The effects of scripted role play onstudents’ speaking performance at hoang hoa tham high school in quang binh province

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM THI THOA THE EFFECTS OF SCRIPTED ROLE PLAY ON STUDENTS’ SPEAKING PERFORMANCE AT HOANG HOA THAM HIGH SCHOOL IN QUANG BINH PROVINCE MASTER’S THESIS IN EDUCATION Nghe An, 2018 MINITRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM THI THOA THE EFFECTS OF SCRIPTED ROLE PLAY ON STUDENTS’ SPEAKING PERFORMANCE AT HOANG HOA THAM HIGH SCHOOL IN QUANG BINH PROVINCE Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8140111 MASTER’S THESIS IN EDUCATION Supervisor: Tran Quang Hai, Ph.D Nghe An, 2018 STATEMENT OF AUTHORSHIP I hereby acknowledge that this research is my own work The data and findings collected and analyzed in this thesis are true, used with permission, and have not been published elsewhere Nghe An, July 15th, 2018 Author Pham Thi Thoa i ABSTRACT Scripted role play activity has been considered one of the best ways that can help teachers increase students’ interest in speaking and improve students’ communicative skills Research in this area has concentrated on the effects of scripted role play on students’ speed improvement, but not on comparing the effects of using scripted role play on students’ fluency and accuracy The aim of this study is to examine the effects of scripted role play on EFL high school student’s speaking performance In the experiment, two groups received a speaking course which lasted six weeks One group was taught with scripted role play and the other was not taught with scripted role play To measure the participants’ fluency and accuracy, a pre-test and a post-test of speaking were used After having the six speaking sessions, the participants’ speaking competence was assessed The average total score of six sessions for the two groups as well as the average scores of the last session and the average scores of the first session were compared Moreover, the comparison between the average of the second half sessions and the average scores of the first half sessions by both groups were made It showed that most participants in two groups made improvement in speaking fluency and accuracy However, scripted role play had greater positive effects on students’ speaking performance ii ACKNOWLEDGEMENTS I gratefully acknowledge the encouragement and support of many individuals in assisting me to accomplish this study First of all, I would like to express my deepest thanks to my beloved supervisor Tran Quang Hai, Ph D for his valuable time, suggestions, guidance, and assistance in this study Without his help, the thesis would not have been completed I would also like to thank the students of the classes I taught in order to collect information for my research Without their help, this study could not have been successful Finally, my thanks go to my colleagues, friends and especially my beloved family I feel greatly indebted to them for their essential help and encouragement iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES ix CHAPTER INTRODUCTION 1.1 Rationale .1 1.2 The aims of the study 1.3 Research questions 1.4 Scope of study .2 1.5 Method of the study 1.6 The organization of the study CHAPTER THEORETICAL BACKGROUND 2.1 Previous studies 2.2 Speaking skill 2.2.1 Definition of the speaking skill 2.2.2 Elements of speaking skill 2.2.3 Speaking competence vs speaking performance .9 2.2.4 Assessing speaking ability in term of fluency and accuracy .9 2.3 Teaching speaking to EFL learners 11 2.3.1 General outline of a speaking lesson 12 2.3.2 Common techniques and methods 13 2.4 Role play in teaching speaking 17 2.4.1 Definition of role play 17 2.4.2 Types of role play 18 2.4.2.1 Scripted Role Play 18 iv 2.4.2.2 Unscripted Role Play 20 2.4.3 The steps for role play activity 20 2.4.4 The significance of role play in teaching speaking 24 2.4.5 The teacher’s role in this activity .24 CHAPTER METHODOLOGY 26 3.1 Participants 26 3.2 Materials 26 3.2.1 The general English test 27 3.2.2 Pre-test and Post-test 28 3.2.3 Textbook 29 3.2.4 Lesson plans .29 3.4 Procedure 30 CHAPTER FINDINGS AND DISCUSSION 31 4.1 Results 31 4.1.1 General English results 31 4.1.2 Pre-test results 32 4.1.2.1 Fluency 32 