Enhancing third year non english major students’ participation in speaking lessons through collaborative activities at kiengiang vocational college

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - TRƯƠNG THỊ TỐ TRANG Enhancing third-year non-English major students’ participation in speaking lessons through collaborative activities at Kiengiang vocational college MASTER’S THESIS IN EDUCATION Nghe An, 2017 i MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - TRƯƠNG THỊ TỐ TRANG Enhancing third-year non-English major students’ participation in speaking lessons through collaborative activities at Kiengiang vocational college Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Lê Văn Canh, Assoc Prof.Ph.D Nghệ An, 2017 ii STATEMENT OF AUTHORSHIP I certify that the thesis entitled “Enhancing third-year non-English major students’ participation in speaking lessons through collaborative activities at Kiengiang vocational college” is the result of my own work, and that the thesis or my any parts of the same has not been submitted to any college or institution Kiengiang, May 2017 Author’s signature Trương Thị Tố Trang iii ABSTRACT Nowadays it is not daring to say that the ability to speak at least one foreign language is a necessity “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999: 71) The world has become smaller It is said it has turned into the size of the so-called “global village” We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997: 3) Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes Therefore learning a second language has become a means of keeping up with the pace of the rapidly changing world Students' participation in classroom activities has been a center of various TEFL research They have already found out a variety of factors that hinder the participation of students in speaking lessons In general, these factors can come from teachers' side, students' side and others' side including classroom conditions, types and contents of activities, etc Despite the great importance of learners' participation, many teachers have not paid enough attention to increase student' involvement in the lessons This study is implemented to investigate the factors on the students' side that affect their participation in speaking activities The subjects of the study are the third year English non-major students at Kiengiang Vocational College The results from survey questionnaires and classroom observations show that learners' factors have been regarded as important factors impacting on the participation in speaking sessions Also, the researcher analyzed some effective activities to help the teachers increase students' involvement in teaching English speaking In addition, implications and suggestions for further research are made with the hope for better methods to help teachers reduce students' negative effects of these factors during the process of learning speaking English iv This has given me the desire to conduct “Enhancing third-year non-English major students’ participation in speaking lessons through collaborative activities at Kiengiang vocational college” v ACKNOWLEGDEMENTS During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people First and foremost, I wish to express my deepest gratitude to my supervisor, Assoc.Prof Dr Le Van Canh, who allows me to draw fully on his wisdom and experience in implementing this study His guidance, encouragement and invaluable detailed critical feedback have been most generous I would like to convey my thanks to all my teachers of the Post graduate course whose fundamental knowledge about language teaching and learning is of great importance to the achievement of my academic study It is my pleasure to acknowledge my debt to the Board of Management of Foreign Languages Department for their support and the favorable conditions they have granted me during my study I would also like to take this opportunity to express my deepness thanks to all the teachers and colleagues for their help in completing the survey questionnaires, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me Finally, I owe a great debt of gratitude to my parents, my husband whose loving support has been encouraging me to fulfill this thesis successfully vi LIST OF ABBREVIATIONS ESL: English as a Second Language CL: Cooperative learning/ Collaborative learning CLL: Collaborative language learning CA: Collaborative activities ESP: English for Specific Purposes L2: The second language vii LIST OF FIGURES Figures Page Figure Students' learning style 46 Figure Students' attitudes towards speaking English 48 in speaking lessons Figure Students' motivation 50 Figure Students' levels of English proficiency 52 Figure Students' personality 54 Figure Students' anxiety 56 Figure Students' gender differences 59 Students' perception of speaking activities after the Figure action plan Students' on-task behavior before and after the Figure action plan Students' interaction in a 10-minute speaking Figure 10 group work before and after the action plan Figure 11 Students' interaction in a 50-minute speaking lesson before and after the action plan viii 71 72 73 74 LIST OF TABLES Table Students‟ interaction in lesson 62 Table Students‟ interaction in lesson 66 Table Students‟ interaction in lesson 67 Table Students‟ interaction in lesson 68 Table Students‟ interaction in lesson 68 Table