Using role play to improve efl 11th graders’ speaking skill in mixed level classes

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGO THI CHUNG USING ROLE PLAY TO IMPROVE EFL 11th GRADERS’ SPEAKING SKILL IN MIXED LEVEL CLASSES Master thesis in Education NGHE AN 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGO THI CHUNG USING ROLE PLAY TO IMPROVE EFL 11th GRADERS’ SPEAKING SKILL IN MIXED LEVEL CLASSES Theory and Methodology of English Language Teaching Code: 8.14.01.11 Master thesis in Education Supervisor: NGUYEN THI KIM ANH, Ph D NGHE AN 2019 STATEMENT OF AUTHORSHIP I hereby state that this thesis entitled “Using role play to improve EFL 11th graders‟ speaking skill in mixed level classes” is the result of my own research and that this study is submitted in partial fulfillment for the Master degree of Theory and Methodology of English Language Teaching at Vinh University and has not been submitted for any degree to any other universities or institutions Where other sources of information have been used, they have been identified and acknowledged Signature Ngô Thị Chung i ACKNOWLEDGEMENTS On the completion of this thesis, I am deeply grateful for many people who have helped me a lot to complete this M.A thesis First of all, I would like to express my most sincere gratitude to my supervisor, Dr Nguyen Thi Kim Anh, who has guided me to this thesis, has given me great deal of support and encouragement to it Without her experienced and enthusiastic guidance, her insightful suggestions and timely feedback, my thesis would not have been completed I also wish to thank all of my students for their participation in the classes, as well as all my dear colleagues and friends for their interest, help and cooperation in contributing to the data collection, answering the questions and sharing their classrooms with me from the beginning to the completion of research study Last but not least I am also deeply indebted for my family, Especially my parents, my husband for all their help, supports and shares when I encountered difficulties during my studying time Thank you to all of you ii TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii LIST OF TABLES v LIST OF FIGURES vi ABSTRACT vii CHARTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research questions 1.5 Methods of the study 1.6 Scope of the study 1.7 The structure of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Speaking skill 2.1.1 Definitions of speaking skill 2.1.2 Approaches to teaching speaking 2.1.3 Aspects of teaching speaking in Communicative Language Teaching (CLT) classes 2.1.4 Criteria for speaking tasks 13 2.1.5 Stages in speaking lessons 14 2.2 Role play 14 2.2.1 Definitions of role play 14 2.2.2 The importance of role play in speaking activities 18 2.2.3 Types of role play 19 2.2.4 Advantages of using role-play in a speaking class 21 2.2.5 Disadvantages of using role play in a speaking class 23 iii 2.3 Previous studies relevant to the study 28 2.4 In summary 30 CHAPTER III: RESEARCH METHODOLOGY 31 3.1 The study setting 31 3.1.1 The school context 32 3.1.2 Materials 32 3.1.3 Subjects of the study 33 Data collection instruments 34 3.2.1 Pretest and posttest 34 3.2.2 Questionnaires 36 3.2.3 Interview 37 3.2.4 Observation 38 3.3 Data collection procedures 38 CHAPTER IV DATA ANALYSIS AND DISCUSSION 40 4.1 Data analysis 40 4.1.1 Comparisons of the pretest and posttest results of two classes 40 4.1.2 Results from questionnaires 51 4.1.3 Results from Teachers' interview 59 4.1.4 Results from observation ……………………………………………… 60 4.2 Discussion 71 CHARTER V CONCLUSION 74 5.1 Recapitulation 74 5.2 Limitations of the thesis 74 5.3 Implication 75 5.3.1 Implication for English Teachers 75 5.3.2 Implication for Students 76 5.4 Suggestions for further research 76 REFERENCES 78 APPENDICES………………………………………………………………81-85 iv LIST OF TABLES Table 3.1 Criteria levels in speaking skill 35 Table 3.2 Speaking skill evaluation form 36 Table 4.1 The levels of proficiency in pretest of the control class 41 Table 4.2 The levels of proficiency in pretest of the experimental class 41 Table 4.3: The levels of proficiency in posttest of the control class 42 Table 4.4: The levels of proficiency in posttest of the experimental class 43 Table 4.5 Difference of the levels of proficiency between pretest and posttest of the control group 43 Table 4.6 Difference of the levels of proficiency between pretest and posttest of the experimental group 433 Table 4.7 The mean total score of the pretest and posttest of two classes 45 Table 