Using peer interaction activities to teach english speaking skill in the tenth form class = sử dụng các hoạt động tương tác giữa học sinh lớp 10 để dạy kỹ năng nói tiếng anh

VINH UNIVERSITY DERPARTMENT OF FOREIGN LANGUAGES ************ NGUYỄN THỊ HÀ GIANG USING PEER INTERACTION ACTIVITIES TO TEACH ENGLISH SPEAKING SKILL IN THE TENTH FORM CLASS (SỬ DỤNG CÁC HOẠT ĐỘNG TƯƠNG TÁC GIỮA HỌC SINH LỚP 10 ĐỂ DẠY KỸ NĂNG NÓI TIẾNG ANH) GRADUATION THESIS Field: English Teaching Methodology VINH 2011 i ACKNOWLEDGEMENTS For the completion of the study, I had been fortunate to receive invaluable contributions from many people First of all, I especially would like to express my deepest thanks to my supervisor, Mrs Nguyen Thi Van Lam, M.A for her useful instructions, advice and comments, without which the study would not have been completed My profound thanks also go to all of my teachers from the Department of Foreign Languages at Vinh University, who have given me expert guidance and favorable conditions for the completion of the work I am deeply thankful to all the English teachers and students at Nguyen Du High School Thanks to their help, I could finish the survey used for my study I am really in debt to my beloved family, sweetheart and friends for their help and encouragement during the process of writing this research Though the study has been done with all my attempts, my limitation of ability and knowledge may cause mistakes in the work Therefore, all comments and remarks on the study would be highly appreciated Vinh, May 2011 Nguyen Thi Ha Giang ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS i TABLE OF CONTENTS ii TABLES AND CHARTS v PART I INTRODUCTION 1 Justification of the Study Aims and Objectives of the Study Methods of the Study Scope of the Study Format of the Study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Speaking Skill in Second Language Learning 1.1.1 Speaking Skill 1.1.2 Characteristics of a Successful Speaking Activity 1.1.3 Problems with Speaking Activities and Solutions 1.1.3.1 Problems 1.1.3.2 Solutions 1.2 Interactionism 1.2.1 The Interactionist Position 1.2.2 Interaction in Second Language Learning 1.2.2.1 Roles of Interaction in Second Language Learning 12.2.2 Types of Interaction 1.2.2.2.1 Learner-Content Interaction 1.2.2.2.2 Learner-Instructor Interaction 10 1.2.2.2.3 Learner-Learner Interaction (or Peer Interaction) 10 1.3 Peer Interaction in English Class 11 1.3.1 Communicative Language Teaching 11 1.3.1.1 Types of Learning and Teaching Activities 12 1.3.2 Roles of Peer Interaction Activities in English Class 12 iii 1.3.3 Three Suggestions for Successful Peer Interactions 14 1.3.4 Types of Peer Interaction Activities 15 1.3.4.1 Pair Peer Interaction Activities 15 1.3.4.2 Group Peer Interaction Activities 15 1.3.4.3 Whole Class Peer Interaction Activities 15 CHAPTER 2: REAL SITUATION OF USING PEER INTERACTION ACTIVITIES TO TEACH ENGLISH SPEAKING SKILL IN THE TENTH FORM CLASS 17 2.1 The Survey 17 2.1.1 Objectives of the Survey 17 2.1.2 The Informants and Setting 17 2.1.3 Questionnaire Description 17 2.1.3.1 Questionnaires for Teachers 18 2.1.3.2 Questionnaires for Students 18 2.1.4 The Survey Result 20 2.1.4.1 The Survey Result from Teachers 20 2.1.4.2 The Survey Result from Students 24 2.2 Real Situation of Using Peer Interaction Activities to Teach English Skill in the Tenth Form Class in High School 28 CHAPTER 3: SUGGESTED PEER INTERACTION ACTIVITIES TO TEACH ENGLISH SPEAKING SKILL IN THE TENTH FORM CLASS 31 3.1 Procedures in Organizing a Peer Interaction Activity 31 3.1.1 Pre-activity Stage 31 3.1.1.1 Engage-Instruct-Initiate Sequence 31 3.1.1.2 Grouping Students 32 3.1.2 During-Activity Stage 33 3.1.2.1 The Roles of the Teacher 33 3.1.2.2 Providing Feedback 34 3.1.3 Conclusion Stage 34 3.1.3.1 Stopping the Activity 34 3.1.3.2 Feedback after the Activity 35 iv 3.2 Suggested Peer Interaction Activities to teach English speaking skill in the 10th Form Class 36 3.3 The Reality of the Students‟ Attitude towards Peer Interaction Activities after Participating in 51 3.3.1 The Extra Survey 51 3.3.1.1 Objectives of the Extra Survey 51 3.3.1.2 The Informants and Setting 51 3.3.1.3 Questionnaire Description 51 3.3.1.4 The Extra Survey Results 52 3.3.2 Findings and Discussions 53 PART III: CONCLUSION 54 Recapitulation 54 Suggestions for Further Studies 54 REFERENCES 55 APPENDIX v TABLES AND CHARTS Table 2.1 The Survey Result from Teachers 20 Chart 2.1 The Survey Result from Teachers for Question 21 Chart 2.2 The Survey Result from Teachers for Question 10 22 Chart 2.3 The Survey Result from Teachers for Question 11 22 Chart 2.4 The Survey Result from Teachers for Question 13 23 Table 2.2 The Survey Result from Students 24 Chart 2.5 The Survey Result from Students for Question 24 Chart 2.6 The Survey Result from Students for Question 26 Chart 2.7 The Survey Result from Students for Question 10 27 Chart 2.8 The Survey Result from Students for Question 11 27 Table 3.1 The Survey