bai mon 2- innovation_2

8/3/2019 Bai Mon 2- Innovation_2

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DEVELOPING SPEAKING SKILLS THROUGH BUILDING VOCABULARY COMPETENCE,IMPROVING STRUCTURES , ENCOURAGING STUDENTS CONFIDENCE

Abstract

During the time of teaching English for the first year non-major and major

students at Binh Thuan Community College (BTCC), a researcher tested, and interviewed

98 students who were learning English in her classes. She found that her students had

difficulties in speaking English in a school environments. These difficulties resuled from

their weak speaking skills at secondary and high schools, Most students were found to

suffer from anxiety, had limited linguistic difficulties such poor knowledge of vocabulary

and basic structures.

Ninety-eight students took part in this action research with the help and

encouragement of the researcher and the two teachers who were asked to join the

research.

The results were analyzed through the twenty- three questionnaires for teachers

and students, and class observation records done by the researcher. This proceduce would

be considered as a bottom-up process. The research was limited to in class activities.

PHAM THI THU THAO Page 1 of 66


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Introduction

To keep pace with the development of our countrys economy and the cultural

interaction between Vietnam and other countries, learning languages, specially learning

English, has become a constant need. In secondary and high schools, English is taught as

a compulsory subject with the orientation to train the four skills: listening, speaking,

reading and writing. Speaking is one of the four language skills which requires teachers

and students to invest more time. In reality, however, most effort and time are spent on

teaching grammar, writing and translation and less attention is paid to teaching speaking.

The teacher staff depended on the textbooks. The students were very respecful of their

teachers in classes and students were passive receivers and teachers were talking most of

the time. On the other hand, competent teachers did not spend the time to investigate their

lessons to create a lot of active learning which depends on each subject and after a lesson

what they have learned about their lessons in teaching.

Speaking is also a great challenge for foreign language learners, and students

must master several difficult microskills, including the pronunciation of unfamiliar

phonemes, the correct placement of stress and intonation, and the approriate use of

formal and informal expressions. To complicate matters, students in an English as a

foreign language (EFL) environment have few opportunities to speak English inside or

outside of the classroom. Researchers and teachers now agree that there is no solution but

reform. Even speaking classes do not provide chances for oral interaction, as most of the

teachers talk on and on throughout the lesson without giving students any opportunity to

speak. This problem has lasted for many years, and we, teachers of English at Binh

Thuan Community College have done a lot to change the situation.



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Research Questions

1. Why cant students learn speaking skills?

2. What does the researcher do to improve students speaking skills at Binh Thuan

Community College (BTCC)?

Literature Review

1. Why cant students learn speaking skills?

English has become widely popular in Vietnam and also in Binh Thuan Province

and everyone has been eager to learn to speak it since the beginning of the developing

tourism at Binh Thuan. English is taught in all schools and centers of Foreign Languages

with the accelerating growth of our country, the increased frequency of interchanges with

other nations, and the growing complexity of international relations, the importance of

communication by means of English is becoming greater and greater in every field of our

lives. The need to learn English will undoubtedly continue to become more widespread.

Even if English is taught in all schools, give less attention to spoken English. In these

schools, students learn the four language skills. In reality, the primary focus is on

students learning translation of texts from the target language to the native language by

learning only grammatical rules and list of vocabulary. Communication is carried out

through two forms: written and oral form. Which one is more essential? Which came first

in human history? Many students equate being able to speak a language as knowing the

language and therefore view learning the language as learning how to speak the language,

or as Nunan (19910 wrote, success is measured in terms of the ability to carry out a

conversation in the language. Therefore, if students do not learn how to speak or do not



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get any opportunity to speak in the language classroom they may soon get de-motivated

and lose interest in learning. Moreover, the teacher directs and controls the language

behavior and corrects studentserrors. Furthermore, efforts to teach students to listen,

speak, read and write simply go down the drain becauce the learning of these skills do

not connect to real life, the content of lessons was being unrelated to studentsreality, the

teacher teaches traditional methods, uses rigid programs from The Vietnamese Ministry

of Education and Training, there are many students in the same classes (large classes) at

least forty students, and students level is mixed ability. In classes, students conduct oral

presentation, listen to taped passages, but these activities were not related to what they

really wanted to do. It can be said that speaking is fundamental to human communication.

Just think of all the different conversations the teachers and students do in a day and

compare that to written communication. Which do we do more of? In our daily lives, we

speak more than we write. In fact, many teachers of English still spend the majority of

class time on reading and writing practice almost ignoring speaking and listening skills.

However, many students can not use their English to communicate after seven years of

learning schools.When they enter college, they learn many different fields as

Accounting, Information Technology, Electricity and Electronics, Business

Administration, Tourism Culture and English. All of the first year students have to learn

Basic English because English is also one of the compulsory subject that students have to

study in three years at BTCC. Their speaking skills in the class is worth thirty percent of

the final marks, and the final written seventy percent. Furthermore, most of the students

at BTCC come from different districts with a wide range of English knowledge. Town

students have better conditions to learn English than students from the countryside. Also



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in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and

intentionally through explicit instruction in specific words and word-learning strategies.

According to Michael Graves (2000), there are four components of an effective

vocabulary program:

Wide or extensive independent reading to expand word knowledge.

Instruction in specific words to enhance comprehension of texts containing those

words.

Word consciousness and word-play activitives to motivate and enhance learning.

There are many ways to develop vocabulary for students as the teacher can use a

dictionary to teach their students about a words meaning, the root words, prefixes, and

suffixes and through repetition. A more general way to help students develop vocabulary

is fostering word consciousness, an awareness of and interest in words.

2.1. Developing speaking skills through building vocabulary.

There are many ways to improve students vocabulary. Students can learn new words in

different situations and contexts. For example, students can study vocabulay through

skills such as reading, speaking, listening and writing.

To improve studentsspeaking skills, they have to learn vocabulary trees because these

help them discover themselves thinking in vocabulary groups. When seeing a cup, their

mind will quickly relate such words as a knife, a fork, and dishes, or when reading a word

they can find the same meaning of the word such as kind the same meaning word type,

sort. Teachers can also create a list of vocabulary themes, include the vocabulary, a

definition and an example sentence for each new item.



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There are also ways to improve studentsdeveloping vocabulary. Besides, teacher can

also use word building, object guessing, watching video of the films, DVDs, CDs.

Moreover, listening songs in English is a great way to help students understand native

speakers of English.

Word repetition is a useful tool for building vocabulary. If the teacher wants their

students to have vocabulary knowledge, firstly, the teacher have to make them repeat

words several times a day, every day, to keep the words in their memory. Secondly,

students can write down the words to read themselves frequently. Focusing on the

meanimg will help them remember the word next time it is needed.

Playing games is also a great and an interesting way to help student learn building

vocabulary.

