An investigation into the use of role play activities in improving students’ english communicative competence at le quy don gifted high school

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION SCIENTIFIC RESEARCH REPORT AN INVESTIGATION INTO THE USE OF ROLE-PLAY ACTIVITIES IN IMPROVING STUDENTS’ ENGLISH COMMUNICATIVE COMPETENCE AT LE QUY DON GIFTED HIGH SCHOOL Student : Nguyen Thi Doan Thanh Class : 17SPA01 DANANG 2021 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION FINAL REPORT SCIENTIFIC RESEARCH ACADEMIC YEAR: 2020-2021 AN INVESTIGATION INTO THE USE OF ROLE-PLAY ACTIVITIES IN IMPROVING STUDENTS’ ENGLISH COMMUNICATIVE COMPETENCE AT LE QUY DON GIFTED HIGH SCHOOL Field of study : Teaching methodology Student Class : Nguyen Thi Doan Thanh : 17SPA01 Supervisor : Le Thi Giao Chi, M.A., M.Ed., PhD Danang, April 2021 ABSTRACT Role-play, without a doubt, is an effective technique in acquiring communicative competence This research explores role-play implementation in improving students’ English communicative competence at Le Quy Don Gifted High School with an aim to explore the situation of role-play application in English classes and examine students’ and English teachers’ perceptions on the use of role-play in English classes; to work out the benefits of role-play in improving student’s communicative competence as well as challenges involved in adopting it; and to propose some possible suggestions for boosting interests in English teaching and learning via role-play activities In order to achieve the objectives, the study was designed with a combination of qualitative and quantitative approaches The study starts with some hypotheses set on the impacts of applying role-play in classes These hypotheses were then verified with the data collected from observations, interviews and questionnaires Positive and negative aspects of using role-play technique were discovered through the data analysis process Finally, practical recommendations of the research were put forward to diminish the problems faced by English teachers and students when conducting role-play activities The research endeavours to demonstrate the power of using role-play in enhancing communicative competence among students As a student who has directly engaged in role-play activities and realized the potential benefits that this method could bring to classrooms, the researcher has a consuming desire that this method will be replicated in many more language settings for enhanced student communicative competence Keywords: role-play; effective; perceptions; communicative competence; Le Quy Don Gifted High School ĐẠI HỌC ĐÀ NẴNG TRƢỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: Tên đề tài: An investigation into the use of role-play activities in improving students’ English communicative competence at Le Quy Don Gifted High School - Sinh viên thực hiện: Nguyễn Thị Đoan Thanh - Lớp: 17SPA01 Khoa: Sư phạm ngoại ngữ Năm thứ: - Người hướng dẫn: TS Lê Thị Giao Chi Mục tiêu đề tài: - Nghiên cứu thực trạng ứng dụng hoạt động đóng vai lớp học tiếng Anh trường THPT Lê Quý Đôn Đà Nẵng - Nghiên cứu quan điểm học sinh giáo viên việc sử dụng hoạt động đóng vai lớp học tiếng Anh trường THPT Lê Q Đơn Đà Nẵng - Tìm lợi ích hoạt động đóng vai việc cải thiện lực giao tiếp học sinh khó khăn thực hoạt động trường THPT Lê Quý Đôn Đà Nẵng - Đề xuất giải pháp nhằm tăng hiệu việc sử dụng hoạt động đóng vai việc cải thiện lực giao tiếp học sinh trường THPT Lê Quý Đôn Đà Nẵng Tính sáng tạo: Nghiên cứu việc sử dụng hoạt động đóng vai việc cải thiện lực giao tiếp học sinh trường địa bàn thành phố Đà Nẵng Cách tiếp cận nghiên cứu mang tính thực tiễn cao, vận dụng tạo tính lan tỏa nhiều trường nhiều đối tượng khảo sát khác Kết nghiên cứu: Nghiên cứu ý kiến học sinh giáo viên việc sử dụng hoạt động đóng vai hiệu hoạt động việc cải thiện lực giao tiếp học sinh trường THPT chun Lê Q Đơn, khó khăn mà học sinh giáo viên gặp phải trình thực hoạt động đóng vai, từ đề xuất sáng kiến giúp cho học tiếng Anh trở nên hiệu thông qua việc sử dụng hoạt động đóng vai việc cải thiện lực giao tiếp học sinh phổ thơng nói riếng người học ngoại ngữ nói chung Đóng góp mặt kinh tế - xã hội, giáo dục đào tạo, an ninh, quốc phòng khả áp dụng đề tài: Nghiên cứu đóng vai trị quan trọng việc xác định tính hiệu phương pháp dạy học - hoạt động đóng vai, từ rút đóng góp việc tổ chức hiệu việc dạy học nhằm cải thiện lực giao tiếp học sinh Công bố khoa học sinh viên từ kết nghiên cứu đề tài: Chưa Xác nhận Giáo viên hƣớng dẫn Đà