An investigation into high school teachers’ application of backward design in teaching speaking skill

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THỊ KIỀU LINH AN INVESTIGATION INTO HIGH SCHOOL TEACHERS’ APPLICATION OF BACKWARD DESIGN IN TEACHING SPEAKING SKILL MASTER’S THESIS IN EDUCATION Nghệ An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THỊ KIỀU LINH AN INVESTIGATION INTO HIGH SCHOOL TEACHERS’ APPLICATION OF BACKWARD DESIGN IN TEACHING SPEAKING SKILL Major: Teaching English to Speakers of Other Language (TESOL) Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Nguyen Thi Quyet Nghệ An, 2019 i STATEMENT OF AUTHORSHIP I certify that the thesis entitled “An investigation into high school teachers’ application of backward design in teaching English speaking skill” is the result of my own work The data and findings discussed in the thesis are true, used with permission, and have not been submitted to any university or institution Nghệ An, August 2019 Author’s signature Văn Thị Kiều Linh ii ACKNOWLEDGMENTS First and foremost, my great acknowledgement is devoted to my supervisor, Dr.Nguyen Thi Quyet, who gave me insightful and significant advice and instructions that really contributed to the completion of the study I would also be grateful to all the instructors and teachers at Foreign Languages Department at Vinh University who enlightened me with pretty good ideas and taught me various courses and skills In addition, I would love to send my gratitude to all my dear family and friends who always stand for me with their consideration and encouragements iii ABSTRACT Backward design was introduced, applied, and proved beneficial to the teachers and students in all subjects in the world In Vietnam, backward design is still new to teachers; however, there are a number of teachers utilizing it in their teaching, especially English teachers Application of backward design somehow has changed the learning and teaching methods in a positive way However, in the limitation of time and resources of this study, the author conducted a research on investigation into the application of backward design in teaching English speaking skills to high school students The study adopts the quantitative and qualitative as well as comparative methods with the support of questionnaires, interview, and observation to find out the opinions of teachers on the effectiveness of backward design to speaking lessons as well as consider the way it is applied in classes The study shows that although it is considered a new method to Vietnamese teachers, backward design is utilized in teaching English in general and speaking English lessons in particular at Specialized High School – Vinh University and Nguyen Truong To High School and brings about the positive impacts on teaching and learning styles Despite the challenges during the implementation of speaking lessons designed backward, teachers still claimed that they would continue to apply it in their teaching Besides, most of students reflect positively the English speaking lessons through their home preparation and participation in class activities, as well as their motivation to talk more in the classes The study also makes the implications to forums on backward design in the future and the way to promote its efficacy at schools iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGMENTS .ii ABSTRACT .iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER I INTRODUCTION - 1.1 Rationale - - 1.2 Aims and objectives of the research - - 1.3 Significance of the research - - 1.4 Design of the study - - CHAPTER THEORETICAL BACKGROUND - 2.1 Speaking skill in English language teaching - - 2.1.1 Speaking skill - - 2.1.1.1 Definition of speaking - - 2.1.1.2 Features of speaking - - 2.1.1.3 Purposes of speaking - - 2.1.1.4 The importance of speaking - 10 - v 2.1.1.5 Assessment criteria of English speaking skill in international standardized tests - 11 - 2.1.2 Teaching English speaking skill - 15 - 2.1.2.1 History - 15 - 2.1.2.2 Principles of teaching English speaking skill - 16 - 2.1.2.3 Current situation of teaching and learning English speaking skill at high schools in Vietnam - 17 2.2 Backward Design - 18 - 2.2.1 Definition of backward design - 18 - 2.2.2 Stages to implement backward design - 19 - 2.2.2.1 Step 1: Identify desired results - 19 - 2.2.2.2 Step 2: Determine Acceptable Evidence - 21 - 2.2.2.3 Step 3: Plan learning experiences and instruction - 22 - 2.2.3 Distinction