The study has attained some remarkable success in increasing students‟ motivation in speaking lessons at BLBHS by adapting speaking activities in the textbook English 11.
Besides, it cannot be denied that there are also some inevitable limitations existing.
Firstly, the treatment plan lasted for only five weeks with five lessons (6-10) and it was applied for only one class (40 students). Hence, the generality of the results is limited. The study would be much more reliable if it were done in a longer period of time. Moreover, the researcher did not get enough time and other conditions to continue with another spiral to the next recycle.
Secondly, within the scope of the study, the researcher only focused on the influence of adapted t activities on the students‟ motivation. Therefore, other factors including students‟ attributes, students‟ attitudes, students‟ belief about themselves, students‟
goals, teaching method have not been dealt with.
Thirdly, the class was large and the desks were hard to move. This causes some difficulties to organize group-work, so students did not get many chances to speak and form groups at their own will.
Lastly, this study has just investigated into the impacts of adapted speaking activities on students‟ motivation in speaking lessons at BLBHS without paying attention to the
field of students‟ motivation in learning other skills such as reading, writing, and listening. Furthermore, other factors affecting students‟ motivation in speaking and other skills have not been considered and studied yet. Hence, further researchers on these fields should be done.
REFERENCES
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Anderman, L. H & Midgley, C. (1998). Motivation and Middle School Students (ERIC digest). Champaign, IL: ERIC Clearinghouse on Elementary and Earle Childhood Education. (ERIC Document Reproduction Service No.ED. 421218).
Benson, M.J. (1991). Attitude and Motivation towards English: A survey of Japanese freshmen. RELC Journal, Vol.22, No. 1, 34-48.
Brown, H. D. (1976). Some Limitation of CL/CLL Models of Second Language Teaching. TESOL Quarterly 14.
Brown, H. D. (1994). Teaching by Principles – An Interactive Approach to Language Pedagogy. USA: Prentice Hall Regents.
Burns, A & Joyce, H. (1997).Focus on Speaking. Sydney: National Center For English.
Bygate, M. (1987). Speaking. Oxford University Press.
Coles, J. & Quirke, R. (2001).Action Research for Education. Buckingham: Open University Press.
Crookes, G. & Schmidt, R. W. (1991). Motivation: Reopening the Research Agenda.
Language Learning Journal, Vol. 41, No. 4, 469-512.
Curringham, D. (1995). Language To Go. Longman: Longman.com.
Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow, England:
Longman.
Falk, M. P. (1978). Educational Psychology: A Cognitive View, 2nd edition. New York: Holt & Rinehart.
Gardner, R. C. (1990). Attitudes, Motivation and Personality as Predictors of Success in Foreign Language Learning. London: Edward Arnold.
Harris, V. & Frith, A. (1990).Group work in the Modern Languages Classrooms.
Language Learning Journal, Vol. 20, No. 1, 71-74.
Hudson, G. (2000). Essential Introductory Linguistics. New York: Blackwell Publishers.
Lepper, M. R. (1999). The relationship between Motivation and Learning. From the World Wide Web: http;// sparkleinc.com/m/center/fag.htm.
Long, M. H. & Porter, P. A. (1985). Group Work, Interlanguage Talk, and Second Language Acquiition. TESOL Quaterly, Vol. 19, No. 2, 207-218.
Masgoret, W. & Gardner, R. C. (2003). Motivation in ESL/ EFL Classroom. Retrieved February, 21st 2005 from the World Wide Web: http://www.google.com.
McBride, N. & Schostak, J. F. (2002).Understanding, Designing and Conducting Qualitative Research in Education, Framing the Project. Open University Press.
McDonough, J. & Shaw, C. (1993).Materials and Methods in ELT. Blackwell Publishers.
McDonough, J. & Shaw, C. (1993).The Power of Positive Teaching. New York:
McMillan.
Mukkatask. T. A. (1993). Classroom Interaction. Oxford University Press.
Nunan, D. (1991). Language Teaching Methodology. Prentice Hall International (UK).
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Nunan, D. (1998). Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press.
Oxford, R. L. & Shearin, J. (1996). Language Learning Motivation in a New Key. In R. L. Oxford (Ed), Language Learning Motivation: Pathways to the NEW Century, 121-160. Honolulu: University of Hawaii Press.
