Exploiting dialogues to develop high school students’ speaking ability

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HO TOAN THANG EXPLOITING DIALOGUES TO DEVELOP HIGH SCHOOL STUDENTS’ SPEAKING ABILITY Master thesis in Education NGHE AN 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HO TOAN THANG EXPLOITING DIALOGUES TO DEVELOP HIGH SCHOOL STUDENTS’ SPEAKING ABILITY Theory and Methodology of English Language Teaching Code: 8.14.01.11 Master thesis in Education Supervisor: NGUYEN THI KIM ANH NGHE AN 2019 STATEMENT OF AUTHORSHIP I certify that this thesis, entitled “Exploiting dialogues to develop high school speaking ability”, is my own work To the best of my knowledge, except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis Vinh City, July 2019 i ACKNOWLEDGEMENTS First of all, I would like to express my high appreciation and deeply-felt words to all of whom concerned in my thesis Secondly, my sincere gratitude goes to my supervisor, Ph.D Nguyen Thi Kim Anh, who read my manuscript with great care and devotion, gave thoughtful and insightful comments, and provided me with invaluable support and relevant materials in the preparation and completion this thesis, thus asserting her indispensable role as a wholehearted supervisor I could not have completed my research without her enthusiastic and careful guidance and constructive critical questions to support me to come over and solve the problems coming up during the time of doing the research And my special thanks are for all of my friends, colleagues, who shared the difficulties which I had with me during the course I will never forget the time I studied with them at Vinh University, as siblings in a nice family I am also grateful to the managing board, the English teaching staff, my collaborative teacher and the students in the academic year of 2018-2019 at Nghi Thai Lower Secondary School, whose willingness, enthusiasm, and encouragement supported me so much Finally, words cannot be used to express my appreciation to my family Without their support, I could not overcome all the difficulties I had during the time of doing my research ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii ABSTRACT vi CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Method of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Design of the study CHAPTER LTERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Speaking 2.1.1 Definition of speaking 2.1.2 The importance of speaking 2.1.3 Types of speaking 11 2.1.4 Factor affecting speaking ability 15 2.1.5 Characteristics of a successful speaking activity 17 2.1.6 Problems and difficulties in teaching speaking 19 2.2 Teaching speaking 21 2.2.1 General matters in teaching speaking 21 2.2.2 Activities to develop students speaking 22 2.3 Dialogue 26 2.3.1 The Notion of dialogue 27 2.3.2 The Criteria of Good Dialogues 29 2.3.3 Dialogue in Language Learning 29 2.3.4 Kinds of Dialogues 31 2.3.5 Using Dialogue Activities in Speaking Class 35 CHAPTER METHODOLOGY 42 3.1 Introduction .42 3.2 The Design of the research .42 3.3 Research time and location .43 3.4 The problems 43 3.5 Evaluation students’ speaking ability .43 3.6 The Subject of the Research 46 iii 3.7 The Object of the research 47 3.8 Data collection instruments 47 3.8.1 Questionnaire .47 3.8.2 Test .47 3.9 Materials 50 3.10 Procedure 55 3.11 Data collection and analysis procedure 57 3.11.1 Data collection 57 3.11.2 Data analysis 57 CHAPTER FINDINGS AND DISCUSSIONS 59 4.1 Results 59 4.1.1 The Data Presentation of Pre-Test and Post-Test on Students’ Ability in Speaking 59 4.1.2 The comparison of the scores on the pre-test and post-test on general English by participants from the treatment group and the control group 60 4.1.3 The data presentation of the pre-attitudinal survey questionnaire 64 4.1.4 Students’ attitude towards the implementation in teaching dialogues 73 4.2 Discussions .74 4.2.1 The Effect of the implementation toward Students’ Speaking Ability before and after application 74 4.2.2 Students’ attitude toward the implementation of exploiting dialogues to develop students’ speaking ability 75 CHAPTER CONCLUSION 77 5.1 Summary of the main findings 77 5.2 Implications 78 5.3 Limitations .79 5.4 Suggestions for further research .80 REFERENCES 81 iv LIST OF TABLES Table 3.1 Research type 43 Table 3.2: Demographic information of participants 46 Table 3.3 Scoring Rubric of Speaking Performance .48 Table 3.4 The topic of 12 dialogues in 12 units 50 Table 4.1 The Statistics of Pre - Test and Post Test .60 Table 4.2 The comparison of the mean in Pre-test and Post- test of the two groups 61 Table 4.3 The proficiency of the two groups after the implementation 62 Table 4.4 The score variables after the treatment by participants from the two groups 62 Table 4.5 The score distribution and the percentage of the two groups after the implementation 63 Table 4.6: Students’ opinions towards the importance of learning speaking .65 Table 4.7: Students’ interest in learning speaking skill .65 Table 4.8: Students’ self-evaluation towards students’ speaking ability 66 Table 4.9 Language used by students in English lessons .67 Table 4.10 Problems the students encountered in learning speaking 67 Table 4.11 Factors affect students’ speaking performance 68 Table 4.12 General information of students’ opinions about the dialogues in the textbook 71 Tale 4.13 Students’ interest in the types of tasks with dialogues” 72 Table 4.14 Students’ attitude in learning dialogues through oral activities 73 v LIST OF FIGURES Figure 4.1 