(Sáng kiến kinh nghiệm) solutions for improving speaking skills in grade 10

THE TABLE OF CONTENT Contents INTRODUCTION……………………………………………… 1.1 Rationale for the study………………………………………… 1.2 Research aims and subjects…………………………………… 1.3 Methodology……………………………………………………… PROCEDURE…………………………………………………… 2.1 Literature review………………………………………………… 2.2 Components of speaking………………………………………… 2.3 Factors affecting Second Language Learners’ skills………… 2.4 Reality of learning speaking skills…………………………… 2.5 Solutions to improve speaking lessons ………………………… 2.6 Educational effects of the study………………………………… CONCLUSIONS AND SUGGESTIONS……………………… 3.1 Conclusions ……………………………………………………… 3.2 Suggestions ……………………………………………………… Page 1 3 5 11 14 16 16 17 INTRODUCTION 1.1 Rationale for the study Within Asia there is growing recognition of the importance of learning English because, for many, it is viewed as a prerequisite for accessing quality education and job opportunities (Nguyen & Hudson, 2010) In Vietnam, as in many Asian countries, English is now taught as a compulsory school subject from an early age (it is taught from grade onwards) (Misnistry of Eduaction and Training (MOET), 2008), and many changes have been initiated in the teaching of the subject in the last few year In the early 1990’s Communicative Language Teaching (CLT) was first introduced and replaced the old methods of mainly grammar translation and a focus on the formal aspects of language There are a number of CLT’s definitions, for example, according to Nunan, CLT can be characterized by a series of features, and the most important of which is “an emphasis on learning to communicate through interaction in the target language” (1991: 279) In CLT speaking is regarded as central to the learning process due to its role in interaction, whether in terms of the interaction hypothesis (Long, 1996), or in terms of socio-cultural theory (Lantolf & Thorne, 2006) Therefore, the teaching and learning of speaking is of vital importance for the success or lack of success in teaching English using CLT in Vietnam The CLT approach to teaching and learning English has continued to be encouraged in Vietnam This can be seen by the continued government support in policy implementation and the Vietnamese teachers’ favorable view of this approach (Le, 1999) In 2006, a new national curriculum was introduced, it specifically stated that communicative skills should be main goal of teaching English in secondary schools, and that the teaching of formal knowledge of the language should support the teaching of these skills, rather than be goals themselves (MOET, 2006) However, these changes have not necessarily resulted in more effective education for Vietnamese student learning English After studying the subject for a number of years, many learners still cannot use the language effectively Indeed, it is estimated that less than twenty percent of university students who have majored in English have the necessary language skills to gain employment as interpreters, translators, tour guides or teachers of English (Pham, 2004) It is agreed that the following reasons have resulted in the lack of success in implementing CLT in Vietnam Firstly, despite changes made to the curriculum and demand for a more communicative approach to teaching, the national examination system remains largely unchanged Examinations usually test linguistic rather than communicative competence, and frequently lack a listening or speaking component Obviously, there is a negative effect on classes from the exams because teachers may not pay their attention to the teaching of listening and speaking in their classes, and focus instead on the aspects which are present in the exams (Ellis, 1996) Also, many students use strategies that are just enough to pass the exams, that is, they put in a minimum effort to learn the English language (Trang & Baldauf, 2007) Another constraint on the implementation of CLT in Vietnam is the English as a Foreign Language (EFL) context, where English is not widely spoken and learners have little immediate need to use English and a few opportunities to practice the language outside the classroom This lack of exposure to English can lead to the learner’s lack of motivation to learn (Le, 1999), and what motivation they have is generally dependent on teachers’ initiative and learners’ will to succeed in learning language (Ellis, 1996) In addition, large class sizes can create difficulties for the implementation of communicative activities In Vietnam secondary schools the average class size between 42 and 52 students (Le, 1999), this student number contributes to the difficulties in creating an ideal class atmosphere This is a big challenge for teachers to carry out many supplementary speaking activities with such a large class, especially when they are also required to cover all the items on the curriculum in limited time Moreover, the language level of many Vietnamese secondary school English teachers is quite low, as a recent test administered by the Mininstry of Education and Training shows When tested to see if they reached the required B2 level of English, only about