Result from Students 52 Chart 3.1 The Extra Survey Result from Students for Question 52 vi PART I: INTRODUCTION I Justification of the Study English has been widely used all over the world and become an international language It is, hence, understandable why the demand on English learning is increasing considerably day by day The goal of the language learners has changed and shifted from obtaining language knowledge to achieving the communicative ability in English Educationalist and linguists have made great efforts to find the most appropriate method with the view to enabling language learners to get the most desired results To meet the need, Communicative Language Teaching (CLT) is applied as the dominant method In CLT, the learner's role is more emphasized than in other traditional methods Most of the class-time is devoted to student-student interaction, not teacherstudent interaction As a result, students can participate more actively and they can direct and develop the classroom activities by interacting among themselves while the teacher is a facilitator of the learning process In other words, peer interaction becomes the primary and powerful technique in modern language teaching Additionally, it is believed that like other cognitive development, language proficiency can be obtained through interaction, including peer interaction Peer interaction can provide various learning opportunities Not only more proficient learners assist their peer but mutual assistance among the learners of similar proficiency also occurs Consequently, peer interaction can promote the quality of language learning Besides, speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today‟s world requires that the goal of teaching speaking should improve students‟ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance Therefore, the author has attempted to conduct the study entitled "Using Peer Interaction Activities to Teach English Speaking Skill in the tenth Form Class" to promote an interactive process through which the students could learn from each other through the use of a good selection of interactive class activities Aims and Objectives of the Study The study aims to:  Point out the real situation of using peer interaction activities to teach English speaking skill in the tenth form class in Nguyen Du High School  Provide some suggested peer interaction activities applied within speaking lesson of the new English textbook of the tenth form To achieve these aims, the study answers the following questions:  What is the real situation of using peer interaction activities to teach English speaking skill in the tenth form class?  How can peer interaction activities be used in teaching English speaking skill to the tenth form students? Methods of the Study This study has been conducted with qualitative and quantitative methods It uses the qualitative for get the in-depth knowledge which refer to peer interaction in English teaching and learning Furthermore, it also uses quantitative method to get information about the real situation of English speaking skill teaching and learning in the tenth form class Firstly, the study searches and reviews reference documents relating to the topic Next, it conducts a survey which involves in the tenth form students and teachers at Nguyen Du High School to investigate for their attitude towards speaking skill and their thought about peer interaction in English speaking lessons Finally, the study suggests some peer interaction activities applied within speaking lesson of the English textbook of the tenth form Scope of the Study Due to limitation of time and experience, it is impossible for the author to carry out the study discussing all the matters concerning peer interaction and all the levels of students In this paper, only the most necessary knowledge about peer interaction which is used in language teaching is mentioned and the study focuses on English speaking skill of students of the tenth form in high schools Format of the Study The study consists of three main parts: Part one entitled "Introduction" outlines the background of the study In this part, the author presents the reasons for choosing the topic, the objectives, the methods, the scope and the format of the study Part two with the title "Development" comprises three chapters In Chapter 1, "Theoretical Background", general theoretical of speaking and teaching speaking skill; the definition, the roles and some types of interaction in language learning are provided Moreover, in this chapter, the author focuses on the peer interaction with its roles in English class and some types of peer interaction activities Chapter deals with the investigation of the factual situation of using peer interaction activities in teaching and learning English speaking skill in high schools In Chapter 3, the author gives some suggested peer interaction activities applied within the English textbook of the tenth form Part three is the "Conclusion" in