An investigation into language learning strategies to improve english speaking skills among high school students a case of three high schools in binh duong province

PEOPLE'S BINH DUONG PROVINCIAL COMMITTEE
THU DAU MOT UNIVERSITY
-----🕮-----

HOANG THI LE QUYEN

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS
AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE
HIGH SCHOOLS IN BINH DUONG PROVINCE

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8 22 02 01

MASTER THESIS IN ENGLISH LANGUAGE

BINH DUONG PROVINCE, 2023
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PEOPLE'S BINH DUONG PROVINCIAL COMMITTEE
THU DAU MOT UNIVERSITY
-----🕮-----

HOANG THI LE QUYEN

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS
AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE
HIGH SCHOOLS IN BINH DUONG PROVINCE

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8 22 02 01

MASTER THESIS IN ENGLISH LANGUAGE
SUPERVISED BY Ph.D. TRAN THANH DU

BINH DUONG PROVINCE, 2023
0


STATEMENT OF THE AUTHORSHIP
I, the undersigned, at this moment, declare that I am the sole author of the thesis
entitled “An Investigation into Language Learning Strategies to Improve English
Speaking Skills among High School Students: A Case of Three High Schools in Binh
Duong Province.”
I have fully acknowledged and referenced the ideas and work of others, whether
published or unpublished, in my thesis. My thesis does not contain work extracted from
a thesis, dissertation, or research paper previously presented for another degree or
diploma at this or any other university.

Binh Duong, July 2023

Hoang Thi Le Quyen

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RETENTION OF USE
I hereby state that I, Hoang Thi Le Quyen, being a candidate for the degree of
Master of English Language accepts the requirements of the University relating to the

retention and use of Master’s Theses deposited in the Library. In this regard, I agree
that the original of my Master’s thesis deposited in the Library should be accessible
for study and research purposes.

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ACKNOWLEDGEMENTS
This thesis would not have been possible without the support of many people and
groups.
Firstly, I would like to express my deepest gratitude to my supervisor, Ph.D. Tran
Thanh Du, for his continued guidance and invaluable assistance and insights leading
to the writing of this thesis.
My sincere thanks also go to all Thu Dau Mot University teachers for teaching
me the essential knowledge to complete this paper.
Furthermore, I am greatly indebted to the Binh Duong Department of Education
and Training and Vo Minh Duc High School for their financial support and
assignments.
Moreover, I am fortunate to have been a part of the English Group of Vo Minh
Duc High School; I am highly thankful to my colleagues and students from Vo Minh
Duc, Binh Phu, and Nguyen Thi Minh Khai High School for their constant bits of help.
Additionally, I would like to extend my special thanks to the authors of my
thesis’s references.
Last but not least, I am grateful for my parents, siblings, husband, and daughters,
whose unconditional love and support keep me motivated and confident.

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ABSTRACT

The role of language learning strategies (LLS) in second language acquisition has
received increased attention across several disciplines in recent years. LLS has been shown
to occur in many studies over the years to improve language learning efficiency. The
current study endeavors to scrutinize LLS employed by the students at (1) Binh Phu, (2)
Vo Minh Duc, and (3) Nguyen Thi Minh Khai high schools and suggests solutions to
improve the effectiveness of LLS. Based on the data collected and analyzed by mixed
methods (quantitative and qualitative), the survey reveals that students’ motivation
enormously affected LLS. The author first sent and collected data from questionnaires,
complimented interviews, and subsequently experimental teaching and classroom
observation. The findings simultaneously show that students use many LLS to enhance
their speaking skills, but the most frequently used ones are cognitive and affective.
Significant correlations among types of LLS and the influence of motivation on the choices
of LLS are consistent with previous studies. The study’s results concerning LLS and the
effectiveness of LLS are expected to be beneficial to teachers of English and students in
terms of narrowing the gap between the students' LLS and their teaching methodologies
preferences and sketching out the appropriate strategies to enhance students’ speaking
skills. The implications of these findings and the importance of viewing learners
holistically are discussed, and recommendations are made for ongoing research.
Key words: affective strategies, cognitive strategies, language learning strategies,
memorization strategies, speaking skills.

