An investigation into teaching english grammar for high school students in the northern mountainous districts of quang nam province in the direction of competence development

THE UNIVERSITY OF DANANG
UNIVERSITY OF FOREIGN LANGUAGE STUDIES

PHẠM THỊ QUẾ HƯƠNG

Đ

AN INVESTIGATION INTO TEACHING ENGLISH

ại

GRAMMAR FOR HIGH SCHOOL STUDENTS IN THE
NORTHERN MOUNTAINOUS DISTRICTS OF QUANG NAM

họ

PROVINCE IN THE DIRECTION OF COMPETENCE

c

DEVELOPMENT

à

Đ
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MASTER THESIS IN EDUCATIONAL STUDIES
(A SUMMARY)

Da Nang, 2022


This thesis has been completed at University of Foreign Language
Studies, The University of Da Nang

Supervisor: Huynh Ngoc Mai Kha, Ph.D

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Examiner 1: Nguyen Quang Ngoan, Assoc. Prof., Ph.D

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họ

Examiner 2: Nguyen Thi Quynh Hoa, Assoc. Prof., Ph.D

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The thesis was be orally defended at the Examining Committee

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Time: 11/08/2022

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Venue: University of Foreign Language Studies -The University of
Da Nang

This thesis is available for the purpose of reference at:
- The University of DaNang – The Center for Learning
Information Resources and Communication
- Center for Information Technology and Learning Resources,
University of Foreign Language Studies -The University of Da
Nang


1
Chapter One
INTRODUCTION
1.1. RATIONALE
In this era of globalization and integration, English has
increasingly proved its significance as an international language
which can connect different cultures and bridge the gap among
countries. In that context, English teaching and learning plays an
important role at school education systems. While the improvement
of four basic skills is considered more important and receives more

Đ

attention from language researchers, the significance of grammar

ại

acquisition is overshadowed despite the fact that it is an essential part

họ

of communicative process. Moreover, grammar points account for
over 50% content of the standardized tests such as tests at high

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schools and Entrance examination.

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This is worse when it comes to English study at high schools

à

in the northern mountainous districts of Quang Nam province where

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both teachers and students have difficulties in teaching and learning

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English grammar. In fact, most of students in the northern
mountainous districts are indigenous people and so they find it
difficult to acquire English. Hence, students are confused when

facing English grammar rules or applying the grammar points in
communication.
Furthermore, the emphasis on teaching grammatical forms and
written language was probably the norm in Vietnamese education
system heretofore. However, Gochen Jin (2008) indicated that it is
widely accepted that the focus of English teaching should be on
communicative proficiency rather than on mere mastery of
structures. Therefore, how to not only achieve the grammar points in


2
standardized tests but also acquire English communicative
competence will be the core problem in teaching and learning
English for teachers and high school students.
Last but not least, in response to urgent needs of current
situation, Vietnam is undertaking radical and comprehensive reform
of education and training, including the renovation of the general
education programs in the direction of developing learners’ qualities
and competences. The new curriculum promulgated at the end of
2018 in the MoEt’s Circular 32 has been carried out for Grade 1 and

Đ

Grade 6 since 2021. The strategies and requirements are to provide

ại

the learning outcomes for learners, therefore, teachers and

họ

stakeholders have to interact with students through the curriculum to
achieve the standard levels in Vietnamese Language Proficiency

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Framework. English is responsible for language communicative

Đ

competency’s development in the new curriculum.

à

The aforementioned reasons have given me the urge to carry

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out this research paper entitled “An investigation into teaching

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English grammar for high school students in the northern
mountainous districts of Quang Nam province in the direction of
competence development” with a case study to improve the
effectiveness of teaching English grammar in general, or rather
teaching English grammar for high school students in particular in
the direction of competency development.
1.2. AIMS AND OBJECTIVES

1.2.1. Aims
This study is conducted with an aim to investigate the
efficiency of applying the Communicative Language Teaching
approach to teaching English grammar with a view to enhancing high


3
school students’ communicative competence in the mountainous
districts of Quang Nam province.
1.2.2. Objectives
To achieve the above

aims of the study, the

following

objectives are set:
- to explore what the levels of high school students’ English
proficiency in the mountainous districts of Quang Nam province;
- work out the models of teaching English grammar with CLT
approach;

Đ

- figure out how the application of CLT approach positively

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influences students’ language proficiency (grammar in specific) and

họ

learning attitude.

