Using dialog memorization to improve efl students’ speaking skil

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DO THI VY HANH USING DIALOG MEMORIZATION TO IMPROVE EFL STUDENTS’ SPEAKING SKILL MASTER’S THESIS IN TESOL Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DO THI VY HANH USING DIALOG MEMORIZATION TO IMPROVE EFL STUDENTS’ SPEAKING SKILL Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8.14.01.11 MASTER’S THESIS IN TESOL Supervisor:Dr Nguyen Xuan Binh Nghe An, 2019 I STATEMENT OF AUTHORSHIP I certify that my thesis title: “Using dialog memorization to improve EFL students’ speaking skill” is the result of my own research The data collection and findings discussed in the research are true, used with permission from associates and have not been published elsewhere Nghe An, July 14th, 2019 The author Do Thi Vy Hanh II ACKNOWLEDGMENT In the process of completing my graduation paper, I have received a great deal of help, guidance and encouragement from teachers and students at Nguyen Trai high school, friends and my family I would like to express my deepest gratitude to my supervisor, Dr Nguyen Xuan Binh, for his invaluable guidance, criticism and his encouragement in the process of completing my thesis I would like to show my gratitude to all readers and the staff of the Department of Post- Graduate Studies, Vinh University, for their useful lectures and guidance during my study at the Institution I truly wish to thank all the colleagues and the students at Nguyen Trai high school for their assistance and co- operation in giving me valuable information Especially, I thank to my family, especially my parents and my husband whose continuous encouragement support and helped me pass through insurmountable difficulties during my thesis Finally, I am grateful to send my sincere wishes for health and success in work to leadership of Vinh University as well as all of teachers in Foreign Languages Department III ABSTRACT Using diolog memorization technique is an effective way that helps to increase students' interest in learning speaking When applying dialog memorization, students are practiced the dialogues many times through teacher’s instruction Therefore, they can be activated to talk as more as possible The study about applying dialog memorization in increasing students' interest in learning speaking is carried out to identify how students interest in learning speaking as well as dialog memorization technique Data used for analysis in this thesis mainly collected through pre- test and post- test speaking, survey questionnaires of two classes whose teachers have applied this technique and through direct interviewing One of the prominent results from data analysis is that students at Nguyen trai High school really interest in learning speaking whenever applying dialog memorization The usefulness and difficulties of applying this technique are concentrated in this thesis Some solutions for overcoming these difficulties are also suggested IV LIST OF TABLES Table Pre- test and post- test topics for speaking 41 Table Scoring rubric of speaking performance 42 Table 3 Speaking test topics in another context 46 Table 4.1 The mean score and standard deviations of participants’ pre- test in the experimental group and the control group 50 Table 4.2 The mean score and standard deviations of participants’ post- test in the experimental group and the control group 53 Table 4.3 The mean score and standard deviations of participants’ pre- test, post- test and another context-test in the experimental group 59 V LIST OF FIGURES Figure 4.1 Pre- test results of the experimental group and the control 49 Figure 4.2 Pre- test results of the control group 49 Figure 4.3 Pre- test results of the experimental group 50 Figure 4.4 Post- test results of the experimental group and the control group 51 Figure 4.5 Post- test results of the control group and the experimental group 52 Figure 4.6 Students’ attitude toward learning English speaking 54 Figure 4.7 Students’ opinions toward the role of speaking English as a foreign language 54 Figure 4.8 Students’ attitude toward the speaking lessons with dialog memorization 55 Figure 4.9 Students’ improvement after the use of dialog memorization in speaking lessons 56 Figure 4.10 Students’ opinions about the advantages of dialog memorization in English speaking lessons 56 Figure 4.11 Speaking test in another context results of the experimental group 58 Figure 4.12 Students’ opinion about applying dialog memorization into another context 60 VI TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP I ACKNOWLEDGMENT II ABSTRACT III LIST OF TABLES IV LIST OF FIGURES V TABLE OF CONTENTS VI CHAPTER 1-INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.3 Significance of the study 1.4 Research questions 1.5 Scope of the study 1.6 Organization of the study CHAPTER 2-LITERATURE REVIEW .6 2.1 Speaking skill in the classroom 2.1.1 Definitions of speaking 2.1.2 Function of speaking 2.1.3 Factors affecting students' speaking 2.1.4 Difficulties that teacher is facing while teaching speaking skill 12 2.1.5 Strategies for successful speaking skill 13 2.1.6 Activities to improve speaking 20 2.1.7 Speaking process 23 2.2 Theoretical basis of dialog memorization 27 2.2.1 Definitions of dialog memorization 27 2.2.2 Benefits of dialog memorization 29 VII 2.2.3 Dialog memorization strategies 31 2.2.4 Teaching dialog memorization procedure 31 2.2.5 The benefits of using dialog memorization in the classroom 32 2.2.6 Dialog memorization as speaking activity 33 2.2.7 Dialog memorization as an English speaking teaching technique with high school students 35 2.3 EFL learners’ difficulties in learning to speak English 35 CHAPTER 3-RESEARCH METHODOLOGY .38 3.1 Research participants 38 3.2 Research method 39 3.3 Research procedure 39 3.4 Date collection instruments 40 3.4.1 Speaking test (pre- test and post- test) 40 3.4.2 Survey questionnaire 44 3.4.3 Semi- structured interview 45 3.4.4 Speaking test in another context 45 3.5 Data analysis methods 46 3.5.1 Quantitative data analysis 46 3.5.2 Qualitative data analysis 46 CHAPTER 4-FINDINGS AND DISCUSSION .48 4.1 Results 48 4.1.1 Pre- test results 48 4.1.2 Post- test results 51 4.1.3 Pre- questionnaire 53 4.1.4 Post- questionnaire 55 4.1.5 Students’ attitude toward studying English speaking skill through the use of dialog memorization 57 4.1.6 The result of applying dialog memorization in another context 58 VIII 4.2 Discussions 60 4.2.1 Improvement of EFL students’ English speaking skills through the use of dialog memorization at Nguyen Trai high school 61 4.2.2 High school students’ opinions toward learning speaking skill through dialog memorization 62 4.2.3 The limitations when using dialog memorization 62 CHAPTER 5-CONCLUSION 64 5.1 Summary of the findings 64 5.2 Recapitulation 65 5.3 Recommendations 65 5.4 Suggestions for further study 66 REFERENCES 68 APPENDIX 70 APPENDIX 71 APPENDIX 72 APPENDIX 74 APPENDIX 76 APPENDIX 78 APPENDIX 79 APPENDIX 80 66 (1) Teachers of English are recommended to think of implementing new technologies to enhance their students’ improvement mainly speaking skill (2) More attention should be paid to the different speaking skills and how to create real- life situations in order to facilitate the teaching process (3) Teacher of English are also required to get the benefits from the attractiveness of the social media to develop their learning of the English language skills (4) Teacher should combine the dialog memorization technique with other methods and techniques so that the students can make better conversation in another context (5) Teachers of English are also recommended to motivate students’ learning using internal and external incentives (6) More training courses should be offered to teachers for self- development on teaching methodology (7) Teachers of English should organize special programs for the low- achievers (8) The English competition for students should be created for students to stimulate their use of