An investigation into first year students perceptions of outside classroom speaking practice in dong hoi junior law college

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HOÀNG THỊ TUYẾT TRINH AN INVESTIGATION INTO FIRST YEAR STUDENTS' PERCEPTIONS OF OUTSIDE CLASSROOM SPEAKING PRACTICE IN DONG HOI JUNIOR LAW COLLEGE MASTER’S THESIS IN EDUCATION Nghệ An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HOÀNG THỊ TUYẾT TRINH AN INVESTIGATION INTO FIRST YEAR STUDENTS' PERCEPTIONS OF OUTSIDE CLASSROOM SPEAKING PRACTICE IN DONG HOI JUNIOR LAW COLLEGE Field: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR: TRƢƠNG BẠCH LÊ, Ph.D Nghệ An, 2019 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere Nghe An, July 10th, 2019 Author Hoang Thi Tuyet Trinh ii ABSTRACT The principal objective of this paper is to find out and discuss about the experience of 40 first - year students have regarding speaking activities out of class This study will focus on some important issues such as students‟ perceptions of the role of speaking activities outside the classroom, their motivation to involve in out of class activities, the barriers they face during out of class activities, how they overcome those barriers, how multimedia plays role in out of class English language learning Data were collected from students in two classes by means of a questionnaire and interviews The findings reveal that students have deep awareness of the importance of speaking activities outside the classroom The study also indicates that the type of activities the students utilized most is entertaining activities Additionally, the findings prove speaking activities outside the classroom help students improve not only their speaking skills but also other language skills Finally, motivation and problems students encounter are the common factors affecting the frequency of their participation in such activities iii 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 Dr Truong Bach Le 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 iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ABSTRACT II ACKNOWLEDGEMENTS III TABLE OF CONTENTS IV LIST OF TABLES VIII LIST OF CHARTS IX CHAPTER 1: INTRODUCTION X 1.1 RATIONALE OF THE RESEARCH 1.2 AIMS OF THE RESEARCH 1.3 RESEACH QUESTIONS 1.4 RESEARCH SCOPE 1.5 SIGNIFICANCE OF THE RESEARCH CHAPTER 2: LITERATURE REVIEW 2.1 THE THEORETICAL BACKGROUND 2.1.1 DEFINITION OF SPEAKING 2.1.2 THE IMPORTANCE OF SPEAKING 2.1.3 CHARACTERISTICS OF SPEAKING PERFORMANCE 2.1.3.1 FLUENCY 2.1.3.2 ACCURACY 10 2.1.4 THE POSITION OF SPEAKING AMONG THE FOUR LANGUAGE SKILLS 10 2.2 OUT-OF-CLASS ENGLISH LANGUAGE LEARNING ACTIVITIES 11 2.2.1 DEFINITIONS OF LANGUAGE LEARNING ACTIVITIES OUTSIDE THE CLASSROOM 12 2.2.2 DEFINITION OF OUT-OF-CLASS SPEAKING ENGLISH ACTIVITIES 16 2.2.3 THE IMPORTANCE OF OUT-OF-CLASSROOM LEARNING ACTIVITIES TO STUDENTS 16 2.2.4 TYPES OF OUT-OF-CLASS LEARNING SPEAKING ACTIVITIES 17 2.2.4.1 INDEPENDENT ACTIVITIES 17 v 2.2.4.2 ACTIVITIES INVOLVING MORE THAN ONE PERSON 19 2.2.5 SECOND LANGUAGE