1.3. RESEARCH QUESTIONS

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In order to reach the aforementioned objectives, the research

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seeks to give answers to the following research questions:

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1. What grammatical errors have high school students in the

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English proficiency test?

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northern mountainous districts of Quang Nam province made in
2. How has CLT approach been applied as an intervention
solution to the problem in question 1?

3. What progress in students’ language proficiency has been

recognized after the application of CLT approach?
1.4. SIGNIFICANCE OF STUDY
This study is essential for teachers and high school students in
the northern mountainous districts of Quang Nam province to have
an overview of high school student’s English communicative
competence. Moreover, the recommended teaching grammar models
in this research will help teachers and students overcome challenges


4
in the delivery and acquisition of English grammar for high school
students so that they could get better results in the standard tests and
improve their language communicative competence.
1.5. SCOPE OF THE STUDY
In this study, the researcher focuses on English grammar
instruction for 120 students in Grade 11 of three high schools in the
northern mountainous districts (Tay Giang, Dong Giang and Nam
Giang) of Quang Nam province. They started learning English when
they are in Grade 3.

Đ

The interfere time is so limited; therefore, some recommended

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lessons of English 11 including Relative clauses, Tag questions,
semester.

họ

Cleft sentences and Passive voice will be demonstrated in the second

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Speaking and Writing skills with format of B1 test are used to

Đ

assess student’s competence.

à

1.6. ORGANISATION OF THE THESIS

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This research paper consists of five chapters as follows:

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Chapter One – “Introduction”, presents the rationale for
choosing the area for study, aims and objectives, research questions,
scope of the study. The organization is also included to serve as a
design for the study, making an orientation for the following
chapters.
Chapter Two – “Literature Review and Theoretical
Background”, lays the foundation of the study by making an overall
and brief overview of theoretical background for the research.

Chapter Three - “Research Design and Methodology”,
consists of the methods and procedure of the study. From aims and
objectives as discussed above, the research design, method, data


5
collection and analysis for carrying out the study.
Chapter Four – “Findings and Discussion”, presents the
results obtained from the tests, questionnaires, interview, experiment
and class observation. Finally, the discussion of research questions is
presented.
Chapter Five – “Conclusion”, presents the summary of the
findings, implications, limitations of the study and recommendations
for further studies.

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à

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Chapter Two
LITERATURE REVIEW AND THEORETICAL
BACKGROUND
2.1. REVIEW OF PREVIOUS STUDIES
A variety of researchers have studied teaching and learning
English grammar in history of education in Vietnam and other
nations.

Đ

Li Zhong-guo & Song Min-yan (2007) made a comparison

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between Traditional English Grammar Teaching and Communicative
Language Teaching. They found that in order to improve the

họ

students’ ability and gain better teaching results, the two kinds of
teaching approaches should not be used respectively. There is no

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illustration for CLT making learner’s competence development.

Đ

In Vietnam, Nguyen Thi Bach Yen (2010) carried out a study

à

on using games in teaching and learning grammar lessons in tenth-

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graders. The result focused on the effectiveness of games which

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makes students interested in the lessons. There is no mention of
language competence development. Cam.T.H. Khuong (2015)
analyzed teaching English grammar communicatively in Vietnam;
however, this study stopped at its theories, principles and
implications. Therefore, there is no real reference applied in English
classes. Furthermore, although Pham Vu Phi Ho & Nguyen The Binh
(2014) investigated evidence for the effects of the application of
communicative grammar teaching, the research gave the results on
students’ achievement of grammatical competence and oral
performance. Hence, it didn’t include in student’s qualities and


7
competence development as new general education curriculum’s
requirement.
Based on previous studies, the researcher recognizes that
English grammar instruction is considered in many aspects, however,
the studies have just emphasized the role of teaching and learning

English grammar in general. Therefore, I decide to carry out this
research to discuss extents in which CLT that can be practically
implemented in mountainous areas with almost disadvantaged

Đ

students of Quang Nam province in the context of helping learners

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not only meet the requirement of standard tests but also improve
language communicative competence.

họ

2.2. THEORETICAL BACKGROUND
2.2.1. Definition of Grammar

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2.2.3. Approaches to Teaching Grammar

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2.2.4. Communicative Language Teaching Approach

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2.2.5. Teaching English grammar communicatively

2.3. SUMMARY

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the MoET

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2.2.6. The new English curriculum in general education of

In brief, the prior research presents several studies related to
communicative grammar teaching. It can be seen that CLT has been
a great concern for many methodologists and linguistics all around
the world. Since grammar is essential for daily communication as
well as other skills, CLT need to be used more in classes so that
students have more chances to practice.