According to Nation (1990), he describes word knowledge in terms of receptive and

productive knowledge, which together comprise the four language skills. Receptive

knowledge is recognizing and understanding the words when listening to a conversation

or reading a text and productive knowledge is using words fluently and appropriately

when speaking and writing. The receptive and productive skills relate to each other in

important ways and can also be caregorized as written skills (reading and writing) and

oral skills (speaking and listening) (Nation 2001b).

For example, a student can not write without reading and can not hold a meaningful

conversation without listening. This interrelationship between productive and receptive

skills makes it crucial to adopt a four-skill approach to vocabulary teaching.



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The receptive skills, and especially reading, are known to be effecttive ways to acquire

vocabulary. Therefore, in addition to general strategies for vocabulary acquisition, there

is a pressing need for methods that will bring new and familiar words into productive use.

One useful strategy in learning vocabulary is to mastter a large number of word

of high frequency. Nation and Waring (1997) suggest that learners need a receptive

vocabulary of 3,000 to 5,000 word families and a productive vocabulary of 2,000 to

3,000 word families to function well in their daily use of Engilsh.

Vocabulary knowledge can not be gained from one single encounter with a word, even if

this encounter involves a lot of direct teaching effort (Nation 2001b). Vocabulary

knowledge, as much for the second language as for the first language learner, will grow

gradually only through successive encounters with the word in various contextx and

through different activities while the individual is exposed to large amounts of

comprehensible input (Nagy 1997,74).

According to Nation (2001a,23), learners should learn low frequency words gradually

after they know the high frequency words, and teachers should not spend valuable class

time on low frequency words because there are too many of them and the time spent on

them is not repaid by opportunities to meet and use them. When necessary, four

strategies for learning low frequency words include guessing the words from contexts,

studying words on small cards, analying the parts of words (roots, prefixes, and suffixes)

and using a dictionary to look up meaning (Nation 2001a).

A reasonable solution is to support a more integrated approach,where speaking is

added to reading and writing lessons to ensure that students receive essential practice in

oral communication. Since the listening skill is already a natural complement to any true



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speaking activity, adding speaking opportunities to a reading or writing lesson

automatically allows students to integrate at least three skills. This integration has many

advantages, as it adds variety, encompasses students different streghts, and creates

interactive possibilities by focusing on both productive and receptive skills. In addition,

the interesting topics associated with reading and writing lessons lend themselves well to

speaking tasks. This facilitates students acquisition of English by providing them with

topics to discuss and opportunities to test their language hypothesis. To institute such a

change, the researcher recommends an oral language component into her intensive

reading classes for elementary level non English major students.

2.2. Developing speaking skills through inproving structures

The teacher explain and provide to students with the specific definition, meaning of a

word right in the sentence. For example, teachers can give their students the verb need

and explain that need is used with to infinitive (ordinary verb), and bare infinitive

(modal verb). Therefore, the structure is one of needs to know in order to speak in

learning language. It is clear that one needs sufficient vocabulary, adequate grammar, and

syntax to express ones ideas correctly.

According to previous researchers simple language structures school be taught before

complex ones and no matter how the language is presented to learners, certain structures

are acquired before others. This suggests that it is neither necessary not desirable to

restrict learners exposure to certain linguistic structures which are perceived by a linguist

as being simple.

On the other hand, structures also help students with a lot of advantages in speaking

English. While teaching reading, teacher can not teach all the structures in a reading



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lesson for their students. Structures is knowledge which belongs to linguistic competence

and the concept of communicative competence.

2.3. Developing speaking skills through encouraging students confidence.

After researching, the researchers recognized that students who learned speaking skills at

college were motivated. From the beginning of secondary or high schools, they did not

study English well because they did not have a lot of vocabulary knowledge. When they

spoke they were afraid of mistakes neither their teachers often corrected their errors

Therefore, they disliked studying and lost their motivation in learning English, they also

found English learning was uninterested. When they entered college , teachers had to

help and pay attention to them because of their bad speaking English in class. Later, they

made progress in their studying, and they found English learning useful and interesting.

Their motivation in learning English increased and they became good or bad students

depending on the teaching and practicing activities in the class. In addition, the classroom

provided the only enviroment for language students to practice through working in pairs,

playing games, role playing, interviews and questionnaires. It is a community of learners

who have knowledge of the language and adesire to apply it. Therefore, in classroom,

students are easy to be stimulated to speak. Interaction is, therefore, required as Oxford

and Scarcella put it,

A key factor in second language development is the opportunity given to

learners to speak in language- promoting interaction with others who have more linguistic

resource than the learners. The class can be especially conductive to providing learners

with such speaking opportunities. In the outside world, it is sometimes difficult for ESL

students to practice speaking English (1992: 153).



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Students with interest or no purpose to learn would easily lose their background

knowledge. Teachers showed the use of natural communication and real- world activities

in the classroom. In practice, teachers should create a dynamic environment full of

meaningful input and opportunities for interactions. With relevant and interesting tasks,

students will be motivated to use a large amount of natural language. This type of

teaching requires teachers to know students needs and interests in order to apply

knowledge to activities and tasks. This leads students to realize that learning has a

purpose, and learning with a purpose is bound to be exciting.

2.4. Some ways help students of BTCC overcome dificuties speaking.

There is strong focus on classroom interaction and students participation as ways

of learning and developing skills through tasks. The teacher must design all the

knowledge for a period in class into tasks, the teacher introduces the request of tasks such

as Word building, Object guessing, watching video of the films, DVDs, CDs and

listening songs, and students discuss in-group to fulfill the tasks by turn. Students can

read textbooks, novels, different topics, with different and real reading materials, and

other picture novels. The more they read, the faster they will build their vocabulary

knowledge.Working in a small team (from 3 to 5 students) allows students for more face-

to-face interaction, helps students be less worried, more confident, and they have a lot of

chances to use their language strategies, therefore, the students language acquisition is

more easier. Students use language to communicate, to interact to each other, to be an

instruments to other subjects and satisfy their needs. When students work effectively in a

supportive group, experience can be a very powerful way to improve achievement and

satisfaction with learning experience.



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In sum, classroom interaction provides learners with opportunies to develop their

speaking skills and to get used to communication in the language. In order to promote

interaction in oral classes, it is essential to explore factors that have influence on it. In

teaching, the teachers have to do students to be interesting, happiness and they are not be

nervous or anxiety when they do not understand the lesson. Each teacher also has to

create a lot of active learning which depends on each subject and after a lesson what they

have learned. The teacher explains the meaning of the new vocabulary, and then the

different stresses of the words or pronunciations. Besides, teaching knowledge the

teacher also teaches students moral lessons and any lessons also bring usefulness for

them to be successful in life after graduation. Besides, we also see material we teach for

our students to be suitable . While teaching the teacher usually pays attention to bad

students to help them better. And the teacher does not mind explaining for them again

when they dont understand their lesson in class. To make above, teachers sit down on

their own time and ask how difficulties in their leaning Engligh. For them to understand

faster, the teacher gives homework easier if they uncomplete, the teacher helps them step

by step to understand tasks in the classroom or they can work hard at home. Instead of

fighting to figure out where they went wrong, they can learn speaking skills at the same

time they are doing their homework. Provide an interesting and exciting ways sush as

make the question and answer the question; self-correction; conversation pratice, analogy

is a better foundation for language learning than analysis. The meanings of words can be

learned only in a linguistic context, language learning is habit formation.



