGIES TO IMPROVE STUDENTS’ PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL – DALAT” I am grateful to you for your cooperation which will make a great contribution to the study Give your answers by putting ( X) in the square, or by wrtting down your ideas on the blanks ( if there is ) I Personal Information Year of birth: Sex: Female Male Professional degree: BA MA years Teaching experience: II Evaluation of students’ participation in EFL class How many students often put their hands up in your EFL classes? 1- 25% 26 – 40% 41- 60% 61 – 80 % 141 over 80% How many students you think putting their hands up will enliven EFL classes? over 40% over 50% over 60% over 70% over 80% How students usually feel when English teachers enter EFL class? fearful anxious natural interested very interested How many students are aware of the importance of active participation in EFL classes? Allû Most Half Some None What are your students’ reasons for less active participation in your EFL classes? Degrees Reasons No prepararion for new lessons in advance Lack of general knowledge Lack of English vocabulary Poor English competence Fear of failure Fear of being ridiculed by classmates Fear of teachers’ reproach Classroom atmostphere Introverted character 10 Uninteresting topics 11 Negative attitude towards teacher 12 Not understanding questions 13 Not knowing how to answer questions 14 Negative attitude towards participation 15 Lack of concentration Strongly Disagreed Uncertain Agreed Strongly disagreed agreed 142 What are your students’ motivations for active participation in EFL classes? Degrees Strongly disagreed uncertain agreed Strongly Motivations disagreed agreed To practise speaking English To deepen their understanding To retain knowledge longer To get teacher’s praise To present one’s own opinions To get high grades To get classmates’ admiration To enliven the class For the class to get high competitive grades 10 To motivate the teacher 11 To build a good rapport with the teacher What factors you think affect students’ participation in EFL classes? Degrees Factors Students’motivation Students’personality Learning styles Students’ general knowledge Students’English competence and performance Students’ preparation for new lessons in advance Teacher’s personality Teacher’s lesson planning Teacher’s questions 10 Teacher’s feedback 11 Rapport between the teacher and students 12 Topics 13 Classroom atmosphere 14 Physical conditions of classrooms Not affected 143 Less Uncertain affected Most affected affected 15 Syllabus ( textbooks ) Other factors: What strategies you think are effective in improving students’ participation in EFL classes ? Degrees Strategies Do not review the previous lesson at the beginning of the lesson Encourage students verbally and non-verbally (gestures, eye contact) Encourage students by grading Criticize passive students Praise active students more often Diversify classroom activities Ask more referential questions Give more constructional, positive feedbacks Set active participation as a criterion of evaluation and grading at the first class 10 Assign specific tasks to individuals 11 Ask appropriate questions to students’ level 12 Offer low competitive grades for the class 13 Assign specific homework to students to prepare in advance 14 Ask students to work in No Less Uncertain Effective Most effective effective effective 144 pairs or in groups 15 Talk to passive students after class Other strategies: THANK YOU FOR YOUR CO-OPERATION! APPENDIX 3A PHIẾU KHẢO SÁT GIẢNG DẠY THỰC NGHIỆM Đề taøi : “ STRATEGIES TO IMPROVE STUDENTS’PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL – DALAT” Người thực : PHẠM QUỐC DŨNG Thời gian giảng dạy: Từ 23/2/ 2009 đến 5/4/ 2009 Lớp : 10A1 , 10A7 ( Trường THPT Trần Phú – Đà lạt) Chào em! Sau tuần làm việc, muốn biết ý kiến em vấn đề sau Các em vui lòng đọc câu hỏi trả lời cách đánh dấu ( X ) vào ô trống º viết vào dòng chừa trống Các câu trả lời em đóng góp nhiều cho đề tài Chúng cám ơn việc hợp tác trả