twenty percent of the teachers who volunteered for the test passed the exam (Park, 2011) Obviously, this low level of English may result in some teachers being unable to effectively implement speaking activities in the classroom Finally, at an individual level, teachers in Vietnam have had varying degrees of success in implementing CLT into their classrooms (Lewis & McCook, 2002) While many teachers are enthusiastic about its use, others are doubtful about how it can be realized in practice in their context, and in fact there were only surface changes seen in their previous practices (Pham, 2007) This study into the teaching and learning of speaking skills has been proposed for a number of reasons As a high school English teacher in Vietnam, I am aware of the problems in the teaching of English speaking skills in the classroom described above and would like to investigate more how speaking skills are currently being taught and consider how any problems can be overcome It is hoped that by studying what is happening in the classroom, the researcher can get insight into any constraints on the teaching of speaking skills and solutions can be suggested for these challenges In other words, it is believed that the study will be useful for the English teachers working at the school in question, and also may prove to be of use for other teachers working in high schools in the province 1.2 Research Aims and Subjects The research has been carrried out in classes of grade 10: 10A and 10K at Ha Trung High School The aims of this research are to investigate how English speaking skills are taught in here and the difficulties the students face during their speaking tasks After performing some observations and experiments, it is hoped that some new ideas will be suggested and put to use Therefore, its final purpose is to provide local teachers with some recommendations helping them tackle the challenges on the teaching speaking skills more effectively 1.3 Methodology This research will take the form of a case study This method is using when the study focuses on a single unit, or a bounded system, where there are clear, finite limits to the phenomenon (Merriam, 1998) In this case, the bounded system is made up of the two English classes, 10A and 10K, at Ha Trung High School iigh Thanh Hoa province, and how speaking skills are taught and learnt in this context According to Stake (2005), case studies can be classified as being intrinsic (seeking understanding of a specific case which is important in its own right), instrumental (examining a specific case to gain insight into a wider issue) or collective (where multiple cases are studied in order to provide insight into an issue) This case is an example of an intrinsic case study as the goal is to study this particular context in-depth and focus on its particular characteristics in order to suggest improvements for the same context One of the drawbacks of case studies is that they have limited generalizability as the results obtained from one source are not necessarily statistically generalizable to the whole population of learners of which the case is a member (Dörnyei, 2007) However, the aim of this research is to gain insight into the specific case, not to make broad generalizations Therefore, a case study is appropriate in these circumstances In case studies, many researchers typically use qualitative data collection techniques (Lodico et al., 2010), but as using a case study approach is essentially a description of what is to be studied, rather than a methodological choice (Stake, 2005), any suitable data collection methods can be used In this case, both qualitative and quantitative data will be collected, using a questionnaire, interviews and classroom observation Besides, classroom observations were used in order to gather data to help the researcher get to know how students are learning speaking skills at the current context and what difficulties students have regarding their speaking skills Thanks to this way, the researcher has a chance to watch events as they occur Observations, therefore, can be considered the best data collection technique in searching for information about how speaking skills are actually taught at the school To gain the best insight into the way that students in this context are learning the speaking skills, a questionnaire was also used, that is, the difficulties the students at the school experience in the learning of speaking skills This data, reflecting the students’ perceptions of the challenges they face, was used along with the data collected from observations of actual events in order to identify the main difficulties the students have in improving their speaking skills A questionnaire was chosen as a method of data collection, as this data collection tool can reach a large number of respondents without suffering influence from researcher’s presence The aim of the questionnaire is to discover the students’ perceptions of the speaking activities they perform in class and also any difficulties they encounter while speaking (see appendix ) It is noted that the questionnaire has several limitations For instance, it