Tài liệu Using discussion activities to improve the efl students’ speaking skills at dong nai technology university .

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Lê Thị Hạnh USING DISCUSSION ACTIVITIES TO IMPROVE THE EFL STUDENTS’ SPEAKING SKILLS AT DONG NAI TECHNOLOGY UNIVERSITY MA THESIS IN ENGLISH LANGUAGE HANOI, 2019 VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Lê Thị Hạnh USING DISCUSSION ACTIVITIES TO IMPROVE THE EFL STUDENTS’ SPEAKING SKILLS AT DONG NAI TECHNOLOGY UNIVERSITY Field: English Language Code: 8220201 Supervisor: Bùi Thị Thục Quyên, Ph.D. HANOI, 2019 DECLARATION BY AUTHOR I, Lê Thị Hạnh, certify that the thesis “Using Discussion Activities to Improve the EFL Students’ speaking skills at Dong Nai Technology University” is entirely my own work, in my own words and I am the sole author of this thesis. All sources used in researching it are fully acknowledged and all quotations properly identified. I confirm that this thesis has not been submitted for any other degrees. The research reported in this thesis was approved by Graduate Academy of Social Sciences. Author’s Signature Lê Thị Hạnh Approved by SUPERVISOR Bùi Thị Thục Quyên, Ph.D. Date:…………………… i ACKNOWLEDGEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort. I would like to express my sincere thanks to the many people who made it possible. First of all, I would like to express my heartfelt gratitude to my M.A. thesis’s supervisor, Bùi Thị Thục Quyên, Ph.D. for all of her encouragement, timely guidance and useful comments. I would like to convey my sincere appreciation and thanks to Mr. Đặng Nguyên Giang, Ph.D. and the staff of the Department of Foreign Languages, Graduate Academy of Social Sciences for granting me the honor of writing this thesis as well as their assistance and most valuable supports. I also would like to express my colleague and my students to help me with valuable data for the study. Finally, I would like to express my gratitude to my beloved family and friends who always support me during the progress of conducting and finishing this thesis. ii TABLE OF CONTENTS Page DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT vi LISTS OF FIGURES vii LISTS OF TABLES viii LISTS OF ABBREVIATION USED IN THE THESIS ix CHAPTER 1: INTRODUCTION 1 1.1. Rationale 1 1.2. Aims of the study 1 1.3. Research questions 2 1.4. Significance of the study 2 1.5. Scope of the study 2 1.6. Research methods 3 1.7. Structure of the study 3 CHAPTER 2: LITERATURE REVIEW 4 2.1. Speaking skill 4 2.1.1 Definition of speaking 4 2.1.2 The importance of speaking 5 2.1.2. Problems with speaking activity 6 2.2. Characteristics of a successful speaking activity 7 2.3. Discussion 9 2.3.1. Definition of discussion 9 2.3.2. Types of discussion activities 9 2.3.2.1. Brainstorming activities 10 2.3.2.2. Organizing activities 11 2.3.2.3.Compounding Activities 12 2.4. Assessing speaking skill 14 iii 2.4.1. Oral tests 14 2.4.2. Speaking proficiency testing criteria 14 2.5. Motivation 19 2.5.1. Definitions 19 2.5.2. Types of motivation in language learning 20 2.5.3. Factors affecting motivation in foreign language learning 21 2.6. Previous research 22 2.7. Chapter summary 24 CHAPTER 3: METHODOLOGY 25 3.1. Research design 25 3.2. Setting and subjects of the study 26 3.3. Research procedures 28 3.3.1. Step 1: Preliminary investigation 30 3.3.2. Step 2: Planning 30 3.3.3. Step 3: Implementing the action 31 3.3.4. Step 4: Observation 31 3.3.5. Step 5: Reflection 31 3.4. Data collection instruments 32 3.4.1. Survey questionnaires 32 3.4.2. Class observation 33 3.4.3. Oral tests 33 3.5. Data analysis 34 3.6. Chapter summary 35 CHAPTER 4: FINDINGS AND DISCUSSIONS 36 4.1. Survey questionnaire 1: Student’s motivation in learning English 36 speaking lessons 4.1.1. Levels of interest in English speaking lessons and discussion 36 activities 4.1.2.Students’ speaking opportunity 37 iv 4.1.3. Students' difficulties in learning speaking English 38 4.1.4. Students' preferences for types of discussion activities 38 4.2. Survey questionnaire 2: Student’s attitude toward discussion 40 activities after implementation the action 4.2.1. Level of interest in learning speaking lessons 40 4.2.2. Students' attitude in speaking lessons 41 4.3. Class Observation Findings 42 4.4. Students' speaking proficiency 45 4.4.1. Results of Pre-test 45 4.4.2. Results of Post-test 1 47 4.4.3. Results of Post-test 2 50 4.5. Reflection 53 4.5.1. Reflection after Cycle 1 53 4.5.1. Reflection after Cycle 1 54 4.4. Chapter summary 56 CHAPTER 5: CONCLUSION 57 5.1. Recapitulation 57 5.2 Concluding Remarks 58 5.3. Implication 58 5.4. Limitations 59 5.5. Suggestions for Further Studies 60 REFERENCES 61 Appendix 1: Survey questionnaires I Appendix 2: Class observation sheet IX Appendix 3: Oral tests XI Appendix 4: Speaking band descriptors XIV Appendix 5: Lesson plans XIX v ABSTRACT The study was written based on the research done by the writer as a teacher at Dong Nai Technology University. The study was carried out by using discussion activities with two aims. They are: (1) to investigate the EFL students’ attitudes towards discussion activities in their speaking classes and (2) to evaluate the effectiveness of discussion activities applied to English speaking skill teaching and learning. The subjects participating in the research were 25 students (Elementary Level) from many Faculties of Dong Nai Technology University. To achieve the desired aims of the study, action research was used as the method to carry out the study. Classroom observation and survey questionnaires were used to measure the students' motivation level before and after the implementation. Besides, to clearly see the change in