Students‟ interaction in lesson 10 69 ix LIST OF DIAGRAMS Operation of the Affective Filter (Krashen, 1987: p.39) Diagram 16 x S8 S9 S10 S11 S12 S13 S14 Appendix D: Students’ interaction self-report Please tick in front of letter a, b, c, d or e about your interaction in speaking English in the lesson you have just attended Don't need to write your name, please answer as task is done only with the hope to honestly as possible This increase your participation in speaking English.Thank you very much in deed You are: A male B female The number of times you interacted (spoke) with your friends and your teacher in a 10-minute group work a less than twice b or times c or times d more than times The number of times you spoke English in a 50-minute speaking lesson a less than twice b or times - 95 - c or times e or times f more than times Appendix E: Speaking lesson plan – Lesson (Pre-action stage) Lesson plan – Lesson Teacher: Truong Thi To Trang Lesson title: House and accommodation Time: 50 minutes Number of students: 40 Level of students: Pre-Intermediate Objectives: By the end of the lesson, students will be able to: - Learn and use common words related to homes and buildings - Describe specific features of the house, rooms and furniture - Use adjectives and comparative sentences to describe and compare rooms and furniture in the house Teaching materials: - Chalkboard/ dry erase board - Text book: English for the global Workplace - Computer and projector - Additional Pictures - 96 - Procedure: Stages Warm Up Preview Introduction Stages Presentation Teacher’s activities Students’activities - Greeting - Greeting - Ask students how they are and - Answer the teacher's ask them about the initial lecture questions - Hold up some pictures of different types of houses and ask students which one they prefer to stay at Ask them the reason for their choices - Explain that the class will be practicing describing and listening Teacher’s activities for descriptions of houses and things within the rooms - Explain that by obtaining these skills they will be able to describe things, and other benefits/ uses of the skill - Give students some essential vocabulary Rug Bathroom Modern Butter Cabinet Convenient Knife towel rail Convenient Drawer Microwave Cozy Dressing sink clean Table drain board simple Hanger comfortable small Soft - Give students some useful structures to describe and compare are things - 97 - Time 3' - Answer the teacher's questions - Listen to the teacher 2' Students’activities Time - Listen to the teacher and give questions if there are any difficulties 5' 10' S + be + adj E.g.: My living room is large and clean There + be + number + n(s) E.g.: There are three bed room in her house S1 + (to) be + ajd-er + than S2 more + adj E.g.: The T.V in my room is smaller than the one in my parents‟ room S + (to) be + the + adj-est/ most +adj E.g.: My room is the most comfortable - After presenting, ask one student - Stand up and give examples stand up and give an example based on these structures about one structure that they have learnt Check and give feedback Stages Practice Teacher’s activities Students’activities - Work in groups of and - Have the class split into groups practice describing the given of pictures - Give each group several - Come to the front class and pictures cut from magazines describe the pictures Give all the groups instruction Each group will choose some pictures to describe At least each member of the group describes one picture Walk around the class and observe students‟ working Ask or students in different groups to come to the front class and describe pictures when showing them Check the work and give comment Ask students to work in Work in pairs and practice pairs - 98 - Time 10' 10' 5' Review Each student takes turn to describe their dream house or rooms The other take note about this description and vice versa Walk around the class, observe all the groups Have students come to the - Come to the front class and front class and talk about their speak partners‟ dream house or room Check students‟ work and give comment Ask students to describe their - Listen to the teacher houses and specific rooms to another student at home and before the next class period Appendix E.1: Additional pictures - 99 - 3' 2' - 100 - - - 100 - 102 - Appendix F: Speaking lesson plan – Lesson (Action stage) Lesson plan – Lesson Teacher: Truong Thi To Trang Lesson title: Jobs Time: 50 minutes Number of students: 40 Level of students: Elementary Objectives: By the end of the lesson, students will be able to: - Use various adjectives and structures to describe about jobs Teaching materials: - Chalkboard/ dry erase board - 103 - - Text book: english for the global Workplace - Computer and projector - Additional Pictures Procedure: Stages Warm Up Preview Introduction Teacher’s activities Students’activities - Greeting - Greeting - Ask students how they are and - Answer the teacher's ask them about the initial lecture questions Ask sts to give some nouns to give one adjective to describe the jobs - Explain that the class will be practicing describing and listening for descriptions of job Presentation - Explain that by obtaining these skills they will be able to describe things, and other benefits/ uses of the skill - Give students some Stages Teacher’s activities - Listen to the teacher 2' - Listen to the