limits the choice of respondents, preventing them from providing their own ideas (Bryman, 2008; Denscombe, 2010) Additionally, no prompting or additional questions can be performed to gather further data (Bryman, 2008) A final limitation is the matter of low response rates and missing data (Bryman, 2008) PROCEDURE 2.1 Literature review This research project involves the teaching and learning of speaking skills, and before beginning the research, a review of the literature regarding this topic will be carried out in this part In order to this, firstly, the theoretical basis for teaching speaking skills will be explored, followed by an analysis of what it means to be an effective speaker in the second language learning In the following section, some factors which influence how successful a learner is at learning speaking skills will be examined Historically speaking, within language teaching methodologies the teaching of speaking skills has often been relegated to a minor skill (Nation, 2011) In the grammar-translation approach, speaking was not given any attention to at all, and later approaches, for example, the ‘comprehension approach’ delayed the teaching of speaking until learners had already built up substantial knowledge of the language system through listening input (Winitz, 1981) While speaking was highlighted in the audio-lingual approach and through Communicative Language Teaching, oral interaction has been dominant, many contemporary language exams and courses around the world continue to teach and assess language through the medium of written skills (Bygate, 2009) In addition, despite communicative advances in language teaching, speaking is often viewed as a skill that can show evidence of what has been learnt, rather than as a mechanism for learning to take place (Kumaravadivelu, 2006) However, in recent years research has indicated that language learning can take place through production of speech, and this can aid other aspects of language learning, rather than solely benefit the acquisition of oral interaction skills The interaction approach states that language learning takes place through exposure to language (input), production of language (output) and the feedback that occurs as a result of interaction (Gass & Selinker, 2008) Therefore, interaction is said to connect “input, internal learner capacities, particularly selective attention, and output in productive ways” (Long, 1996: 452), and its importance “is not simply that it creates learning opportunities, it is that it constitutes learning itself” (Allwright, 1984: 9) As can be seen, the interaction approach and hypothesis regard interaction and speaking with others as a key aspect of second language acquisition and an important component of language courses In terms of the output hypothesis, Kumaravadivelu (2006) indicated that output refers to the utterances which learners produce orally or in the written form, and is therefore an important part of any discussion of teaching speaking As mentioned above, output was for many years considered a way of showing what learning has taken place rather than a mechanism for creating knowledge Indeed, according to Krashen (1982) speaking is a result of acquisition rather than its cause Recent research evidence, however, has shown that output and the production of speech have a larger role in language acquisition, and input alone is not enough to account for acquisition Swain (1985) introduced the concept of comprehensible output, that is, the delivery of a message which is “not only conveyed, but that is conveyed precisely, coherently, and appropriately” (1985: 248-9) By this concept, she meant that learners should be pushed or stretched in their production as a necessary part of making themselves understood She asserted that language production moves learners from processing language at the level of word meaning which can often be done through guesswork or focusing on key words, to the processing of language at the level of grammatical structures which requires a higher level of cognitive activity In short, output in the form of production of speech in English language classes can help the learners develop not only their speaking skills, but also their grammatical and syntactic knowledge of the language 2.2 The Components of Speaking According to Hedge (2000), in order to help students develop their ability to speak English, we firstly need a descriptive framework for looking at spoken discourse to categorise the demands that different situations make of the participants In other words, we need to know what is involved in speaking We can describe a person’s command of a language in terms of ‘communicative competence’, that is, “that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts” (Brown, 1994: 227) Canale and Swain (1980) developed an orientational framework for defining communicative competence which consists of four elements: grammatical competence, discourse competence, sociolinguistic competence and strategic competence This framework has been developed and expanded by various other researchers For example, according to Littlewood (2011), there