ACQUISITION AND THE ROLE THAT “OUT OF-CLASS” ACTIVITIES PLAYS IN THE ACQUISITION PROCESS 20 2.2.5.1 INPUT AND INTERACTION 20 2.2.6 LEARNER AUTONOMY 21 2.2.7 MOTIVATION 22 2.2.8 THE USEFULNESS AND IMPORTANCE OF LEARNING SPEAKING ACTIVITIES OUTSIDE THE CLASSROOM 24 2.2.9 PREVIOUS STUDIES ON OUT-OF-CLASS ENGLISH USED BY ESL LEARNER 24 2.2.10 SUMMARY 26 CHAPTER 3: METHODOLOGY 27 3.1 DATA COLLECTION 27 3.2 INSTRUMENT FOR COLLECTING DATA 28 3.2.1 QUESTIONNAIRES 28 3.2.2 INTERVIEW 29 3.3 PARTICIPANTS 29 3.4 RESEARCH QUESTIONS 3.5 PROCEDURE 29 3.6 SUMMARY 30 CHAPTER 4: FINDINGS AND DISCUSSION 30 4.1 STUDENTS‟ PERCEPTIONS REGARDING OUT-OF-CLASS ENGLISH SPEAKING LEARNING ACTIVITIES 31 4.1.1 ATTITUDE OF THE FIRST-YEARS STUDENTS TOWARDS THE SPEAKING ENGLISH SKILL 31 4.1.2 LEVEL OF SPEAKING ENGLISH ABILITY 31 4.1.3 ATTIDUDE OF THE FIRST-YEARS STUDENTS ON THE IMPORTANCE OF ESAOC TO DEVELOP THEIR SPEAKING SKILLS 32 vi 4.1.4 PERCEPTIONS OF THE FIRST-YEAR STUDENTS ON SPEAKING OUTSIDE CLASS CAN REPLACE FOR THE SPEAKING ACTIVITIES INSIDE CLASS 33 4.1.5 PERCEPTIONS OF THE FIRST- YEAR STUDENTS ON SPEAKING PROFICIENCY CAN DEVELOP WITHOUT TAKING PART IN ANY ACTIVITY OUTSIDE THE CLASSROOM 34 4.1.6 PERCEPTION OF THE FIRST-YEAR STUDENTS ON SOME BENEFITS THAT THEY CAN HAVE FROM PRACTISINGSPEAKING OUTSIDE CLASSROOM 36 4.1.7 PERCEPTION OF THE FIRST-YEAR STUDENTS ON DEVELOPING OTHER SKILLS WHEN PRACTISING SPEAKING OUT-OF-CLASS 36 4.1.8 PERCEPTION OF THE FIRST-YEAR STUDENTS ON IMPROVING THEIR ENGLISH PROFICIENCY 38 4.1.9 STUDENTS‟ OPINIONS ON THE ELEMENTS MOTIVATE THEM TO PARTICIPATE IN ESAOC 39 4.1.10 STUDENTS‟ OPINIONS ON THE DIFICULTIES WHEN PRACTISING ENGLISH SPEAKING OUT-OF-CLASS 40 4.2 SOME COMMON OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES OF THE FIRST- YEAR STUDENTS IN DONG HOI JUNIOR LAW COLLEGE 42 4.2.1 THE COMMON TOPIC THAT STUDENTS OFTEN USE IN ESAOC 42 4.2.2 THE TIME THAT STUDENTS SPEND ON OTHER OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES 43 4.2.3 SOME COMMON OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES OF THE FIRST- YEAR STUDENTS 43 4.3 BENEFITS AND DIFFICULTIES THE FIRST-YEAR STUDENTS MEET WHEN PROCEEDING OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES 4.3.1 BENEFITS 48 THE FIRST-YEAR STUDENTS GET WHEN PROCEEDING OUT-OF- CLASSROOM ENGLISH LEARNING ACTIVITIES 48 4.3.2 THE DIFFICULTIES FIRST-YEAR STUDENTS MEET WHEN PROCEEDING OUT-OF- CLASS ENGLISH LEARNING ACTIVITIES 51 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 54 vii 5.1 SUMMARY OF THE KEY FINDINGS 54 5.2 PEDAGOGICAL IMPLICATIONS 56 5.2.1 IMPLICATIONS FOR ADMINISTRATORS AT DHJLC 56 5.2.2 IMPLICATIONS FOR TEACHERS 56 5.2.3 IMPLICATIONS FOR STUDENTS 57 5.3 CONTRIBUTION OF THE STUDY 58 5.4 LIMITATIONS OF THE RESEARCH 59 5.5 SUGGESTIONS FOR FURTHER RESEARCH 59 REFERENCES 61 APPENDIX 1: QUESTIONNAIRES FOR STUDENTS (ENGLISH VERSION) 65 APPENDIX 2: QUESTIONNAIRES FOR STUDENTS (VIETNAMESE VERSION) 72 APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS (ENGLISH VERSION) 78 APPENDIX 4: INTERVIEW QUESTIONS FOR