teacher and 5' give questions if there are any difficulties - 104 - 3' Answer the teacher's questions Give name of jobs Students’activities essential vocabulary Time Time Nurse teacher doctor Petrol attendant accountant Fireman barman pilot Undertaker journalist Practice Table drain board simple Hanger comfortable small Soft - Give students some useful structures to describe and compare are things S + be + a/an+ noun E.g.: I am a teacher S + (to) be + a/an + adj + n E.g.: Tom is a brilliant student - After presenting, ask one student stand up and give an example about one structure that they have learnt Check and give feedback -Ask students to complete worksheet in minutes to check their understanding - Give students the answers - Work in pair - Give students worksheet 1, ask them to complete the task in minute - After that, call some students come to the front class to talk about his/her partner, however, not in role of that partner Check the work and give comment Ask students to work in pairs Each student takes turn to describe their job The other take - 105 - 10' - Stand up and give examples based on these structures - Complete worksheet in minutes - Listen and check - Work in pairs - Complete worksheet 10' 5' Come to the front class and speak Work in pairs and practice 10' Stages Review Teacher’s activities Students’activities note about this description and guess Walk around the class, observe all the groups Have students come to the front class and talk about their - Come to the front class and partners' job speak Check students' work and give comment Ask students to describe their - Listen to the teacher parents' job before the next class period - 106 - Time 3' 2' Appendix F.1: Additional material of lesson 11 JOBS Accountant: kế toán viên Actor: nam diên viên Actress: nữ diễn viên Architect: kiến trúc sư Artist: họa sĩ Assembler: công nhân lắp ráp Babysitter: người giữ trẻ hộ Baker: thợ làm bánh mì Barber: thợ hớt tóc 10 Bricklayer / Mason: thợ nề, thợ hồ 11 Businessman: nam doanh nhân 12 Businesswoman: nữ doanh nhân 13 Butcher: người bán thịt 14 Carpenter: thợ mộc 15 Cashier: nhân viên thu ngân 16 Chef / Cook: đầu bếp 17 Construction worker: công nhân xây dựng 18 Custodian / Janitor: người quét dọn 19 Engineer: kỹ sư 20 Factory worker: công nhân nhà máy 21 Farmer: nơng dân 22 Fireman/ Firefighter: lính cứu hỏa 23 Fisher: ngư dân 24 Foreman: quản đốc, đốc công 25 Gardener/ Landscaper: người làm vườn 26 Garment worker: cơng nhân may 27 Hairdresser: thợ uốn tóc 28 Journalist/ Reporter: phóng viên 29 Lawyer: luật sư 30 Manager: quản lý 31 Policeman: cảnh sát 32 Musician: nhạc sĩ 33 Pharmacist: dược sĩ - 107 - 34 Supervisor: người giám sát, giám thị 35 Tailor: thợ may 36 Truck driver: tài xế xe tải 37 Vet/ Veterinarin: bác sĩ thú y 38 Waiter/ Server: nam phục vụ bàn 39 Waitress: nữ phục vụ bàn 40 Welder: thợ hàn 41 Bartender: người pha rượu 42 Hair Stylist: nhà tạo mẫu tóc 43 Janitor: quản gia 44 Maid: người giúp việc 45 Miner: thợ mỏ 46 Plumber: thợ sửa ống nước 47 Taxi driver: tài xế Taxi 48 Electrician: thợ điện 49 Fishmonger: người bán cá 50 Nurse: y tá 51 Reporter: phóng viên 52 Technician: kỹ thuật viên 53 Teacher/ Instructor: giáo viên 54 Receptionist: nhân viên tiếp tân 55 Secretary: thư ký 56 Travel agent: nhân viên du lịch 57 Doctor: bác sĩ 58 Dentist: nha sĩ 59 Painter: thợ sơn 60 Pilot: phi công Appendix F.2: Worksheet Look at the description of the jobs and guess the name of the jobs WORKSHEET 1 Looks after money 11 builds bridges Flies plane 12 cuts your hair Writes for newspapers 13 looks after books Fights fires 14 works in an office Manages funerals 15 works with wood Looks after people in hospital 16 fixes your electric light Serves petrol 17 writes music, create songs Serves drinks 18 tends the garden cooks the food 19 .knows all about history 10 looks after your teeth 20 .knows all about legal matters I prepare food for customers in a restaurant Who am I? So You are a cook Appendix F.3: Worksheet - cviii - WORKSHEET Fill in the gaps to describe your classmate next to you, and then make a small interview with his/ her Tick the box whether the description is true or false Use: extremely/ very/ quite/ a little/ not very/ not … at all I think you are ……………… … a teacher……………… True False I think you are ……………………a pilot……………… True False I think you are …………… … a fireman……………… True False I think you are ……………….… a nurse…………………… True False I think you are …………… … a plumber………………… True False I think you are ……………… …a waiter………………… True False I think you are ………… …a petrol attendant………… True False I think you are ………… …… a worker…… .… True False I think you are ………………….an accountant…………… True False True I think you are ………………… a journalist…………… False point for “TRUE” - cix - score … /10 ... STATEMENT OF AUTHORSHIP I certify that the thesis entitled ? ?Enhancing third- year non- English major students’ participation in speaking lessons through collaborative activities at Kiengiang vocational. ..MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - TRƯƠNG THỊ TỐ TRANG Enhancing third- year non- English major students’ participation in speaking lessons through collaborative activities. .. to investigate the factors on the students' side that affect their participation in speaking activities The subjects of the study are the third year English non- major students at Kiengiang Vocational