among forward, central, and backward designs - 23 - 2.2.4 Benefits and challenges of backward design - 24 - 2.3 Review of previous studies related to research area of the study - 25 - CHAPTER METHODOLOGY - 28 3.1 Research Methods - 28 3.2 Data collection tools - 30 3.2.1 Questionnaires - 30 3.2.2 Interviews - 30 3.2.3 Observations - 31 3.2.4 Pre-test and post test - 31 - vi 3.3 Participants - 32 3.4 Procedures of the study - 32 CHAPTER FINDINGS AND DISCUSSION - 34 4.1 Popularity of backward design - 34 4.2 The way backward design is applied in speaking lessons - 35 4.2.1 Lesson plan - 35 4.2.2 Teachers’ performance in speaking lessons - 39 4.3 The perceived effectiveness of backward design to speaking lessons - 41 4.3.1 The class atmosphere of speaking lessons and the attitudes of students - 42 4.3.2 Improvement of students with speaking lessons designed backward - 48 4.4 The advantages and challenges that teachers have during implementation of backward design in speaking lessons - 52 4.4.1 Advantages - 52 4.4.2 Challenges - 54 4.5 Students’ attitude toward speaking lessons with backward design - 55 4.5.1 Learning preference - 55 4.5.2 Home preparation - 57 4.5.3 Participation in class activities - 58 CHAPTER CONCLUSION - 60 5.1 Recapitulation of the findings - 60 5.2 Implications - 62 5.3 Limitations of the research - 62 5.4 Suggestions for the future researches on the same topic - 63 - vii REFERENCES - 64 APPENDIX QUESTIONNAIRE FOR TEACHERS - 68 APPENDIX INTERVIEW QUESTIONS - 72 APPENDIX ASSESSMENT CRITERIA FOR SPEAKING LESSONS - 73 APPENDIX QUESTIONNAIRES FOR STUDENTS/BẢNG HỎI DÀNH CHO HỌC SINH - 75 APPENDIX PRE-TEST - 78 APPENDIX POST TEST - 79 - viii LIST OF ABBREVIATIONS Abbreviations Full phrases MOET Ministry of Education and Training EFL English as a Foreign Language CCC Cross-cultural Communication TOEIC The Test of English for International Communication IELTS The International English Language Testing System CLT Communicative Language Teaching TBL Task-Based Learning TTT Teacher’s Talking Time VSTEP Vietnamese Standardized Test of English Proficiency - 65 - ● Educational Testing Service (2005) TOEIC Score User Guide Retrieved on May 15th from https://www.ets.org/s/toeic/pdf/toeic-sw-score-user-guide.pdf ● Essays, UK (November 2018) The speaking skill Retrieved on June 1st from https://www.ukessays.com/essays/education/the-speakingskill.php?vref=1 ●Ford, M.W (2014) Retrieved on 3rd June from https://www.fluentu.com/blog/english/english-grammar-importance/ ● Fuglei, M (2015) Begin at the end: How backward design enriches lesson planning Retrieved on June 3rd from https://education.cu- portland.edu/blog/classroom-resources/backwards-design-lessonplanning/ ● Gillis, G (2013) The Importance of Speaking Skills Retrieved on March 26th from http://www.geraldgillis.com/importance-speaking-skills/ ● Hoang, T (2011) Students lack confidence to use English Retrieved on April 30th from https://vietnamnews.vn/talk-around-town/212262/students-lackconfidence-to-use-english.html#WvDPs3ZWsOviSj8O.97 ● Hoang, T.D (2018) Using backward design model in EFL Unit Planning Paper presented at Conference of English Language Education in EFL contexts Nghe An, Vietnam ● Hoang, V.V (2015) The Current Situation and Issues of the Teaching English in Vietnam VNU Journal of Science – Foreign Studies, 31(3), 1-17 ● Kelly, M(2019) Bloom’s Taxonomy in the classroom Retrieved on May 25th from https://www.thoughtco.com/blooms-taxonomy-in-the-classroom-8450 ● Kingen, S (2000) Teaching Language Arts in Middle Schools Connecting and Communicating New Jersey: Lawrence Erlbaum Associates, Publishers ● Larsen-Freeman, D (Ed.) (2000) Techniques and principles in language teaching (2nd Ed.) Oxford: Oxford University Press - 66 - ● Minh, N (2017) Dạy học tiếng Anh trường phổ thông: Nhiều bất cập, yếu Retrieved on May 25th from https://news.zing.vn/day-hoc-tieng-anh-otruong-pho-thong-nhieu-bat-cap-yeu-kem-post708487.html ● Nguyen, T (2016) Why Can’t High School Students In Vietnam Communicate in English Retrieved on March 26th from https://sites.google.com/site/tungnguyensportfolio/research-papers/whycan-t-high-school-students-in-vietnam-communicate-in-english ● Nguyen, T.H (2016) From targeted approach to competency – based approach in designing the teaching of Vietnamese reading to rd graders Journal of Science, 10(88), 169-181 ● Nguyen, T.T.A (2015) The key principles for development of speaking International Journal on Studies in English