The change of the mean in pre- and post tests by two groups 61 Figure 4.2 The post-test score of the treatment group in comparision with control group 64 Figure 4.3 Factors affect your speaking performance 69 vi ABSTRACT The speaking of English is not easy to master, especially, for foreign languages learners In fact, in practice, EFL learners often meet complicated problems and difficulties when it comes to perform orally However, it has been argued that classroom dialogues can stand as a good means and an appropriate instructional strategy that can help EFL learners overcome their problems, and hence, enable these learners become competent and proficient in the target languages The aim of this study is make use of dialogues in current text book to help secondary students to develop their speaking ability In an attempt to develop English speaking ability for high school students by exploiting dialogues, this research addressed two issues: (1) high school students’ attitudes toward speaking ability in their English textbooks; (2) the impacts of exploiting dialogues to develop the students’ ability on students’ English speaking To obtain the goals, I employed the experimental research Two groups were involved in the research, one belongs to experimental group which received the treatment and the other belongs to control group which the treatment was not applied The instruments employed for data collection and analysis of the study included tests and questionnaires for the students and teachers who applied this research and teachers who teach dialogues in traditional ways Research findings showed that the students had positive attitudes toward the ways of exploiting the dialogues in their lessons and had considerable good effects on developing their speaking ability It was also revealed that dialogues exploited to develop students’ speaking ability was beneficial to help students be more confident in speaking and learning English as well Based on the findings, some implications would be given for both the teachers and the students With all the information, this study is expected to be useful to not only teachers but also students in teaching and learning English speaking vii CHAPTER INTRODUCTION This part will introduce the problems leading to the study, aims, scope, method, and organization of the study 1.1 Rationale In the 21st century, the countries all over the world are tending to develop basing on international cooperation The English language has become crucial to the way we interact with the different people in the world; not being able to communicate in English imposes what seem to be formidable limitations on us With English we are able to bridge cultural, economic, and even social gaps, in turn we are able to better understand and tolerate each other Therefore, it is not just important but in fact crucial that the English language be learnt by all individuals However, this also raised an issue that foreign language education should be taken seriously in which English is the most popular language in use Teaching and learning English, thus, are very important and necessary because mastering English seem to be one of the best and the shortest ways for us to have a great deal of opportunities to reach the success of life English learners, from elementary pupils to students, from workers to government employers study English with the interest and enthusiasm As for Vietnamese students, especially the high school students have many difficulties in learning and practicing English speaking ability They also fall into confusion when speaking English because of their lack of professional knowledge, confidence, and surely good learning methods The goal of teaching speaking, surely, is to improve the oral production of the students Viet Nam has officially become a member of WTO and recently a member of CPTPP - Comprehensive and Progressive Agreement for Trans-Pacific Partnership, students should improve and promote their oral communication ability so that they can express themselves and learn to follow the social and cultural rules appropriating in each communicative circumstances Speaking has not apparently been paid much attention because many high school students just learn English with the purpose to pass exams That’s why teachers’ role is not only to create a warm and friendly classroom but also to provide students with effective and plentiful and interesting activities two classes were not much different in pre-condition before the treatment course begins After the treatment of 15 weeks, the total score of the experimental group made a progress by 49.5 points (from 172.5 to 222) whereas the total score of the control group made only little progress by points (from 188.5 to 197.5), which means that the speaking ability of the experimental group has become much better than it used to be after the treatment Furthermore, the number of the students in the experimental group whose score was at poor level in pre-test was 23 but after 15 weeks of treatment there were only students whose scores were lower than The number of students in the experimental groups whose scores at good level increased from in the pre-test to in the post-test From the fact above, it can be seen that the improvement of students’ speaking ability after the treatment is improved Dialogues really help students develop their learning speaking The researcher comes to the conclusion that if teachers can make use of dialogues in the ways mentioned above, surely students will positively react with