4.1.2.2 Accuracy .33 4.1.3 Post-test results .35 4.1.3.1 Fluency 35 4.1.3.2 Accuracy .37 4.1.4 The increases the control group and the experimental group made .39 4.1.4.1 Fluency 39 4.1.4.2 Accuracy .43 4.1.5 The two groups’ speaking performance during the treatment 46 4.1.5.1 Fluency 46 4.1.5.2 Accuracy .49 4.2 Discussion 52 4.2.1 Fluency and Accuracy 52 v 4.2.1.1 Fluency 52 4.2.1.2 Accuracy .54 4.2.2 Suggested solution 56 CHAPTER CONCLUSION .58 5.1 Conclusion 58 5.2 Limitations 59 5.3 Further research 59 REFERENCES 61 APPENDIX A 65 APPENDIX B 70 APPENDIX C 71 APPENDIX D 72 APPENDIX E 73 APPENDIX F 81 APPENDIX G 87 APPENDIX H 89 APPENDIX I 91 vi LIST OF TABLES Table 2.1 General outline of a speaking lesson .13 Table 4.1 The average total scores and standard deviations of general English test by the control group and the experimental group .31 Table 4.2 Means and standard deviations of the control and experimental group’s results on fluency on the pre-test 32 Table 4.3 Means and standard deviations of the control and experimental group’s results on accuracy on the pre-test 34 Table 4.4 Means and standard deviations of types of errors by the two groups on the pre-test .35 Table 4.5 Means and standard deviations of the control group and experimental group’s results on fluency on the post-test 36 Table 4.6 Means and standard deviations of the control group and the experimental group’s results on accuracy on the post-test 37 Table 4.7 Means and standard deviations of types of errors on the post-test by the control group and the experimental group 39 Table 4.8 Means and standard deviations of the increase the control group and the experimental group made on fluency 39 Table 4.9 The increase difference between the post-test scores and the pre-test scores on fluency by the control group and the experimental group 41 Table 4.10 Pre-test and post-test speeds and speed increases by the control group and the experimental group .41 Table 4.11 Means and standard deviations of the increase the control group and the experimental group made on accuracy 43 Table 4.12 The increase difference between the post-test scores and the pre-test scores on accuracy by the control group and the experimental group 44 Table 4.13 Summary of accuracy increases for the control group and the vii experimental group 45 Table 4.14 Numbers of participants with a decrease and participants with no decrease in accuracy in two groups 46 Table 4.15 Means and standard deviations of the two groups’ speaking fluency during the treatment 46 Table 4.16 Mean scores in the sessions by all participants (P) in the two groups 47 Table 4.17 The difference between the last lesson scores and the first lesson scores by the control group and the experimental group .48 Table 4.18 Means and standard deviations of both groups’ speaking accuracy during the entire course 49 Table 4.19 Mean scores in the lessons by all participants (P) in the two groups 50 Table 4.20 Comparison of the types of error made by both groups 50 Table 4.21 The difference between the first lesson scores and the last lesson scores by the two groups 51 Table 4.22 Summary of the increase levels of the two groups 52 Table 4.23 Means and standard deviations of the two participants A3 and B3 in the first three tests and the last three tests .54 Table 4.24 Means and standard deviations of the two participants A4 and B6 in the first three tests and the last three tests .55 viii Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) A1 39 28 A2 52 18 A3 58 17 A4 26 29 A5 40 24 A6 30 30 A7 57 18 A8 49 20 A9 52 20 A10 33 20 A11 43 23 A12 38 23 A13 48 23 A14 53 22 A15 42 20 P 78 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) A1 37 26 A2 52 16 A3 58 17 A4 28 29 A5 40 22 A6 28 27 A7 57 17 A8 47 18 A9 49 17 A10 34 19 A11 43 22 A12 38 22 A13 47 20 A14 54 19 A15 43 19 P 79 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) A1 39 26 A2 53 17 A3 60 16 A4 27 28 A5 39 20 A6 27 26 A7 58 17 A8 46 18 A9 48 17 A10 35 18 A11 42 21 A12 39 21 A13 46 20 A14 55 19 A15 44 18 P 80 APPENDIX F Fluency and accuracy ability in the course by the participants (P) of group Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 41 20 B2 49 30 B3 61 18 B4 34 29 B5 35 30 B6 31 37 B7 54 20 B8 51 