should be five dimensions to communicative competence as sociocultural competence should be added Meanwhile, Thornbury (2005) adds genre knowledge, and separates the linguistic competence component further into competence in grammar, vocabulary and pronunciation 2.3 Factors Affecting Second Language Learners’ Speaking A number of factors can affect how successful a learner is at acquiring oral communicative competence in a second language, for example age, aptitude and motivation In this study, however, the most pertinent factors that may affect how well the learners acquire speaking skills are cultural and affective factors and classroom practices Regarding to cultural factors, it is clear that Asian students in general and Vietnamese students in particular are accustomed to being passive and non-verbal learners due to the fact that they come from the countries where ‘harmony and conformity are strongly stressed’ (Stapleton, 2001: 509), reticence and humility are highly valued in these cultures (Park, 2000) while argumentation, persuasion are devalued (Brenner & Parks, 2001) This can bring out difficulties in implementing speaking activities such as pair and group work as many learners may be afraid of losing face in front of their classmates and therefore are not confident in participating in groups Moreover, Vietnamese learners have lower interest in pursuing complexity, dislike ambiguity and uncertainty (Rao, 2001; D’Andrade , 2008) Many of the speaking activities used in CLT are of an unstructured nature where there is no one right or wrong answer, as their aim is to assist students to practise speaking This ambiguity and flexibility of tasks may not be suitable for these learners, as they may not have the strategies and skills to deal with them effectively Another cultural factor which can affect the acquisition of speaking skills is the teacher – student relationship Confucian influences lead Vietnamese students to see their teachers are superiors whose job is to impart their knowledge and for the learners to passively receive it (Tuong, 2002; Accacia, 1993) As a result, learners hardly ever express their own opinions in the classroom and are not confident in communicating or interacting with teachers, leading to difficulties in practising the oral skill (Littlewood & Liu, 1997) In terms of affective factors, anxiety is considered as the core problem to Vietnamese learners Students always face with the fear of making mistakes, being laughed at and the feeling of failing the class ( Deweale, 2012) Thus, a crucial factor in reducing language anxiety in the EFL classroom is the teacher, who is often the only source of contact that the learners have when studying a foreign language If the teacher is able to show the learners that they are in a safe learning environment where they need not fear speaking up, the learners are thought to be less likely to show anxiety in speaking (Arnold & Foncesca, 2007) Another significant factor that influences the success of learners acquiring speaking skills is the way in which they are practised in the classroom According to Harmer (2007), teachers can many tasks in order to make learners more confident in speaking, for example, giving clear instructions, allowing sufficient preparation time, repeating the tasks, and providing thoughtful feedback It can be seen so far from the interaction and output hypotheses that speaking can be used both as a means to practise what has been learnt and as a mechanism through which language can be acquired However, speaking is a complicated construct, which requires a number of different types of knowledge and each of these needs to be thoroughly addressed in the classroom In addition, learners can face a number of obstacles to improving their speaking skills, from cultural issues such as a fear of losing face, to affective factors such as language anxiety It has been seen that obstructions to learning can also emerge from the teacher’s side, either through poor classroom practices or through lack of knowledge of how to teach and practise speaking skills using a CLT approach However, as the literature review demonstrates, there is a lack of empirical studies examining how speaking skill is currently taught in the context This gap motivated the author to conduct this research 2.4 Reality of learning speaking skills In this section, the findings from the class room observations and the questionnaires will be presented This is the very current situation of learning and teaching English speaking skills at Ha trung High School, the studied context 2.4.1 Classroom observation findings Totally, classes were observed with speaking activities including Question/answer, role play, dialogue, discusion, presentation In most activities, the teacher gave instructions about the task for all the activities, helpful phrases or difficult and new words were written on the board The teacher monitored the activities, and feedback was always given to the students A number of problems were noted during the activities including using the first language, a lack of students’ motivation and the fact that the activities