English 5.4 Suggestions for further study The following recommendations based on the results of this study are proposed for the future The research on using dialog memorization should be conducted in classroom because of its easy usage The students only memory the dialogues and repeat them It would be useful to apply repetition for students They will remember the forms as follows: Grammar, vocabulary and accent Moreover, they develop their comprehension skill and pronunciation Particularly they present their speaking fluency and confidently 67 Furthermore, further studies could be conducted on dialog memorization strategy to develop other language skills such as: writing, reading and listening and even language focus Additionally, it would be great if we could investigate the effect of the strategy on the students’ speaking anxiety However, this technique don’t help all students communicate naturally in another context, so in order to help students improve their English speaking skill perfectly, teachers should combine this technique with other methods such as: using substitution technique or giving vocabulary, grammatical structure and expression relating to the topics that they will make conversations In summary, the researcher discussed the findings of the study in which it was proved that dialog memorization strategy had an effect on the students’ speaking skill It was also proved that dialog memorization had considerable effect on students’ attitude towards English language speaking has been positively changed thanks to the experimental course of using dialog memorization 68 REFERENCES [1] Adamson, H.D (1990) ESL students' use of academic skills in content courses English for Specific Purposes, 40(1), 75-76 [2] Alonso, A Rosa (2014) Teaching Speaking: An Exploratory Study in Two Academic Contexts Porta linguarum, 22 [3] Bilbrough, Nick (2007) Dialogue Activities: exploring spoken interaction in the language class New York: Cambridge University Press [4] Brown, H Doughlas (1994) Teaching by principles: An Interactive approach to language pedagogy Englewood Cliffs NJ Prentice Hall Regents [5] Brown, H Doughlas (2004) Language Assessment Principle and Classroom Practices San Francisco State University: Longman [6] Bums, A & Joyce, H, (1997) Focus on speaking Sydney: National Center for English Language Research [7] Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon [8] Donn Byrne (1976) Teaching oral English, Longman handbooks for language teachers [9] Duong Thi Hoang Oanh and Nguyen Thu Hien: TESL-EJ ( Memorization and EFL Students’ Strategies at University Level in Vietnam ) Volume 10 No September 2006 [10] Horwitz, Elaine K., & Horwitz, Michael B (1986) Foreign Language Classroom Anxiety Joann Cope Source: The Modern Language Journal, Vol 70, No (Summer, 1986), pp 125-130 [11] Kovecses, Z & Szabo, P (1995) Idioms: A view from cognitive semantics Budapest: Loivos Lorand University [12] Larsen, D & Freeman (2000) Techniques and principles in language learning (2nd ed) China: Oxford University Press 69 [13] Margie S Berns (1984) Initiatives in Communicative Language Teaching A Book of Readings [14] Margie S Berns (1984) Communicative Language Teaching: An Introduction and Sample Activities ERIC Digest [15] Nguyen Bang, Nguyen Ba Ngoc (2002) A Course In TELF Theory and Practice I Hanoi [16] Nguyen, T N (2008) The Project entitled "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" Retrieved from http://jpf.org.vn/LinkClick.aspx [17] Nunan, D (1999) Second Language Teaching & Learning USA: Heinle&Heinle Publisher [18] Richards, Jack C & Rodgers, Theodore S (2001) Approaches and method in language teaching Cambridge: Cambridge University Press [19] Thornbury, S (2007) How to Teach Speaking Harlow: Pearson Education Limited [20] Tillitt, B & Bruder, M.N (1985) Speaking Naturally Student’s Book: Communication Skills in American English Cambridge University Press 70 APPENDIX Pre- test and post- test topics for speaking Greeting Discussion about Post