which a brief overview on the achievements of the study is presented together with suggestions for further studies The study ends up with "References" providing a list of sources of materials which are used during the process of writing the study and “Appendix” with the survey questionnaires for teachers and students PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Speaking Skill in Second Language Learning 1.1.1 Speaking Skill There is no point in studying English without practicing speaking it Through speaking, one can express his mind, ideas and thoughts freely and spontaneously To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the target language In psycholinguistic, speaking is a productive language skill It is mental process (O‟Grady, 2000, p.310) Mental process is also called as “a process of thinking” We use words, phrases, and sentences to convey a message to a listener A “word” is the smallest free form (an item that may be uttered in isolation with semantic or pragmatic content) in a language, while a phrase is a syntactic structure that consists of more than one word but lacks the subject-predicate organization of a clause When we combine these words into one group, then it becomes a sentence Many students regard speaking ability as the measure of knowing a language These students define fluency as the ability to converse with others, much more than the ability to read, write or comprehend oral language They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishment in spoken communication (Burnkart, 1998) Generally, students need to recognize that speaking involves three areas of knowledge (Burnkart, 1998):  Mechanics (pronunciation, grammar, and vocabulary): the right words are used in the right order with the correct pronunciation  Functions (transaction and interaction): when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)• Captain C England National Football Team Beckham Goalkeeper Seaman Name Germany National Football Team Won the trophy times (1954, 1974, 1990) More information Coach: Klinsman D England National Football Team Captain Germany National Football Team Ballack Goalkeeper Oliver Name Won the trophy time (1966) More information Coach : Fabio Capello  Before students the task, the teacher asks them to read the handout silently, and then use the suggested questions to have information from theirs partners and answer the partners‟ questions  The teacher and a good student make a conversation as a model for the whole class first  The teacher goes around making sure that all students using English to this task  The teacher calls some pairs to ask and answer  The teacher gives comments 47 Activity 9: Unit 15: Cities Type of interaction: Group and Whole class Peer Interaction Activity: Discussing and Presentation Procedures:  The teacher divides class into group of  The teacher asks students to imagine and discuss on their ideal city Each member of groups must express her/his thought to build the characteristics of an ideal city  The teacher can guide students discuss on some characteristics that they have learned such as: Population, Area, Education and etc  Each group will choose a secretary who will take notes of what they have talked about  The teacher goes around observing, offering help and collecting typical mistakes  The teacher calls on some representatives of some groups to present their reports  The teacher gives general comments and corrects some typical mistakes and errors Sample suggested report: The ideal city A Name: Population: Area: Weather: Culture: Education: Transports: Holidays: Entertainment: Best thing: B 48 Activity 10: Unit 16: Historical Places, Task Type of interaction: Pair Peer Interaction Activity: An Information Gap Instruction: Each student will need to talk to the partner to ask and answer some questions about two historical places, namely Hue Imperial City and Thong Nhat Conference Hall Procedures:  The teacher asks students to close their books and work in pairs The teacher distributes each pair two sets of cards The teacher needs to make sure that students have different Cards A This means if one student already has Card 1A, the other will have Card 2A Handout: Card 1A Card 1B Tell your partner about Hue Ask your partner about Hue Imperial City, using the following Imperial City: information: Hue Imperial City Hue Imperial City - Recognized by UNESCO? - Listed as a World Cultural - Location? Heritage by UNESCO in 1993 - Construction starting and - In Hue city, 654 km from Hanoi ending? and 1701 km from HCM city - Inside? - Construction: started 1805 and - Visiting hours? completed 1832 - Admission? - Comprises sections: the Royal Citadel, the Imperial Enclosure, and the Forbidden Purple City - Open daily - Admission costs 55,000 VND 49 Card 2A Card 2B Tell your partner about Thong Nhat Ask your partner about Thong Conference Hall, using the Nhat Conference Hall: following information: Thong Nhat Conference Hall Thong Nhat Conference