an investigation into the impact of socio-cultural factors on learning english out of class by english majors at hue university college of foreign languages

TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP
ACKNOWLEDGEMENTS
TABLE OF CONTENTS 1
LIST OF FIGURES AND CHARTS 3
ABSTRACT 4
1.2. Aims of the study 7
1.5. Scope of the study 7
2. 1. Introduction 9
3.1. Introduction 36
3.3. Participants 37
The participants in this research are 100 English majors at Hue University
College of Foreign Languages. They came from different provinces of Vietnam.
Among them were first year, second year, third year and fourth year students,
aged from 19- 22 years. These students were chosen randomly to answer the
questionnaires. During the process of giving questionnaires, the researcher also
mentioned that the information collected is very necessary to the success of the
study and the data serve the research purposes. After the questionnaires are being
distributed, one hundred students at Hue University College of Foreign
Languages took part in the research and filled out the questionnaires. Most of
them concerned about the socio-cultural factors affecting their English learning
out of class because it was one of the important keys for them to seek essential
factors outside the classroom which have great influences on improving their
English. 37
3.7. Summary 40
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LIST OF TABLES AND CHARTS
LIST OF TABLES
Table 3.1. Summary of the questionnaire components……………………………41
Table 4.1. The reliability of the piloted questionnaires………………………… 44
Table 4.2. The reliability of the questionnaires……………………………………45

Table 4.3 .Mean score of the impact of social factors on learning English out of
class by English majors……………………………………………………………46
Table 4.4. Frequencies and percentage of opinions on the fact that students in big
cities have better English competence than those in rural remote areas………….47
Table 4.5. Mean score of the effects of social-factors on learning English out of
class by English majors at College of Foreign Languages……………………… 57
Table 4.6. Frequency of item 8: I dare not ask for clarification in class for fear of
losing face. Therefore, I seek ways of studying English out of class to become more
self-confident in public…………………………………………………………….61
Table 4.7. Frequency of item 10: Students dare not exchange their ideas with the
teachers because of hierarchical relationships, so they want self-study through
friends, forums, internets and so on………………………………………………62
Table 4.8. Frequency of item 13: Vietnamese students’ unwillingness to express
opinions is due to Confucian morality. Thus, they want to learn out of class to have
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chances to show their own ideas………………………………………………… 62
Table 4.9. Frequency of item 17: Vietnamese students tend to avoid arguing and
debating with others about disagreement of ideas…………………………………63
LIST OF FIGURES AND CHARTS
Figure 2.1. Essential aspects of the ideal teaching-learning process 27
Chart 4.1. Percentage of English majors’ agreement with the impact of one’s… 50
Chart 4.2. Percentage of students’ opinions of negative learning experiences and
poor achievement due to cultural factors………………………………………….51
Chart 4.3. Mean score of the reasons of learning English out of class……………52
Chart 4.4. Percentage of the influence of “traditional for craving knowledge” on
English studying out of class………………………………………………………53
Chart 4.5. Percentage of the increasing demand for English learning people due to
open-door policy………………………………………………………………… 58
Chart 4.6. Mean score of the influence of social classes on studying English out of
class……………………………………………………………………………… 59

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ABSTRACT
The current study investigates the impact of socio-cultural factors on
learning English out of class by English majors at Hue University College of
Foreign Languages. The first aim of this study is to examine socio-cultural
factors that affect learning English out of class. The second aim is to explore
how these socio-cultural factors have effects on studying English out of class by
English majors.
The data were collected through interviews and questionnaires with English
majors at Hue College of Foreign Languages. The results indicated that most of the
students agreed that socio-cultural factors affect their English learning out of class.
English majors were influenced by socio-cultural factors. The students want to
learn English out of class more to practice by themselves due to the impact of
Confucianism. In fact, they dare not exchange or discuss their ideas with the
teachers in classes. Besides, they also take advantages of studying English out of
class to become more active and self-confident because of students’ shyness,
passiveness and lack of confidence. Indeed, they are not ready to take part in
activities in classes or to express their own ideas before classes. Furthermore,
students want to seek ways of learning English out of class through friends, forums,
English clubs and the Internet since the crowded classroom prevents them from free
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communicative activities Finally, the majority of students want to practice English
out of class to master it so that they can meet the demand of society and
employment.
Based on the findings, recommendations and implications are provided to
students so that they can have good ways of studying English out of class.
CHAPTER 1: INTRODUCTION
1.1. Rationale
English has become one of the most important languages in the world. It has
trickled even into lesser known countries as something that is needed to