were either not demanding enough for the students as in the case of practicing dialogue or seemed above their levels of expertise as in the discussion and the presentation classes 2.4.2 Questionnaire Findings From the two classes 10A and 10K with the total student number of the serveyed classes is 84, 46 female students and 38 male students In this part, activities are listed and respondents are asked to choose answers based on the Likert scale, where is very easy, is easy, is neither easy nor difficult (neutral), is difficult, and is very difficult Graph 1: Students’ difficulty of speaking activities 40 36 35 30 15 27 26 25 20 34 33 20 17 1616 15 27 22 16 1715 14 14 10 14 13 3 t or sh er sw n a n/ o ti es qu p le ro lay e gu o l a di pr on ati t en es n sio u sc di The graph1 demonstrates how much difficulty the surveyed students have to confront with when they experience learning speaking skills As can be seen from the graph, short question/answer and role play are the two easiest speaking activities for the learners 45% of the students (37) stated that they have no difficulty performing the short question/answer task, and 38 students rated role play to be or on the difficulty scale While, 19% of the total students (16) judged these learning activities to be (neutral level) 34% and and 37% of the surveyed answered that they couldn’t these activities, respectively On the contrary, the three others including dialogue, presentation and discussion are really challenges for these 10 grade students The majority of the respondents rated these either or 5, with the highest number (63 students (75%)) for presentation, the following, 61 for discussion and 59 for dialogue Only students asserted that they can perform presentation activity easily, positive answers for discussion and 11 for the other Graph 2: Students’ enjoyment of speaking activities 10 40 35 35 29 30 27 26 27 24 25 20 18 17 16 15 13 15 14 12 10 10 33 32 5 short question/answer role play dialogue presentation discussion Graph illustrates the students’ enjoyment of the different speaking activities where refers to not enjoying them at all, 2-not enjoying, 3-neutral opinion, 4enjoying and 5- enjoying them very much Obviously, the first activities ( short question/answer and role play) have a common pattern and three others share another trend In the graph, the most noticeable feature can be seen is that a very large number of the students rated the three activities including dialogue, presentation and discussion either or 2, which means they didn’t enjoy them (59 of the total 84 respondents for dialogue, 62 for presentation and discussion) Only surveyed students stated they were interested in discussion The nearly same small numbers are two others On the contrary, short question/answer and role play seem to be much easier for the learners 27 students voted the former to be or on the enjoyment scale, and 30 showed the same opinion for the later The number of students judged as the neutral level for both activities is quite high, 26 and 24 respectively 11 and 14 students showed that they don’t like these activities 2.5 Solutions to improve speaking lessons Through the class observation and students’ questionnaire, it is shown that the speaking lessons are being done with little effect especially in the demanding activities such as presentation, discussion and dialogue Evidently, students are 11 having to cope with so many difficulties For instance, they feel very nervous whenever they speak English, they don’t know the right words nor the right tense to use Even they cannot pronounce the words they have known correctly Also, they lack motivation to keep their task going As a result, their dialogue or discussion activities often break down very early So, the question posed is that how to avoid the failure in speaking classes Below are some solutions that the researcher have taken to class 10 A and 10K to improve the teaching and learning speaking lessons 5.1 Solution Build students’ confidence - Get familiar to class things and terms As can be seen, grade 10’ students are the beginning- level ones Each classroom is different, and if the teacher make students familiar to the things in the class at the beginning of the school year, which can reduce their stressful feelings It’s crucial to provide them with the time to review some key vocabulary Since these are the items they will be encountering daily and there is no need to challenge them with this vocabulary later This is also a way to help new students to build up their confidence in learning English, especially speaking skills The followings are some suggestions to start Supplies: desk, book, paper, pen, pencil, notebook, syllabus, rule, eraser, chalk… Rules: Imperative grammar, don’t, should, shouldn’t, can, may, have to,…… People: student, teacher, classmates, principal… Classroom: clock, board, computer, fan, light…… Respectful words: please, thank you - Focus on communication and fluency, not interruption and correctness Another way to ensure that students feel confident when producing their talk is not being interrupted That is, teachers and partners should wait