the activities which helps develop their speaking ability 4.2.2 Students’ attitude toward the implementation of exploiting dialogues to develop students’ speaking ability Another purpose of the study is to find out the students’ attitudes towards learning dialogues to develop the speaking ability in Getting started lessons; to evaluate the effectiveness of the application in enhancing students’ English speaking skills, and to investigate whether oral activities during learning dialogues can stimulate students’ participation in speaking tasks or not The data collected from the pre-questionnaire showed that before the treatment course, most of the students did not pay much interest in speaking activities because they had so many problems in producing spoken language They were worried about making mistakes They might be scary of being criticized or being laughed at They could not think of anything to say or they might not be able to express what they thought They might also have poor vocabulary and background knowledge about the topic they were learning or no orientation or guidance to speak and they might be shy These might be the reasons why 77.92 per cents of the students were reported to use 75 more Vietnamese than English in English lessons Most of the students when asked were well aware of the factors affecting their speaking and they admitted that their speaking ability was not good enough However, the findings of the post-questionnaire indicated that the participants enjoyed using English in speaking lessons more than they did before the experiment They were satisfied with their speaking and started to use more English than Vietnamese All the responses indicated that the Getting started lessons with dialogues positively affected the students’ attitudes towards English speaking ability as most of the participants admitted that they were more confident in using English in communication and that oral activities gave them more motivation in speaking In additionally, oral activities with dialogues could lower their anxiety and develop confidence Getting started lessons therefore seemed to be easier for students and more importantly, speaking activities dialogues could orient and support the students what they would like to talk about As a result, oral activities could help increase the students’ talking time The results from post-questionnaire data were in line with those from the data from the pre-test and post- test The researcher concludes that oral activities in teaching dialogues have positively affected students’ speaking performance As a result, they help develop students’ speaking ability 76 CHAPTER CONCLUSION As mentioned above in the study, speaking is the key to oral communcation and is one of the most important skills (listening, speaking, reading and writing) as people who learn a language are usually referred to the ability to use that language for oral communication Knowing a language is not merely knowing the grammatical rules but also knowing when to say, what to say and to whom However, to master speaking is not easy In realility it poses so many problems to teachers and students when teaching and learning speaking The study therefore conducted this study with the aims of introducing oral activities in teaching and learning speaking This chapter presents the three main points: summary of the main findings, implications and limitations of the study 5.1 Summary of the main findings This experimental research was employed to explore the effectiveness of dialogue teaching with oral activities on developing students’ speaking for seven graders at Nghi Thai High school Another purpose of the research was to find out how students respond to the implementation in Getting started lessons In this part of the thesis, the main findings and limitations of the research will be presented In addition, there are some suggestions for further study and classroom implications for teachers who want to apply oral activities in Getting started lessons with dialogues in teaching speaking In order to fulfill the purposes, the experiment was carried out among 38 students who were in grade seven The results derived from the experiment have revealed that the oral activities in teaching dialogues have facilitated speaking performance as well as made several contributions to the second language in general and speaking teaching in particular Firstly, the improvement in speaking score was measured in the post-test in comparison with that in the pre-test, which takes the score on the post-test minus the score on the pre-test From the data about the students’ scrore improvement which was assessed by two inner-raters (the score of each student was measured by two independent raters but result was not much different, which ensured the reliability of 77 the test), it can be clearly seen that oral activities in teaching dialogues have significantly affects students’ speaking ability Secondly, the development in speaking ability was clearly seen in the attitudinal questionnaire after the implementation As can be seen from the data collected, at the beginning of the course of treatment, most of the students asked to the pre-survey questionnaire considered themselves not to be good speakers of English Sometimes they felt to have nothing to say so they spoke their mother tongue as an alternative Now that students have overcome many problems they often encounter in their English speaking Students were reported to use more English in their English lessons They were more eager to take