students' speaking proficiency after applying discussion activities in speaking lessons, oral tests were also used as a data collection technique. The results of the study show that discussion activities helped increase most of the students’ motivation in speaking lessons. In addition, the findings of the study also reveal that after using discussion activities in speaking lessons, some of the students could improve their scores in the post-test. Although there was not too much change, it was proved that discussion activities played a certain role in improving the students' speaking proficiency. vi LISTS OF FIGURES Figure 3.1. Kemmis and McTaggart's action research spiral 28 Figure 4.1. Students' levels of interest in English speaking lessons 38 and discussion activities Figure 4.2. Students' difficulties in learning speaking English 40 Figure 4.3. Students' preferences for types of discussion activities 41 vii LISTS OF TABLES Table 2.1. Students' oral evaluation criteria 15 Table 2.2.a. Oral Proficiency Scoring Categories Grammar 16 Table 2.2.b. Oral Proficiency Scoring Categories Vocabulary 17 Table 2.2.c. Oral Proficiency Scoring Categories Comprehension 17 Table 2.2.d. Oral Proficiency Scoring Categories Fluency 18 Table 2.2.e. Oral Proficiency Scoring Categories Pronunciation 18 Table 2.2.f. Oral Proficiency Scoring Categories Task 19 Table 3.1. The schedule of the action implementation 32 Table 4.1. Students’ speaking opportunities during speaking lessons 39 Table 4.2. Students' level of interest in learning speaking lessons 42 Table 4.3. Students' feelings in speaking lessons 43 Table 4.5 Overall class motivation scores for all students 45 Table 4.6. Results of Pre-test 48 Table 4.6.a. General Results of Pre-test 48 Table 4.6.b Results of students' speaking performance in the pre-test 49 Table 4.7. Results of Post-test 1 51 Table 4.7.a. Overall mark of Post-test 1 51 Table 4.7.b. Results of students' speaking performance in the post-test 1 52 Table 4.8. Results of Post-test 2 54 Table 4.8.a. Overall mark of Post-test 2 55 Table 4.8.b. Results of students' speaking performance in the post-test 1 55 viii LISTS OF ABBREVIATION USED IN THE THESIS EFL: English as a Foreign Language DNTU: Dong Nai Technology University ix CHAPTER 1: INTRODUCTION 1.1. Rationale It is clear that speaking is one of the most important skills among other foreign language skills (listening, speaking, reading, and writing). Even when learners are good at vocabulary, grammar or listening they still cannot speak well. With the mission “to become an applied university, to train quality human resources in order to meet the needs of socio-economic development and international integration” (from www.dntu.edu.vn), English is one of priority subjects at Dong Nai Technology University. As a teacher at Dong Nai Technology University, I found that speaking is so hard for non-native English Foreign Language students. The teacher also noticed that they did not know how speak English well and they were embarrassed to practice. And they are always afraid of making mistakes in speaking English and keep silence during the lessons. So, how to stimulate them to be active in the speaking classes is a difficult question to answer. To find the answer to this question, it is necessary to investigate what motivates and de-motivates students in English learning in general and in speaking in particular. For the mentioned reasons, I would like to conduct a study on “Using Discussion Activities to Improve the EFL Students’ Speaking Skills At Dong Nai Technology University (DNTU)”. The study is to investigate what motivates and de-motivates students in English speaking learning. 1.2. Aims of the Study The aim of the study is to improve the EFL students’ English speaking skill at Dong Nai Technology University. In order to achieve the aims, the study is expected to achieve the following objectives: 1 - Investigating the EFL students’ attitudes towards discussion activities in their speaking classes. - Evaluating the effectiveness of discussion activities applied to English speaking skill teaching and learning. 1.3. Research Questions The objectives of the study can be elaborated into the research questions as follows: - How do discussion activities promote the students’ motivation at DNTU? - To what extent, do discussion activities increase the students’ speaking proficiency at DNTU? 1.4. Significance of the Study In particular, the researcher expects that students will be able to improve their speaking skill by using discussion activities and the teacher will develop her teaching methods in speaking class for other classes. In general, the results of the study is hoped to be useful for other teachers and help other teachers to enrich their teaching method in speaking classes. 1.5. Scope of the Study There is so many discussion activities can be used in speaking classrooms. Due to the limitation of time and human resources, this study only attempts to do research on random samples of 25 students at DNTU in Dong Nai with two types of discussion activities: comparing and ideals from the central theme. The students are non-English majored students. The study is conducted in the second semester of academic year 2018- 2019 with 2 months. The study focuses on examining the effectiveness of using discussion activities in increasing motivation in learning speaking skill and exploring how much discussion activities can increase speaking proficiency of the students. 2 1.6. Research Methods In order to achieve the aims, action research procedures are used in the study. The data will be collected via survey questionnaires, class observations, and oral tests. 