Nẵng, ngày 17 tháng 05 năm 2021 Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) ĐẠI HỌC ĐÀ NẴNG TRƢỜNG ĐẠI HỌC NGOẠI NGỮ THƠNG TIN VỀ SINH VIÊN CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI I SƠ LƢỢC VỀ SINH VIÊN: Ảnh 4x6 Họ tên: NGUYỄN THỊ ĐOAN THANH Sinh ngày: 17 tháng 03 năm 1999 Nơi sinh: Đà Nẵng Lớp: 17SPA01 Khóa: 2017 - 2021 Khoa: Sư phạm Ngoại ngữ Địa liên hệ: Lô 42, Trương Minh Giảng, Đà Nẵng Điện thoại: 0702124918 Email: doanthanh31999@gmail.com II QUÁ TRÌNH HỌC TẬP: * Năm thứ 1: Ngành học: Kết xếp loại học tập: Sơ lược thành tích: * Năm thứ 2: Ngành học: Kết xếp loại học tập: Sơ lược thành tích: * Năm thứ 3: Ngành học: Kết xếp loại học tập: Sơ lược thành tích: Xác nhận Khoa (ký tên đóng dấu) Sư phạm tiếng Anh Khoa: Sư phạm ngoại ngữ Tốt Giải sinh viên giỏi Đại học Đà Nẵng Sư phạm tiếng Anh Khoa: Sư phạm ngoại ngữ Tốt Giải Nhất Olympic tiếng Anh quốc gia Sư phạm tiếng Anh Khoa: Sư phạm ngoại ngữ Tốt Giải Ba Hội nghị NCKH dành cho SV 2020 Ngày 17 tháng 05 năm 2021 Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) TABLE OF CONTENT INTRODUCTION 1.1 Rationale 1.2 Aims 1.3 Objectives 1.4 Research questions 1.5 Hypotheses 1.6 Scope of the study 1.7 Significance of the study LITERATURE REVIEW 3 THEORETICAL BACKGROUND 3.1 Communicative Language Teaching (CLT) 3.2 Communicative Competence 3.3 Role-play 3.3.1 Defining Role-play 3.3.2 Types of Role-play 3.3.3 Format of Role-play RESEARCH METHODOLOGY 4.1 Setting 4.2 Research Design 4.3 Instruments 4.4 Data Collection 4.5 Data Analysis RESEARCH FINDINGS 5.1 Role-Play Implementation in English Classrooms 5.2 Students’ Perceptions on the Use of Role-Play 5.3 Teachers’ Perceptions on the Use of Role-play 11 5.4 The Use of Role-play in Improving Students’ Communicative Competence 12 5.5 The Use of Role-play in Improving Students’ Communicative Competence from Observations 14 5.6 Difficulties when Doing Role-play 16 5.7 Discussion 17 CONCLUSION, SUGGESTIONS AND LIMITATIONS 19 6.1 Conclusion 19 6.2 Suggestions 20 6.3 Limitations 21 REFERENCE 21 APPENDIX 23 APPENDIX A 23 APPENDIX B 33 APPENDIX C 34 APPENDIX D 36 LIST OF TABLES AND FIGURES Figure Communicative competence (Adapted from Canale, 1983) Figure Format of role-play (Adapted from Le Thi Giao Chi, 2013) Figure Frequency of role-play implementation (%) Figure Students’ performance in a Speaking lesson 15 Figure Students’ performances in a Communication and Culture lesson 16 Figure Students’ difficulties when doing role-play (%) 17 Figure 5 Students’ teamwork during preparation process 18 Table Students' perception on the use of role-play (%) 10 Table The use of role-play in improving communicative competence (%) 13 Table Observation checklist (%) 14 CLT EFL LQD ABBREVIATIONS Communicative Language Teaching English as a Foreign Language Le Quy Don INTRODUCTION 1.1 Rationale It is without any shadow of a doubt that English has become the global lingua franca in this day and age It plays a tremendously important role in gathering worldwide information; acquiring STEM (Science, Technology, Engineering and Mathematics) knowledge; and executing international exchange and cooperation In the light of the significance of itself, pedagogical approaches to teaching and learning English have taken much precedence in recent years While the emphasis on teaching grammatical forms and written language was probably the norm in Vietnamese education system heretofore, it is widely accepted that the focus of English teaching should be on communicative proficiency rather than on mere mastery of structures Owing to the importance of communicative approach in acquiring English, it has emerged as the new priority in English teaching practice Among the adopted methods that could assure a certain extent of communicative competence amongst students, role-play has been regarded as an innovative and effective teaching tool not only in sustaining learner language acquisition but also in animating the teaching and learning atmosphere while arousing the interests of students It has been used as an option for enhancing students’ communicative competence in the high school curriculum in the EFL setting in Vietnam, especially at Le Quy Don (LQD) Gifted High School in Danang city The aforementioned reasons have given me the urge to carry out this research entitled “An investigation into the use of role-play activities in improving student’s English communicative competence at LQD Gifted High School” The study aims at pointing out the perceptions of students