communicate with others. English is used in politics, business dealings, and
everyday life. Many people are finding it hard to get by without knowing English
(Grace, n.d.). In many countries, most tourism authorities and other officials in
contact with the public speak English to interact and engage with tourists and
immigrants. English is also one of the most helpful ways to narrow the gaps among
countries in this new era. In addition, English nowadays is considered as the golden
key that helps us promote our positions and relationships with many other
countries, it obviously becomes a global language. Besides, Vietnam is a member
in the community of developing countries, so it seems hard for us to keep up with
the latest changes as well as the day-by-day development of the worldwide nations,
to exchange the matters of culture, society and economy if lacking English. Thus,
English is a popular tool of communication because of its importance. Nowadays,
Vietnam is a member of Asian Bloc and World Trade Organization; hence, there
are many Non- Governmental Organizations that come to Viet Nam to invest in the
fields of business, economy, education, etc. Moreover, our society is changing at a
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rapid speed with the structural shifts in production, education and many other fields
of life, etc. From these facts, many serious challenges have presented themselves
with regard to maintenance and function of higher education. In line with these
events, the number of people those who can communicate fluently in English must
be in proportion to that development.
In Vietnam, most students at all levels have to learn English because it is a
compulsory subject at most schools. They realize the essence of English as it is the
magic key to the future. In the current time, students with Bachelor Degrees who
want to get Master or PhD Degrees in Vietnam or abroad have to equip themselves
with good English skills as one of the first criteria. Besides, English has long
been the international language and globalization has made it more important
than ever. Due to globalization, media from around the world is more
readily available through a variety of sources such as the internet, television
and radio. Thus, besides studying English inside the class, most of the students

take English out of class to satisfy their requirement and to explore new horizons in
the social and human spheres. In addition, the factors out of class enable the
students with multiple choices to discover new values and relations by widening
their understanding of the vivid experience.
Furthermore, English is said to be the global lingua franca that is used by
several countries so as to communicate with other countries. That is why we need
to be proficient in speaking it. The need for knowing the English language
increases because of globalization and our connections, relations and transactions
with other countries. Because of this great need, schools from all over the world
require the study of the English language. Students even tend to study English
outside of their country so as to suffice their need of the language. Nowadays, the
majority of classroom environments are culturally diverse. Although the university
has the capability of providing opportunities to students, there are still other factors
that could affect the quality of the English language learning (Celis et al., 2011).
They are socio- cultural factors.
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From the above reasons, I have decided to conduct a study titled: “An
investigation into the impact of socio-cultural factors on learning English out of
class by English majors at hue University College of Foreign Languages”.
1.2. Aims of the study
This study focuses on two main aims. The first aim is to find out the socio-
cultural factors that have influences on learning English out of class by English
majors. The second aim is to explore how these socio-cultural factors have effects
on learning English out of class by the English majors.
1.3. Research significance
It is hoped that the findings of the research will help the Vietnamese EFL
teachers as well as students find out the socio-cultural factors which affect learning
English out of class. As an English teacher, the researcher has a desire to help all of
the English majors and her colleagues know more about how the impact of these
socio-cultural factors is so that they can consider success or failure in learning as

well as teaching English. In addition, the teachers of English can have new methods
to improve their teaching and English majors can take advantage of every chance to
enhance their learning English out of class. More importantly, through this thesis,
the readers can realize the influences of socio cultural factors out of class on
English majors as well as their learning style to find out appropriate ways of
applying new methods successfully in teaching and learning English in Viet Nam.
1.4. Research questions
This thesis seeks the answers for the following questions:
1. What socio-cultural factors affect learning English out of class by
English majors?
2. How do these socio-cultural factors have effects on learning English
out of class by English majors?
1.5. Scope of the study
This study was carried out at Hue University College of Foreign Languages
with 100 English majors.
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1.6. Structure of the thesis
This thesis consists of 5 chapters:
Chapter 1- The Introduction: introduces the reasons, aims, research
questions and scope of the study, from which the readers can easily have a whole
view of the topic.
Chapter 2- The Literature review: tells readers all about the theoretical
background relating to the thesis.
Chapter 3- The Methodology: presents research methodology: the participants,
data collection and other steps used during the research process.
Chapter 4- The Findings and discussions: describes the findings of the
research and the discussion on what the study has found.
Chapter 5- The Conclusion: summarizes the main findings and presents the
conclusion, implications, limitations and suggestions for further research.
CHAPTER 2: LITERATURE REVIEW