STUDENTS 79 viii LIST OF TABLES Table 4.1 Students‟ attitude towards speaking skill 42 Table 4.2 Level of speaking English ability 43 Table 4.3 Students‟ opinion on the importance of ESAOC to develop 44 their speaking skills Table 4.4 Students‟ opinion on the role of speaking activities inside 45 class Table 4.5 Students‟ opinion on the role of speaking activities outside 46 class Table 4.6 Perception of speaking outside classroom 47 Table 4.7 Topics students often talk in ESAOC 53 Table 4.8 The time students spend for practising speaking outside class 54 Table 4.9 The frequency of the first- year students engaging in out-of- 56 class English learning activities 66 How is your current level of speaking English skill? □ My speaking English skill is weak and I need to improve it considerably □ My speaking English skill is fair, but I still have alot to learn □ My speaking English skill is good, but there is still some room for improvement □ My speaking English skill is near native speaker and I don‟t think I need to develop it further Do you think that ESAOC are very important to develop your speaking skills? □ Strongly agree □ Agree □ Neutral □ Disagree □ Strongly disagree Do you think that speaking activities outside the classroom can replace speaking activities inside the classroom? □ Strongly agree □ Agree □ Neutral □ Disagree □ Strongly disagree Do you think that students can gain speaking proficiency without being involved in any activity outside the classroom? □ Yes □ No How is your perception of speaking outside classroom? □ Improve speaking skill outside classroom by many diffirent ways □ Help students more confident when communication □ Help students to improve the knowledge of grammar and pronunciation 67 Beside developing your speaking skills, ESAOC have helped you improve (You can choose more than one) □ Listening skills □ Writing skills □ Reading skills □ Vocabulary □ Grammatical competence □ Target cultural knowledge □ Others: Which of the following has been improved thanks to ESAOC ? Please tick (√) in the appropriate boxes (You can choose more than one) □ Pronunciation □ Accuracy □ The ability to use useful expressions □ The ability to use slang □ Intonation □ Accent □ Fluency in speaking English □ Be more confident to speak English □ Others: What elements motivate you to participate in ESAOC? (You can choose more than one) □ Your interest in the activity □ Your teachers‟ suggestions □ Your friends‟ suggestions □ Benefits of activities to your study □ Requirement of curriculum in school □ Preparing for jobs in the future 68 □ Others: 10 What topic you often speak? □ Family and friends □ Food and drink □ Special occasions □ Other ideas: ……………………… 11 How much time are you engaged in ESAOC every week? □ Less than hour □ 1~3 hours □ 3~5 hours □ More than hours 12 When did you start to take part in ESAOC? □ 1st year □ 2nd year 13 How frequently you use the following activities to improve your speaking skills? Please tick (√) in the appropriate box Types of activities Listen to the news