Hall - Other name? - Also called Reunification Hall or - Location? Presidential Palace - Construction starting and - In District No1, HCM city, 1,730 ending? km south of Hanoi - Any damage during the war? - Originally built in 1865 and Reconstruction needed? heavily damaged by an air - Inside? bombardment in Feb 1963 - Visiting hours? - Rebuilt and construction - Admission? completed in 1963 - Has floors with 100 beautiful decorated rooms and chambers - Open daily from 7:30 to 11:00 a.m and 1:00 to 4:00 p.m - Admission costs 10,000 VND  The teacher asks students to ask and answer some questions about the places in the cards  The student with Card A will start first and the student with the corresponding Card B will answer  Remember that the purpose of this activity is to create a reason for students to communicate, so the teacher should make sure that students not look at each other‟s card while they talk  The teacher goes around making sure that all students using English to this task  The teacher calls some pairs to perform in front of the class  The teacher gives corrective feedback 50 3.3 The Reality of the Students’ Attitude towards Peer Interaction Activities after Participating in 3.3.1 The Extra Survey 3.3.1.1 Objectives of the Extra Survey After teaching some speaking lessons with many different peer interaction activities, the author carries out this extra survey with the aims of investigating for the students‟ attitude towards those activities This information will help the author to appreciate the effectiveness of peer interaction activities in improving English speaking skill for students 3.3.1.2 The Informants and Setting The subjects of the survey are also 100 students who are learning at class 10A12 and 10A13 at Nguyen Du High School, the same ones who are involved in the previous survey (in chapter II) The author has taught speaking lessons for each class In every lesson, the author tries to use as many peer interaction activities as possible; after these lessons, the author gives some brief explanation about peer interaction activities to the students and carries out the extra survey 3.3.1.3 Questionnaire Description The survey is designed with five questions, which are intended to find out students‟ attitudes towards the students‟ attitude towards peer interaction activities and their thought about the effectiveness of these activities in speaking lessons For the first question, the students show their finding when completing the task after interacting with their classmates For question 2, the author would like to know whether the students like those activities or not Questions and tell us their expectations for activities in speaking lessons The last questions are concerned with their own opinion about applying peer interaction in teaching and learning English speaking skill 51 3.3.1.4 The Extra Survey Results Table 3.1 The Survey Result from Students A(%) a b c d 43 36 21 37 52 11 83 17 81 19 34 62 Q For the first question, 79% of students finding that it is easy or very easy when completing the task after interacting with their classmates However, 21% meet some trouble with these activities Question 3, a vast number of students like peer interaction activities (52%), 37% of students like them very much and only 11 students enjoy them a little Quite pleasantly, all students like those activities For question 3, interestingly enough, most of the students want to have more time to interact with their peer in English speaking lessons, constitute 83% whereas only a very small number of students (17%) not want to have more time for peer interaction activities For the fourth question, 81% of students agree that they speak English more when participating in peer interaction activities 19 students not think so Chart 3.1 The Extra Survey Result from Students for Question 0% 4% 34% Strongly agree Agree Disagree Strongly disagree 62% 52 For last question, 34% students strongly agree with the statement that using peer interaction activities in English speaking lesson is necessary, 62% agree; whereas only 4% disagree It means that a very large number of students think that it is necessary to use peer interaction activities in English speaking lessons 3.3.2 Findings and Discussions After investigating the students by using the extra survey questionnaires, the following findings will show the reality of students‟ attitude towards peer interaction activities after participating in:  Most students like to take part in peer interaction activities and they highly appreciate the effectiveness of these activities  Only a small percentage of students meet some trouble with those activities  Peer interaction must be improved and applied suitably in teaching and learning English, not only speaking skill 53 PART III: CONCLUSION Recapitulation English has been playing a more and more important role in our lives The requirement of English teaching and learning are obviously becoming very different from what