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Chapter Three
RESEARCH DESIGN AND METHODOLOGY
3.1. OVERVIEW
This chapter deals with justifications for methodology of the
study. Firstly, the research design, participants and research
procedure are presented, followed by the description of the sample.
The data collection and analysis process are stated at the final part.
3.2. RESEARCH DESIGN
This study collects information from students’ proficiency

Đ

tests to explore students’ communicative competence. This paper

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also collects data from questionnaires, interview and observation

họ

after attending grammar classes with CLT approach. Therefore, the
study is designed by qualitative and quantitative methods.

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3.3. PARTICIPANTS

à

participants will be recruited.

Đ

To serve the purpose of the present study, a group of

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It consists of 120 students from above schools (40 students

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from To Huu High School, 40 students from Tay Giang High School
and 40 students of Quang Trung High School). Three schools are
located in the mountainous districts of Quang Nam province and
98,2% of the participants are Cotu ethnic people. They started to
learn English when they were in Grade 3. The participants have the
same level of English proficiency as other students in this area. They
are both male and female, who have been learning English during the
time the study take place. Their role will be attending the classes
with demo lessons, taking the tests and answering the questionnaires
on how effective the demo lessons are. “Tiếng Anh 11” of
Educational Publishers is used to teach grammar lessons.


9
They are willing to co-operate and take part in different kinds
of data collecting method.
3.4. DATA COLLECTION AND ANALYSIS
3.4.1. Data collection instruments
Data

collection

instruments

of

tests,

experiment,

questionnaires, interview and class observation are used for
justifications as follows:
Tests
Tests were conducted to identify students’ grammar errors and

Đ

communicative competence before and after experiencing grammar

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lessons with CLT approach in class.

họ

Experiment

The researchers designed some lesson plans with CLT

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approach and applied them in the classrooms. Students chosen for

Đ

this research joined the classes with demo lessons. The model

à

lessons were conducted not only in my classes but also in the others

Questionnaire and interview

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mentioned above.

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of high schools in the northern mountainous districts I have

Questionnaire is regard one of the most popular instruments of
collecting data. It is also the most suitable for research that requires a
collection of detail information from a big number of informants.
More importantly, most informants are familiar to it. In order to have
a reliable and valid question, the questionnaire was design to meet
some requirements. First of all, the questionnaire was designed with
a good appearance, suitable font style and liberal spacing for reading
easier. Moreover, it is extremely important that the questions focus
on the issues of the study and the language is simple and easy for


10
participants to understand. Besides, unnecessary and ambiguous
words are not used.
Moreover,

interview

questions

are

clear

enough

for

participants to understand and give their answers.
Observation
Direct class observation combined with field notes after each
lesson confirm and further verify data and findings on tests,
questionnaires and interview. Moreover, results from class
observation reflect the effectiveness of competency-based language

Đ

teaching approach on English grammar teaching.

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3.4.2. Description of the samples

họ

Tests

Participants took the test (P1) at level B1 at the beginning of

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the second semester and two tests which are the beginning test (P1)

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and the other test at the same level (P2) after they joined the demo

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lessons in the classrooms. The first test was carried out to identify

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the students’ communicative competence. During the second

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semester, they experienced the grammar lessons with CLT approach
and took the second tests after that to figure out their progress. Since
the interfere time is short, the tests focus on two output skills such as
writing and speaking and are based on format of B1 test of
Cambridge.
Experiment
The author designed and applied 7 grammar lessons from
textbook (“English 11” of Educational Publishers) which is used to

teach English at these schools in the second semester. The lessons
with CLT approach includes the following grammar points: Relative
clauses, Passive voice, Tag questions and Cleft sentences.


11
Questionnaire and interview
The questionnaire and interview were designed to investigate
the effectiveness of teaching English grammar with competencybased language teaching approach. Questionnaire included 12
questions. Informants were requested to rate each item according to
their assessment of the agreement on a 5-point scale, ranking from
strongly agree, agree, undecided, disagree to strongly disagree. Then,
the author chose 25 students randomly from 3 schools to join an
interview. There were 5 interview questions to explore more and

Đ

ensure the questionnaire result.

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To ensure the reliability and validity of these two

họ

questionnaires, the questionnaires items were tested as follows. Ten
participants were randomly chosen. They, then were asked to tell in

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their own words what specific items mean. Through this process, the

Đ

researcher could identify items that may not have a clear meaning to

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the respondent participants, and could adjust them accordingly.