Language and Literature, 3(1), 49-53 ● Nguyen, T.T & Nguyen, B.N (2017) Students’ opinions about communicative activities in speaking class: An investigation in grade 10 students from Toan Thang High School in Vietnam International Journal of Advanced Research in Education & Technology (IJARET), 4(1), 28-33 ● Nunan, D (1989) Designing Tasks for the Communicative Classroom New York: Cambridge University Press ● Rea, M.O., Roman,J.L.S (2018) Implementing backward design to improve students’ academic performance in EFL classes Espirales, 6(1), 42-50 ● Richards J (1990) The Language Teaching Matrix Cambridge: Cambridge University Press ● Richards, J (2013) Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design RELC Journal, 44(1), 5–33 ● Richards J.C (2008) Teaching Listening and Speaking: From Theory to Practice Cambridge, England: Cambridge University Press ● Richards, J C., Rodgers, T (1986), Approaches and Methods in Language Teaching New York: Cambridge University Press - 67 - ● Roberts R (2017) What exactly we mean by speaking skills Retrieved on June 1st from https://elt-resourceful.com/2017/12/05/what-exactly-do-we-meanby-speaking-skills/ ● Roth, D., Anderson, J & Mayes, R (2007) Understanding by Design: A framework for Effecting Curricular Development and Assessment CBE Life Sciences Education, 6(2), 95-97 ● Sage., J & Dehart., P (2005) A brief overview of backward design Southern Utah University ● Swiggins (2017) Backward design is not the problem, lousy implementation is Retrieved on May 25th from https://modelsbydesign.wordpress.com/2016/09/05/backwards-designis-not-the-problem-lousy-implementation-is/ ● Torky, S.A.E.F, (2006) The Effectiveness of Task-bases Instruction Program In Developing the English Language Speaking Skills of Secondary Stage Students Egypt: Ain Shams University ● Tran, T (2010) Using Understand by Design (UbD) Framework and Modeling with Concept maps, Spreadsheets and Hypermedia in EFL lesson plan design In Z Abas, I Jung & J Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010 Global Conference on Learning and Technology (pp 1280-1289) Penang, Malaysia: Association for the Advancement of Computing in Education (AACE) ● Wiggins, G & McTighe, J (1998) Undestanding by Design Understanding by design Alexandria, VA: ASCD ● Wiggins, G., & McTighe, J (2006) Understanding by design (2nd ed.) Alexandria, Virginia, USA: ASCD product - 68 - APPENDIX QUESTIONNAIRE FOR TEACHERS The purpose of this questionnaire is to investigate the understanding and application of backward design into teaching English speaking skill of high school teachers I will take measures to make sure that the information obtained will be anonymously presented in my research I sincerely appreciate your help in completing this form Please circle or write your own answers where applicable I Brief introduction of backward design Backward design is a teaching method developed by Wiggins and McTighe (1998), which enables teachers to start from the end (the results, the learning outcomes) and work backward to plan what assignments, exam, readings, lectures, discussions, and other learning experiences that need to be included to support students achievement The process of backward design is illustrated as the diagram below: Process Outcomes Content II Survey What is your gender? A male B female What is your age? ………… What is your educational background? A Bachelor in English/English teaching B Master in English/English teaching Other:……………………………………… How long have you been teaching English? A less than years B from to 10 years C over 10 years How often you apply backward design in teaching speaking skill? - 69 - A Always B Usually C Sometimes D Never If the answer is “Never”, please skip the questions below and state your reasons: ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… Which level you evaluate the effectiveness of backward design to speaking skill lessons on the scale of 1-5? Completely effective Mostly Average effective Mostly ineffective Totally ineffective Briefly explain your choice (Is the lesson process smooth or not? Are activities implemented as plan? Is the atmosphere exciting or not? ) ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… What level you think that your students are motivated to talk more in speaking lessons with backward design? A Motivated B Quite motivated C Not motivated at all Briefly explain your choice For example, shortly describe your students’ attitudes in one speaking