they were in the past The goal of English teaching and learning is to train the good English speakers who really have the ability to communicate in English successfully, not simply knowledge of English How to develop students‟ language skills so that they can use English appropriately and naturally in class as well as in daily life is still the biggest concern of both teachers and learners In this study, the author has tried to present her support for peer interaction as very effective activities based on CLT Approach The study deals with the crucial role of interaction in general and peer interaction in particular in language learning Then the important aspects of peer interaction are analyzed Finally, in order to help English teachers easily use peer interaction activities in language class, especially in speaking one, the author gives tips for successful peer interaction activities and suggests some sample of peer interaction activities applied in some specific speaking periods of units within “Tieng Anh 10” In conclusion, peer interaction is a powerful technique in modern language teaching These activities motivate students much and make the good atmosphere in language class Suggestions for Further Studies This study is only concerned with how to use peer interaction activities to teach English speaking skill in the tenth form class There are other interesting dimensions which have not been discovered, hence, the author attempts to provide some suggestions for further studies:  How to use peer interaction activities for 11th form English class  A study on learner-instructor interaction in English class  Using Peer Interaction Activities to Teach English Listening Skill in the tenth Form Class  Some suggested learning and teaching activities based on CLT Approach in the tenth Form Class 54 REFERENCES Allwright, R (1984) The Importance of Interaction in Classroom Language Learning Applied Linguistics, v.5, n.2 Burnkart & Stoval, G (1998) Spoken Language: What It Is and How To Teach It Retrieved April 29, 2010, from http://www.nclrc.org/speking/spindex.htm Burns, A & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research Byrne, D (1991) Techniques for Classroom Interaction Cambridge: Cambridge University Press Gower, R., Phillips, D & Walter, S (1995) Teaching Practice Oxford: Heineman Harmer, J (2001) The Practice of English Language Teaching Longman Hoàng Văn Vân (Ed.) 2006 Tiếng Anh 10 Hà Nội: Nhà xuất Giáo dục Holmberg, B (1986) Growth and Structure of Distance Education London: Croom-Helm Johnson, D W & Roger T J (1991) Learning together and alone: Cooperative, Competitive and Individualistic Learning Boston, MA: Allyn and Bacon 10 Kagan, S (1994) The Structural Approach to Cooperative Learning Educational Leadership, 47, 12-15 11 Moore, M (1989) Editorial: Three types of interaction The American Journal of Distance Education, 3(2), 1-7 12 Nguyen Thi Van Lam & Ngo Dinh Phuong (2006) Language Teaching Theory Vinh University 13 Nguyen Thi Van Lam & Ngo Dinh Phuong (2007) English Teaching Methodology Vinh University 14 Nunan, D & Lamb, C (1996) The Self-directed Teacher Managing the Learning Process Cambridge: Cambridge University Press 15 O‟Grady (2000) Contemporary Linguistic Analysis Copp Clark Ltd 16 Richards, J C & Lockhart, C (1999) Reflective Teaching in Second Language Classroom Cambridge: Cambridge University Press 55 17 Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press 18 Ur, P (1991) Discussion that Work Cambridge: Cambridge University Press 19 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press 20 Vygotsky, L S (1978) Mind in society The Development of Higher Psychological Processes Cambridge, MA: Harvard University Press 56 SURVEY QUESTIONNAIRE (for Teachers) This Survey Questionnaire is designed for the research into "Using Peer Interaction Activities based on Communicative Language Teaching Approach to teach Speaking Skill in the 10th Form English Class" Your cooperation is answering the following questions is highly appreciated This is for the study purpose only and you can be sure that you will not be identified in any discussion of the data Thank you for your assistance! Please circle the letter a, b, c, d, e where appropriate For a certain number of questions, you can not circle more than one How long have you been teaching English? a - years b - 10 years c 11 - 15 years d more than 15 years How important of you fing English speaking skill? a Very important b Important c Quite important d Not important at all How long you let your students practice speaking skill in a 45-minute-lesson? a Less than 10 minutes b 11 – 20 minutes c 21 – 30 minutes d More than 30 minutes On average, how many activities of the speaking section you use in the textbook? a None b c d e More than On average, how many different activities outside the textbook you use? a None b c d e More than Have you ever used the activities which not help students to complete the tasks in textbook? a Yes b