part in speaking activities, which mean that they had motivation and self-confidence to speak and the English lessons seem much easier and more exciting to them More importantly, students had more talking time and the participation of students in the lessons was much higher than that before All things considered, it can be concluded that oral activities in dialogue teaching have developed students speaking ability 5.2 Implications On the basic of the research findings, the researcher would like to make some recommendations for teachers who are teaching English as a second or foreign language at high school when teaching Getting started lessons with dialogues in the hope of developing speaking ability for students First of all, dialogues are considered to be effective as teaching materials to solve the certain problems that inhibit students’ speaking achievement Dialogues are well-designed, practical, and easy to be exploited, so they are potential materials in teaching and learning process The dialogues are available in every unit in students’ current textbooks from grader to grader They are considered to be a basic model for students to speak easily, for example in talking about one’s hobby, environment and pollution, persons, or other topics Second, the students often tend to receive the knowledge more easily when the lessons are closely related to what happens in their daily life and their minds rely tightly on real situations and topics that they have every day from the outside for learning, that is why teaching dialogues can be friendly to them Moreover, both the 78 teachers and the students can modify them basing on the current topic being taught in the lesson Later, in practice, they use dialogues as the base for further practice Through this study, the researcher would like to make a recommendation to combine teaching dialogues with develop students’ speaking through oral activities, which encourage students to actively practice speaking It also refers to a teaching technique in which students work positively in oral activities in order to maximize their speaking time in learning and to achieve certain goals of each lesson Furthermore, teachers should design more activities adapt tasks in the textbook as well to make the lessons more interesting and effectively to make full use of the strength of dialogues which were carefully designed for the course The students like trying their best to compete with their friends to show themselves to others Therefore, the learning environment can be less boring and stressful, which create positive atmosphere among students and increase their confidence to promote the whole class to take part in the lessons positively and voluntarily In addition, for learners whose background knowledge is limited, dialogues are the useful examples that would be of great use to provide essential materials which can facilitate students in their learning process When students are encouraged to join the class activities voluntarily, they will become more hardworking More importantly, oral activities in dialogues teaching should be carefully chosen and properly designed or adapted so that they can match the right type of learning tasks and students can take full advantage of them 5.3 Limitations The research was considered to be a success to the best of my belief and knowledge However, there were still some aspects that I myself was not satisfied with First, the experimental course lasted only ten weeks for six lessons So no proficiency tests between the pre-test and the post-test were done so the improvement of students in speaking ability cound not be measured quanlitively during the implementation This may be a relatively short time to come to a perfect conclusion of the effects my research on students’ speaking ability Perhaps if the experimental 79 process could be conducted with loner time, the result of the study would be more exact and convincing Another aspect I would like to say is that the researcher did not pay much attention to the improvement on specific components of speaking namely, grammar, , fluency, intonation and comprehension The data only presented the general result of the pre-test and post-test on students’ speaking ability Furthermore, the improvement on students’ speaking ability was not as good as I had expected and the students themselves did not have enough good conditions due to their poor families and the parents’ awareness of the importance of learning English The limitations emerged in the research make some suggestions for further research on the issues which were not examined in this study 5.4 Suggestions for further research Based on the findings and limitations of the study, some of my suggestions for further research can be made Firstly, investigating dialogue teaching in developing speaking again with more students at different classes at different levels of proficiency over a longer period of time, emphasizing qualitative research Additionally, more interviews with different students in some other school would provide insights concerning the effects of research Lastly, maybe, another interesting research area would be better to explore the attitudes of teachers towards the application in speaking and other skills such as listening, reading, and writing The application can be applied with any students at any level in different grades Teachers should adapt more tasks or design new ones to attract students towards the subject matter in teaching process In the future, I hope I will study more on the