4.8 Students' opinions towards learning English 52 Table 4.9 Students‟ purposes about learning speaking English 53 Table 4.10 Students' thought about role-play activities 54 Table 4.11 Student's difficulties when taking part in role-play activities 55 Table 4.12 Teacher‟s feedback about students‟mistakes in role-play activities 56 Table 4.13 Using role play activities in teaching speaking English 56 Table 4.14 Students' attitudes toward teaching speaking in mixed level classes through a role play 57 v LIST OF FIGURES Figure 4.1 The score range results of the levels of proficiency of control group 44 Figure 4.2 The score range results of the levels of proficiency of experimental group 45 Figure 4.3 The mean total scores of two groups in pretest and posttest 46 Figure 4.4: The mean pronunciation scores of both groups in the pretest and th posttest 47 Figure 4.5 The mean vocabulary scores of both groups in the pretest and the posttest 48 Figure 4.6 The mean fluency scores of both groups in the pretest and the posttest 49 Figure 4.7 The mean grammar- accuracy scores of both groups in the pretest and the posttest 49 Figure 4.8 The mean comprehension scores of both groups in the pretest and the posttest 50 Figure 4.9 The mean scores of the aspects of control group in pretest and posttest 51 Figure 4.10 The mean scores of the aspects of experimental group in pretest and posttest 51 Figure 4.11 Students‟ opinions towards learning English 52 Figure 4.12 Students‟ purposes about learning speaking English 53 Figure 4.13 Students' thought about role-play activities 54 Figure 4.14 Student's difficulties when taking part in role-play activities 55 Figure 4.15 Teacher‟s feedback about students‟ mistakes in role play activities 56 Figure 4.16 Teachers' using role play in teaching speaking 57 Figure 4.17 Students' attitudes toward teaching speaking in mixed level classes through a role play 59 vi ABSTRACT The focus of this study was on the use of role play to improve EFL 11th graders‟ speaking skill in mixed level classes at Thanh Chuong1 high school The purpose of this study was the to find out whether or not role-play could make a difference in improving EFL 11th graders‟ speaking skill achievement in mixed level class and investigate the students‟ attitudes toward using these activities in teaching speaking skill An action research project carried out to test a hypothesis using a quasi- experimental design employed with the participation of 40 students from class 11C The test results showed that the role play approach had a positive impact on students‟ speaking achievement after the experiment The quantitative research method which employed pre-test/post-test for 40 students of quasi-experimental class 11C was adopted This was also a considerable mean difference between the speaking skill of the quasi-experimental and control class 11A Another instrument, the questionnaire, the interview and observation were administered to the participants in order to draw on qualitative data The data revealed the positive consequences for significant changes in the students‟ learning attitude Hence, from the research findings, it could be that the role play also welcomed favorable evaluations from the students that would be of great help to the future applications of role play in teaching speaking technique vii CHARTER I: INTRODUCTION This chapter aims to present the rationale of the study, aims and objectives of the study, research questions, scope of the study, method of the study, and design of the study 1.1 Rationale of the study It can not be denied that English has received increasing attention as English has become an international means of communication of human of global integration To adapt with the new demands of the social and economic development and the future job requirements, students in general and students of Thanh Chuong high school in particular need to improve their skills of English language, especially the speaking skill Speaking skill is very crucial to communicate in the target language To practice the speaking skill is not easy, because there exist many problems in teaching and learning English of high school students, especially high school students in rural areas like Thanh Chuong district Firstly, at high schools, English has become a compulsory subject in the state examination and it is one of three subjects for some universities‟ entrance exam However, but those exams only offer the reading, writing skills and grammar without speaking skill That is the reason why the