No Which kind of extra activities you use? You can circle more than one answer a Learner – teacher interaction b Learner – content interaction c Learner – learner interaction (or peer interaction) Do you think Peer Interaction is important in English Speaking Lesson? a Very important b Important c Quite important d Not important How often you use Peer Interaction Activities in English Speaking Lesson? a No activity b activity per lesson c activities per lesson d activities per lesson e More than activities per lesson 10 Which type of Peer Interaction you use most often? a Whole class Peer Interaction b Group Peer Interaction c Pair Peer Interaction 11 Which kind of following Peer Interaction activities you often use? You can circle more than one answer a Interview b Survey c Discussion d Language game e Other activities 12 Do you feel your students are interested in Peer Interaction Activities in English Speaking Lesson? a Very interested in b Interested in c Quite interested in d Not interested in 13 Do you think using Peer Interaction Activities in English Speaking Lesson is necessary? a Strongly agree b Agree c Disagree b Strongly disagree Thank you very much for your help! SURVEY QUESTIONNAIRE (for Students) This Survey Questionnaire is designed for the research into "Using Peer Interaction Activities based on Communicative Language Teaching Approach to teach Speaking Skill in the 10th Form English Class" Your cooperation is answering the following questions is highly appreciated This is for the study purpose only and you can be sure that you will not be identified in any discussion of the data Thank you for your assistance! Please circle the letter a, b, c, d where appropriate For a certain number of questions, you can not circle more than one How long have you been learning English? a 1-5 years b 6-8 years c More than years Which part in the textbook you think is the most important? You can circle more than one answer a Listening b Speaking c Reading d Writing e Language focus How often you speak English in your Speaking Lesson? a Always b Usually c Sometimes d Rarely Do you practice speaking skill outside class? a Yes b No Are there any differences between types of the tasks in Speaking Lessons in textbook? a Very many b Quite a lot c A few d Not at all How you find completing the task in textbook? a Very easy b Easy c Difficult d Very difficult Are you asked to move your seats during the Speaking Lesson? a Yes b No Which activities your teachers often provide for you in a Speaking Lesson? You can circle more than one answer a Teacher asks – Student answers b Pair work: one asks, one answers c Ask and answer in a group d Discuss and present e Other activities Are there any similarites between your teachers’ activities and the tasks in textbook? a Very many b Quite a lot c A few d Not at all 10 Do you like your teachers’ activities? a Very much b Quite a lot c A little d Not at all 11 Which type of following activities you like most? You can circle more than one answer a Individual work b Work with teachers c Work in pairs d Work in groups e Work in whole class Thank you very much for your help! EXTRA SURVEY QUESTIONNAIRE (for Students) This Survey Questionnaire is designed for the research into "Using Peer Interaction Activities based on Communicative Language Teaching Approach to teach Speaking Skill in the 10th Form English Class" Your cooperation is answering the following questions is highly appreciated This is for the study purpose only and you can be sure that you will not be identified in any discussion of the data Thank you for your assistance! Please circle the letter a, b, c, d where appropriate For a certain number of questions, you can not circle more than one How you find completing the task after interacting with your classmates? a Very easy b Easy c Difficult d Very difficult Do you like Peer Interaction Activities in English Speaking Lesson? a Very much b Quite a lot c A little d Not at all Do you want to have more time for interaction with your classmates in English Speaking Lesson? a Yes b No Do you feel that you speaking English more when participating in Peer Interaction Activities? a Yes b No Do you think participating in Peer Interaction Activities in English Speaking Lesson is necessary? a Strongly agree b Agree c Disagree b Strongly disagree Thank you very much for your help! ... using peer interaction activities to teach English speaking skill in the tenth form class?  How can peer interaction activities be used in teaching English speaking skill to the tenth form students?... aims to:  Point out the real situation of using peer interaction activities to teach English speaking skill in the tenth form class in Nguyen Du High School  Provide some suggested peer interaction. .. appropriate in each communicative circumstance Therefore, the author has attempted to conduct the study entitled "Using Peer Interaction Activities to Teach English Speaking Skill in the tenth Form Class"