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LIST OF ABBREVIATIONS
C: Control class
E: Experimental class
IELTS: International English Language Testing System
LLS: Language learning strategies
BP: Binh Phu High School

MK: Nguyen Thi Minh Khai High School
VMD: Vo Minh Duc High School
Pre: Pretest
M: Midterm test
P: Posttest
S1: LLS 1
…
S12: LLS 12
S1COMPUTE: Memorization strategies
S2COMPUTE: Cognitive strategies
S3COMPUTE: Compensation strategies
S4COMPUTE: Metacognitive strategies
S5COMPUTE: Affective strategies
S6COMPUTE: Social strategies

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LIST OF TABLES
Chapter 1 ......................................................................................................................... 1
Table 1.1. The population of the three high schools ........................................................ 6
Chapter 3 ....................................................................................................................... 28
Table 3.1. Student subjects ............................................................................................. 33
Table 3.2. Teacher subjects ............................................................................................ 34
Table 3.3. Speaking assessment criteria (Adapted from IELTS speaking criteria)........ 39
Table 3.4. Cronbach’s Alpha for each category of the questionnaire ............................ 42
Chapter 4 ....................................................................................................................... 44
Table 4.1. Students' English learning ............................................................................. 44
Table 4.2. Students’ motivation in learning English ...................................................... 45
Table 4.3. Descriptive statistics of students’ motivation in learning English ................ 46

Table 4.4. Students’ preference for LLS ........................................................................ 46
Table 4.5. Descriptive statistics of the activities ............................................................ 54
Table 4.6. Descriptive statistics of pretest results .......................................................... 55
Table 4.7. Paired sample midterm test ........................................................................... 56
Table 4.8. Paired sample posttest ................................................................................... 57

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LIST OF FIGURES
Chapter 2 ....................................................................................................................... 11
Figure 2.1. Diagram of the Strategy System .................................................................. 18
Figure 2.2. Theoretical Framework ................................................................................ 26
Chapter 3 ....................................................................................................................... 28
Figure 3.1. Concept map of data collection and analysis ............................................... 31
Figure 3.2. Sampling procedures ................................................................................... 32
Figure 3.3. The formula for calculating the reliable sample size ................................... 33
Chapter 4 ....................................................................................................................... 44
Figure 4.1. LLS preference of the sample ...................................................................... 47
Figure 4.2. LLS use of three grades ............................................................................... 48
Figure 4.3. LLS use among three grades........................................................................ 49
Figure 4.4. LLS use among three schools ...................................................................... 49
Figure 4.4. Differences of test results ............................................................................ 49
Figure 4.5a. LLS use of VMD students ......................................................................... 50
Figure 4.5b. LLS use of BP students.............................................................................. 50
Figure 4.5c. LLS use of MK students ............................................................................ 51
Figure 4.6. Differences of test results ............................................................................ 59
Figure 4.7. Test results among three schools ................................................................. 59

vii

LIST OF APPENDICES
APPENDIX 1 - LANGUAGE LEARNING STRATEGY CATEGORIES CLASSIFIED
BY RUBIN, O’MALLEY ET AL., AND OXFORD .......................................... 78
APPENDIX 2 - LEARNING STRATEGIES ................................................................. 79
APPENDIX 3 – STUDENTS’ ENGLISH LEARNING AND MOTIVATION ............ 81
APPENDIX 4 - STUDENTS’ PRIORITY OF LLS ...................................................... 84
APPENDIX 5 - OBSERVATION CHECKLISTS......................................................... 89
APPENDIX 6- QUESTIONNAIRE FOR STUDENTS ................................................. 97
APPENDIX 7 - INTERVIEW QUESTIONS FOR TEACHERS ................................ 103
APPENDIX 8 - INTERVIEW QUESTIONS FOR STUDENTS ................................ 104
APPENDIX 9 - RESULTS OF TEACHER INTERVIEWS ........................................ 105
APPENDIX 10 - RESULTS OF STUDENT INTERVIEWS ...................................... 110
APPENDIX 11 - RUBRICS FOR PRE, MID, AND POST-TESTS ........................... 115
APPENDIX 12 – TEST RESULTS OF VO MINH DUC HIGH SCHOOL ............... 118
APPENDIX 13 – TEST RESULTS OF BINH PHU HIGH SCHOOL........................ 123
APPENDIX 14 – TEST RESULTS OF NGUYEN THI MINH KHAI HIGH
SCHOOL .......................................................................... 128
APPENDIX 15 - PRETEST OF SPEAKING .............................................................. 133
APPENDIX 16 - MIDTERM TEST OF SPEAKING .................................................. 134
APPENDIX 17 - POST TEST OF SPEAKING ........................................................... 135
APPENDIX 18 – PAIRED SAMPLE T-TEST ............................................................ 136
APPENDIX 19 – COMPARISON BETWEEN CONTROL AND EXPERIMENTAL ...
CLASSES ......................................................................... 141
APPENDIX 20 – COMPARISON AMONG CONTROL CLASSES FROM THREE
SCHOOLS........................................................................ 142
APPENDIX 21 – LLS USE AMONG THREE HIGH SCHOOLS ............................. 147
APPENDIX 22 – LLS USE AMONG THREE HIGH SCHOOLS ............................. 148