lời câu hỏi em CÂU HỎI: Em thấy bạn có tích cực hoạt động học Thầy không? không º không º có º Em có thường tham gia phát biểu học Thầy không? không º º º thường xuyên º Em có thích phương pháp giảng dạy Thầy không? không thích º không º thích º thích º Theo em, tích cực hoạt động lớp có mang lại hiệu học tập không? không º không º có º Em có thích cách đặt câu hỏi Thầy trình giảng dạy không? không thích º không º 145 thích º thích º Em cảm thấy nghe nhận xét Thầy bạn thân em học ? thất vọng º hứng º không º động viên º phấn khởi º Em đánh giá tập Thầy cho “hand outs” lớp? ích º không º có ích º có ích º Em có thích cách Thầy đánh giá cho điểm bạn học không? không thích º không º thích º thích º Em cảm thấy không khí lớp học Thầy dạy nào? căng thẳng º buồn chán º hứng thú º sôi º 10 Em cảm thấy việc Thầy không kiểm tra cũ đầu học? không thích º không º thích º thích º 11 Em đánh tập Thầy cho nhà? ích º không º có ích º có ích º 12 Em có thích cách Thầy theo dõi việc tham gia hoạt động học sinh lớp không? không thích º không º thích º thích º 13 Em cảm thấy việc Thầy thay đổi số tập sách giáo khoa? không thích º không º thích º thích º 14 Theo em, Thầy cần phải làm để bạn tích cực hoạt động lớp học tieáng Anh? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - CÁM ƠN SỰ HP TÁC CỦA CÁC EM! 146 APPENDIX 3B QUESTIONNAIRE ON EXPERIMENTAL TEACHING Topic : “ STRATEGIES TO IMPROVE STUDENTS’PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL – DALAT” Teacher in charge : PHẠM QUỐC DŨNG Schedule: From 23/2/ 2009 to 5/4/ 2009 Classes : 10A1 , 10A7 ( Tran Phu High School – Dalat ) Hi! After working together for weeks, we would like to know your opinions about certain issues Please read the questions and answer them by marking (x) in the square º or writing what you suggest in blank space Your answers will make a great contribution to the success of the thesis Thank you very much for your co-operation Questions: Have many students actively participated in my EFL classes? no º uncertain º yes º How often you actively participate in my EFL classes? never º seldom º sometimes º usually º Do you like my teaching method? no º uncertain º yes º yes, very much º Do you think that active participation in EFL classes will end up with a better result in learning ? no º uncertain º yes º Do you like my questionning in EFL classes? no º uncertain º yes º 147 yes, very much º How you feel when hearing my feedbacks in EFL classes ? disappointed º demotivated º uncertain º motivated º delighted º What you think about the exercises in my hand-outs delivered in EFL classes? useless º uncertain º useful º very useful º Do you like my way of assessing and grading in EFL classes? no º uncertain º yes º yes, very much º What you think about the classroom climate of my EFL classes? nervous º boring º interesting º co-operative º 10 Do you enjoy my not reviewing the previous lesson at the beginning of the class? no º uncertain º yes º yes, very much º 11 What you think about my homework ? useless º uncertain º useful º very useful º 12 Do you enjoy my way of observing individuals’ participation in EFL classes? no º uncertain º yes º yes, very much º 13 Do you enjoy my adaptation of some tasks in the textbook? no º uncertain º yes º yes, very much º 14 What you think I should so that more students actively participate in EFL classes? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THANK YOU FOR YOUR CO-OPERATION! 148 ... confined to the students and teachers of English at Tran Phu High School - Dalat It mainly focuses on identifying factors affecting students? ?? participation in EFL classes and some strategies to improve. ..CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled STRATEGIES TO IMPROVE STUDENTS? ?? PARTICIPATION IN EFL CLASSES AT TRAN PHU HIGH SCHOOL - DALAT In terms... would like to shed light on the foregoing issue in my study titled “ Strategies to improve students? ?? participation in EFL classes at Tran Phu High School – Dalat” with the hope that it will make