on radio or TV Study in the library Watch TV programs, videos or movies Listen to music Talk with friends in English Talk with native speakers in English Use English at home Pay attention when Never (1) Rarely Sometimes (2) (3) Often Very (4) often (5) 69 someone is speaking English Take part in foreign organizations such as NGO 10 Get a part time job somewhere, for example, at bar/restaurant, for the foreigners 11 Take part in Englishspeaking club 12 Participate in the discussions in English 13 Use chat/ email 14 Use Youtube 15 Use Skype 16 Play game online in English 17 Record reading yourself aloud for pronunciation practice 18 Record your letter on cassette for your pen friend 19 You and your friends record a dialogue English together in 70 20 You pretend you have an English friend have and imaginary conversations with her 21 Organize a regular time to practice your speaking 22 Use a dictionary to help you with pronunciation and stress 23 Find out where you can talk to other speakers of English 24 Find materials like poetry and plays that you can read aloud to practice your pronunciation, stress and rhythm 25 Visit English speaking country 14 What are the difficulties you encounter when participating in ESAOC? □ You not understand what others say □ You can not understand the speakers‟ culture □ You not have enough vocabulary to speak □ You can not find the way to start a conversation □ Others: 15 Please state your own activities for enhancing your speaking proficiency which are not included in the statements above 71 THANK YOU VERY MUCH FOR YOUR COOPERATION! 72 APPENDIX 2: QUESTIONNAIRES FOR STUDENTS (Vietnamese version) BẢN CÂU HỎI ĐIỀU TRA B n c u h i i u tra n y lu n v n th c s v i t a c th c hi n nh m m c : “ i u tra c c ho t ch thu th p li u cho ng h c n i Ti ng Anh ngo i gi l n l p c c sinh vi n n m trư ng Trung cấp Luật ồng H i” T t c li u thu c b n c u h i i u tra n y nh m m c kh ng v m c s ch n o kh c Ng c giữ k n v ng i nghi n c u ch nghi n c u ch m b o t t c c c th ng tin thu th p i i u tra s kh ng d ng t n th t c a c c anh/ch lu n v n C u tr l i c a anh/ch l r t quan tr ng i v i vi c th nh c ng c a nghi n c u Xin ch n th nh c m n s h p t c c a anh/ch A TH N TIN C NH N - Bạn thuộc đối tƣợng: □ Sinh vi n n m nh t □ Sinh vi n n m hai - Gi i t nh: □ Nữ - □ Nam tu i: - iểm m n nói h c kỳ tr □A -T c c a b n: □B □C □F nh gi kh n ng nói tiếng Anh c a b n: Xuất sắc Tốt Khá Y u 73 B NHỮNG HOẠT ĐỘNG NÓI TIẾNG ANH NGỒI LỚP HỌC Chú ý: Ho t ng nói Tiếng Anh l p h c c nh nghĩa l b t kỳ ho t ng diễn l p h c ể c i thi n k n ng nói Tiếng Anh Xin h y c u h i sau v tr l i b ng c ch nh d u tick () t ck c c ng ng v i s l a ch n c a anh/ch Bạn thích Tiếng Anh khơng □ Có □ Kh ng Trình độ nói tiếng Anh bạn đạt mức độ □ K n ng nói tiếng Anh c a tơi cịn yếu tơi cần c i thi n ng kể □ K n ng nói tiếng Anh c a t i kh , nh ng t i ph i h c nhi u □ K n ng nói tiếng Anh c a r t t t, nh ng m t s chỗ cần c i thi n □ K n ng nói tiếng Anh c a tơi gần ng i b n ngữ v t i kh ng nghĩ r ng tơi cần phát triển h n Bạn có