1.7. Structure of the Study In addition to the references and appendices, the thesis is composed of five chapters: Chapter one: Introduction - presents the rationale, the aims, the significance, the scope, and the organization of the study. Chapter two: Literature Review - provides a theoretical basis for the study, and the review previous researches on using discussion activities to promote students’ motivation in learning speaking. Chapter three Methodology - includes the methods and procedures used in the study, which consist of survey questionnaires, classroom observation and tests. Chapter four: Findings and Discussions - deal with the findings drawn out from the analysis of data. Chapter five: Conclusion- draws some the conclusions of major findings, recommendations, limitations for the study, and suggestions for further studies. 3 CHAPTER 2: LITERATURE REVIEW 2.1. Speaking Skill 2.1.1. Definition of speaking There are plenty of definitions of the word “speaking” that have been given by many researchers in language learning. According to Chaney (1988, p.13), speaking is the process of building and sharing meaning through the use verbal and non-verbal symbols in a variety of contexts. Scott (1978, p.18) states that “speaking can be typified as an activity involving two or more people in which the participants are both hearers and speakers having to react to what they hear and make their contribution.” The hearers and listeners are required to reflex the information that they have heard and contribute their ideals. In 1976, Byrne (p.8) claimed that speaking is a two-way process between the speaker(s) and the listener(s) involving the productive skill of speaking and the receptive skill of understanding. In the two-way process, speaking requires speaker(s) having productive skill to encode the message and listener(s) having receptive skill to decode the message. Brown (1983) also noted that speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. Speaking skill is defined as “the range of exercise types and activities with a communication approach is unlimited, provided that such exercises and activities enable learners to attain the communicative objectives of the curriculum, engage learners in communication and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction”. (Richard and Rodgers, 1986: 165). To summarize, different researchers have different definitions of the word “speaking”, however, they all agree with one very important feature of 4 speaking. Speaking is one of the most important skills of all the four language skills because individuals who learn a language are referred to as the speakers of that language (Ur, 1996). 2.1.2 The Importance of Speaking Among the four skills in English (speaking, listening, writing, and reading), speaking skill is one of four skills in English (speaking, listening, writing, and reading) which plays an important part in helping learners learn a language effectively. Flohr and Paesler (2006) points out that speaking skill is the most important one in learning a foreign language. Flohr and Paesler (2006) also emphasize that "the focus in learning a foreign language is on communication activities and expressive abilities and the goal is to become a fluent speaker." Pattison (1992) confirms that when people know or learn a language, they mean being able to speak the language. More than this, speaking is regarded as the first step to confirm who knows or does not know a language. Ur (1996) shows that people who knows a language are referred to as “speaker” of that language as if speaking included all other kinds of knowing. According to Brown, G and Yule, G (1992) point out that speaking plays an ever important role in a very transactional intention, that is, to make clear what they want to say. To many language learners “mastering the art of speaking is the single most important aspect of learning a second language or foreign language, and success is measured in terms of ability to carry out a conversation in the language”. (Nunan, 1991, p. 39). It can be inferred from Nunan’s view point that speaking is a very important skill among the four basic ones. Therefore, having dealt with the importance of oral skills in language teaching and learning is essential that language teachers should pay more attention to teaching speaking skills. In order to carry out many of the most basic 5 transactions, it is necessary for learners to speak with confidence. In conclusion, as Efrizal (2012) Pourhosein Gilakjani (2016) claimed that speaking is of great significance for the people interaction where they speak everywhere and every day. Speaking is the way of communicating ideas and messages orally. For those all above conceptions of importance of speaking, it is necessary for students to learn speaking skill. 2.1.3. Problems with speaking activity There are so many problem that English learners may get such as lack of vocabulary, not good at grammar or not confident to practice,… All factors effect to learners in speaking and their respond. And it is not easy to be master for EFL students to speak English. Ur (1996) points out some common problems existing in practicing speaking activities: Inhibition Learners often have a shy a nervous feeling while speaking, especially in front of class or other people; they worried about making mistake, fearful of losing face, criticism. Unlike reading, writing or listening activities, speaking requires some degree of real-time exposure to an audience. EFL students are often inhibited about trying to say things in a foreign language in the classroom: worried about mistakes or simply shy of the attention that their speech attracts. Nothing to say When learners do not