and English teachers on the use of role-play and its benefits in improving students’ communicative competence, accompanied by existing problems confronted by teachers and students, then proposing feasible solutions to tackling the concerns Hopefully, this piece of research may provide some insight into how teachers can engage in role-play activities for an improvement in students’ communicative competence so that they would make suitable adjustments and alterations to make language teaching and learning more efficient and inspiring 1.2 Aims This piece of research aims to look at the use of role-play activities in enhancing students’ English communicative competence at LQD Gifted High School 1.3 Objectives For the above aim to be achieved, the following objectives are set: o to explore the situation of using role-play in English classes at LQD Gifted High School; o to examine the perceptions of English teachers and students on the use of role-play at LQD Gifted High School; o to work out the benefits of role-play in improving students’ communicative competence and challenges involved in adopting roleplay in English classes at LQD Gifted High School; o to propose some possible suggestions for boosting students’ communicative competence via using role-play activities at LQD Gifted High School 1.4 Research questions To achieve the aims and objectives as stated above, the study seeks to answer the following questions: How is role-play implemented in English classes at LQD Gifted High School? What are the students’ and teachers’ perceptions on the use of role-play at LQD Gifted High School? What are the benefits of role-play in improving students’ communicative competence and challenges faced by teachers and students when using it in English classes at LQD Gifted High School? How should role-play activities be incorporated in English classes for improving students’ communicative competence at LQD Gifted High School? 1.5 Hypotheses Hypothesis 1: Both teachers and students of English at LQD Gifted High School have a positive attitude towards the use of role-play in English classes Hypothesis 2: There is a positive correlation between the use of role-play and the improvement of student’s communicative competence at LQD Gifted High School Hypothesis 3: Problems exist in the application of role-play in the context of teaching English to students at LQD Gifted High School 1.6 Scope of the study APPENDIX C OBSERVATION SHEET Observer: Date: Teacher: Time of class: No of students present: Level of class: Description of the lesson: 34 Observation checklist: STATEMENTS YES NO Students had the chance to use the vocabulary learnt Students had the chance to use the grammar points or structures learnt correctly Students had the chance to practise their pronunciation Students had the chance to practise the spelling of a word Students had the chance to practise using formation of a word the appropriate Students had the chance use the suitable language for different situations Students had the chance to practise organizing ideas effectively Students had the chance to practise connecting sentences smoothly Students had the chance to practise how to “talk around” an unknown word Students had the chance to practise using body language to express ideas when they don’t know how to express them in words effectively 35 APPENDIX D LESSON PLAN UNIT 9: PRESERVING THE ENVIRONMENT SPEAKING I AIMS By the end of the lesson, Ss will be able to: - Build up vocabulary related to the topic “preserving the environment” - Understand and talk about the causes and effects of pollution and how to solve them II PROCEDURE A WARM-UP Objectives: To arouse students’ interest To introduce the topic of the new lesson Content: Students play “Ping Pong” Game as directed Outcome: Some vocabulary related to the topic “pollution” is shown on the screen Organization: ACTIVITY 1: “PING PONG” GAME - 4’ Teacher Students Giving the task - T divides the class into three groups and explains the rules of the game to the Ss -Ss listen to T’s instruction Rule: Each team in turn throws a ball to one member of another group The one who catches the ball has to tell a word related to the topic given in 10 seconds If that student cannot give the answer in the given time, the other two teams get one point The team that gets points first will be the winner + Topic 1: Types of pollution + Topic 2: Effects of air pollution + Topic 3: Ways of preventing air pollution - T gives one student a ball Completing the task - T