nghĩ việc học nói tiếng Anh lớp học quan trọng cho việc phát triển kỷ nói tiếng Anh khơng? □ Ho n to n ồng ý □ ồng ý □ Ý kiến trung l p □ Kh ng ồng ý □ Ho n to n kh ng ồng ý Bạn có cho hoạt động nói tiếng Anh ngồi lớp học thay cho hoạt động học nói lớp không? □ Ho n to n ồng ý □ ồng ý □ Ý kiến trung l p □ Kh ng ồng ý □ Ho n to n kh ng ồng ý 74 Bạn có nghĩ sinh viên đạt đƣợc trình độ nói tiếng Anh lƣu lốt mà khơng cần tham gia hoạt động luyện nói ngồi lớp học khơng? □ Có □ Kh ng Bạn nhận thức nhƣ hoạt động nói ngồi lớp học? □ Giúp sinh vi n c i thi n k n ng nói b n ngo i l p h c b ng nhi u cách khác □ Giúp sinh viên t tin h n giao tiếp □ Giúp sinh viên nâng cao kiến th c v ngữ pháp phát âm Bên cạnh việc phát triển kỹ nói bạn, ESAOC giúp bạn cải thiện (Bạn chọn nhiều một) □ Kỷ n ng nghe □ Kỷ n ng viết □ Kỷ n ng c hiểu □ Từ v ng □ N ng l c ngữ pháp □ M c tiêu kiến th c v n hóa □ Những kỷ n ng kh c: Điều sau đƣợc cải thiện nhờ ESAOC? Vui lòng đánh dấu (√) vào thích hợp (Bạn chọn nhiều một) □ C ch ph t m □ xác □ Kh n ng diễn t □ Kh n ng sữ d ng từ lóng □ Âm i u □ Gi ng i u □ trôi ch y nói tiếng Anh □ S t tin giao tiếp b ng tiếng Anh □ Những i u khác: 75 Yếu tố thúc đẩy bạn tham gia ESAOC? (Bạn chọn nhiều một) □ B n quan t m ến ho t ng □ L m theo g i ý c a giáo viên □ L m theo g i ý c a b n bè □ Do l i ích mà ho t □ Do y u cầu c a ch ng mang t i cho vi c h c c a b n ng tr nh m n h c c a nh tr □ Do nhu cầu tìm kiếm cơng vi c t ng ng lai □ Những yếu t khác: 10 Bạn thƣờng nói chủ đề gì? □ Gia nh v b n bè □ n th c u ng □ Những d p ặc bi t □ C c ch kh c: ……………………… 11 Bạn tham gia ESAOC thời gian tuần? □ Ít h n gi □ ~ gi □ 3~5 gi □ h n gi 12 Bạn bắt đầu tham gia ESAOC nào? □ Sinh vi n n m nh t □ Sinh vi n n m hai 13 Bạn thƣờng sử dụng hoạt động sau để cải thiện kỹ nói bạn nhƣ nào? Vui lịng đánh dấu (√) vào thích hợp L ho t ng Không Hiếm Thỉnh bao gi (2) tho ng( xuyên (1) Nghe tin t c tr n phát TV H c th vi n i 3) Th (4) ng R t th ng xuyên (5) 76 Xem c c ch ng tr nh TV, video phim Nghe nh c Nói chuy n v i b n bè b ng tiếng Anh Nói chuy n v i ng i b n ngữ b ng tiếng Anh Sử d ng tiếng anh nhà Chú ý ó nói tiếng Anh Tham gia vào t ch c n c ngo i nh NGO 10 Nh n m t công vi c bán th i gian u ó, v d , t i quán bar / nhà hàng, cho ng in c ngồi 11 Tham gia câu l c b nói tiếng Anh 12 Tham gia th o lu n b ng tiếng Anh 13 Sử d ng chat/ email 14 Sử d ng Youtube 15 Sử d ng Skype 16 Ch i trò ch i tr c tuyến 77 b ng tiếng Anh 17 Ghi âm l i b i cc a m nh ể luy n phát âm 18 Ghi âm b c th b n gữi cho b n cassette 19 Ghi âm l i cu c i tho i b ng tiếng Anh c a b n v i b n bè c a b n 20 B n gi v b n có m t ng i b n tiếng Anh có cu c trò chuy n t ởng t ng v i cô y 21 Sắp xếp th i gian th ng xuy n ể luy n nói 22 Sử d ng từ iển ể giúp b n phát âm nh n âm 23 T m n i b n nói chuy n v i ng i nói tiếng Anh khác 24 Tìm tài li u nh th v k ch mà b n c to ể luy n phát âm, tr ng âm nh p i u 25 Th m t n c nói tiếng anh 14 Những khó khăn bạn gặp phải tham gia ESAOC gì? 78 □ B n khơng hiểu ng i khác nói □ B n khơng hiểu v n hóa c a ng □ B n kh