until the speakers finish their turns, even they have used the wrong words or tense of verbs The most important thing is avoiding embarrass learners in front of their classmates In other words, teachers should pay attention to the student communicative ability rather than notice their faults If teachers insist on correcting them, they will not only interrupt their train of thought, but it will also affect their confidence So, when they are 12 speaking, just provide some suggestions for improvement when needed and offer praise to encourage students to work better Also, teachers should explain to students so that they don’t need to worry about their conversation whether it is correct or not The point is if their meaning is coming through This is what should be emphasized to students: it is not matter of “right” but whether or not their classmates understand speaker and can respond to them 2.5.2 Solution 2: build pair work and rotate partners when teaching speaking English What happens most often in the English classroom is that one or a few of the students dominate the conversation Quite literally, we’re talking about taking turns to speak So, if you tell a group they have to plan a trip together, the students should take turns providing ideas, offering to something or giving opinions Some few better learners will have more chances to express their opinions, giving the others very short turns On the contrary, when students are divided into pairs, is that both students take turns to speak and no one may be left behind Besides, having students work in pair is more productive for the reasons that learners can feel more self-confident That is, they may have less stress when uttering and even they have no fear of losing face in the case they make mistakes However, the pair work method may create some potential drawbacks That is, the conversation may end in a matter of seconds, and the talk is cut short simply because they don’t know how to keep it going, or even the pair experiences the boredoom To deal with these negatives effects, the teachers may resort to the following ideas: Firstly, set up the rule : “Yes” or “No” answer is not allowed in the discussion or dialogue This rule aims at extending the discussion, so this kind of answer is unacceptable Teachers should make students to get accustomed to explaining their answer and giving the reasons to support to it Especially, if they can finish their turn with a question, this can provide the other with a chance to go on until the discussion or the dialogue has been done long enough 13 Example -the task Unit 13 Film and Cinema Redesigned for pair work: ask and answer about the different kinds of film in the table - What you think of horror films? - I find them rerrifying I never want to see this kind of films Do you often what them? - Yes, even though they are fearfull, sometimes I see a film with my brother at weekend And what kind of film you enjoy most? - Oh, I believe I’m keen on romantic ones I usually see Korian films with my mom They are mainly about love stories And what you think about cartoon films? - Yep, I find them really interesting and funny What cartoon film you like best? I suppose “Tom and Jerry” is my favorite I love both the mouse and the cat Do you enjoy it? - Yes, a lot In my opinion most children are interested in this film since the films are a series of the tricks that they play on each other Every period is really enjoyable And science fiction films, you think it’s good to see this kind of film? - Oh, yes I love them I believe it is a wonderful way to imagine about the future world Do you think so? - I can’t agree with you more Many imaginary achievements and things can be seen this kind of film, and they are excellent - Yes, that’s why we are always keen on this kind of flim However, when encouraging learners to take longer turns speaking, teachers should keep corrections to a minimum due to the fact that students have tried their best, or even they have struggled with grammar, with vocabulary, with their confidence to produce the right words and prolong the conversation Rule 2: Rotate the partner As can be seen, the pair work may experience the monotony if the two students always things together and don’t feel eager to talk with the other Hence, they should be encouraged to change the equal so that they can get exposed to more ideas Moreover, this method can help to create enjoyment or excitement for students when doing a speaking task since they have opportunities to talk with at least two other partners next to them without moving out of their place, which help to reduce the 14 waste of time and the noise Another benefit of this strategy is that when students have chances to make conversations or discussions on the same topic more than once, they can know how to avoid their own mistakes and their former partners’ In addition, practice makes them remember better the structures and vocabulary given by teacher at the beginning of the lesson As a result, the time spared to speaking activities can be boosted and the greater outcome can be gained 2.6 Educational effects of the study After applying these