students not pay attention to speaking lesson.They are not motivated to learn in the ways they prefer and not have a chance to practice speaking skill They are also too shy and afraid to take part in the conversation So, students‟ incorrect English pronunciation gives results of passive learners Secondly, the teacher still uses the traditional technique, the common teaching approach applied in English lesson at most of high schools is teacher-centered and lectureoriented, the students often sit and listen to the teacher focusing on the structure of language rather than participating in speaking activities The teachers let the students talk with similar words and sentences in the textbooks, they just remember the speech script when they must speak up in front of the class, which shows that they not understand the content and they not produce the sentences spontaneously by their own word, so they feel bored with the teaching In summary, I believe that role play influenced students‟ speaking ability in a positive way because students were interested in acting out their character and helped the establishment of a warm and caring classroom atmosphere and a favorable relation between the learners and the teacher The class is important and a caring supportive atmosphere makes the learners take part more fully in the process of learning This can enhance students‟ inertest in learning English in general and speaking skill in particular 4.2 Discussion The findings of this research show that the adaptation of a role play activity to speaking skill shows a significant difference in terms of students' speaking ability in comparison with the traditional approach to teaching speaking Collected data indicates there is considerable improvement of the student‟s speaking ability Student‟s speaking ability got better after applying role-play That increase can be seen through the comparison of the student‟s speaking test before and after applying role-play In comparison with pretest, the mean of student‟s speaking score in the post-test has a significant improvement while class who did not use role play increased slightly The score in pretest and posttest reflected accurately their speaking ability, which indicates that role-play is helpful, especially for the mixed level students weak students have a chance to rehearse speaking skill with the help of classmates The better students not dominate speaking process All of the students are equal in taking turn to play their role and explore themselves in the class They feel more confident in speaking lesson.s students that encountered speaking problems in the first cycle improved their speaking skill in the second cycle It thus can be concluded that role play provides considerable andvaluable benefits to learners in the learning process The results of the questionnaire and interview show that students have positive attitudes toward the teaching of speaking through role play In doing this research, the writer acted as the teacher and applied the role play while the 71 teacher acted as collaborator who checked the students‟ responses and participation during the learning process The treatment is new and the students were excited about the new way of learning speaking lesson without pressure By role-play they feel more confident to perform in front of the crowd Students felt more amused when they acted out the role in front of audiences because they had drilled and rehearsed it together before Especially for the timid students, this new technique is considered to be useful for them to escape from their difficulties in speaking According to Douglas (2003, p.174), it is stated that role-play allows some rehearsal time so that student can map out what they are going to say So the application of role-play contributed to improvement of the student‟s speaking ability In such positive attitudes, it can be an expectation of the teachers‟ desire for a change in the way of teaching speaking in the classroom In short, the question of whether teaching speaking through new technique is more effective or not remains a topic which is worth further study Based on the classroom observation and the extra activities , it can be said that almost all teachers applied role play in their teaching lesson at the post stage, from the choice of the topic and the purpose of the role play done clearly The procedure of implementing the role play was fully explained by all the teachers Moreover, role-play activities were well monitored During the speaking lessons, teachers encouraged