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Methodology

Participants

This process took place at BTCC with the researcher acting as the Implementer. The

Clients were ninety - eight students of the first year non - major and major students

learning Basic English at the Elementary level where the researcher is also the speaking

teacher. These students come from different districts of Binh Thuan province and they

did not also have any chance to practise English outside classrooms at secondary and

high schools, so they have different level. The first year non - major students include

twenty - two males with elementary level of English, and twenty - six females. The other

class includes 18 males and 32 females of the first year - major students with all of their

ages from 18 to 22. In English Department, the teaching staff comprise10 females

teachers and 1 male. Three of them are Master of TESOL, four of them have a post-

graduate diploma in TESOL and four of them are graduated from university. Most of

them have 5 years of experience years in the teaching English. Among them, two were

selected to participate in the research with the researcher. Most of teachers hope to adopt

the new ways for developing speaking skills in their classes. The two teachers of English

control one class of fifty first year - major students learning Basic English at the

Elementary level including 18 males and 32 females. The reasons for choosing

participants of different levels was that the researcher wanted to see whether there would

be any difference between them when they receive the same form of developing speaking

skills through building vocabulary competence, improving structures, encouraging

students confidence.



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The questionnaire for students consists of two parts: personal information and general

information. The first part aims to find out the background of students as an important

factor for later analysis. In this part, students give their information such as sex, years of

studying, hometown, and their English level. The second one includes 12 closed-ended

and opened-ended questions (see the appendix 1). The questionnaire for teachers is also

composed of two parts. The first one provides personal information as gender,

qualification, and experience in teaching English, and the other includes 11 closed-ended

and opened-ended questions (see the appendix 4).

The researcher found that her students could not speak English well in classes because

they did not have enough vocabulary and they lost confidence while speaking skills. For

her students, she and her colleagues worked together to develop speaking skills through

building vocabulary competence, improving structures, encouraging students

confidence.

Stages of the study

The study lasted from the middle of January 2010 until the middle of April 2010 (except

2 weeks Tet holidays, only 11 weeks implementing).

Step 1 (week 1, 2: more one week): The researcher and her colleagues both taught in

classes and observed their students learning time of speaking skills, and they began to

have a plan to change teaching speaking for their students in classes.

Step 2 (week 2,3: more one week): 12 questionnaires (see the appendix 1) were delivered

to the two classes. The reason the researcher used questionnaires for both her colleagues

and her students is that they help get results objectively. Teachers and students spent on 5

minutes to finish in their 5 minutes break.



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Step 3 (2 months):From the fourth to the eleventh week. The researcher and the two

teachers observed studentss learning English time in classes. After they began a survey

of interviewing and questionnaire to their students

(see results of studentsquestionnaires), they found that their students have many good

reasons for learning English because they think that English can be very useful in getting

a good job after graduation. They also think that English is a tool for listening to music

and the news, understand programs in English on television, read newspapers,

magazines and books in English. The students say that English will help them to better

understand and appreciate the art and literature of people from English-speaking

countries, have more knowledge of a foreign language, and speak English with the native

speakers.

These responses show that non-major students and major students are well aware of the

importance of English in the future and its role in their lives, however, their motivation is

instrumental (see table 1), and this limits their success of learning. The researcher

understand her students needs above by the previous research.

During the study, the researcher found out that studentsattitudes and motivation at Binh

Thuan Communicative College like speaking English, but they also say that it is not easy

to speak English fluently because they find difficult the exercises in pronunciation and

with irregular words (see table 9). Moreover, students they are often passive, non self-

confident, and nervous when they speak in front of their class. Therefore, the researcher

thinks that teachers have to find new ways to give their students various topics which are

useful to widen their vocabulary which responses.



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Although, the difficulty students have in speaking is related to their background

knowledge of the speaking topic, students like to learn English more than other

languages. To solve this problem, the researcher and her two colleagues must plan for

extra speaking activities time to be implemented.

To help students develop communicative effeciency in speaking, the teachers suggest

ways to improve speaking skills through reading to build vocabulary knowlesge as

below:

Reading

Teachers lead their students to read textbooks, different topics, with different reading

materials. Students have more new vocabulary when they read. In addition, word games

not only teach their students new words, but they are fun. To have their vocabulary,

students have to spend to read. Besides, teachers also have to lead students to

recognize those language structures or elements that they do not know, or know only

partially.

Teachers also lead their students to know integrate speaking and reading activities to be

used in both intensive and extensive reading classes. Each activity is designed around a

different reading test. The time allocated for each activity may be varied according to the

difficulty of the task and the time limits of the class as a whole.

After reading, students have to speak and act. This activity is designed to let students act

out a story they read from a textbook or other source. The test selected for this activity

contains a plot involving more than one person. The plot should be represented through

dialogues, so abstract stories may not suitable. To make the activity more interesting,

students are encouraged to use their imaginations and makes any changes to the plot and



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dialogues in their performance. The activity is organized according to the steps outlined

below:

The whole class is divided into groups, and each group selects a director. The job of the

director is to assign different roles to students and organize the rehearsal of their

performances. After the first rehearsal, students read the story again to see if they can

make any variations to their performance, especially to their lines of dialogue. Students

take notes about key words they will need to deliver their lines.

Finally, a competition is held to see which group offers the best performance of the story.

Lots may be drawn to decide the order in which groups will perform in the competition.

A drama componet makes a reading assignment much more interesting to students. It is

also easy to achieve four-skills integration with an acting project, as students must read

and write down their lines and then deliver them in an interactive setting.

Students form pairs and debate the issue with their partner. One student will argue in

favor of the issue and one will argue against it. Students are required to quote ideas from

the text to support their arguments.

Students scan the article again to discorver useful expressions and additional ideas to

support their point of view. Students take notes of key words they will need.

Students participate in a whole class or a group debate. Besides quoting ideas from the

text, students can encouraged to personalize the topic with information about themselves.

A debate can deepen students understanding of the issue discussed in the text. In

addition, they learn how to view and orslly defend a topic from a different perspective.



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Students form pairs, and one member acts as the interviewer and the other the interviwee.