offers help when necessary - Ss play the game as directed 36 Reporting the task - T checks the answer -Ss look at suggested answers - T announces the winner + Topic 1: water pollution, noise pollution, air pollution, light pollution, radioactive pollution, thermal pollution, - T gives plus points to the winner - T introduces the new lesson + Topic 2: global warming, polar ice melting, greenhouse effect, respiratory diseases, ozone depletion, + Topic 3: use public transport, plant more trees, walk or cycle to work, impose a heavy fine on factories that release emissions into the atmosphere without treatment, reduce, reuse, recycle, Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments C PRESENTATION Objectives: To provide Ss with knowledge about human activities, types of pollution and consequences from the reading text To provide Ss with useful expressions about “Causes and Effects” Content: Ss complete the table as directed Ss identify some useful expressions as directed Outcome: Answers are shown on the screen Handouts of Connectors of Causes and Effects Organization: ACTIVITY 1: COMPLETE THE TABLE - 4’ Teacher Students Giving the task - T asks Ss to work in groups of five - T asks Ss to complete the table by reading the text in the Reading section again and write down -Ss listen to T’s instruction 37 their answers on the small boards - T tells Ss that they could include their ideas, if necessary Completing the task - T offers help when necessary - Ss the task as directed Reporting the task - T checks the answer -Ss look at the suggested answers Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments ACTIVITY 2: USEFUL EXPRESSIONS - 3’ Teacher Students Giving the task - T asks Ss to read the conversation on Exercise -Ss listen to T’s instruction page 43 individually and point out the useful expressions of talking about “cause” and “effect” Completing the task - T offers help when necessary - Ss the task as directed individually - Ss discuss their answers with their classmates when they finish Reporting the task - T asks for Ss’ answers -Ss give their answers - T provides Ss with useful expressions of talking about “cause” and “effect” - Ss listen to the T’s feedback - T reviews some useful expressions of suggesting and showing agreement or disagreement - T gives feedback and handouts *Handout: 38 Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments D PRACTICE Objective: To help Ss practise making a conversation about causes and effects of pollution Content: Ss practise conversations about the causes and effects of environmental pollutions Outcome: Answers are shown on the screen Organization: ACTIVITY 1: PRACTISE THE CONVERSATION – 3’ Teacher Students Giving the task - T asks Ss to practise the conversation in -Ss listen to T’s instruction textbook in pair Completing the task - T offers help when necessary - Ss the task as directed in pair Reporting the task - Teacher calls out some pairs to role-play the conversation -Ss role-play the conversation - Ss listen to the T’s feedback 39 - Teacher listens and corrects if students pronounce the words incorrectly Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments ACTIVITY 2: PRACTISE MAKING CONVERSATION - 7’ Teacher Students Giving the task - T asks Ss to work in pairs and use the -Ss listen to T’s instruction information from the table of Exercise to prepare a similar conversation as in Exercise Completing the task - T offers help when necessary - Ss the task as directed in pair Reporting the task - After discussion, T shows three boxes on the slides and explains the rule of the activity Rule: In each box, there is a type of pollution Some pairs will come to the board and choose one -Ss choose the box and give the conversation that is equivalent to the type of pollution they have picked box on the screen and present their conversation - Ss listen to T’s feedback that is equivalent to the type of pollution they have picked - T listens to Ss’ conversation and gives feedback - T shows a sample conversation of causes and effects of the type of pollution on the screen Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments E APPLICATION Objective: To help Ss talk about the topic using the knowledge, vocabulary and useful expressions learnt Content: Students “Role-play” activity as directed Outcome: Ss’ performance 40 Organization: ACTIVITY 1: ROLE-PLAY - 18’ Teacher Students Giving the task - T asks Ss to work in groups of five - Ss listen to T’s instruction and - T asks Ss to