learners to be more active and enthusiastic Then through the observation of the participation of students in the lesson, most students expressed their high motivation They were willing to join the activity and happy to take role in different contexts Most of them also made efforts to use English as much as possible The class atmosphere was more exciting Students were interested in performing They felt motivated to learn EFL speaking with role-play in the class Role-play technique is also assessed as a great tool to create cooperation among students in extra activities Besides, the activity of role play is also helpful for students who are timid or less confident Another benefits that roleplay brings to our students is chances to drill language skills in more natural and interactive contexts Since the students have 72 more opportunities in rehearsing their English, they will be able to enhance the aspects of speaking such as pronunciation, vocabulary, fluency, grammaraccuracy and comprehension To conclude, the use of role-play technique can enhance speaking abilities of the all-level students The study also shows that most of students are satisfied with learning speaking with roleplay activities It enables them to formulate their turns and gives them a better opportunity to improve their EFL speaking skill 73 CHARTER V CONCLUSION 5.1 Recapitulation The study was conducted as an attempt to evaluate how role play could affect the learning speaking process, learning outcome and students‟ attitude in mixed level classrooms for the 11th graders at high school In order to serve the purpose of the study, quantitative data was collected through two pre-test/post-test experimental designs Moreover, qualitative data was also collected through observation sheets, questionnaires and interview questions The data analysis shows that there was a significant difference in students‟ speaking performance on the oral tests which can be inferred from the comparison between the average score of the pre-test and the post-tests and mark range between criteria pronunciation, vocabulary, fluency, grammaraccuracy and comprehension The students‟ score of speaking skill taught by using role play was better and role play had positive influence on learner motivation, creativity and optimistic changes towards learning speaking Students became more satisfied in comparison with their conventional learning This result has answered the research questions that the use of role play in teaching speaking is considerably effective In addition, role play encouraged the spirit of learning EFL among students as they had chances to engage themselves to other purposeful speaking activities Students were more motivated and involved in such authentic activities Students then can not only master the language but also use their speaking performances in different contexts relevant to their real life Role play fosters student independence and autonomy in learning Throughout this new teaching technique, students have to work mainly on themselves, are willing to participate under the instructions and supervision of the teacher Their task preparation as their teacher‟s requirement would also strengthen students‟ creativity and imagination and let it become a learning habit of students From some above extents, role play also seems to promote cooperative learning and collaboration among students as they have to form groups and pairs to work together in order to solve tasks 74 It is suggested that communicative approach in general and role-play activities in particular should be often applied in EFL speaking skill because of their efficiency in enhancing EFL speaking skill It is hoped that role-play activity will be widely recognized and investigated more and more frequently 5.2 Limitations of the thesis Although we have made great efforts in the thesis, there exist several limitations that should be considered for improvement Firstly, because of the limited time allowance for speaking test, several students were hesitant to speak or they had to pause too much for the choice of vocabulary or expressions of ideas All of this can lead to the reliability level of the speaking test results Moreover, classroom observations were conducted in 04 speaking classes only, which to some extent could not be the typical Next, due to the limitation of research knowledge and skills, teaching experience and time as well, errors and shortcomings are not avoidable In spite of those limitations, the researcher believed that this study will be