This interviewer asks questions related to the content of the text. This interviewee is

required to use the ideas or facts in the text to answer those questions

Students read the text again to see if there are any other questions to ask. This time they

take notes and write down some key words.

Students pairs conduct the interview again, but this time they switch roles. They can find

new partners, but they must play a different role than they form pairs, and one member

acts as the interviewer and the other the interviwee..

A competition is organized to see which pair can best represent the text through their

interview.

These activities provides students with opportunities to orally represent ideas from the

text they have read. They also helps students learn to ask questions about different issue.

Breaking the boundaries between traditional courses by integrating speaking skills

improves students communicative competence. In the activities described here,

integrating speaking and reading skills depens students understanding of the reading

material, reveals any problem they have understanding a text, and, most importantly less

them apply the information they have read into authentic speaking practice that improves

their fluency.

In order to improve reading skills, firstly, teachers need to introduce reading assignment

in small, simple steps. Breaking down a reading assignment into manageable steps is one

way to help students experience success. For example, teachers can incorporate a pre-

reading stage into teachers lessons where students activate their background knowledge

about the topic, preview the passage, and predict the content of the reading.



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Provide visual support to complement texts and aid comprehension, including

illustrations, charts, tables, and graphic organizers. Using graphic organizers, for

instance, has proven effective for helping students understand text structures (Jiang and

Grabe 2007).

Secondly, they distribute reading guides to enhance comprehension and interest include

text summaries (identifying such things as theme, plot, characters), comprehension

questions, and prompts for post-reading activities. And they provide definitions of key

vocabulary to reduce the difficulty of the reading to teach how to use dictionaries

effectively and efficientlt. Thirdly, teachers allow their students enough time to finish

reading, and teachers also give their students meaningful opportunities to reread texts.

When they have opportunities to reread texts, they feel that their reading skills have

improved. On the other hand, the teacher can design meaningful exercises by asking their

students to reread texts for different purposes, from different perspectives, or with a

different pedagogical focus, such as reading to acquire vocabulary, identify the main

idea, or analyze the texts structure.

For example, the students selects the topic Diamonds: Learning English, she / he can

write questions such as Do you like learning English? Why or why not?; How many

periods of English do you study a week? or What are benefits of learning English?

With these questions, students can work in pairs, one student can also work with other in

other pairs to learn confidence from her / his partner and have vocabulary knowledge.



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Information Gap

In this activity, students work in pairs. The teacher gives a student the information that

other partner does not have and both of them will have to share their information. These

activities are very effective because every student has the opportunity to talk extensively

in English. For example, filling the gap in a schedule: Partner Dung holds an airline

timetable with some of the arrival and departure times missing. Partner Linh has the same

timetable but with different blank spaces. The two partners are not permitted to see each

others timetables and have to fill in the blanks by asking together appropriate questions.

The features of language that are parctices will include questions beginning What time

or When. Answers will be limited to time expression such as A quarter to nine in the

morning or At half past seven in the evening.

Games

Word Building (see the appendix 7), Blank - Filling for Song (see the appendix 8), and

Object Gussing (students took park in English speaking club once three months).

Games are a vital part of a teachers equipment, not only for language practice they

provide but also for the realitic effect they bring about. Especially, they are useful at the

end of a long day to help students get rid of nervousness, passive and feel exciting and

interesting about their English class. Here is a good game for practice speaking skills. In

this game, the teacher delivers students to form small groups of three or four to discuss

together when they receive Word Building Game ( see the appendix 3) or Blank - Filling

for song (see the appendix 4). This game is played at the end of each period about ten

minutes. There will be the first three group receiving prizes ( three pens in a gift for a

prize) with condition first finishing and completing correctly crossword puzzles.



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Blank - Filling for song, students also work in small groups of three to complete the

songs. This game is done about five minutes at the end of English hour in class

(practicing and repeating vocabulary students learned through songs). These songs were

repeated several times to students to listen and to complete.

Discussions

Teachers give their students the useful and suitable topics to discuss. For example,

students can compare the advantages of learning English in a small town and a large one.

Firstly, they work in pairs or in groups about the topic their teacher gave. Secondly, after

finishing a lesson, students need a discussion to share their ideas each other, or they can

find solutions in pairs or in groups about the problems they themselves can not

understand.

Interviewing through questions

To encourage studentsconfidence and increate more motivation, teachers give their

students questions such as Do you like to learn English speaking skills through games?

Why or why not?; Do you often practice English with the native speakers outside class?

Why or why not?; How many hours a day do you spend to learn vocabulary? In this

activity, the teacher will do at the end of period of English hour, she /he spends 5

minutes with one or two questions to students to work in groups.

Role Playing

To improve speaking skills for students is role playing. In this activity, teachers introduce

situations, activities and gives suitable information to make sure all of the students

understand or might use, and see role playing enjoyable specially for lower-level and lack

sefl-confident students. Teachers also divide their students in small groups. Each group



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includes the two less confident or lower level students to work with a confident or better

level one. And while students play roles teachers do not correct their mistakes or

pronunciation when the prolems are not important. After the playing role, teachers always

give the good or the bad for students to avoid and not to repeat that.

Telling Story

In this activity, teachers ask for each student or each group finding a small story getting

from hearing news, reading books, newspaers or magazines, watching films on TV in

English, or the teachers can also help students by writing some important words on the

board, using signals, drawing a picture, then one of them will present a brief summary

about 5 minutes before beginning English period everyday. Teachesr divide groups, there

are often 6 groups in a class. The director/ monitor has his/ her duty to selects a partner

in every group to present a daily telling story. Each individual person will be presented

with dividing clearly in the class. Telling story also helps students show their ideas in the

format of beginning, development, and ending, including the characters and setting of a

story. In this way, not only will the teacher address studentsspeaking ability, but also get

the attention of the class.

Some useful teaching ways that the researcher has suggested helping bring about

meaningful practice opportunities in non English major and English -major classes.

Besides, to make the class informative, interesting and relevant to students lives, she (the

researcher) adds variety such as entertainment to lectures (animations, slide shows, video

clips, music, guest speakers,), and visual aids to encourage students to come to class to

figure out what they are going to see that day.



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Data Analysis and Finding Results

From January 18th , 2010 to April 16th , 2010 the researcher and two teachers of English

participated to teach and to observe their students learning time in classes inderectly,

and they found that their students have their dificulties from students questonnaires

below (see Appendix 2 at table 9). For these reasons, they also find out some ways to

change teaching and learning English speaking skills in classes more and more.

From Students questionnaire to changing methods in English speaking skills in

classes

The personal information part of the questionnaire, the researcher found that 50 major

students and 48 non- major students have learned English. Most of them have studied

English for 7 years with 90.8% students, there are only a few learned for three years with

9.2% students. Therefore, they can master English well and communicate with native

speakers.