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2. 1. Introduction
This chapter presents the literature review related to the present study. There
are five main parts in this section. The first part introduces some socio-cultural
factors. The second part presents learning English out of class versus in class. The
third part discusses self study. The fourth part emphasizes the impact of socio-
cultural factors on learning English out of class. The next part reviews the previous
readings relating to the topic. The last section provides a summary of the whole
chapter.
2.2 Socio-cultural factors
It stands to reason that there is an interaction between socio-economic or
socio-cultural factors and language learning. As an international language, English
is ubiquitously learnt; and certainly English learning is also influenced by some of
or all of the socio-cultural factors of a certain society where English is being learnt
(Bui, 1999).
The socio-cultural factors can be: culture, social demand, social attitudes,
population and learning environment. Within the scope of this paper, I do not hope
to cover every factor influencing on English learning out of class. Instead, I just
briefly go through the factors mentioned in some recent research works.
2.2.1. Social factors
More than ever before, the world today is developing in thousand of
relations among nations in so many fields: politics, economics, technology, science,
information, culture, tourism, education and so forth. In such a scene, foreign
languages became the key to promote the development of each country and to open
the efficient co-operations between countries (Bui, 1999). To satisfy such an urgent
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purpose, foreign language teaching and learning has to change; and indeed, it has
changed.
So far social needs make language teaching and learning change a lot. The
number of people learning foreign languages to meet the demand of society is

highly increasing. Consequently, many Foreign Language Centers have come into
existence, many students have mastered foreign languages to become foreign
language teachers and wide ranges of materials have come out. These are just a few
examples showing the changing made by social demands of foreign languages.
In response to the increasing demand and the national renewal, educational
system is required to change accordingly. According to Nguyen (1999:4), the need
of renovation in methodology has risen out of the contradiction between new
requirements for Vietnamese citizens to lend their hands in the industrialization and
modernization of our country and the backward state of traditional methodology as
well as teaching styles.
In accordance with a developing society, students’ language needs
nowadays vary greatly: “some students learn to go abroad, some to work in foreign
trades or other careers and some to continue their studies. Some want to improve
oral English, some want to improve written communication, and some still want to
learn grammars. Actually, learning needs change faster than the Education
Commission changes the national curriculum and textbooks” (Leng, 1997: 40).
Therefore, “to ensure some success for learners, teachers need to
determine what each learner needs and wants to need” (Maribel, 1999:30). Through
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needs analysis, teachers (and syllabus designers) can adapt the syllabus in terms of
content, methodology and evaluation, then, they would use a variety of techniques,
strategies and materials to help learners feel more comfortable when dealing with
the language.
One problem is the shortage of competent teachers to meet the increasing
of social demands of foreign languages (Hoang, 1998:18). In some countries such
as Viet Nam, Laos, Cambodia, “qualified teachers of foreign languages and native
speakers of these languages whose assistance were much needed were not enough”
(Le ,1998:13). Besides, “Most Vietnamese teachers of English nowadays are young
and inexperienced or if they are old enough, they are too conservative. They never
got any training in an English speaking country. They teach only what University,

their teaching is therefore, more or less limited (Le, 1998:12-13).
Not only Viet Nam or Lao or Cambodia alone suffers such a shortage.
Even China, with a fast-developing economy, the problem is similarly serious.
According to Leng (1997), most teachers do not have enough opportunities to
widen their knowledge, which leads to the inappropriate teaching sooner or later.
The above-mentioned points show a truth that the increase in social needs has
resulted in the shortage of language teachers for some places and the shortage of
“academic teachers” for some other places (Hoang, 1998:17).
2.2.2. Social attitudes
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Social attitudes toward a foreign language can be understood as a
culturally based view of certain society toward a foreign language. Social attitudes
could lower or higher the interest in learning a foreign language, depending on the
negative or positive attitudes of that society.
“In Korea, most middle high school students receive only limited amount
of information about the history or current affairs of other countries. Even at the
college level, courses that focus on understanding other cultures are also relatively
scare”. “The media plays an important part in shaping attitudes toward foreign
languages…Korean newspapers, articles and editions complain about foreign
words that are “contaminating” the Korean language; and therefore, Korean
language must be protected, from an all-out invasion of foreign languages” (Janet,
1997:9).
Obviously, Janet (1997) concluded, such a cultural based view would
lower the interest in teaching and learning foreign language in Korea.
Unlike the attitudes toward foreign languages of the Korean society,
Vietnamese society has a more optimistic attitude. More and more foreign
languages are being taught and learnt, and this is encouraged. As long as the
encouragement is nourished, foreign language teaching and learning would be
enhanced. Together with the increase in social demands, social attitudes toward
language give their hands in making more changes, more renovations for language