solutions during an academic year 2016-2017, the results achieved are quite positive The majority of the students in the survey who are exposed to these new ideas have been able to perform speaking activities during speaking lessons much more smoothly with a great deal of confidence The results also indicate that speaking skills are not to dificult to learn as many thought before The researcher has used the same questionaire to investigate the attitude students Graph (In this part, activities are listed and respondents are asked to choose answers based on the Likert scale, where is very easy, is easy, is neither easy nor difficult (neutral), is difficult, and is very difficult.) Students’ difficulty of speaking activities 45 40 40 37 35 30 28 27 26 30 29 25 25 20 20 19 17 15 10 13 10 13 10 5 short question/answer role play 7 11 11 dialogue presentation discussion 15 Graph shows how students rated the difficulty of each type of speaking activity they complete in class after an accademic year with applying some solutions in teaching and learning this skill As can be seen, the most striking result to emerge from the chart is that level on the difficulty scale was the option of the biggest number of learners for all the activities, except for presentation Short question/answer and role play are still the easiest speaking activities for the surveyed Of the total 84 students, 59 and 57 students rated them or 2, respectively Only students judged short question/answer to be or and 10 students for role play Presentation is the learning activity with the least students rating it or However, the number is quite high, 34 students And only 21 answered that this kind of lesson is still difficult for them While, 38 ( for dialogue) and 41( for discussion) respondents asserted that they can perform them easily The number of learners judged them to be or has decreased sharply ( 20 and 18 students, respectively) Graph 4: Students’ enjoyment of speaking activities 40 38 35 35 31 30 29 30 26 25 25 21 20 14 15 12 12 10 10 11 12 21 20 12 13 12 13 12 short question/answer role play dialogue presentation discussion The chart showed the students’ enjoyment of speaking activities after an accademic year with the introduced solutions 16 In the graph, the most outstanding feature to be noticed is that the majority of the respondents had the answers with or 5, the highest level of enjoyment on the scale for all the speaking activities Short question/answer is still the favorite one with up to 69 students ( 82%) expressing their positive opinion to it, and only students insisted that they couldn’t enjoy this activity The following is role play as 64 learners asserted that they are fond of this one and 10 others said no with this The three other surveyed speaking activities also got very optimistic results: 51 students stated they were keen on the dialogue, 47 students for discussion and 45 for presentation The number of learners who claimed their dislike to these speaking activities has reduced significantly, to about 29% compared with more than 70% before applying the new solutions CONCLUSION AND SUGGESTIONS 3.1 Conclusion On the whole, from the result gained before and after the application of the new ideas in the research, the quality of learning speaking activities in grade 10 has been significantly improved Although the researcher aimed mainly at resolving problems related to the lack of success in practicing dialogue and discussion in this context, the good results can be achieved in all the kinds of speaking lessons This may be expained by the students’ confidence and motivation being built up thanks to the effective rules and ideas As a result, there were up to 229 answers (54,5%) judged speaking skills to be easy and they can perform them without difficulties, compared with only 103 positive answers (24,5%) at the beginning of the school years Obviously, there is a link between the percieved difficulty level and the students’ enjoyment of the speaking activities After one school year period with the experience of some improvements in teaching speaking skills, 276 responses (65,7%) expressed their pleasure to speaking lessons instead of only 81 optimistic answers (19,2%) when the surveyed time started in September 2016 Therefore, the study has proved that speaking lessons are not very challenging to learners if teachers their best to help students change their attitude toward the subject 3.2 Suggestions On the basis of the results, some suggestions are presented in an effort to improve the teaching and learning speaking skills in the study context: 17 Teachers should help students to overcome their fearness and anxiety at the beginning of the school year so that they will have confidence to join classes, including speaking ones A familiar study environment can contribute to their learning success Building speaking skills is a process of learning and making mistakes is enevitable However, just focus on communication and fluency, avoid interrupting and correcting students when they are practising The vital rule in training speaking skills is encouraging students to take any chance to create studying situations, to communicate with their partners, to express their ideas in the most confident way This is the most effective method to help learners to master these skills quickly THE PRINCIPAL'S CONFIRMATION Thanh Hoa, May 10th 2017 Undertaking not to copy Lý Thị Nguyệt Minh 18 REFERENCES ‘Why don’t learners learn what teachers teach?