effectiveness of the treatment on speaking lessons 80 REFERENCES Bell, Judith 1993 Doing Your Research Project Buckingham: Open University Press Brown, Gillian & Yule, George 1983 Teaching the Spoken Language Cambridge: Cambridge University Press Brown, Doughlas (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy San Francisco: San Francisco State University press Brown, Douglas (2004) Language Assessment Principle and Classroom 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A Very important B Important C Not very important How much you like speaking activities? A Very much B Not very much C Not at all What your think about your speaking ability? A Poor B Average C Good D Excellent How much English you often use in English lessons? A All the time B Using more English than Vietnamese C Using more Vietnamese than English D Using very little English Which problems you have when learning speaking? (You can have more than one choice) I am worried about making mistakes  I feel stressful, afraid of being criticized and laughed at  I not know what, how to say, where to start  84 I not have motivation to express myself  I have little or no orientation or guidance to speak  I speak Vietnamese  I feel shy  Other factors (please specify) ………………………………………… What affect your speaking ability? (You can have more than one choice) Time for preparation  Pronunciation difficulty  Language structure problems  Poor vocabulary  Topical knowledge  Anxiety  Self-confidence  Speaking environment  Other factors (please specify)………………………………………… To what extent you know about the term “dialogue”? A It is a type of supportive media providing suggestions for the speaking performance B It can orient speakers so that they can cover all the requirements of the topic and drive the talk the way they want to go C Both of them D No idea What types of speaking tasks you enjoy taking part in? (You can have more than one choice) Information gap  Jigsaw  Picture prompts  Problem solving  Picture description  Topic discussion  85 APPENDIX B STUDENTS’ POST-QUESTIONNAIRE This questionnaire is designed to get students’ responses to the implementation in teaching dialogues to develop speaking ability” Please answer the following questions by putting an “X” in the box of the appropriate choice Your answer is used for research purposes only Table 4.14 Students’ attitude in learning dialogues through oral activities Strongly agree Questions agree Neutral I enjoyed doing speaking activities when learning dialogues I am satisfied with my performance with oral activities I used more English than Vietnamese in English lessons Through the dialogues I had more motivation in speaking Oral activities during dialogue learning could lower anxiety and develop confidence Oral activities increased my talking time Speaking activities seemed to be easier more exciting to learn a dialogue Dialogues supported me to develop my speaking ability Dialogues helped orient what to say about the topic given 10 Through the dialogues I made my own chance to contribute fairly even to the discussion about the topic Thank you for cooperation 86 Disagree Strongly disagree APPENDIX C The score of pre-test and the post-test on on students’speaking ability by the two groups Treatment group (7B) Pre-test Post-test Control Pre-test group (7C) Post-test T1 6.5 C1 4.5 T2 5.5 C2 5.5 T3 3 C3 4.5 T4 3.5 3.5 C4 7.5 T5 4.5 C5 5.5 T6 5.5 C6 5 T7 3 C7 3.5 T8 5.5 C8 5.5 5.5 T9 9.5 C9 4.5 T10 5.5 6.5 C10 4.5 T11 3.5 5.5 C11 4.5 T12 3.5 C12 6.5 T13 3.5 C13 3 T14 5.5 C14 3.5 T15 3.5 C15 6.5 T16 C16 4.5 4.5 T17 3.5 C17 6.5 T18 9.5 C18 4.5 T19 4.5 5.5 C19 3.5 87 T20 3.5 C20 6.5 T21 4.5 5.5 C21 3.5 T22 C22 5.5 5.5 T23 4.5 C23 3 T24 4.5 5.5 C24 3.5 3.5 T25 3.5 5.5 C25 3.5 T26 7.5 C26 5.5 T27 3.5 C27 4.5 T28 3 C28 3.5 T29 C29 5.5 5.5 T30 3.5 5.5 C30 7.5 T31 5.5 C31 5.5 5.5 T32 5.5 6.5 C32 5.5 T33 C33 5.5 5.5 T34 7.5 C34 6.5 T35 4.5 C35 6.5 T36 3.5 4.5 C36 5.5 T37 5.5 7.5 C37 3.5 T38 C38 5 / / / C39 4.5 Total 172.5 222 / 188.5 197.5 Mean 4.54 5.84 Mean 4.83 5.06 88 APPENDIX D PRE-TEST AND POST-TEST Part I: Introduction and interview What means of transport you like to travel? Why you like to travel by that means of transport? Do you often travel by other means of transport? Have you ever travel by plane/ ship…? Which is your family’s favorite means of transport? What you often prepare for your travel? Part 2: Long- turn/ topic card Ask students to describe his/her favorite means of transport - What is your favorite means of transport? - Why you like it? - Would you travel by it when you grow up? Why? Why not? - Do you think that most Vietnamese people will travel by car in the future? Why? Why not? Part 3: Discussion The teacher and the students will have a short dialogue about means of transport Say something about conditions, facility, services of transportation in Vietnam and in some other countries and the effect of different means of transport on environment 89 ... (1) high school students’ attitudes toward speaking ability in their English textbooks; (2) the impacts of exploiting dialogues to develop the students’ ability on students’ English speaking To. .. use of dialogues in current text book to help secondary students to develop their speaking ability In an attempt to develop English speaking ability for high school students by exploiting dialogues, ... factors mentioned have aroused my ambition to carry out the study of ? ?Exploiting dialogues to develop high school students’ speaking ability? ?? 1.2 Aims of the study My study is about to help high