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Observation

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The class observation was carried out in three classes – 11/1
(To Huu High School), 11C1 (Tay Giang High School) and 11C1
(Quang Trung High School). The researcher taught and observed
students at Tay Giang High School. Furthermore, English teachers at
To Huu High School and Quang Trung High School delivered lesson
in these schools with the same lesson plans and the author observed
and took notes.
3.4.3. Data analysis
Among aforementioned methods, the result of tests and
questionnaire act as the chief methods of gathering data, whereas
interview and Field notes served as the supplement to any other

12
confirmation of the findings.
To be more detailed, data collected from questionnaires,
interview and test were put into table and transformed into
percentage. This aims at finding which problems in English grammar
instruction were solved thanks to demo lessons with CLT approach.
Then, the results were visualized through bar chart for the sake of
analyzing and retrieving data.
Field notes were considered carefully after each lesson to
analyze the attitude, students’ participation and their performance in

Đ

the demo lessons.

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3.4.4. Research procedure

họ

This study was carried out as follows:
Step 1: Researched about topics such as communicative
communication

methods,

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grammar,

communicative

language

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teaching and the new general education program.

à

Step 2: Designed tests (Pre-test and 2 Post-tests),
Step 3: Analyzed Pre-test results.

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questionnaire, interview questions and field notes.
Step 4: Designed demo lesson plans, applied them in classes
and observed to take notes.

Step 5: Do survey by questionnaire and interview.

Step 6: Analyzed results from questionnaire, interview and
observation.
3.5. RELIABILITY AND VALIDITY
For the validity and reliability of the instruments to be used,
the researcher discussed the issue at stake with some experienced

E.F.L teacher trainers and inspectors. They were asked to judge
the appropriateness and relevance of each instrument item for the


13
overall purpose of the study. This led to the reformulation of some
items for clarity and conciseness sake.
The population of researching is also clearly defined. The
research has enough participants and that they are representative of
the population.
The results obtained from the data collecting process are
precise, stable and reproducible.
Research method is planned carefully and the research
conditions are standardized to keep the circumstances as consistent

Đ

as possible to reduce the influence of external factors that might

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create variation in the results.

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à

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Chapter four
FINDINGS AND DISCUSSION
4.1. FINDINGS
4.1.1. Analysis on Pre-Test and Post-Tests results
4.1.1.1. Pre-test and Post-Test 1 (P1) results
4.1.1.1.1. Result of Speaking Tests
4.1.1.1.2. Result of Writing Tests
4.1.1.2. Pre-test and Post-Test 2 (P2) results

Đ

4.1.1.2.1. Result of Speaking Tests

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4.1.1.2.2. Result of Writing Tests
4.1.1.3. Analysis on two Post-tests results (P1 and P2)

họ

4.1.1.3.1. Result of Speaking Tests

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4.1.1.3.2. Result of Writing Tests

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4.1.2. Analysis on Survey Questionnaires

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4.1.3. Analysis on the result of Interview
At the end of the second-term, an interview was conducted to

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directly collect students’ opinions about demo lessons. 25 students at

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different levels were chosen to join the five-question interview.
4.1.3.1. The interest in the lessons
4.1.3.2. The favorite lessons

4.1.3.3. The benefits from CLT grammar lessons
4.1.3.4. The problems that students facing when taking part in
communicative grammar lessons
4.1.3.5. The students’ cooperation in the future
4.1.4. Analysis on the results of Observation
Results of Observation were from author’s class and author’s
colleague’s classes where the demo lessons were applied. The field

15
notes indicate as follows:
4.1.4.1. Teachers
Teachers usually prepare handouts and worksheet form so that
students can fill in the blanks and answer the questions to summarize
the main content of the lesson and report the results. Moreover,
teaching aids are prepared according to each activity. Especially,
PowerPoint software is also used to make the lesson more interesting
and attractive.
The lessons are conducted in 3P (Presentation, Practice,

Đ

Production) process with Warm-up in the opening. In the

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Presentation part, teachers elicit the content of the lesson in many

họ

ways to help students acquire new knowledge themselves based on
the teacher’s questions and leading. In Practice and Production,

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teachers organize variety of communicative activities such as

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discussion, making conversation, picture description, storytelling,

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playing games, doing survey and reporting including four basic skills

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(reading, speaking, listening and writing).