beneficial to the teaching of speaking skill to the mixed level students Thanh Chuong1 High school 5.3 Implication 5.3.1 Implication for English Teachers For effective speaking lessons using roleplay, teachers should spend time for preparations The teacher should have the appropriate selection on topics given to the students by considering the level of students‟ proficiency as well as their language competence Before assigning the role play to the students, the teacher should make sure that the students have fully understood and have the information they need and the students‟ activities should be controlled by the teacher During applying this technique in the class the teacher should withdraw, or should not intervene too much in students‟ work and let learners get on well with their own learning In addition, the teacher should present the language in an enjoyable, amusing and understandable way, which needs the patience and enthusiasm in helping students to solve their problems Role playing technique is an effective technique for developing the confidence, cooperation, interraction 75 and decreasing the shyness in the students Therefore, it should be used by all the teachers, however, teaching material should be adapted to be suitable to the students‟ needs and levels and match the local condition like Thanh Chuong district 5.3.2 Implication for Students Many students lack the confidence in communicating English They feel pressure and nervous to express their English competence They rarely use English in their daily communication both inside and outside the class, because they are afraid to make mistakes and their friends laugh at them To overcome this challenge, the students have to practice regularly with role play The students are believed not to be shy in acting out their role and ask to the teacher if there is something that they not understand regarding to the role play activities By doing so, their speaking competence and the attitude of learning English will gradually increase 5.4 Suggestions for further research Regarding to the teaching speaking skill by using role play, the author gives some suggestion for those who intend to adopt the role play in teaching speaking skill for students of English in mixed level class at high school Through the mentioned limitations, the writer hopes that this study will help other researchers have more valuable experiences in their further related research The first, the researchers should broaden the number of research participants The more research participants‟ answers the authors collects ,the more reliable results they gets, for example, if the researchers can interview more students and even teachers, they can obtain more ideas about their research participants' attitude toward research object In addition, the effectiveness of using role-play will be recognized clearly if researchers spend much time on observing more lessons taught by high school teachers This is real evidence showing the result as well as perception of the students during lessons It is also better if further researchers have an opportunity for real teaching time with role play in different level classes This research has investigated the using role play 76 in the mixed level class to enhance the EFL graders‟ speaking skill, it would be interesting and useful to conduct similar researches with other fields, however, the root of the teachers‟ teaching methods was not discussed thoroughly Therefore, more in-depth research on the factors affecting the ways the teachers teach speaking should be carried out 77 REFERENCES Brown, H D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy San Francisco: San Fancisco University Brown, H D 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White Plains, NY : Pearson Longman Brown, J.D & Rodgers, T.S (2002) Doing Second Language Research Oxford University Press Budden, Joanna (2004) “Roleplay”, British Council (http://www.teachenglish.org uk/think/articles/role-play) (date of access: April 2013) Burns, A.C, & J.W Gentry (1998) Motivating students to engage in experience learning: a tension to learn theory, simulation and gaming,vol.29(133-151) Byrne, D (2006) Teaching oral English Longman Chaney, A.L., T.L Burke, Teaching Oral Communication in Grades K- Chauhan, v (2004) Dramatique tachniques for teaching, the internet test journal, vol.10, no.10.http//iteslj.org/Techniques/Chauhan-Dramma.html Cornett, C E (1999) Whole Language, Whole Learning Phil Delte Kappa Educational Foundation 10 Davies, P., & Pearse, E 2000 