role-play the following situations as directed Situation 1: A restaurant dumps untreated cooking oil into the rivers nearby Situation 2: A factory releases untreated smoke into the air as directed Situation 3: A household uses the karaoke machine to sing noisily every night - T explains the rule: Rule: In each group, there will be one member roleplaying as the person causing the problem He/ she has to give the situation and explain why it happened One member will role-play as the resident living nearby He/ she has to complain about how the environment in the area has been affected The other three members will role-play as the local authorities giving solutions to the problems and suggest some ways to improve the problems - T tells Ss to apply the useful expressions learnt into their conversation - T sets time for the activity Completing the task - T offers help when necessary - Ss prepare their performance in groups Reporting the task - T have some groups role-play their ideas -Ss give their performance Accessing the performance -T comments on Ss’ performance -Ss listen to T’s comments 41 E CONSOLIDATION - 2’ - Words and phrases related to environmental impacts and preservation - Identify different types of pollution - Understand the causes and negative effects of pollution on our environment and health F HOMEWORK - 1’ - Prepare a short presentation (3-5 minutes) about a type of pollution, using your cue card as a guideline You can use pictures, PowerPoint slides, to make your presentation more persuasive 42 LESSON PLAN UNIT 9: PRESERVING THE ENVIRONMENT COMMUNICATION AND CULTURE I AIMS By the end of the lesson, Ss will be able to: - Gain knowledge and vocabulary about the environment and World Wide Fund for Nature - Develop communicative skills in English III PROCEDURE A COMMUNICATION a Objectives: To provide Ss with awareness of negative consequences of environmental problems b Content: Descriptions of two types of pollution regarding soil pollution and deforestation Ss listen to the recording c Outcome: Descriptions are given by students Answers are shown on the screen d Organization ACTIVITY 1: BRAINSTORMING - 3’ Giving the task 1.Work in pairs a Label the photos b Describe what you see in each photo: state the environmental problems and their effects - T asks Ss to describe each photo by stating the environmental problems and how the action will affect the environment in pair - T reminds Ss to apply the useful collocations they learnt in the previous lessons Completing the task - Ss as directed Reporting the task and giving feedback Suggested answers: Photo a: A man is spraying pesticides This can be detrimental to the soil quality Soil pollution takes a heavy - T asks some Ss to describe the picture - Ss give answers and T listens to students’ answers 43 toll on soil productivity and crop diversity Photo b: Forest trees were cut down This is deforestation and it will result in climate change, - T gives feedback and comments on students’ performance global warming, extreme floods and erosion The government should make common cause with the residents to prevent illegal logging from happening in the future ACTIVITY 2: LISTEN TO THE RECORDING - 6’ Giving the task Exercise 2: - T tells Ss that they are going to listen to two speakers talking about one of the Listen to the recording Ask and answer the following What are the negative effects of this environmental photos in activity - T focuses Ss’attention on the instructions and the questions - T plays the recording twice, pausing before the second listening for ss to problem? note down the answers questions Which of the photos are the speakers talking about? What environmental threats are mentioned in the conversation? What should be done to protect the environment in this case? Completing the task -Ss work individually as directed Reporting the task and giving feedback Answers: Photo b - T asks Ss to exchange their answers with their teammates by working in groups of five Deforestation Climate change, global warming and extreme floods Control deforestation and have proper forestation plans - Ss write down their answers on the small boards - T checks the answers - T comments on Ss’ performance B CULTURE 44 a Objective: To provide Ss with knowledge of the World Wide Fund b Content: Ss watch a video and answer the questions Ss give answers to the reading text c Outcome: Answers are shown on the screen d Organization ACTIVITY 1: WATCHING VIDEO - 4’ Giving the task - T shows a picture of WWF and