have anything to say due to the lack of knowledge and low language proficiency or no motive to express themselves beyond the guilty feeling. Even if they are not inhibited, you often hear learners complain that they cannot think of anything to say. They have no motive to express themselves beyond the guilty feeling that they should be speaking. Low or uneven participation When only a few participants dominate discussion at a time in a large 6 group meanwhile others speak little or not at all. In some cases, some students have not any chance, intentionally or unintentionally, to speak for a long time. Only one participant can talk at a time if he or she is to be heard. In a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate while others speak very little or not at all. Mother tongue use Learners often share the same mother tongue and abuse it in second language learning class because they feel the native language is easier to use and it is not natural to speak to other in a foreign language. In classes where all, or a number of, the learners share the same mother tongue, they may tend to use it because it is easier. In addition, they feel unnatural to speak to one another in a foreign language and they feel less ‘exposed’ if they are speaking their mother tongue. If they are talking in small groups it can be quite difficult to get some classes, particularly the less disciplined or motivated ones, to keep to the target language. In conclusion, speaking is considered as one of the most challenging skills in learning any foreign languages. Therefore preparing activities for speaking class, teachers should pay much attention to above problems, so that the speaking activities will be successful and useful to students. 2.2. Characteristics of a Successful Speaking Activity There are four main characteristics of a successful speaking activity, which are introduced by Ur (1996). Learners have to talk a lot. As much as possible of the period time allotted to the activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with the teacher and talk and pauses. In other words in successful speaking tasks, the students talk a lot in the foreign language. One common problem in speaking activities is that students 7 often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem is that the teacher talks too much of the time, thus taking away valuable practice time from the students. Participation is even. It is the fact that classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak and contributions are fairly evenly distributed. Whether the task takes place among the whole class or in small groups, a successful task should encourage speaking from as many different students as possible. The task should be designed in a way so that the outspoken students do not dominate discussions. When necessary, the teacher may interfere to guarantee equal opportunities for students of different levels. Motivation is high. It means learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. Research has shown that motivation is one of the most important variables in successful language learning. Teachers can do a lot to increase and maintain the motivation of students by the types of tasks that they organize in class. Students are eager to speak, when the topic is interesting or there is a clear objective that must be reached. Again, great care should be taken to make sure the task is in line with the students' ability to deal with the task. If the task is too easy, the students may think it is childish and thus lose interest. Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy. In a successful speaking task, the language is at the right level. The task must be designed so that students can complete the task successfully with language that they have. If the students lack too much vocabulary, the task will become frustrating and the students 8 are likely to give up or revert to the native language. In practice, however, few classroom activities succeed in satisfying all the criteria mentioned above. Therefore, language teachers should make great efforts to employ a variety of effective techniques to create some of the mentioned-above criteria. The two discussion activities applied in this study comparing and layout problems, can help increase students' participation in speaking tasks, and language used in these activities is of an acceptable level because it is based on what they have learned in the lessons 2.3. Discussion 2.3.1 Definition of Discussion According to Byrne D. (1980) defines discussion as “any exchange of ideas and opinions either on a class basic, with the teacher as mediator, or within the context of the group, with the students talking among themselves”. Gulley (1960, p. 4) states that discussion occurs when a group with group orientation purposefully interacts orally for enlightenment or policy-determination. If the aim is enlightenment, members systematically define, analyze, and exchange information. When the end is problem solving, members systematically define, analyze, evaluate possible solutions, and attempt to agree upon a high quality decision to which all or the majority will be committed. Regarding to the language teaching, Brown (2001) claimed that discussion is one of the techniques used in language teaching. Furthermore, in teaching speaking or teaching oral communication, discussion belongs to one of the activities to promote teaching speaking in the classroom (Kayi, 2006). In short, discussion is one kind of speaking activities which students have a chance to express their ideas in front of their partners. 2.3.2. Types of Discussion Activities There are many discussion activities which has been used; however, 9