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Teachers give instruction clearly before each activity and
check student’s understanding to make sure they know what they are
going to do. Furthermore, the teachers also go around to control
students’ activities and offer helps. In addition, after each
assignment, teachers let participants do peer-correction before
receiving teachers’ feedback.
However, there are two problems that teachers face during
class. Firstly, some activities designed in class are time-consuming,
which makes the lessons overtime. Secondly, teacher’s controlling is
not large enough so some students are not involved in the activities.


16
4.1.4.2. Students
Most of the students in class are fascinated to experience the
lessons because they smile a lots and their faces are not stressful.

Moreover, their involvement in the lesson is over ¾ of the
students in class. Most of them take part in each activity with
energetic and enthusiastic spirit.
Many of students show their potential in language competence
and communicative skills through discussion, presentation and
group-work.

Đ

In addition, the later lessons are, the more confident students

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feel so they become more and more willing to take part in the

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họ

activities in classroom.
Nevertheless, few of students still meet some difficulties in
achieving the grammar points in CLT lessons. Firstly, it takes them a
lot of time at the beginning to understand and focus on the lessons.
Secondly, some activities are difficult, which may be challenge to go
on with them so some of learners are bored and uncooperative during
the class.
4.2. DISCUSSION OF FINDINGS
4.2.1. The level in English communicative competence of
High school students in the northern mountainous districts of
Quang Nam province

Since the assessment of tests is based on the format of B1 test,
the other criteria are included in the result analysis beside grammar
points. Furthermore, the most important reason is that the aim of this
study is helping students not only achieve English grammar but also
improve their language proficiency, and develop communicative
competence and meet the requirement of the new general education
program.

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Table 4.9. Grammar mistakes on Pre-speaking test
Part
Word
Grammar Mistakes

Tenses

of

Singular/plural

Passive

Cleft

Tag

Relative

voice

sentences

questions

clauses

90

79

88

91

Articles

order

82

99

86

97

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Occurrence

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speech

83

Table 4.10. Result of Pre-speaking test on other criteria

họ

Criteria

Not so good

Good

Vocabulary

102

Discourse management

113

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85%

Pronunciation

98

81.7%

Interactive communication

92

76.7%

94.2%

Mostly good

11.7%

4

3.3%

5

4.2%

2

1.7%

20

16.7%

2

1.7%

19.2%

5

4.2%

Passive

Cleft

Relative

voice

sentences

clauses

78

95

à

Đ

14

23

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Table 4.11. Grammar mistakes on Pre-writing test
Mistakes

99

Word

Word

Singular/

order

of class

plural

93

88

90

Articles
96

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Occurrence

Tenses

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Grammar

86


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Table 4.12. Result of Pre-writing test on other criteria
Criteria

Not so good

Content

113

Đ

communicative achievement

97
88

Mostly good

94.2%

5

4.2%

2

1.7%

91.7%

7

5.8%

3

2.5%

80.8%

21

17.5%

2

1.7%

22

18.3%

10

8.3%

họ

vocabulary

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organization

110

Good

73.3%

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à

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According to Table 4.9 and Table 4.11, the number of
grammar mistakes occurring in Speaking and Writing Test is high
with diverse areas although they have learnt English since they were
in grade 3. The results from Table 4.10 and Table 4.12 reveal that
students are unable to write and speak English fluently. Your
vocabulary is poor (85% Not so good in Speaking Test and 73.3% in
Writing Test) and there are a lot of drawbacks in their pronunciation
(81.7% of Not so good). It is hard for them to organize the ideas in a
discourse or an essay. Moreover, most of them are shy and lack of

Đ

confident so they find it difficult to express their ideas and interact

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with the judge and their partners. Some of them keep silent or say

họ

fragment of words. Furthermore, their language proficiency is so
limited that 94,2% of participants can not fulfil their writing test.

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They show a low level of communicative English competence
two reasons. Firstly, they are instructed English in a

Đ

because of

à

traditional way so the English achievement is not effective. Secondly,

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they live and study in a remote area where there are not enough study

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conditions as well as communicative environment. Therefore, they do
not have many opportunities to practice and use English regularly.
4.2.2. The application of Teaching English Grammar with
CLT approach in class

The grammar lessons in the second semester with CLT
approach are applied as an intervention solution to above problems.
The author designs seven lessons (Appendix 2) in Relative clauses
(Defining relative clauses – Non-defining relative clauses; Relative
pronouns with prepositions; Reducing relative clauses; The omission
of relative pronouns); Cleft sentences; Tag questions and Structures
“It is said that …”/ “People say that …”. These lessons are chosen