In question 1 at table 1 of Appendix 2 Why do you study English?, the researcher

found that students motivation is instrumental and this limits their success of learning

speaking skills. 42 students with 42.9%, take English because of the compulsory subject

at colleges, and 38 students with 38.8 % because it is a part of general curricular

program and graduation required their passing marks from their English classes. 12 out of

98 students (12.2%) hope that English can be very useful in getting a good job after

graduation. 2.0 % students realized English necessity in modern life and 6.1 % students

consider English the most important language to study nowadays.

In question 2 at table 2 of Appendix 2, the researcher found out that 35 out of students

liked writing skill.Their attitudes towards and motivation at BTCC are not very interested



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in learning speaking skills in class with 12 students. 56 out of 98 students (57.1%) also

saw that speaking skills is not necessary to learn. Most of them liked learning Writing

with 53.% , so in question 4 at table 4 of Appendix 2 only there were 17 students to see

learning speaking skills to be necessary. On the other hand, activities when teaching

speaking skills in class is 52 students with whole class work with. This only limited their

learning motivation in speaking skills (see table 5 of Appendix 2).

From table 8 of Appendix 2, time of English practicing is only 20 minutes, so practicing

English speaking skills through games is also limited (see table 7 of Appendix 2).

Furthermore, students meet difficulties in the poor vocabulary of background

knowledge , and while practicing English, their teacher always corrected their mistakes or

ignoring, Students could not speak English in front of class, if possible, they feel lack of

confidence. In addition, the teachers spoke Vietnamese more than English in teaching

English period four months ago, so when the teachers spoke English in teaching English

period in class, their students could not understand what their teacher said, therefore, they

wanted their teacher to speak English less more than Vietnamese during English class.

For these reasons above, the research and two her colleagues in English Department all

agree that speaking skills is necessary to their students, 100% teachers teach much

speaking skills in class (see table 1 &2 of Appendix 6). Their students are practiced

speaking skills in class 40 minutes in a period (see table 8 of Appendix 6) and students

worked together in pairs and in groups (see table 5 & 8 of Appendix 3, and table 9 of

Appendix 6). 51 out of 98 students also agreed that English is necessary for learners, and

6 students did not pay much attention to speaking skills and assummed that it was not

necssary (see table 3 of Appendix 3). At table 9 of Appendix 3, students meet many



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difficulties in speaking skills when learning English, but they like learning speaking

skills best (see table 4 of Appendix 3), and they also see speaking skills to be very

necessary with them when learning in class and even they leave school, therefore the

innovation in speaking skills is also convenient for the researchers implementation (see

table 3,4,6 & 7 of Appendix 3). From teachers correted mistakes, not only students lose

their confidence but also have more confident to practice speaking skills through their

vocabulary is poor when English speaking. Infact, they want their teacher to speak

English during the English period and they practice speaking with their classmates, their

teacher and even foreigners when they have a chance to meet them. Although, their

vocabulary knowledge has better, they are not afraid of English speaking, even though

they want to speak to their teacher to correct their mistakes when speaking in class (see

table 11 & 12 of Appendix 3).

Some teaching ways such reading : reading to speak, reading to act, reading to debate,

reading to interview, Information Gap, games, discussions, Interviewing through

questions, Playing role and telling Story to encourage to studentsmotivation in practicing

Englisg speaking skills through games (see table 7 of Appendix 3). These methords are

taught 5 minutes before beginning the lessos (warm up) or 5 minutes of the end of

teaching period. The first year non - major and major students learn Basic English at

the Elementary level three times a week. Each time, they study two periods. From

questionnaires, interview, changing teaching ways, and discussion, finally, the researcher

and two her colleagues also have their success in the innotivation of the first stage (see

from table 1 to table 12 of Appendix 3, and from table 1 to table 11 of Appendix 6).



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Result Evaluation

Strengths

The data analysis and finding results show that most of teachers and students are well

aware of the importance and the necessity of speaking English. In addition, students

motivation to develop their English speaking skills is very intensive: students work in

pairs or groups of playing games very hard and carefully when their teacher gives topics

in English class, and volunteers answer the questions quickly when giving topics. To

improve their speaking in English class, they pay attention to the mistakes their teacher

corrects to do better .Therefore, students are not afraid of asking their teacher when they

have a problem understanding something they are learning, they seek help before the

examination.

On the other hand, time are spent on teaching speaking skill in classes at BTCC is paid

attention to students more than. The choosing materials, textbooks, curriculums and

syllabus are usually adopted and changed to be suitable with the students level.

by teacher staff in English Department and principles agreement at school. Besides, this

innovation of the first stage succeeded by two her colleagues cooperation, help and 98

students enthusiaticly.

After eight weeks for researching, the researcher found that 98 students want to learn

more speaking skills and also more themselves-confident when speaking English in class.

Weaknesses

Students always think that English is a compulsory subject or they learn to have good

marks in term and final exams. Specially, studentslevel and their attitudes, motivation

are very different. In English classes, there are from 60 to 150 students such Accounting



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Finance, Marketing Management, Information Technology, Electronics ,Tourism Culture

classes. Therefore, some students like learning English, others do not pay attention to

their learning or feel asleep easy if the topic is not suitable or not interesting. Moreover,

English teaching time of each semester is only 45 or 60 periods, and teachers are

required to cover all necessary knowledge. Obviously, the last result is ineffective

learning. Because of these reasons, both teachers and students pay most attention to

English grammar, not English speaking., and usually ignore speaking part in the book and

only teach what end- of semester exams include.

The time of teaching speaking in English classes is limited. Moreover, the time of this

implementing is too short only eight weeks so the researcher has not solved many

problems in developing the speaking skill for their students.

Solution

These complaints would reflect the fact that we, English teachers at BTCC have failed to

activate students interests in improving speaking skills because students are used to the

traditional method of learning, the teacher centered in talking time. Students are

passive, and there are too many students in class.Therefore, the researcher has to change

her methods of teaching this situation, consider seriously whether or not the ways or the

techniques the research uses while teaching in speaking.

Conclusion

During teaching and learning for eight weeks, the researcher and her two colleagues

found that there was a good result in the first stage of developing speaking skills through

building vocabulary competence, improving structures, encouraging students confidence



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when implementing. Although the time of study was too short, we, teachers recognized

that students increased their motivation and their desire in learning English .

References

Brow, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge:

Cambridge University Press.

Brumfit, CJ. (1984). Communicative Methodology in Languge Teaching:

The Role of Fluency and Accuracy. Cambridge University Press

Gardner.(1980): Motivation in Understanding Second Language Acquisition.

Gardner and Lambert (1972): Motivation in Understanding Second

Language Acquisition.

Lambert, (1974,p.98): Integrate motivation in Understanding

Second Language Acquisition.

Gardner (1985) :Attitude / Motivation Test Battery (AMTB) of L2 learnersmotivation.