21 B9 51 24 B10 33 22 B11 42 21 B12 35 22 B13 47 21 B14 52 26 B15 44 26 P 81 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 42 19 B2 50 29 B3 62 17 B4 35 28 B5 35 29 B6 30 37 B7 55 19 B8 51 20 B9 52 23 B10 35 22 B11 42 20 B12 35 21 B13 48 20 B14 53 25 B15 45 25 P 82 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 43 18 B2 51 28 B3 64 16 B4 34 26 B5 37 28 B6 28 36 B7 56 19 B8 52 20 B9 52 22 B10 36 21 B11 43 20 B12 37 21 B13 49 19 B14 54 24 B15 45 24 P 83 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 42 18 B2 53 28 B3 65 15 B4 37 25 B5 39 28 B6 27 34 B7 56 17 B8 53 19 B9 53 22 B10 37 19 B11 45 19 B12 39 20 B13 50 18 B14 54 24 B15 47 23 P 84 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 44 17 B2 54 27 B3 68 13 B4 37 24 B5 42 26 B6 27 33 B7 57 15 B8 55 17 B9 56 20 B10 37 19 B11 45 18 B12 40 19 B13 50 17 B14 56 22 B15 48 21 P 85 Test Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 47 16 B2 55 25 B3 69 14 B4 38 24 B5 45 25 B6 26 31 B7 58 15 B8 57 16 B9 58 18 B10 38 18 B11 47 17 B12 40 18 B13 51 16 B14 55 21 B15 49 20 P 86 APPENDIX G The results of the post-test: Final fluency and accuracy ability in the course by the participants (P) of group (Not using scripted role play) Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) A1 40 25 A2 54 16 A3 60 15 A4 27 28 A5 40 20 A6 27 27 A7 58 16 A8 46 19 A9 48 17 A10 34 18 A11 42 20 A12 40 19 A13 45 20 A14 55 18 A15 45 18 P 87 Final fluency and accuracy ability in the course by the participants (P) of group (Using scripted role play) Criteria Fluency Accuracy (Number of words per minute) (Number of errors per 100 words) B1 50 15 B2 59 24 B3 71 13 B4 39 24 B5 46 24 B6 28 30 B7 61 14 B8 58 16 B9 60 18 B10 44 17 B11 49 17 B12 42 17 B13 53 15 B14 59 20 B15 53 19 P 88 APPENDIX H Number of errors per 100 words Group 1: Pre L1 L2 L3 L4 L5 L6 Post A1 30 29 29 27 28 26 26 25 A2 20 20 19 17 18 16 17 16 A3 19 19 18 18 17 17 16 15 A4 32 31 30 30 29 29 28 28 A5 25 26 25 22 24 22 20 20 A6 30 32 31 28 30 27 26 27 A7 17 19 19 18 18 17 17 16 A8 21 22 21 19 20 18 18 19 A9 21 22 21 18 20 17 17 17 A10 29 28 24 19 20 19 18 18 A11 25 26 25 24 23 22 21 20 A12 24 26 27 20 23 22 21 19 A13 23 24 24 21 23 20 20 20 A14 22 23 22 21 22 19 19 18 A15 21 22 21 20 20 19 18 18 89 Group 2: Pre L1 L2 L3 L4 L5 L6 Post B1 21 20 19 18 18 17 16 15 B2 30 30 29 28 28 27 25 24 B3 18 18 17 16 15 13 14 13 B4 28 29 28 26 25 24 24 24 B5 30 30 29 28 28 26 25 24 B6 38 37 37 36 34 33 31 30 B7 19 20 19 19 17 15 15 14 B8 21 21 20 20 19 17 16 16 B9 24 24 23 22 22 20 18 18 B10 23 22 22 21 19 19 18 17 B11 22 21 20 20 19 18 17 17 B12 22 22 21 21 20 19 18 17 B13 20 21 20 19 18 17 16 15 B14 26 26 25 24 24 22 21 20 B15 26 26 25 24 23 21 20 19 90 APPENDIX I Number of words spoken per minute Group 1: Pre L1 L2 L3 L4 L5 L6 Post A1 36 37 38 40 39 37 39 40 A2 50 52 51 51 52 52 53 54 A3 55 55 57 56 58 58 60 60 A4 30 31 28 25 26 28 27 27 A5 40 39 38 38 40 40 39 40 A6 32 31 34 32 30 28 27 27 A7 53 56 55 56 57 57 58 58 A8 50 52 51 51 49 47 46 46 A9 52 51 50 51 52 49 48 48 A10 31 32 32 33 33 34 35 34 A11 40 40 41 42 43 43 42 42 A12 36 37 35 37 38 38 39 40 A13 49 50 50 49 48 47 46 45 A14 53 54 52 53 53 54 55 55 A15 43 42 40 40 42 43 44 45 91 Group 2: Pre L1 L2 L3 L4 L5 L6 Post B1 41 41 42 43 42 44 47 50 B2 51 49 50 51 53 54 55 59 B3 60 61 62 64 65 68 69 71 B4 33 34 35 34 37 37 38 39 B5 39 35 35 37 39 42 45 46 B6 31 31 30 28 27 27 26 28 B7 50 54 55 56 56 57 58 61 B8 49 51 51 52 53 55 57 58 B9 51 51 52 52 53 56 58 60 B10 30 33 35 36 37 37 38 44 B11 41 42 42 43 45 45 47 49 B12 33 35 35 37 39 40 40 42 B13 45 47 48 49 50 50 51 53 B14 50 52 53 54 54 56 55 59 B15 44 44 45 45 47 48 49 53 92 ...MINITRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM THI THOA THE EFFECTS OF SCRIPTED ROLE PLAY ON STUDENTS’ SPEAKING PERFORMANCE AT HOANG HOA THAM HIGH SCHOOL IN QUANG BINH PROVINCE Major:... students at Hoang Hoa Tham High School in Quang Binh province In this study, the researcher investigated the effects of using scripted role play on helping students to develop their speaking skill in. .. high school in Quang Binh province? ?? It is expected to contribute to the improvement of using scripted role play in teaching English at Hoang Hoa Tham high school as well as other high schools in