Success in English Teaching Oxford University Press 11 Dickson, Patricia S (1989): Acting French: drama techniques in the second language classroom In: The French Review 63/2, 300-311 12 Donn Byrne, Teaching Oral English: Longman Handbooks for English Teacher, (Singapore: Longman Group, 1986), p 115 13 Fadiliah (2016) Teaching speaking by role play Available from (STAIN Pamekasan/della_adja@rocketmail.com) 14 Harmer, J 2007 The Practice of English Language Teaching (4th Ed) Essex: Pearson Education Ltd 15 Holt, L.C & Kysilka, M (2006) Instructional Patterns: Strategies for Maximizing Student Learning Thousand Oaks, CA: Sage 16 Ibid OKARA Journal of Languages and Literature, Vol II, Tahun X, 78 November 2016 17 Jones, K (1982) Simulations in Language Teaching Cambridge: CUP 18 Ladousse, G P 1987 Role-play Oxford University Press.McCarthy, Michael Vocabulary Oxford: OUP, 1990 19 Larsen-Freeman, D (1986) Techniques and Principles in Language Teaching Oxford University Press 20 Ments, V M (1999) The effective use of role-play: practical techniques for improving learning (2nd ed.) Retrieved May 12,2012, from http://books.google.com.bd/books/about/The Effective Use of Role Play html?id=GbXOYf8aTIC&redir_esc=y 21 Mugglestone, P (1977) Role play, ELT Document, Games, Simulation and Role- playing, British Council Wwwteachingenglish.org.uk 22 Newmark, L (1991) How not to Interfere with language learning: In the communicative approachto language teaching, C.J.Brumfit and K.Jonhson (Eds.),Oxford: OUP 23 Nunan, D (1989) Designing Tasks for A Communicative Classroom Cambridge: Cambridge University Express 24 Nunan, D (1991) Language teaching methodology: A textbook for teachers Hemel Hemstead: Prentice Hall 25 Oxford Pocket Dictionary of Current English (2015) Oxford: Oxford University Press 26 Pi-Chong, Su (1990) The effectiveness of role-play activities in learning English as a foreign language by Chinese college students Ph.D thesis, University of San Francisco 27 Pre-test Post-test Design Retrieved from 23/07/2013 at: http://explorable.com/pretest-posttest-designs 28 Richards, J C., Platt, J., & Webber.(1985) A dictionnary of applied linguisticts, London: Longman(Eds): In syllabus design, D Nunan(Eds), Hong Kong: OUT, 1991 29 Richards, J.C & Rodgers, S (2001) Approaches and Methods in Language Teaching 2nd edition: Cambridge University Press 30 Richards, J and W Renandya (2002) Methodology in Language Teaching 79 Cambridge: Cambridge University Press 31 Scacella, R.C and R.C and R.L Oxford.(1992) The tapestry of language learning : The individual in the communicative classroom.Oxford: Heinle and Heinle 32 Scrivener, Jim 2005 Learning teaching Oxford: Macmillan Publishers Ltd 33 Sharma, Y (2002) Effectiveness of role play techniques in teaching communicative functions An unpublished M.Ed thesis, Kathmandu Tribhuvan University 34 Thornbury, Scott 2006 How to teach speaking London: Pearson Education Limited Teachers Oxford: Macmillan Heinemann English Language Teaching 35 Ur, P (1996) A Course in Language Teaching Practice and Theory Cambridge Teacher Training and Development Cambridge University Press 80 Appendix I The scores of each student in pretest and posttest of the experimental group Number 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Mean Pro 3 4 4 2.5 2.5 3.5 3.5 2.5 3.5 3.5 2.5 4 3.5 3.5 3.5 3.2 voc 3 3 4 3.5 4 3.5 3.5 2.5 3.5 3.5 3.5 2 3 3 3.5 3 3.5 3.5 3.2 Pretest Flu Gra 3 3 2.5 3 2 3 3 4 2.5 2.5 5 4.5 2 4.5 3.5 3 3 3.5 2 1 2.5 3 2.5 2 3.5 3.5 2.5 2.5 3 3.5 3.5 3.5 3.0 2.9 com total 70 60 75 50 2.5 60 50 50 60 55 50 80 80 60 50 90 4.5 90 50 4.5 90 80 60 50 45 60 70 60 60 30 40 25 90 55 70 60 45 70 3.5 65 3.5 65 60 70 3.5 70 3.1 6.2 81 pro 3.5 4 3.5 2.5 4 4 3.5 2.5 3.5 4 2.5 3 3 3.5 3.5 3.5 3.5 3.5 4.5 3.5 voc 3.5 2.5 4 3 2.5 4 3.5 4.5 2.5 2.5 4.5 3 2.5 2.5 4.5 3 3 3.5 3.5 3.5 3.5 3.5 3.5 Posttest Flu Gra 4.5 3.5 3.5 3.5 4.5 3.5 3.5 4 3 3.5 5 4.5 3.5 4.5 5 4.5 3.5 4.5 4.5 4.5 4.5 3 2.5 2.5 3.5 2.5 3.5 3 3.5 2.5 2.5 2 2.5 1.5 5 3.5 3 3 4 2.5 2.5 2.5 2.5 4.5 4.5 4.5 3.7 3.3 Com 3.5 3.5 2 3 2.5 4 2.5 5 4.5 4.5 2.5 4 3 1.5 4.5 3 4.5 3.5 3.5 3.5 3.4 Total 75 70 80 65 65 65 65 70 65 60 75 90 80 55 95 10.0 80 95 90 65 55 55 75 65 60 60 50 45 40 95 65 75 65 55 80 75 70 70 70 80 6.8 Appendix II The scores of each student in pretest and posttest of the control class Number 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Mean Pro 3.5 3.5 3 3.5 3.5 4.5 3.5 3.5 3.5 2.5 4.5 3.5 2.5 4.5 3.5 2.5 3.5 3.5 3.5 3.5 3.5 2.5 1.5 4.5 2.5 3.5 2.5 4.5 3.5 3.5 3.5 3.5 3.4 voc 3.5 4.5 