Peacock, M. (1997). The Effects of Authentic Material on the Motivation of EFL Learners.EFL Journal, Vol. 51, No. 2, April 1997, 144-156. Oxford University Press.
Peak, L. (1991).Learning to go School in Japan: The Transitions from Home to Preschool Life. Los Angeles University of California Press. From the World Wide Web: http://langue.hyper.chubu.ac.jp/jalt/tlt/00/mar/sh_gray.html.
Richard, J. C. (1992). Communicative Needs in Foreign Language Learning.ELT Journal, Vol. 37, No. 2.
Richard, J. C. (1994). Teacher Initiated Research: Action Research. ELT Journal, Vol.
55, No. 1.
River, W. M. (1981). Teaching Foreign Language Skills. University of Chicago Press.
Seliger, H. W. & Shohamy, E. (1989).Second Language Research Methods. Oxford:
Oxford University Press.
Sheils, J. (1993). Communication in the Modern Language Classroom. Council of Europe Press.
Skinner, J. & Belmont, N. (1991).History of Motivational Research in Education.
Journal of Educational Psychology, Vol. 37, No.1, 25-29.
Strong et al, R. Silver, H. F. & Robinson, A. (1995). What Do Students Want?
Education Leadership, Vol. 53, No. 1, 8-12.
Tanner, R. & Green, C. (1998).Tasks for Teacher Education. Addison Wesley Longman Limited.
Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press.
Wallace, M. J. (1998). Action Research for Language Teachers: Cambridge University Press.
Zughoul, R. (1987). Language Learning Motivation: A Descriptive and Causal Analysis. The Modern Language Journal, Vol. 75, No. 2, 28-35.
APPENDIX 1: QUESTIONNAIRE SURVEY 1 FOR STUDENTS
This questionnaire aims at examining your level of motivation in speaking lessons, as well as your opinions and preference for the speaking activities in speaking sections of English 11.
Please answer the following questions as honestly as you can. Your assistance in completing the survey is highly appreciated.
1. How often do you participate in speaking activities?
a. always b. often c. sometimes d. never 2. How do you complete speaking activities in speaking lessons?
a. always b. often c. sometimes d. never 3. How are you interested in speaking activities in the textbook English 11?
a. very interested b. interested c. not very interested d. uninterested
4. If you choose c,d in questions 1, question 2 OR c, d in question 3. Please indicate the reasons why you do not speak or speak English very little in speaking lessons by ticking (√) the appropriate letter(s) (you can choose more than one option).
□a. You lack confidence to speaking English in front of class.
□b. The speaking activities do not motivate you to practice speaking.
□ c. You do not know how to speak well.
□ d. You do not know how to organize your ideas.
□ e. You are afraid of making mistakes.
□ f. The class lacks necessary facilities for learning speaking.
□ g. The ways teachers monitor the activities are not good.
□ h. Others, please specify...
5. If you choose letter b in question 4, please tick (√) the following causes which make the speaking activities in English 11 do not motivate you to practise speaking (you can choose more than one option).
□ a. Some speaking activities in pre-speaking stage do not motivate you to do the while- speaking activities.
□ b. The topics of the speaking activities are unfamiliar.
□ c. Dialogue models are impractical to daily life.
□ d. The activities do not provide you with enough vocabulary to express your ideas.
□ e. The activities do not provide you with enough structures to express your ideas.
□ f. The activities do not have enough guidance on pronunciation.
□ g. Some speaking activities are too long to complete in the time allocated to lessons.
□ h. Some speaking activities do not give you good opportunities to work in pairs or groups.
□ i. The instructions in speaking activities are not very clear for you to understand.
□ k. Other, please specify...
6. Please tick (√) the speaking activity forms you like best
□ a. Whole class work
□ b. Work in groups
□ c. Work in pairs
□ d. Work individually
7. Please tick (√) the favorite types of speaking activity you like best
□ a. Information gap
□ b. Reaching a consensus
□ c. Discussion
□ d. Role-play
□ e. Problem solving
□ f. Talking about yourself
Thank you very much!
PHỤ LỤC 1: PHIẾU KHẢO SÁT SỐ 1 DÀNH CHO HỌC SINH
Phiếu khảo sát này nhằm khảo sát về mức độ động cơ học tập cũng như ý kiến và sở thích của em về các hoạt động nói trong các bài thực hành nói trong sách giáo khoa Tiếng Anh lớp 11.