task Ss question and - T shows a video about WWF and asks Ss to answer question while watching the video - T asks Ss to take note some important features Questions: Look at the logo Can you recognize the animal? Where does it come from? What does the abbreviation WWF mean? What does WWF do? Completing the task -Ss the task as directed Reporting the task and giving feedback A panda It comes from China - T asks Ss to exchange their answers with their partners WWF is for World Wide Fund for Nature - T checks the answer It helps to protect precious wildlife and habitats, Identify new - T comments on solutions to stop food production destroying our forests, Ss’performance Empower people to use their voice to demand the change across the world, Challenge governments to put nature at the heart of all decision-making, Unite people to create a thriving world for 45 years to come ACTIVITY 2: READING - 10’ Giving the task -T asks students to read individually the reading text page 45 about WWF - T divides the class into groups to take part in the “Lucky number” game - T explains the rule Game: LUCKY NUMBER Rule: - Each member from each team has to choose the number and answer the questions hidden - If your group has correct answers, they will get plus points or minus points, it depends on their luck Completing the task -Ss as directed Reporting the task and giving feedback Suggested answers: When was WWF set up? - T listens to Ss’ answer and give feedback => WWF was set up in 1961 What kind of organisation is it? - T shows the answers -T rewards the winning team => It is a non-government organisation Why did the organisation recognise the panda as its logo? => Because it was the only giant panda, an endangered species, in the Western world at the same time as the organization is established What was WWF's mission stated in 1990s? => "Stop the degradation of the planet’s natural environment and build a future in which humans live in harmony with nature, by: conserving the world’s biological diversity, ensuring that the use of renewable natural 46 resources is sustainable and promoting the reduction of pollution and wasteful consumption" Why is WWF the world's largest organisation? => It is the world’s largest independent conservation organisation C APPLICATION a Objectives: To help students activate their background knowledge about environmental preservation b Content: Ss role-play c Outcome: Ss’ performance d Organization ACTIVITY 1: ROLE-PLAY - 15’ Giving the task Instruction: - Work in pairs to play roles: an interviewer and an interviewee - The interviewee is applying for the position of becoming a - T divides the class into pairs - T explains the instructions - T reminds Ss to use the volunteer for three different fields in WWF Field 1: Biological diversity structures learnt to express causes/ effects, to make Field 2: Sustainable use of natural resources Field 3: Reduction of pollution suggestions and show agreement/disagreement - The interviewer will ask the interviewee questions about the interviewee’s general knowledge of the field that he/she applies for, the interviewee’s personal experience in protecting the environment and the interviewee’s initiative to contribute to the success of WWF 47 Completing the task -Ss work in pair as directed Reporting the task and giving feedback Students’ performances - T calls on some pairs to report their discussion -T gives students feedback E Consolidation - 2’ - Understand the causes and negative effects of pollution on our environment and health - Gain knowledge and awareness of WWF F Homework - 1’ - Record a video (2-3 minutes) of introducing yourself to apply for the position of becoming a volunteer for WWF You should include: Your general knowledge of the field that you want to apply for Your personal experience in protecting the environment Your initiative to contribute to the success of WWF 48 ... implementation in improving students’ English communicative competence at Le Quy Don Gifted High School with an aim to explore the situation of role-play application in English classes and examine students’. .. given me the urge to carry out this research entitled ? ?An investigation into the use of role-play activities in improving student’s English communicative competence at LQD Gifted High School? ?? The. .. explore the situation of using role-play in English classes at LQD Gifted High School; o to examine the perceptions of English teachers and students on the use of role-play at LQD Gifted High School;