3.5 3.5 4.5 4.5 4 3.5 3.5 3.5 2.5 2.5 3.5 4.5 3.5 2 3.5 3.5 4.5 3.5 3 3.5 3.5 3.5 Pretest Posttest flu Gram com Total pro voc flu gram Com Total 3 50 4 3 70 3.5 3.5 75 4.5 3.5 4.5 4.5 80 3.5 60 3 65 3 60 3 2.5 65 3.5 3.5 3.5 75 4 80 3.5 3.5 70 3.5 3.5 4.5 3.5 3.5 75 55 3 3.5 2.5 60 3.5 3.5 70 2.5 3.5 3.5 3.5 70 5 10.0 4.5 4.5 95 3.5 3.5 80 4.5 4.5 3.5 90 3 60 3 4 65 2 50 2.5 3.5 2.5 60 3.5 3.5 80 4 3 70 3.5 4.5 80 4 4 80 4.5 4.5 95 4.5 5 5 10.0 2.5 55 2.5 3 55 3.5 95 5 4.5 95 3.5 3.5 70 4 3.5 70 2 55 3 65 4.5 4.5 90 5 4.5 4.5 4.5 95 4 90 4 4.5 4.5 4.5 90 3.5 3.5 70 4 3.5 70 2 50 2.5 2.5 55 2.5 50 2.0 2.5 3.5 2.5 2.5 55 3.5 3.5 70 4.5 3.5 2.5 75 3.5 3.5 90 3.5 3.5 3.5 3.5 4.5 90 5 90 4.5 4.5 4.5 4.5 90 3.5 60 3 3.5 2.5 60 2 50 25 2.5 50 2 40 3 2 50 1 25 2.5 2.5 1.5 1.5 40 90 4.0 4.5 95 2.5 3 60 2.5 3.5 65 4.5 4.5 4.5 90 4.5 5 4.5 9.5 2.5 60 3.5 3.5 3.5 3.5 70 2.5 2.5 50 3 3 55 4.5 4.5 90 3.5 4.5 4.5 4.5 90 3.5 3.5 70 3 2.5 75 2.5 3.5 65 3.5 3.5 2.5 3.5 70 3 60 3.0 3.5 4.5 2.5 65 3.5 3.5 70 3.5 3.5 2.5 4.5 3.5 70 2.5 3.5 70 3.5 3.5 3.5 3.5 75 3.4 3.2 3.2 67 3.6 3.6 3.7 3.4 3.5 69 82 Appendix III The Post-program questionnaire for the experimental students (Vietnamese version) Trong thời gian qua em học nói theo cách mới, học nói qua hoạt động đóng vai Để giúp đánh giá cách day đó, em cho biết ý kiến em cách trả lời câu hỏi sau Vì câu hỏi nhằm mục đích nghiên cứu, câu trả lời em quan trọng cơng trình nghiên cứu nên mong em trả lời suy nghĩ cách đánh dấu tích vào phương án lựa chọn (a, b, c d) chọn (đồng ý, khơng đồng ý khơng có ý kiến) Các liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác Chân thành cảm ơn em Cho biết học tiếng Anh em thấy kĩ khó nhất? a Kĩ nghe b Kĩ nói c Kĩ đọc d Kĩ viết Em học nói tiếng Anh để làm gì? a Để giao tiếp b Để nước c Để đạt điểm cao d Để tìm việc Em thích học nói theo hoạt động đóng vai? a Rất thích b Thích c Thích d Khơng thích Những khó khăn mà em đối mặt học nói với hoạt động đóng vai? a Thiếu vốn từ vựng b Thiếu tự tin c Thiếu kiến thức ngữ pháp d Thiếu kiến thức chủ đề 83 Khi mắc lỗi thầy cô chữa cho em nào? a Thường xuyên b Thỉnh thoảng c Yều cầu bạn khác chữa d Thầy lờ Thầy có hay áp dụng hoạt động đóng vai để dạy nói khơng? a Thường xuyên b Thỉnh thoảng c Hiếm d Không Em đưa ý kiến việc sử dụng hoạt động đóng vai dạy nói tiếng Anh Khơng Đồng đồng ý ý Ý kiến 10 Hoạt động đóng vai tạo cho khơng khí lớp hoc thoải mái Hoạt động đóng vai giúp em chia sẻ ý kiến đóng vai hiệu tích cực Hoạt động đóng vai giúp em nhớ lại vốn từ vững tốt Hoạt động đóng vai giúp em nhớ lại cấu trúc ngữ pháp học từ trước Hoạt động đóng vai giúp em nhớ nội dung kịch, truyện đóng trước Hoạt động đóng vai giúp em nói tiếng Anh chính xác Hoạt động đóng vai giúp em nói tiếng Anh trơi chảy tự tin Hoạt động đóng vai giúp em có động lực học tiếng Anh tốt cách dạy cũ Hoạt động đóng vai giúp em hiểu cách nói tiếng anh bối cảnh khác Em cảm thấy phù hợp với bạn học giỏi học yếu 84 Khơng có ý kiến Appendix IV Pretest THE PRE TEST Speaking test Introduce yourself (Name, date and place of birth, hobby, job in the future….) - What is your name? - Where and when were you born? - What is your favorite hobby? (What you often in free time?) - What will you in the future? Talk about your family (Members in your family, their job and hobby - How many people are there in your family? - What does your father do? (What is your father‟s job?) (Mother, sister, brother ……) Do you like learning English? Why and why not? Appendix V Posttest POST TEST Speaking test Introduce yourself (Name, hobby.) - What is your name? - What is your favorite hobby? (What you often in free time?) Act out the dialogue Have students in pairs to take role, a salesman (salesgirl) and a customer The customer wants to buy some things (food, books, clothes… ) Act out the dialogue between two characters (Students can take turns to speak.) The teacher calls on each pair to speak in front of class Let other students comment The teacher gives feedback and marks 85 ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGO THI CHUNG USING ROLE PLAY TO IMPROVE EFL 11th GRADERS’ SPEAKING SKILL IN MIXED LEVEL CLASSES Theory and Methodology... of role play in speaking activities 18 2.2.3 Types of role play 19 2.2.4 Advantages of using role- play in a speaking class 21 2.2.5 Disadvantages of using role play in a speaking. .. activities to be presented in EFL classrooms in order to enhance 11th graders‟ speaking skill in mixed level classes 2.2.2 The importance of role play in speaking activities Role play is an important