ng có i nói từ v ng ể nói □ B n khơng thể tìm cách bắt ầu m t cu c trò chuy n □ Những khó kh n kh c: 15 Vui lòng nêu rõ hoạt động riêng bạn để nâng cao trình độ nói bạn mà khơng bao gồm hoạt động CẢM ƠN RẤT NHIỀU VÌ SỰ HỢP TÁC CỦA BẠN! APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS (English version) QUESTIONS FOR INTERVIEW How confident you feel about your speaking English proficiency? Would you like to enhance your speaking English proficiency? Why? Have you ever practised speaking outside classroom? How important is ESAOC to develop your speaking skills Is it good for your speaking skill when you practise speaking outside the classroom? Do you think your speaking skill will be improved if you practice it daily? Do you think practising speaking English outside classroom will help improve the other skill such as listening, writing, reading? What topics you often talk about? How often you take part in ESAOC ? What activities you often use to practise speaking out-of- class? 79 Do you often take part in an English speaking club in your school or somewhere else? 10 What problems you often meet when practicing speaking outside class? 11 Who you often practises speaking out-of-class with? 12 Do you enjoy practising speaking outside classroom? 13 Do you have any requests to your teachers of English or your school to help you improve your speaking skill? -The endTHANK YOU VERY MUCH FOR YOUR COOPRATION ! APPENDIX 4: INTERVIEW QUESTIONS FOR STUDENTS (Vietnamese version) C U HỎI PHỎN B n c m th y t tin nh v tr nh n ng cao tr nh B n VẤN nói tiếng Anh c a mình? B n có mu n nói tiếng Anh c a b n? T i sao? bao gi th c hành nói ngồi l p h c? ESAOC quan tr ng nh n o ể phát triển k n ng nói c a b n? Có t t cho k n ng nói c a b n b n th c hành nói ngồi l p h c khơng? B n có nghĩ r ng k n ng nói c a b n s c c i thi n b n luy n t p hàng ngày? B n có nghĩ r ng luy n nói tiếng Anh ngồi l p h c s giúp c i thi n k n ng kh c nh nghe, viết, B n th c? ng nói v ch B n có th Những ho t B n có th nào? ng xuyên tham gia ESAOC không? ng b n th ng sử d ng ể th c hành nói ngồi l p? ng tham gia m t câu l c b nói tiếng Anh tr m t n i kh c kh ng? ng h c c a b n 80 10 Những v n 11 B n th b n th ng gặp luy n nói ngồi l p? ng t p nói v i ngồi l p? 12 B n có thích luy n nói ngồi l p khơng? 13 B n có b t kỳ kiến ngh v i giáo viên tiếng Anh tr ng h c c a b n ể giúp b n c i thi n k n ng nói c a khơng? CẢM ƠN RẤT NHIỀU VÌ SỰ HỢP TÁC CỦA BẠN ! ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HOÀNG THỊ TUYẾT TRINH AN INVESTIGATION INTO FIRST YEAR STUDENTS' PERCEPTIONS OF OUTSIDE CLASSROOM SPEAKING PRACTICE IN DONG HOI JUNIOR LAW COLLEGE. .. 4.1.4 PERCEPTIONS OF THE FIRST- YEAR STUDENTS ON SPEAKING OUTSIDE CLASS CAN REPLACE FOR THE SPEAKING ACTIVITIES INSIDE CLASS 33 4.1.5 PERCEPTIONS OF THE FIRST- YEAR STUDENTS ON SPEAKING PROFICIENCY... focuses on out -of- class learning speaking activity conducted by the first- year students in Dong Hoi junior Law College including 40 students in two classes 4 1.5 Significance of the research