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TABLE OF CONTENTS
STATEMENT OF THE AUTHORSHIP .......................................................................... i
RETENTION OF USE ..................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................................ iii
ABSTRACT .................................................................................................................... iv
LIST OF ABBREVIATION ............................................................................................. v
LIST OF TABLES........................................................................................................... vi
LIST OF FIGURES ........................................................................................................ vii
LIST OF APPENDICES ............................................................................................... viii
Chapter 1. INTRODUCTION .......................................................................................... 1
1.1. Background to the study ............................................................................................ 1
1.1.1. The importance and dominance of English ............................................................ 1
1.1.2. The important of speaking skills ............................................................................. 2
1.1.3. The three high schools ............................................................................................ 3
1.1.4. The 2018 English syllabus for high school............................................................. 4
1.1.5. The characteristics of the teaching staff ................................................................. 5
1.1.6. The characteristics of the students ......................................................................... 5
1.2. Statement of the problem ........................................................................................... 6
1.3. Scope of the study...................................................................................................... 8
1.4. Aims of the study....................................................................................................... 8
1.5. Research questions .................................................................................................... 9
1.6. Significance of the study ........................................................................................... 9
1.7. Structure of the study ............................................................................................... 10
Chapter 2. LITERATURE REVIEW ............................................................................. 11
2.1. Theoretical framework ............................................................................................ 11
2.1.1. Overview of speaking............................................................................................ 11
2.1.2. Language learning strategies (LLS) ..................................................................... 13

2.1.3. The effects of motivation on the choice of LLS ..................................................... 18

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2.2. Previous studies ....................................................................................................... 21
2.2.1. Foreign studies ..................................................................................................... 21
2.2.2 Local studies .......................................................................................................... 23
Chapter summary ............................................................................................................ 27
Chapter 3. METHODOLOGY ....................................................................................... 28
3.1. Research design ....................................................................................................... 28
3.1.1. Case study ............................................................................................................. 28
3.1.2. Mixed methods ...................................................................................................... 29
3.2. Population and sample ............................................................................................. 31
3.2.1. Sample .................................................................................................................. 31
3.2.2. Population ............................................................................................................ 33
3.3. Instrumentations ...................................................................................................... 35
3.3.1. Questionnaires ...................................................................................................... 35
3.3.2. Interviews.............................................................................................................. 36
3.3.3. Classroom observation ......................................................................................... 37
3.3.4. Experimental teaching .......................................................................................... 38
3.4. Data collection and analysis .................................................................................... 40
3.5. Validity and reliability ............................................................................................. 41
Chapter summary ............................................................................................................ 43
Chapter 4. FINDINGS AND DISCUSSIONS ............................................................... 44
4.1. Findings ................................................................................................................... 44
4.1.1. Questionnaires about students’ English learning ................................................ 44
4.1.2. Teacher interview ................................................................................................. 51
4.1.3. Student interview .................................................................................................. 52
4.1.4. Class observation ................................................................................................. 54

4.1.5. Test results ............................................................................................................ 55
4.2. Discussions .............................................................................................................. 60
Chapter summary............................................................................................................ 63