lesson with backward design ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………… Which criteria you think you students have made the biggest progress after speaking lessons with backward design? (Please circle maximum three options) - 70 - A Fluency B Pronunciation C Grammar & Accuracy D Vocabulary E Cohesion & Coherence How does backward design affect your teaching speaking style? A Positively B Negatively Please explain your reasons Shortly describe how your teaching style has changed since applying backward design ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………… 10 Do you think it is difficult or easy to proceed backward design in speaking lessons? A Very difficult B A little bit difficult C Easy 11 What features you think the advantages and challenges in implemention of backward design in speaking lessons? Advantages:………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… Challenges:………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… 12 Are you going to continue applying backward design in your speaking lessons? A Yes B.No - 71 - Please clear your reasons: ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… Thank you for you support and wish you the best things - 72 - APPENDIX INTERVIEW QUESTIONS Question Do you like teaching speaking skill? What kinds of difficulty you think Vietnamese teachers have when teaching speaking skill? Since applying backward design, how have those problems been solved? Question Cooperation of students is considered one of the key factor for the success of speaking lessons designed backward What have you dealt with the advantages and challenges of the students’ cooperation in speaking lessons? Question Can you please share more about the advantages of backward design during your application of the approach in teaching speaking skill? - 73 - APPENDIX ASSESSMENT CRITERIA FOR SPEAKING LESSONS Name of teacher:………………… Unit:…………….Lesson:……………………… I LESSON PROCEDURE: Procedure Activities of teacher and students Warm – up Pre – speaking While – speaking Post – speaking Others II GENERAL ASSESSMENT: 2.1 Organization: - Getting started:………………………………………………………………………… - Time distribution: ……………………………………………………………………… - Class controlling: ……………………………………………………………………… - Class covering: ………………………………………………………………………… - Individual, pair, group activities: ……………………………………………………… 2.2 Method: - Combination of various methods/aids: ………………………………………………… 2.3 Teacher’s performance: - TTT: …………………………………………………………………………………… - Teacher’s instruction: ………………………………………………………………… - 74 - 2.4 Students’ performance: - Students’ preparation: ………………………………………………………………… - Active participation: …………………………………………………………………… - Motivation to talk:……………………………………………………………………… - 75 - APPENDIX QUESTIONNAIRES FOR STUDENTS/BẢNG HỎI DÀNH CHO HỌC SINH The purpose of this questionnaire is to investigate the attitude of high school students toward the speaking lessons delivered by English teachers I will take measures to make sure that the information obtained will be anonymously presented in my research I sincerely appreciate your help in completing this form Please circle or write your own answers where applicable Bảng hỏi nhằm mục đích tìm hiểu thái độ học sinh cấp dạy kỹ nói tiếng Anh trường Thơng tin kết bảng hỏi trình bày ẩn danh cho nghiên cứu Tác giả đánh giá cao trợ giúp bạn để hoàn thành bảng hỏi Vui lòng khoanh tròn đáp án với bạn Do you like studying English in general and speaking skill in particular?/ Bạn có thích học tiếng Anh kỹ nói tiếng Anh khơng? A Completely like/ Hồn tồn thích B Quite like/Khá thích C Not like at all/ Khơng thích Do you want to talk a lot in English in speaking lessons?/ Bạn có thích nói tiếng Anh nhiều học nói khơng? A Like so much/ Rất thích B Like but still shy/ Cũng thích ngại nói C Do not like/ Khơng muốn nói nhiều What you feel about the speaking lessons designed by teachers at schools? Are the activities interesting and motivating?/ Bạn cảm nhận tiết học nói trường? Các hoạt động thầy thiết kế có thú vị gây hứng thú không? A Very interesting and motivating/ Rất thủ vị, thích B Interesting but not really motivating/ Cũng thú vị chưa giúp chúng em thấy động lực C Not interesting and motivating at all/ Không thú vị - 76 - Do you think speaking activities designed by teachers are practical and useful for real life?