Mong em vui lòng trả lời các câu hỏi môt cách trung thực như có thể. Chúng tôi đánh giá cao sự tham gia của em vào nghiên cứu này.
1. Em tham gia các hoạt động nói trên lớp như thế nào?
a. luôn luôn b. thường xuyên c. thỉnh thoảng d. không bao giờ 2. Em hoàn thành các hoạt động nói trong các bài thực hành nói như thế nào?
a. luôn luôn b. thường xuyên c. thỉnh thoảng d. không bao giờ 3. Em thích các hoạt động nói trong sách giáo khoa mà em đang sử dụng thế nào?
a. rất thích b. thích c. không thích lắm d. không thích
4. Nếu em chọn c, d trong câu hỏi 1, 2 OR c, d trong câu 3. Mong em vui lòng đưa ra lý do vì sao em không hoặc rất ít nói tiếng Anh trên lớp bằng cách đánh dấu (√) vào những chữ cái phù hợp với ý kiến của em (em có thể chọn nhiều ý).
□a. Em cảm thấy thiếu tự tin để nói trước lớp.
□b. Các hoạt động nói không thúc đẩy em tập luyện nói.
□c. Em không biết nói như nào cho tốt cả.
□d. Em không biết sắp xếp các ý như thế nào.
□e. Em sợ mắc lỗi.
□f. Lớp học thiếu các trang thiết bị cần thiết phục vụ cho việc học nói.
□g. Cách mà giáo viên tổ chức và giám sát các hoạt động nói không tốt lắm.
□h. Những lý do khỏc, hóy chỉ rừ...
5. Nếu em chọn b trong câu hỏi 4. Mong em vui lòng đánh dấu (√) vào những chữ cái phù hợp với ý kiến của em về nguyên nhân làm cho các hoạt động nói trong sách giáo khoa Tiếng Anh 11 không thúc đẩy em tập luyện nói.
□a. Một số hoạt động nói trong phần pre-speaking không khuyến khích em thực hiện các hoạt động trong phần while-speaking.
□b. Chủ đề của các hoạt động nói không quen thuộc.
□c. Các đoạn hội thoại mẫu thiếu tính thực tế với cuộc sống hàng ngày.
□d. Các hoạt động nói không cung cấp đủ từ vựng cho em để diễn đạt ý kiến của mình.
□e. Các hoạt động nói không cung cấp đủ cấu trúc cho em để diễn đạt ý kiến của mình.
□f. Các hoạt động nói không cung cấp đủ hướng dẫn về phát âm.
□g. Một số hoạt động nói quá dài để hoàn thành trong thời gian quy định của tiết học.
□h. Một số hoạt động không tạo nhiều cơ hội cho em để làm việc theo cặp, nhóm.
□i. Sự hướng dẫn của cỏc hoạt động khụng rừ ràng cho em để hiểu yờu cầu phải làm.
□k. Những lý do khỏc, hóy chỉ rừ ...
6. Em vui lòng đánh dấu (√) vào những hình thức hoạt động nói mà em thích
□a. Làm việc cả lớp
□b. Làm việc theo nhóm
□c. Làm việc theo cặp
□d. Làm việc cá nhân
7. Em vui lòng đánh dấu (√) vào những loại hoạt động nói mà em thích
□ a. Điền khuyết thông tin
□ b. Đưa ra sự thống nhất
□ c. Thảo luận
□ d. Đóng vai
□ e. Giải quyết vấn đề
□ f. Nói về bản thân
Cảm ơn các em rất nhiều!
APPENDIX 2: QUESTIONNAIRE 2 FOR STUDENTS (Adapted from Mathew Peacock 1997:156)
Material: Speaking Lessons_English textbook 11 Unit/ Lesson:...
Do not write your name on this sheet. Fill it out and give it back to your teacher.
The purpose of this questionnaire is to assess the value of the above lesson in class today, not to assess the perfoemance of you.
This is not a test. There are no right or wrong answers; we want your own ideas and impressions.