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Chapter 5. CONCLUSION ............................................................................................. 65
5.1. Conclusions ............................................................................................................. 65
5.2. Recommendations ................................................................................................... 66
5.2.1. Recommendations to students ............................................................................... 66
5.2.2. Recommendations to teachers .............................................................................. 68
5.2.3. Recommendation for further studies .................................................................... 69
5.3. Limitations of the study ........................................................................................... 70
REFERENCES ............................................................................................................... 72
APPENDIXES ................................................................................................................ 78

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Chapter 1
INTRODUCTION
The study reported in the thesis examines language learning strategy use among
students at Binh Phu, Vo Minh Duc, and Nguyen Thi Minh Khai High Schools, and the
impact of student motivation on language learning strategy choices. The introductory
chapter presents the background of the study, the problem the thesis attempts to tackle, and
provides the rationale for the chosen area of investigation. In addition, the scope of the
study, the aims of the study, and the significance of the study will also be presented
simultaneously. The study’s structure is included at the end of the chapter so that readers
can follow more easily.

1.1. Background to the study
1.1.1. The importance and dominance of English
In this era of integration, the demand for communication is increasing, which leads
to the formation of a universal language. English has been at the top of the list, surpassing
Chinese, Spanish, French, and Esperanto. Most documents, international summits, and
business contracts are in English. English is the language of business, economics,
advertisements, etc. There are three reasons that make English the dominant language now
and in the future. Firstly, it currently has an enormous number of speakers. Look at these
impressive statistics. It is estimated that nearly one billion five hundred million people are
learning English worldwide. There are over one billion English-as-a-foreign-language
speakers and approximately four hundred million English-as-a-second-language speakers.
The second reason is that English itself is an appealing language. It has less grammar than
other Indo-European languages, such as French or Russian. Its writing uses the Latin
alphabet, so the writing system is more straightforward than the hieroglyphs of Chinese or
Japanese. The third reason, also the most decisive, is that it is the language of the top
developed countries: the USA and most European countries. There is a close link between

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language dominance and the political, economic, and technological power of a country
speaking that language.
With the rising importance and dominance of English, more and more people are
learning it all over the world as well as in Viet Nam. Schools and colleges are making
English a compulsory subject. In Vietnam, it is not an exception. English is a required
subject. It is tested in almost every high school graduation exam, and English is a
prerequisite subject to receive a diploma from colleges and universities. The awareness of
English entails more attention, so controversies and renovations in classroom teaching and
learning methodology. The focus that used to be on linguistic competence now moves to
communicative competence.

1.1.2. The importance of speaking skills
Speaking is one of the productive skills. It reveals how much an English language
learner has perceived through studying.
Wallace (1978) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention to what they are saying. Hence, the students can learn
better how to require the ability to converse or to express their ideas fluently with precise
vocabulary and good or acceptable pronunciation. In Bygate’s view, speaking is “the
vehicle par excellence of social solidarity, of social ranking, of professional advancement
and business” (Bygate, 1987, p. vii). Language learners regard speaking ability as the
measure of knowing a language. They regard speaking as the most important skill they can
acquire, and they assess their progress in terms of their accomplishment in spoken
communication. (Burkart, 1998)
The mastery of speaking skills is viewed as a necessity for most EFL and ESL
learners (Richards, 2008, p. 19; Florez, 1999). Richards’ definition of speaking echoes the
interactional aspect of language that is used to fuel social intercourse (Yule, 1989, p. 169),
promote emotional intelligence (Bora, 2012), fulfill certain goals, or convey particular
ideas, intentions, desires, preferences, or opinions. Zaremba (2006), Celce-Murcia (2001),
and Kayi (2006) also stressed the crucial role of speaking in maintaining oral
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communication. Seen from this perspective, speaking helps strengthen interpersonal ties
especially when it is used appropriately in social interactions.
Harmer (2007) pointed out three main reasons for getting students to speak in the
classroom. The first reason is that speaking activities provide rehearsal opportunities, and
chances to practice real-life speaking in the safety of the classroom. Secondly, speaking
tasks in which students try to use any or all of the languages they know provide feedback
for both teacher and students. Finally, the more students have opportunities to activate the
various elements of the language they have stored in their brains, the more their automatic
use of these elements arises. As a result, they will be able to use words and phrases fluently