/ Bạn có nghĩ hoạt động nói giáo viên thiết kế thiết thực hữu dụng cho đời thực khơng? A Yes, totally practical and useful/ Có, hồn tồn thực tế hữu ích B Some are practical and useful but some are not/ Cũng có hoạt động thiết thực có hoạt động khơng C No, totally not/Khơng, hồn tồn khơng thiết thực Do you have chances to talk in speaking lessons?/ Các bạn có thường tạo điều kiện để nói tiếng Anh nhiều học nói khơng? A Yes, the teachers encourages us to talk a lot in the class/ Có, thầy khuyến khích học sinh nói nhiều B Somehow but sometimes the teacher still talks a lot/ Cũng có nhiều thầy nói nhiều C No, the teacher talks most of the time in classes/ Khơng, thầy nói hết thời gian tiết học Do you prepare the lesson at home as the teacher requires?/ Bạn có chuẩn bị nhà trước lên lớp giáo viên yêu cầu không? A Always/ Luôn B Most of time/ Hầu có, khơng C Rarely/ Hiếm D Never/ Không What you feel about the atmosphere in speaking lessons? Do you and your classmate actively join in activities?/ Bạn cảm thấy khơng khí học nói nào? Cả lớp có tích cực tham gia vào hoạt động không? A Comfortable and ebullient/ Thoải mái sôi B To some extent comfortable and ebullient but sometimes quiet/ Cũng thoải mái, sơi có lúc trầm lắng - 77 - C Very quiet, students not want to involve in/ Trầm lắng, học sinh khơng thích tham gia Do you achieve anything after each speaking lesson? Sau học nói, bạn có đạt kết không? A Yes, a lot about knowledge and skill also/ Có, nhiều kiến thức kỹ nói B To some extent/ Cũng có, khơng nhiều C Nothing/ Khơng thu nhận Other ideas/Ý kiến khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you for you support and wish you all the best things - 78 - APPENDIX PRE-TEST Time: 12 mins Part 1: Social Interaction (3’) Let’s talk about your free time activities - What you often in your free time? - Do you watch TV? If no, why not? If yes, which TV channel you like best? Why? - Do you read books? If no, why not? If yes, what kinds of books you like best? Why? Let’s talk about your neighborhood - Can you tell me something about your neighborhood? - What you like most about it? - Do you plan to live there for a long time? Why/why not? Part 2: Solution Discussion (4’) Situation: A group of people is planning a trip from Danang to Hanoi Three means of transport are suggested: by train, by plane, and by coach Which means of transport you think is the best choice? Part 3: Topic Development (5’) Topic: Reading habit should be encouraged among teenagers Reading - increases knowledge - improves memory - reduces stress - [your own ideas] - What is the difference between the kinds of books read by your parents’ generation and those read by your generation? - Do you think that governments should support free books for all people? - In what way can parents help children develop their interest in reading? - 79 - APPENDIX POST TEST Time: 12 mins Part 1: Social Interaction (3’) Let’s talk about birthday - When is your birthday? - Do you like to receive birthday gifts? If no, why not? If yes, what kinds of present you want on your birthday? - Do you give birthday gifts to your family members? If no, why not? If yes, what kinds of present you give to them? Let’s talk about your family - Can you tell me something about your family? - What you love most about your family? - Do you usually organize the celebration with your family? Why/why not? Part 2: Solution Discussion (4’) Situation: You are going to travel to Sapa with your friends Three means of transport are suggested: by train, by bus and by motorbike Which means of transport you think is the best choice? Part 3: Topic Development (5’) Topic: Reading habit should be encouraged in teenagers Reading - increases your memory - expand knowledge - practice patience - [your own ideas] - What is the difference between the kinds of books read by your parents’ generation and those read by your generation? - Do you think that governments should support free books for all people? - In what way can parents help children develop their interest in reading? ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THỊ KIỀU LINH AN INVESTIGATION INTO HIGH SCHOOL TEACHERS’ APPLICATION OF BACKWARD DESIGN IN TEACHING SPEAKING SKILL Major: Teaching English... with an idea of making an investigation into high school teachers’ awareness of backward design and their application into English speaking lessons Hopefully, the research entitled ? ?An investigation. .. frequency of Specialized High School teachers’ application of backward design in speaking lessons The frequency of Nguyen Truong To High School teachers’ application of backward design in speaking