Please circle one number on each scale to show how you rate the following concepts. Use the scale as follow:
If the numbers 1 and 5 very strongly describe your ideas and impressions about the concept, you would circle the number as shown below:
boring 1 2 3 4 5 interesting boring 1 2 3 4 interesting
If the numbers 2 and 4 describe somewhat your ideas and impressions about the concept (but not strongly so), you would circlethe number as follow:
boring 1 2 3 4 5 interesting boring 1 2 3 4 5 interesting
If the number 3 describes your ideas and impressions about the concept are ok, you would circle the number as follow:
boring 1 2 3 4 5 interesting boring 1 2 3 4 5 interesting
1. Mark ONE “circle” on each line
boring 1 2 3 4 5 interesting unenjoyable 1 2 3 4 5 enjoyable meaningless 1 2 3 4 5 meaningful unsatisfying 1 2 3 4 5 satisfying unappealing 1 2 3 4 5 appealing inappropriate 1 2 3 4 5 appropriate
2. Give your commentson the lesson and your suggestion to make the lesson more interesting.
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PHỤ LỤC 2: PHIẾU ĐIỀU TRA DÀNH CHO HỌC SINH (Adapted from Mathew Peacock 1997: 156)
Các em không phải viết tên vào phiếu điều tra, sau khi điền xong hãy nộp ngay lại cho giáo viên. Phiếu điều tra này dùng để đánh giá các hoạt động ngày hôm nay. Đây không phải là một bài kiểm tra, không có câu trả lời đúng hay sai nên chúng tôi mong nhận được ý kiến và đánh giá của chính các em. Chúng tôi đánh giá cao sự tham gia của các em.
Hãy khoanh tròn vào chữ số thể hiện sự đánh giá của em về các khái niệm bên dưới.
Nếu các số 1 và 5 mô tả rất mạnh về quan điểm và ý kiến của em về khái niệm thì em hãy khoanh tròn chữ số đó như minh họa dưới đây:
nhàm chán 1 2 3 4 5 hay nhàm chán 1 2 3 4 5 hay
Nếu các số 2 và 4 mô tả hơi đúng quan điểm và ý kiến của em về khái niệm (nhưng không mạnh lắm) thì em hãy khoanh tròn vào chữ số đó như minh họa dưới đây:
nhàm chán 1 2 3 4 5 hay nhàm chán 1 2 3 4 5 hay
Nếu chữ số 3 mô tả quan điểm và ý kiến của em về khái niệm là bình thường thì em hãy khoanh tròn vào chữ số như minh họa dưới đây:
nhàm chán 1 2 3 4 5 hay nhàm chán 1 2 3 4 5 hay
1. Hãy khoanh tròn vào số để cho biết em nhận thấy các hoạt động được sử dụng trong lớp ngày hôm nay như thế nào. Chỉ khoanh tròn vào một số trên mỗi hàng.
nhàm chán 1 2 3 4 5 hay không hứng thú 1 2 3 4 5 hứng thú vô nghĩa 1 2 3 4 5 có ý nghĩa không hài lòng 1 2 3 4 5 hài lòng không lôi cuốn 1 2 3 4 5 lôi cuốn
2. Em hãy đưa ra nhận xét chung của mình về buổi học ngày hôm nay và đưa ra những đề xuất để làm cho bài học thú vị hơn.
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APPENDIX 3: OBSERVATION SHEET 1_OVERALL CLASS MOTIVATION (Adapted from Peacock 1997)
Observer: ... Date:...
Teacher: ... Time of class:...
Number of students presents:... … Level of class:...
The observed lesson: ...
Types of activities: original Instructions:
a, this sheet is for observing the class as a whole, not individual students b, complete this sheet when the activities is drawing to close
c, Circle ONE number for each statement below
d, Add final comments at the bottom of the sheet if you wish 1. Mark how involved in the learning task the students are
Not very involved 1 2 3 4 5 very involved 2. Mark the level of student concentration on the learning task
Low 1 2 3 4 5 high 3. The students are enjoying the activity
Not really 1 2 3 4 5 very so much 4. Mark the students‟ activity level (effort/ intensity of application)
Low 1 2 3 4 5 high
5. The students are paying persistent (extended) attention to the learning task Not really 1 2 3 4 5 very so much Comments:
...
...
...
...
APPENDIX 4: OBSERVATION SHEET 2_OVERALL CLASS MOTIVATION (Adapted from Peacock 1997)
Observer: ... Date:...
Teacher: ...Time of class:...
Number of students:... Level of class:...
The observed lesson: ...