without very much conscious thought.
Flohr & Paesler (2010, p.10) remarked “speaking is the most important skill to
master when learning a foreign language. The goal of learning a foreign language is to
become a fluent speaker by focusing on communication activities and expressive abilities.”
“It is questioned whether teaching and learning speaking skills merits as much or more
attention than the others. Two years later, Patton (2012) stated that when people believe
they know or are learning a language, they mean they can speak the language.
These authors emphasized the importance of speaking skills. The importance of
speaking is indisputable. Speaking ability is the measure of knowing a language. The final
goal that every language learner wants to reach is to communicate in the target language.
1.1.3. The three high schools
The current study was conducted at three typical high schools in Binh Duong. Binh
Phu High School, located in Thu Dau Mot City, was established in 1973. Vo Minh Duc
High School is one of the top high schools in Binh Duong province. It was founded in 1987
and is located in Thu Dau Mot City. Nguyen Thi Minh Khai High School, located in Di
An City, was founded in 2020.
The schools are beautiful and well-equipped with interactive boards, large
classrooms, and many other tools; however, there are no fixed rooms for English and no
opportunities to create an appropriate environment where English is the focus of attention.
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Each room is convenient enough for learning and teaching with an interactive board, a
green board, five electric fans, five neon lights, a teacher table, desks, and chairs for
students in four series and twenty-four rows. The seats are arranged in order in front of the
teachers. There is also no audio-visual laboratory, which is necessary to practice listening
and speaking. Teachers must speak loudly because of the large size of each room (about
48 seats). Some say that teachers can use microphones, but the rooms are not soundproof,
so the teacher’s voice through microphones can disturb the next classes. In English classes,
games – the technique to motivate students – cannot be freely organized because of the

noise made by the participants; even cassette players should be turned down so as not to
annoy the other classes. Students sitting in the last row can hardly see the board clearly and
the teachers’ gestures. The layout of classrooms makes it difficult to engage students in
group work, yet the activity helps activate students to communicate in English in real
situations. This kind of classroom makes students passive because students tend to keep
silent in front of a large class.
1.1.4. The 2018 English syllabus for high school
In Binh Duong, the new educational syllabus 2018 issued by the Vietnamese
Ministry of Education and Training for the 10th grade comes into force in the 2015-2016
school year, for the 11th grade in the 2016-2017 school year, and for the 12th grade in the
2017-2018 school year. The new syllabus 2018 aims to develop students’ general
knowledge, mainly focusing on communicative competence that provides students with a
tool to communicate when they study or work in an international environment.
According to the new syllabus 2018, after completing the high school English
syllabus, students can achieve Level 3 of English of the 6-level Foreign Language
Competency Framework for Vietnam. Specifically, students will be able to (1) understand
the main ideas of a clear, standard passage or speech on familiar topics in work, school,
leisure, and so on; (2) handle most situations that occur where the language is spoken; (3)
write simple passages related to familiar topics or of personal interest; (4) describe
experiences, events, dreams, hopes, and ambitions, and can briefly state reasons,
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explanations, opinions, and plans. The new English syllabus 2018 regulates that (1) each
of the 10th, 11th, and 12th grades have 105 periods of English per year (1 period = 45
minutes). The themes in grade 10, 11, and 12 textbooks are our life, our society, our
environment, and our future. The textbook has five units in each term, and each unit has
eight lessons (see Appendix 22). The innovative grade 10 textbook includes every English
part in lesson 7. This part is new compared to the previous textbook, so teachers are
inexperienced in introducing it to students.