20
because they are in the syllabus of standardized educational program
and they are related to the grammar mistakes in student’s Pre-test.
Each lesson is organized in three main steps (Presentation – Practice
– Production) with various activities to make as many as chances for
students to experience and enjoy the lessons.
4.2.2.1. Description of applied CLT grammar lesson in Unit 9
(Defining-relative

clauses

and

Non-defining

relative

clauses)4.2.2.2. Description of applied CLT grammar lesson in Unit
10 (Relative pronouns with prepositions)

Đ

4.2.2.3. Description of applied CLT grammar lesson in Unit

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11 (Relative clauses replaced by participles and to infinitives)

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4.2.2.4. Description of applied CLT grammar lesson in Unit
12 (Revision of Relative clauses - Omission of relative pronouns)

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4.2.2.5. Description of applied CLT grammar lesson in Unit

Đ

13 (Cleft sentences)

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4.2.2.6. Description of applied CLT grammar lesson in Unit

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15 (Tag questions)

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4.2.2.7. Description of applied CLT grammar lesson in Unit
16 (“It is said that …”/ “People say that …”)
As

mentioned

in

the

findings

of

Observation

and

Questionnaire, CLT approach in demo English grammar lessons
brings positive outcomes. Although both teachers and students face
to some obstacles during lessons, it is unquestionable that this

approach is beneficial for students to acquire English. Students not
only feel interested in the lessons but also have chances and
motivation to practice and improve their language competence and
personal skills.


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4.2.3. The students’ progress after experiencing the models
of teaching English grammar with competency-based language
teaching approach
According to the analyzed test results, a decrease in the
grammar mistakes is seen in the post-tests. Moreover, the proportion
of “Good” and “Mostly good” after experiencing demo lessons
climbs dramatically while there is a significant fall in “Not so good”
item. Students are not shy anymore and feel more confident.
Furthermore, participants not only achieve the grammar points easily

Đ

but also improve their previous drawbacks naturally. Last but not

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least, the information from the test results indicates the agreement

họ

that students make a real progress step by step in language
competence after joining the lessons with competency-based

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language teaching approach.

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Chapter five
CONCLUSION
5.1. Summary of the development of the study
According to the key findings, the study summarizes these
following main points:
- Firstly, the evaluation of pre-test results shows that English
communicative competence of High school students in mountainous
districts of Quang Nam province is considered not being so good and
need to be improved since they made so many mistakes in grammar

Đ

points and other criteria in the proficiency test.

ại

- Secondly, the results of the questionnaire, interview and

họ

observation reflect the CLT approach’s benefits and students’
positive attitude toward the application CLT in teaching grammar

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lessons for high school students in the mountainous districts of

Đ

Quang Nam province.

à

- Finally, the findings from post-tests indicate the students’

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progress in communicative competence after attending grammar

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lessons with CLT approach. Therefore, communicative activities in
class play an important role to help students enhance their language
competence. Without any shadow of a doubt, suggested lessons
utilized in this study facilitates opportunities for participants to

develop their English communicative competence.
5.2. Implications
5.2.1. Implication for Teachers
The results of this thesis is advisable for English teachers that
learners always need a reason to study a language and
communicative environment is play an indispensable to help student
achieve their goal in acquiring English journey. Therefore, teachers


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should design and organize English lessons in competency-based
language teaching approach with various activities such as roleplaying, discussing, debating, reporting and so on. Moreover, it is
essential to update knowledge and integrate communicative
assignments for language classes, especially during grammar lessons
to make them more lively and attractive. Hopefully, the demo lessons
as presented in this paper are some of relevance to the on-going
endeavor for bridging the gap between learners in disadvantages
areas and the international language.

Đ

5.2.2. Implications for Students

ại

The major findings of this study imply several things that are

họ

beneficial for students to get better outcomes in learning English. The

method used in this research helps learners not only be eager to learn

c

but also refine four basic skills (reading, writing, listening, speaking)

Đ

and develop their communicative language competence. Students had

à

better cultivate themselves language proficiency and communicative

N

competence through the process of learning English. Although

g
ẵn

students have some difficulties at the beginning, they will recognize
that they understand the lessons easily and make a progress lesson by
lesson.
5.3. Limitations

Unfortunately, it is plausible that a number of limitations might
have influenced the results obtained. Firstly, the period of time for
interfering research is short so students do not have lots of chances
experiencing lessons with communicative activities, which is the

reason for the test result’s limitation. The second issue is related to
the number of participants. This study is just carried out with the
involvement of 120 students at three high schools in the mountainous