Oxford & Shearin,(1994): Motivation

Graham Crookes & Richard Schmidt, (1991): Resultative motivation &

Intrinsic motivation in Understanding Second Language Acquisition.

Harmer, (2002): Intrinsic motivation in Understanding Second Language Acquisition.

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman

Nunan, David.(1999). Second Language Teaching

Klippel, F. (1984).Keep talking Communicative fluency activities for

language teaching. Cambridge: Cambridge University Press.



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Raven,R.(1968).Language acquisition in a second language environment.

Scherer, A.and M. Wertheimer,(1964).A psycholinguistic Experiment in

Foreign Language Teaching. New York: McGraw Hill.

Mason, C.(1971). The relevance of intensive training in English as a foreign

language for university students. Language Learning, 21, 197 204.

Labov, W. (1970). The study of language in its social context. Largr Classes with

FewResources. London: Continuum.

Brown, DH. (2000).Principles of Language Learning and Teaching.

New York: Longman

Burkart, GS. (1998). Spoken Language: What It IS and How to Teach Itfrom

Modules for the professional preparation of teaching assistants

in foreign languages.Washington, DC: Center for Appied Linguistics

Bygate, M.(1987). Speaking. Oxford University Press

Carter, R & Nunan, D (eds).( 2001). The Cambridge Guide to Teaching English

to Speakers of Other Language. Cambridge (UK).C.P.U

Touba, N. (1999).Large classes: Using groups and content.

English Teaching Forum, 37(3),17-20

Krahnke, K. (1994). Teaching English as a Foreign / Second Language.

Oxford University Press

Lewis, M. & Hill, J. (1992).Practical Techniques for Language Learning.

Commercial Color Press

Nunan, D. (1991). Second Language- teaching and Learning. Heinle & Heinle Publishers



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Appendix 1

Questionnaires for students

Use (x) to complete words or phrases you agree or disagree in the following parts of

questionnaires (in a sentence you can use (x) only once).

I. Personal information

Sex: male female

Years of studying Engish:

How long have you studied English at schools?

seven years three years noyear

Are you attending an English centre in the class evenings?

Yes No

If any, at which level?

Elementary Pre-intermediate Intermediate

II. General information

1. Why do you study English?

Because it is a compulsory subject at colleges.

Because it is useful in getting a good job after graduation

Because you have mark columns in term and final exams

Because it is necessary for modern life.



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Because it is important foreign language nowadays.

2. Which English skill would you like best?

Listening Speaking Reading Writing 4 skills

3. The speaking skill is

necessary not necessary not very necessary very necessary

4. According to your opinion, which English skill is the most important?

Listening Speaking Reading Writing

5. What activities would you like your teachers to use when teaching speaking skills in

class?

whole class work in groups in pairs individual work

6. Do you like your teachers using games to teach speaking skills in class?

Yes No

7. What do you think about practising English speaking skills through games in class?

Playing games helps to understand and remember easily.

Playing games helps reduce stress

Playing games makes noise

Playing games makes class interesting

Playing games spends a lot of time



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Playing games wastes time

8. How many minutes in a period do you practise speaking English in class?

5 minutes 15 minutes 20 minutes 35 minutes 45 minutes

9. Which difficulties do you meet when speaking skills English in class?

The poor vocabulary of background knowledge

Lack of confidence

Difficult and irregular pronunciation / wrong pronunciation

Grammartical structures

10. How often does your teacher correct your mistakes when speaking skills in class?

always often sometimes rarely never

11. How do you feel when being corrected in class?

more confident interested in speaking English normal

ashmed bored with speaking English nervous

12. How do you like your teacher correct your speaking mistakes in class?

at the moment of making mistakes

at the end of the talking time

ignoring



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at the end of the talking time but necessary mistakes

Thank you for your cooperation

Appendix 2

Before studying results of studentsquestionnaires


Table 1: gender

Gender Number of responses Percent

males 40 40.8

females 58 59.2

Table 2: Years of studying English

How long have you studied English at schools? Number of responses Percent

Seven years 89 90.8

Three years 9 9.2

No year 0 0

Table 3: Time studying English in centers

Are you attending an English centre in the class

evenings?

Number of responses Percent

yes 5 5.1

no 93 94.9

Table 4: Learning English Level

If any, at which level? Number of responses Percent

Elementary 5 5.1

Pre-intermediate 0 0

Intermediate 0 0



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Table 1: Reasons for learning English

1. Why do you study English? Number of responses Percent

Because it is a compulsory subject at colleges 42 42.9

Because it is useful in getting a good job after

graduation

12 12.2

Because you have mark columns in term and final

exams

38 38.8

Because it is necessary for modern life 2 2.0

Because it is important foreign language nowadays 4 6.1

Table 2: Skills

2. Which English skill would you like best? Number of responses Percent

Listening 6 6.1

Speaking 12 12.2

Reading 18 18.4

Writing 35 35.7

4 skills 27 27.6

Table 3: Speaking skills

3. The speaking skill is Number of responses Percent

necessary 17 17.4

not necessary 56 57.1

not very necessary 19 19.4

very necessary 6 6.1

Table 4: The most important skill

4. The most important skill is .. Number of responses Percent

Listening 6 6.1

Speaking 11 11.2

Reading 29 29.6

Writing 52 53.1



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Table 5: Activities when teaching speaking skills

5. Activities when teaching speaking skills are Number of responses Percent

whole class work 52 53.1

in groups 11 11.2

in pairs 14 14.3individual work 21 21.4

Table 6: Studentsattitude towards games

6. Do you like your teachers using games to teach

speaking skills in class?


yes 42 42.9

no 56 57.1

Table 7: Practising English speaking skills through games

7. Practising English speaking skills through

games


Playing games helps to understand and remember

easily

9 9.2

Playing games helps reduce stress 16 16.3

Playing games makes noise 38 38.8

Playing games makes class interesting 6 6.1

Playing games spends a lot of time 18 18.4

Playing games wastes time 11 11.2

Table 8: Time of practicing speaking skills

8. Time of practicing speaking skills Number of responses Percent

10 minutes 26 26.5

20 minutes 54 55.135 minutes 18 18.4

40 minutes 0 0

45 minutes 0 0

Table 9: Difficulties in speaking skills



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9. Which difficulties do you meet when speaking

skills English in class?