1.1.5. The characteristics of the teaching staff
Binh Phu High School, located in Thu Dau Mot City, is one of the most longstanding schools in Binh Duong with nearly 100 teachers, of which 10 full-time teachers
major in teaching English. They graduated from pedagogical universities in Vietnam. They
have experience in teaching English for at least three years.
Vo Minh Duc High School is a prestigious, big-sized one in Binh Duong with 100
teachers; among those, ten teachers are responsible for teaching English. They graduated
with English majors in pedagogical universities in Vietnam. Some of them got master’s
degrees. They have worked here as a full-time job for at least five years. The youngest is
26, and the oldest is 52.
Nguyen Thi Minh Khai High School, one of the newest and most beautiful schools
in Binh Duong, was built with a modern design. The total teacher population is 61; among
those, there are six full-time teachers of English. They have been teaching English for five
years or more.
Most English teachers are not well-trained to teach communicative skills.
Communicative activities are not always achievable and creative. Teachers mostly follow
the textbooks, so tasks are usually repeated and boring.
1.1.6. The characteristics of the students
Understanding the characteristics of the students is essential because it can help
teachers select appropriate methods to boost students’ learning.
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In the school year 2022-2023: (1) Binh Phu High School has a student population
of 1597 with 476 grade-10 students, 520 grade-11 students, and 601 grade -12 students
from 39 classes; (2) Vo Minh Duc High School is composed of 1693 students with 568
10th graders, 540 11th graders, and 585 12th graders. They are divided into 43 classes; (3)
Nguyen Thi Minh Khai High School has 670 10th graders, 518 11th graders, and 471 12th
graders, which makes up the total number of students 1659 from 38 classes. (see Table 1.1)
The high school students are between the ages of 15 and 17, meaning they were all
born in 2007, 2006, and 2005 respectively. They are at a rebellious age, so teachers should

notice their psychological problems to educate them effectively. Their general English
level is pre-intermediate. However, their listening and speaking skills are at a lower level.
There are several reasons for this. One is because these skills are not included in the
Leaving High School Exams; students and teachers also do not pay much attention to
English communicative skills. They also lack language and ideas to express a specific
topic. In addition, at their age, students often feel afraid of making mistakes and being
corrected in front of the class. Attitudes of teachers and classmates towards students’
performance and mistakes can also be reasons. Usually, the speaking tasks in the textbooks
use written English and mainly focus on grammar and structures while in real life, students
use spoken English to communicate. Therefore, students feel English is complicated and
impractical when working with textbooks.
Table 1.1. The population of the three high schools
High Schools

Number of Classes

Total Students

Female Students

Binh Phu

39

1597

923

Vo Minh Duc

43

1697

945

Nguyen Thi Minh Khai

38

1659

936

1.2. Statement of the problem
Over the last few decades, a gradual but vital shift of attention has occurred within the field
of education in general and teaching and learning English, which has resulted in less
6


emphasis on teachers and teaching and a greater emphasis on learners and learning. At the
same time, a shift of attention has taken place in second language acquisition research from
the products of language learning to the processes through which learning takes place
(Oxford, 1990). Education studies have investigated learner characteristics. To lead
learners towards autonomous and independent language learners, research in second
language acquisition has primarily focused on learner-centered approaches to second
language teaching (Reiss, 1985; Wenden, 1991; Tamada, 1996). As a result of this change
in emphasis, language learning strategies have emerged not only as integral components of
various theoretical models of language proficiency (Ellis, 1985; Bachman & Palmer, 1996)
but also as a means of achieving learners' autonomy in the process of language learning

(Oxford, 1990; Benson & Voller, 2014).
In addition, many studies of second language acquisition and learning (e.g.,
O’Malley et al., 1990; Oxford, 1990; Larsen Freeman, 2014) reveal that language learning
strategy use is one of the most crucial factors in second language acquisition. Many studies
in second language learning (e.g., Green & Oxford, 1995; Griffiths & Parr, 2001; Oxford,
1990; Park, 1997; Wharton, 2000) point out that successful learners use a wider variety of
language learning strategies than unsuccessful learners. For example, as shown by Green
& Oxford (1995), successful students often use more active and naturalistic strategies and
use more combinations of strategies than less successful students. Meanwhile, several
studies also report on the relationships between learning strategies and a student’s
performance; for instance, according to Oxford (1990), it is believed that language learning
strategies are one of several individual factors that could lead learners to the goal of
learning a language. Several studies (e.g., Bruen, 2001; Oxford, 1990; O’Malley et al.,
1990; Purpura, 1997; Shen, 2005; Wharton, 2000; Cohen, 2011) also reveal that selecting
appropriate strategies can enhance learners’ second language learning. Therefore, it is clear
that the choice of strategies used by second language learners plays a vital role in successful
second language learning.
As teachers of English, not only do we have to bring into the class more interesting
and relevant activities to motivate students but also should we recommend effective
7