—The interaction hypothesis In D M Singleton & D G Little (Eds.), Language learning in formal and informal contexts Allwright, R.L Dublin: IRAAL (1984) Teaching by principles: An interactive approach to language pedagogy.Brown, H D Englewood Cliffs, NJ: Prentice Hall Regents (1994) Social research methods third edn Bryman, A New York: Oxford University Press (2008) Questionnaires in Second Language Research Dörnyei, Z London: Lawrence Elrbaum Associates, Inc (2003) Research Methods in Applied Linguistics,Dörnyei, Z Oxford: Oxford University Press (2007) ‘How culturally appropriate is the communicative approach?’ Ellis, G ELT Journal, 50(3), 213-218 (1996) Second Language Acquisition: An introductory Course, 3rd Ed Gass, S & Selinker, L London: Routledge, (2008) Teacher-Student Interaction and Language Learning Hall, J.K & Walsh, M Annual Review of Applied Linguistics, 22, 186-203, (2002) The Practice of English Language Teaching, th Ed Harmer, J London: Pearson Longman Ltd, (2007) 10 Teaching and Learning in the Language Classroom Hedge, T Oxford: Oxford University Press, (2000) 11 Understanding Language Teaching Kumaravadivelu, B Mahwah, NJ: Laurence Erlbaum Associates, (2006) 12 Sociocultural Theory and the Genesis of Second Language Development Lantolf, J.P & Thorne, S.L Oxford: Oxford University Press, (2006) 13 ‘Cultures of teaching: Voices from Vietnam’ ELT Journal, Lewis, M & McCook, F 56(2), 146-153 (2002) 14 Why many students appear reluctant to participate in classroom learning discourse?’ System, Littlewood, W.T & Liu, N.F ‘25(3), 371-384 (1997) 15 The role of the linguistic environment in second language acquisition’ In W C Ritchie & T K Bhatia (eds.), Handbook of Research on Language Acquisition (vol 2, pp 413–68) Long, M.H ‘New York: Academic Press, (1996) 19 16 Quyet dinh ve viec phe duyet De an “Day va Hoc Ngoai ngu he thong giao duc quoc dan giai doan 2008-2020”Ministry of Education and Training (MOET) (2008) 17 ‘Second language speaking’ in Hinkel, E (Ed.) Handbook of Research in Second Language Teaching and Learning, Vol II Nation, I.S.P London: Routledge, pp 444-454, (2011) 18 ‘Preservice EFL Teachers’ Attitudes, Needs, and Experiences about Teaching Writing and Learning to Teach Writing before their Practicum: A Case Study in Vietnam’ Nguyen, H.T.M & Hudson, P (2010) Asian EFL Journal, 12(2), 43-67 19 Designing Tasks for the Communicative Classroom Nunan, D Cambridge: Cambridge University Press, (1989) 20 Vietnam demands English language teaching 'miracle' [Press Release].Parks, E (2011, January) The Guardian Retrieved from www.guardian.co.uk/education/2011/nov/08/vietnamunrealisticenglish-teaching-goals 21 Trained in the West, Teaching in the East: Vietnamese Teachers Returning from TESOL Courses Abroad Pham, H.H Victoria: University of Melbourne, (2004) 22 'Qualitative case studies' In N.K Denzin and Y.S Lincoln (Eds.) The Sage Handbook of Qualitative Research, 3rd Edition Stake, R.E Thousand Oaks, Calif.: Sage, pp.443-466, (2005) 23 Communicative competence: Some roles of comprehensible input and comprehensible output in its development In S Gass & C Madden (Eds.), Input and second language acquisition (pp 235-252) Rowley, Mass.: Swain, M Newbury House, (1985) 24 Tiếng Anh 10 Nhà xuất giáo dục Việt Nam, (2012) 25 How to Teach Speaking Thornbury, S London: Pearson Longman Ltd, (2005) 26 'Vietnam: Cultural Background for ESL/EFL Teachers ', The Review of Vietnamese Studies, (1), p 6.Tuong, N H, (2002) 27 The Comprehension Approach to Foreign Language Instruction Winitz, H (Ed.) Rowley, MA: Newbury House, (1981) 20 Appendix: Questionnaire Questionnaires for students Part A: Background Information 1) What grade are you in? a) 10 b) 11 c) 12 2) Sex a) male b) female Part B: Speaking Activities in Class 3) Please rate how difficult you find each of these speaking activities, where is very easy and is very difficult Short questions/answers Practising dialogues Role play Presentation Discussion Other _ 4) Please rate how much you enjoy completing these speaking activities in class, where is you don’t enjoy it at all and is you enjoy it very much Short questions/answers Practising dialogues Role play Presentation Discussion Other _ 21 ... speaker in the second language learning In the following section, some factors which influence how successful a learner is at learning speaking skills will be examined Historically speaking, within... Observations, therefore, can be considered the best data collection technique in searching for information about how speaking skills are actually taught at the school To gain the best insight into the... confidence to join classes, including speaking ones A familiar study environment can contribute to their learning success Building speaking skills is a process of learning and making mistakes is