The poor vocabulary of background knowledge 48 49.0

Lack of confidence 22 22.5

Difficult and irregular pronunciation / wrong

pronunciation

16 16.3

Grammartical structures 12 12.2

Table 10: Frequency of mistakes correction

10. How often does your teacher correct your

mistakes when speaking skills in class?


always 47 48.0

often 34 34.7

sometimes 12 12.2rarely 3 3.1

never 2 2.0

Table 11: Students feeling when being corrected

11. How do you feel when being corrected in

class?


more confident 0 0

interested in speaking English 0 0

normal 8 8.2

ashmed 22 22.4

bored with speaking English 36 36.7

nervous 32 32.7

Table 12: How to correct mistakes

12. How do you like your teacher correct your

speaking mistakes in class?


at the moment of making mistakes 8 8.2

at the end of the talking time 12 12.2

ignoring 46 46.9

at the end of the talking time but necessary mistakes 32 32.7



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Appendix 3

After studying results of studentsquestionnaires


Table 1: Reasons for learning English

1. Why do you study English? Number of responses Percent

Because it is a compulsory subject at colleges 11 11.2

Because it is useful in getting a good job after

graduation

44 44.9

Because you have mark columns in term and final

exams

16 16.3

Because it is necessary for modern life 24 24.5

Because it is important foreign language nowadays 3 3.1

Table 2: Skills

2. Which English skill would you like best? Number of responses Percent

Listening 21 21.4

Speaking 34 34.7

Reading 22 22.4Writing 12 12.3

4 skills 9 9.2

Table 3: Speaking skills



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3. The speaking skill is Number of responses Percent

necessary 51 52.0

not necessary 6 6.1

not very necessary 2 2.0

very necessary 39 39.9

Table 4: The most important skill

4. The most important skill is .. Number of responses Percent

Listening 22 22.5

Speaking 41 41.8

Reading 20 20.4

Writing 15 15.3

Table 5: Activities when teaching speaking skills

5. Activities when teaching speaking skills are Number of responses Percent

whole class work 9 9.2

in groups 41 41.8in pairs 36 36.7

individual work 12 12.3

Table 6: Studentsattitude towards games

6. Do you like your teachers using games to teach



yes 98 100

no 0 0

Table 7: Practising English speaking skills through games

7. Practising English speaking skills through

games


Playing games helps to understand and remember

easily

41 41.8



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Playing games helps reduce stress 6 6.1

Playing games makes noise 3 3.1

Playing games makes class interesting 36 36.7

Playing games spends a lot of time 12 12.3

Playing games wastes time 0 0

Table 8: Time of practicing speaking skills

8. Time of practicing speaking skills Number of responses Percent

10 minutes 0 0

20 minutes 0 0

35 minutes 12 12.2

40 minutes 58 59.2

45 minutes 28 28.6

Table 9: Difficulties in speaking skills

9. Which difficulties do you meet when speaking

skills English in class?


The poor vocabulary of background knowledge 27 27.6

Lack of confidence 13 13.3

Difficult and irregular pronunciation / wrong

pronunciation

9 9.2

Grammartical structures 6 6.1

Table 10: Frequency of mistakes correction

10. How often does your teacher correct your

mistakes when speaking skills in class?


always 6 6.1

often 24 24.5

sometimes 68 69.4

rarely 0 0

never 0 0



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Table 11: Students feeling when being corrected

11. How do you feel when being corrected in

class?


more confident 43 44.0

interested in speaking English 36 36.7

normal 11 11.2

ashmed 2 2.0

bored with speaking English 0 0

nervous 6 6.1

Table 12: How to correct mistakes

12. How do you like your teacher correct your

speaking mistakes in class?


at the moment of making mistakes 0 0

at the end of the talking time 61 62.2

ignoring 0 0


Appendix 4

Questionnaires for teachers of English

Use (x) to complete words or phrases you agree or disagree in the following parts of

questionnaires (in a sentence you can use (x) one or more).



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Sex: male female

Qualifications: BA MA Dr

Experience years of teaching Engish:

under 5 years from 5 to 10 years over 10 years


1. According to your ideas, is speaking skills necssesary to the first year non

major English students and major English students when learning in class?

Yes No

2. Which skills do you teach much in class?

Listening Speaking Reading Writing

Grammar and writing

Grammatical structures and speaking

Grammatical structures and reading

3. Which texbook do you use to teach the first year non - major English and major

English students for Basic English level in class?

Newheadway New Interchange

Person to person Hemispheres 1



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4. According to you, the textbook in use ..

is suitable for the first year non - major English and major English students for

Basic English level in class.

is too easy for the first year non - major English and major English students for

Basic English level in class.

is too difficult for the first year non - major English and major English students

for Basic English level in class.

encourages students to communicate in class.

does not encourage students to communicate in class.

5. Which skill does the textbook focus on in class?

Listening Speaking Reading

Writing grammar 4 skills

6. What difficulties do you often meet when teaching speang skills to the first year non

-major English and major English students for Basic English level in class?

The classes are too crowded

Teaching time is not enough

Students do not like practice speaking

Students do not have background knowledge of English



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Students have different levels

Students are lack of self-confidence

7. How do you feel when teaching speaking skills to the first year non - major English

and major English students for Basic English level in class?

tired bored intereting stressful noisy

8. How many minutes for each period do you spend on teaching speaking skills in class?

20 minutes 30minutes 35 minutes 40 minutes 45 minutes

9. Which activities do you use when teaching speaking skills in class?

individual work individual work and pair work

pair work individual work and group work

group work individual work and whole class work

10. How often do you correct students mistakes when they learn speaking skills in class?

at the moment of making mistakes

at the end of the talking time

ignoring

at the end of the talking time but necessary mistakes

often sometimes rarely never



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11. What types of mistakes need to be corrected when students learn speaking skills in

class?

grammatical structures pronunciation

vocabulary grammatical structures and vocabulary

grammatical strutures and pronunciation vocabulary and pronunciation

Thank you for your cooperation

Appendix 5

Before surveying results of teachersquestionnaires




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Table 1: Gender

Gender Number of responses Percent

males 1 9.1

females 10 90.9

Table 2: Qualification

Qualification Number of responses Percent

BA 8 72,7

MA 3 27.3

Dr 0 0

Table 3:Experience years of teaching Engish

Experience years of teaching Engish Number of responses Percent

under 5 years 3 27.3

from 5 to 10 years 5 45.4

from 5 to 10 years 3 27.3


Table 1: Teachersattitude towards the need of teaching speaking skills

1. Is speaking skills necssesary to the first year

non major English students and major English

students when learning in class?


yes 6 54.5

no 5 45.5

Table 2: Skills teaching much in class

2. Which skills do you teach much in class? Number of responses Percent

Listening 0 0

speaking 0 0

reading 0 0



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writing 0 0

Grammar and writing 5 45.4

Grammartical structures and speaking 2 18.2

Grammartical structures and reading 4 36.4


3. Which texbook do you use to teach the first

year non - major English and major English

students for Basic English level in class?


Newheadway 11 100

New Interchange 8

Person to person 2 18.2

American English File 1 4 36.4

Table 4: How to use textbooks in teaching in class

4. According to you, the textbook in use . Number of responses Percent

is suitable for the first year non - major English and

major English students for Basic English level in

class.