office (Ask and answer about one of the services at post office) Volunteer (Ask and answer about volunteer work that students have participated in) Celebration(Ask and answer about the festival such as: Tet holiday, thankgiving, valentine’s day or mid- autumn festival) Closing conversation 71 APPENDIX Speaking test topics in another context Greeting Discussion about Direction (Ask and answer about the way to go to somewhere such as: Market, air port or post office) Restaurant (Ask and answer about services between customers and waiters/ waitresses) Shopping (Ask and answer about the buying and selling at the shoes shop, the clothes shop, the mall or supermarket) Closing conversation 72 APPENDIX Pre- test and post- test of the experimental group Experimental group Pre- test result Post- test result A1 A2 7.5 A3 6.5 A4 A5 7.5 A6 A7 A8 5.5 6.5 A9 6.5 A10 7.5 A11 6.5 A12 6.5 7.5 A13 7.5 A14 8.5 A15 A16 6.5 A17 5.5 6.5 A18 A19 6.5 A20 7.5 A21 A22 73 A23 6.5 8.5 A24 A25 5.5 6.5 A26 5.5 6.5 A27 7.5 A28 6.5 A29 A30 7.5 A31 7.5 A32 A33 6.5 A34 A35 A36 7.5 7.5 A37 6.5 A38 5.5 A39 7.5 A40 7.5 Mean 6.5 7.5 74 APPENDIX Pre- test and post- test of the control group Control group Pre- test result Post- test result B1 6 B2 B3 7 B4 6.5 B5 7 B6 8 B7 7.5 B8 5.5 B9 6 B10 6.5 B11 6.5 B12 7 B13 6.5 B14 7.5 B15 8 B16 5.5 B17 5.5 B18 7 B19 7 B20 7.5 B21 7.5 B22 B23 8 75 B24 5.5 B25 5.5 5.5 B26 5.5 5.5 B27 7.5 B28 6.5 6.5 B29 7.5 B30 7 B31 7.5 7.5 B32 5.5 B33 5 B34 6.5 B35 8 B36 7.5 B37 6 B38 B39 7.5 B40 8 Mean 6.6 6.9 76 APPENDIX Another context- test of the experimental group Experimental Pre- test result group Another test result A1 8 A2 7 A3 5.5 A4 A5 7.5 7.5 A6 8 A7 7 A8 5.5 6.5 A9 6 A10 6.5 A11 6.5 6.5 A12 6.5 A13 7.5 A14 7 A15 7 A16 A17 5.5 5.5 A18 8 A19 6.5 A20 A21 7 A22 6.5 context- 77 A23 6.5 A24 A25 5.5 6.5 A26 5.5 6.5 A27 7.5 A28 6.5 A29 A30 7.5 8.5 A31 7 A32 A33 6.5 A34 5.5 A35 8 A36 7.5 7.5 A37 6.5 A38 5.5 A39 7.5 A40 7 Mean 6.5 7.0 78 APPENDIX RESULTS OF PRE- QUESTIONNAIRE Question 1: What you think about learning speaking English? Options Number of students Percentage Very important 31 77.5% Important 22.5% Not very important 0% Not important at all 0% Question 2: I believe that speaking English as a foreign language is important to know more about people, countries and cultures? Options Number of students Percentage Yes 40 100% No 0% 79 APPENDIX RESULTS OF POST- QUESTIONNAIRE Question 1: Do you like the speaking lessons with Dialog memorization? Options Number of students Percentage Very much 35 87.5% Yes 12.5% Not much 0% Not at all 0% Question 2: Do you think your English speaking skills have improved? Options Number of students Percentage Yes 40 100% No 0% Question 3: In your opinion, what are the advantages of Dialog memorization in English speaking lessons? (You can choose more than one) Options Number of students Percentage Improving speaking 34 85% English skill fluently and confidently Developing their 31 77.5% communicative intents Using language 37 92.5% communicatively Others………… 0% Question 4: After applying Dialog memorization, can you perform conversations in another contexts confidently and fluency? Options Number of students Percentage Yes 20 50% No 20 50% 80 APPENDIX Question: Semi- structured interview questions for students In your opinion, you think your English speaking skills have improved after your teacher used the pictures to teach speaking skill? ... techniques to develop students’ speaking skill Dialog memorization technique in teaching English is considered as speaking activity because it could improve students’ speaking skill According to Brown... about speaking because dialog memorization influence to students’ speaking skill in pronunciation, grammar, vocabulary and fluency Dialog memorization influence to students’ pronunciation thank to. .. Improvement of EFL students’ English speaking skills through the use of dialog memorization at Nguyen Trai high school 61 4.2.2 High school students’ opinions toward learning speaking skill