Types of activities: adapted Instructions:
a, this sheet is for observing the class as a whole, not individual students b, complete this sheet when the activities is drawing to close
c, Circle ONE number for each statement below
d, Add final comments at the bottom of the sheet if you wish 1. Mark how involved in the learning task the students are
Not very involved 1 2 3 4 5 very involved 2. Mark the level of student concentration on the learning task
Low 1 2 3 4 5 high 3. The students are enjoying the activity
Not really 1 2 3 4 5 very so much 4. Mark the students‟ activity level (effort/ intensity of application)
Low 1 2 3 4 5 high
5. The students are paying persistent (extended) attention to the learning task Not really 1 2 3 4 5 very so much 6. The students find the adapted activities interesting
Not really 1 2 3 4 5 very so much 7. the adapted speaking activities are appropriate for the students
Not really 1 2 3 4 5 very so much
Comments:
...
...
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...
...
...
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APPENDIX 5: Speaking lesson plan (Pre-treatment stage) Lesson 3: A PARTY
Teacher: Pham Thi Hong Loan Time: 45 minutes
Number of students: 40 Level of students: Grade 11
Aims: By the end of the lesson, Students will be able to - talk about the party they have been to
- tell how they organize a party.
Teaching aids: Handouts, English Textbook 11 Procedures:
Stages Time Teacher‟s activities Students‟ activities
Introduction
2‟
- Are you ready for the lesson?
- Lead in the lesson
Today we continue with unit 3
- Yes
- Open the book, unit 3 A Party, Speaking
Pre- speaking
8‟
(task 1- individual
work)
Talking about yourself
- Introduce the task and get Ss to choose from the list the things they want to talk about when thinking of a party Ss have been to.
- While Ss do, walk around the class to guide, supervise them and deliver help if necessary
- Call on two students to read out their answers.
- Reminds Ss to use the Past Tense
- Do the task individually - Ask teacher for help if necessary.
- Two students read out their answers.
- Use the Past Tense
While- speaking
12‟
(task 2- pair work)
Talking about yourself
- Asks them to tell their partners about the party they've been to by answering the information in task 1 -Goes around to check and offers help if necessary
- Calls some Ss to stand up and tell about the party they have been to - Gives feedbacks and comments, correct mistakes
- Use suggestions in task 1 and tell their partners about the party they've been to
- Ask teacher for help if necessary
- Some Ss stand up and tell about the party they have been to
- Listen to teacher, take notes and correct mistakes
12‟
(task 3- group work)
Discussion
- Ask Ss to work in groups:
Discuss what they should do to prepare a party: budget, date &
time, guests, place,...
- goes around to check and offers help if necessary
-calls some groups to stand up and tell about their discussion
- Gives feedbacks and comments, correct mistakes
- Work in groups: Discuss what they should do to prepare a party: budget, date & time, guests, place,...
- Ask teacher for help if necessary
- Some groups stand up and tell about their discussion.
- take notes and correct mistakes
Post- speaking
10‟
(task 4- whole class)
Talking about yourself
- Ask some Ss stand up, tell about their party and try to convince the rest of class to come.
- who can convince others will be the winner
-Try to convince other classmates to come to your party
Homework 1‟ - Assign homework
+ Practice talking about party.
+ Prepare the next section – section C. Listening.
- Listen and note down
APPENDIX 6: Speaking lesson plan (Treatment stage) Lesson 6: COMPETITIONS
Teacher: Pham Thi Hong Loan Time: 45 minutes
Number of students: 40 Level of students: Grade 11
Aims: By the end of the lesson, Ss will be able to:
− Ask for and give information about types of competitions.
− Talk about a competition or contest.
Teaching aids: Handouts, Pictures, English Textbook 11 Notes: Original activities (O.A) and Modified activities (A.A) Procedures:
Stages Time O.A/A.A
&Techniques
Teacher‟s activities Students‟ activities
Warm-up 4‟
Adapted activity (Adding)
- call a student to stand up and talk with the teacher
Questions:
+ Do you like competitions?
+ What type of competitions do you enjoy?
+ How do you feel about the singing contest?
- ok, very good. Thank you. Sit
- listen and be ready for the talk
Possible answers:
+ Sometimes yes and
sometimes no. It depends on type of competitions.
+ I enjoy singing contest
+ It makes me feel comfortable and happy.