7 63.6

is too easy for the first year non - major English and


class.

0 0

is too difficult for the first year non - major English

and major English students for Basic English level

in class.

0 0

encourages students to communicate in class. 4 36.4

does not encourage students to communicate in

class.

0 0

Table 5: Skill the textbook focus on in class

5. Which skill does the textbook focus on in class? Number of responses Percent



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Listening 0 0

Speaking 1 9.1

Reading 0 0

Writing 0 0

Grammar 0 0

4 skills 10 90.9

Table 6: Teachers difficulties in teaching speaking

6. What difficulties do you often meet when

teaching speang skills to the first year non

-major English and major English students for

Basic English level in class?


The classes are too crowded 11 100

Teaching time is not enough 11 100

Students do not like practice speaking 8 72.7

Students do not have background knowledge of

English

7 63.6

Students have different levels 11 100

Students are lack of self-confidence 6 54.5

Table 7: Teachers feeling in speaking periods

7. How do you feel when teaching speaking skills

to the first year non - major English and major



tired 2 18.2

bored 6 54.5

interesting 1 9.1

stressful 0 0

noisy 2 18.2

Table 8: Teachers time teaching speaking skills in class

8. How many minutes for each period do you

spend on teaching speaking skills in class?




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20 minutes 6 54.5

30 minutes 3 27.3

35 minutes 2 18.2

40 minutes 0 0

45 minutes 0 0

Table 9: Teachers activities teaching speaking in class

9. Which activities do you use when teaching



individual work 2 18.2

individual work and pair work 0 0

pair work 2

individual work and group work 0 0

group work 3 27.3individual work and whole class work 4 36.3

Table 10: How to correct students mistakes in speaking skills

10. How often do you correct students mistakes

when they learn speaking skills in class?


at the moment of making mistakes 4 36.3

at the end of talking time 2 18.2

ignoring 1 9.1


often 2 18.2sometimes 1 9.1

rarely 0 0

never 0 0

Table 11: Types of speaking mistakes corrected

11. What types of mistakes need to be corrected

when students learn speaking skills in class?


grammatical structures 0 0

pronunciation 2 18.2

vocabulary 1 9.1

grammatical structures and vocabulary 1 9.1

grammatical strutures and pronunciation 2 18.2

vocabulary and pronunciation 5 45.4



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Appendix 6

After surveying results of teachersquestionnaires


Table 1: Teachersattitude towards the need of teaching speaking skills

1. Is speaking skills necssesary to the first year

non major English students and major English

students when learning in class?


yes 11 100

no 0 0


2. Which skills do you teach much in class? Number of responses Percent

Listening 7 63.6

speaking 11 100

reading 6 54.5

writing 2 18.2

Grammar and writing 2 18.2

Grammartical structures and speaking 11 100Grammartical structures and reading 8 72.7


3. Which texbook do you use to teach the first

year non - major English and major English

students for Basic English level in class?


Newheadway 11 100

New Interchange 8

Person to person 2 18.2

American English File 1 4 36.4



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Table 4: How to use textbooks in teaching in class

4. According to you, the textbook in use . Number of responses Percent

is suitable for the first year non - major English and


class.

11 100

is too easy for the first year non - major English and


class.

0

is too difficult for the first year non - major English

and major English students for Basic English level

in class.

0

encourages students to communicate in class. 11 100

does not encourage students to communicate in

class.

0

Table 5: Skill the textbook focus on in class

5. Which skill does the textbook focus on in class? Number of responses Percent

Listening 8 72,7Speaking 11 100

Reading 9 81.8

Writing 2 18.2

Grammar 2 18.2

4 skills 5 45.5

Table 6: Teachers difficulties in teaching speaking

6. What difficulties do you often meet when

teaching speang skills to the first year non

-major English and major English students for

Basic English level in class?


The classes are too crowded 11 100

Teaching time is not enough 3 27.3



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Students do not like practice speaking 0 0

Students do not have background knowledge of

English

2 18.2

Students have different levels 2 18.2

Students are lack of self-confidence 2 18.2

Table 7: Teachers feeling in speaking periods

7. How do you feel when teaching speaking skills

to the first year non - major English and major



tired 0 0

bored 0 0

interesting 11 100

stressful 0 0

noisy 1 9.1

Table 8: Teachers time teaching speaking skills in class

8. How many minutes for each period do you

spend on teaching speaking skills in class?


20 minutes 0 0

30 minutes 0 0

35 minutes 0 0

40 minutes 11 11

45 minutes 0 0

Table 9: Teachers activities teaching speaking in class



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9. Which activities do you use when teaching



individual work 0

individual work and pair work 0 0

pair work 6individual work and group work 0 0

group work 5 45.5

individual work and whole class work 0 0

Table 10: How to correct students mistakes in speaking skills

10. How often do you correct students mistakes

when they learn speaking skills in class?


at the moment of making mistakes 0 0at the end of talking time 11 100

ignoring 0 0

at the end of the talking time but necessary mistakes 0 0

often 0 0

sometimes 0 0

rarely 0 0

never 0 0

Table 11: Types of speaking mistakes corrected

11. What types of mistakes need to be corrected

when students learn speaking skills in class?


grammatical structures 0 0

pronunciation 0 0

vocabulary 0 0

grammatical structures and vocabulary 0 0

grammatical strutures and pronunciation 4 36.4

vocabulary and pronunciation 7 63.6



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Appendix 7

Word building

Name and team name:

In this game, any individual student who finishes quickly and exactly in 1 minute is a

winner (there are only the first three winners).

I M O R S T U



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Appendix 8

Team name and team members:

A. Learn a song by filling the blanks

Man gave .. sang by Jason Mraz, lyrics Bob Dylan

Chorus:

Man gave .. to all the animals

In the beginning, in the beginning

Man gave .. to all the animals

In the beginning, long .. ago

1. He saw an animal that ..

Big furry and he howl

Great big furry . and furry

Ah, think Ill call it a

Chorus

2. He saw an animal .. .

up so much grass untill she was filled



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He saw . Coming out but he know how

Ah, think Ill call it a ..

Chorus

3. He saw an animal that ..

Horns on his head and they werent too .

It . like there wasnt nothing that he couldnt .


Chorus

4. He saw an animal leaving muddy ..

Real dirty .. and a curly .

He wasnt too and he wasnt too


Chorus

5. Next animal that .... ..

Had on his back and hooves on his

Eating . On amountainside so .


Chorus

6. He saw an animal as smooth as ..

Slithering his through the

Saw him . By a tree near a

Ahhhh, (complete with your own line:)

B. draw / sketch the 6 animals



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Appendix 10

Team name and team members:

Find seven more family members in the puzzle. You can read some from left to right

( ), some from top to bottom (

bai mon 2- innovation_2

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