learning. Because “students frequently come to language learning with either
positive or negative attitudes derived from the society in which they live and these
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attitudes in turn influence their motivation to learn a second
language”(Stern,1983:8), teachers should be aware of students’ attitudes in order to
take advantage of the positive and to turn off the negative.
2.2.3. Culture
It is true to say that one’ culture greatly affects his/her process of learning
a foreign language. As Japanese writer Kiroku (2000:1) wrote about his native
people: “It is often pointed out that Japanese people play a limited role
internationally despite Japan’s great economic power…However, the Japanese who
play an active role in the world believe that the problem is not so much a lack of
English ability as the deep-seated inward looking character of the Japanese…” In
Japanese society, those who stand out too much to speak or argue (in a discussion,
for example) are frowned upon. But it is usually this type of person who makes it
on the world stage”. He assumed that it is the traditional notion (Just like the
notion: “Silence is gold, eloquence is silver”) that hinder the Japanese in
associating communicative activities.
Similarly, there are a lot of Chinese notions that discourage English
learning of students on the whole. According to Leng (1997:38), China basically
has a Confucian culture which seeks compromise between people. This is the
reason why most Chinese students feel reluctant “to their news loudly for fear of
losing face or offending others”. Leng believes that “Chinese students are not in the
habit of arguing for their own points of view, even if teachers accidentally make
mistakes. Students have been trained to be obedient and to learn by rote ever since
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kindergarten”. This is an obvious difference between students in China and those in
Western countries.
From the experience of being a teacher for many years, Leng affirms that
culture is one of the factors standing on the way of English learning. Cultural

factors can result in negative learning experiences and poor achievements in
students due to the common practice of grouping language learners according to
class rank proficiency. Janet (1997:9) believes that “In a society where in saving
face is vital to self-esteem; this practice sets the stage for potential failures for those
who enter college with below average language skills and feel unable to keep up
with their classmates”.
Shapioro (1997:13), an expatriate in Viet Nam also has the same idea. He
suggests that students would not be successful until they could overcome their
cultural-determined characters. He had this conclusion when he observed many
learners coming to evening classes wanting to speak the language fluently but are
too ashamed to practice speaking it. Due to shyness, passiveness, hesitation and
lack of self-confidence, Vietnamese learners seem unwilling to join public
activities and to work in groups as well as to express their own views in
discussions. As a result, many Vietnamese learners became inactive and confused
when involving real communications in daily life in the foreign languages they are
learning.
Besides, “traditional craving for knowledge” (truyền thống hiếu học) is
considered as a desire of Vietnamese people, which also belongs to Vietnamese
cultural values. In fact, the Vietnamese common man seems to have a great love for
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knowledge and learning. He seems to have particular respect and admiration for
learned people. Like the virtuous man, the learned man enjoys great prestige in
Vietnamese society. The Vietnamese conceives that knowledge and virtues are but
the two complementary aspects of the ideal man. Learning is considered more
valuable than wealth and material success. Rich people who are not educated are
often looked down upon by other people and they themselves feel inferior to
learned people who are poor. In the traditional social system, the scholar ranked
first, before the farmer, artisan, and tradesman. Even nowadays, the learned man is
held in high esteem and respect. The love of learning does not spring from purely
disinterested motives. The lure of prestige and the prospect of improved social

status are among the strongest incentives to the pursuit of knowledge. Education
represents the essential stepping stones to the social ladder and to good job
opportunities. It is the prime force of vertical mobility in Vietnamese society
(Huynh, 2004).
2.2.4. Class population
Along with other factors, population greatly affects English learning. The
crowded classroom leaves hardly any room for free communicative activities,
especially the activities requiring students to move around” (Leng, 1997). As an
experienced teacher of University, Leng (1997:39) concluded: “Such a large
English learning population makes learner-centred teaching difficult”. Teachers
would find no ease to manage a large class, regardless of the effort of making the
most of new methodology as well as the variety of materials.
Not quite different from China, Vietnamese classrooms are also so
crowded that it is very hard to conduct activities that require space “the classes are
too big, about 60 or more than that” (Shapioro,1997:13). As a consequence,
students become passive and afraid to stand up to speak.
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Over-crowded classes result in many unpleasant things including the
ineffectiveness of teaching pronunciation of a foreign language (Ninh, 1999:25).
That there were not enough qualified teachers for so many classes and some
students never had chance to practice sounds individually are the two typical results
of the population factor toward pronunciation teaching.
In short, it is commonly seen that large classes have many disadvantages.
With a number of 50 or 55, even 60 students in a class, teachers surely become
victims when they want to try out different activities with the participation of all of
the students. Smaller classes, therefore, are desirable solution to this problem
because with fewer students in a class, teachers can give more attention to
individual students. They also give students opportunities to work in group
activities and practice their skills together (Mai, 2000:5).
2.2.5. Learning environment

Learning environment plays an important role in improving learning and
teaching quality. If learning and teaching facilities are not sufficient, teachers will
find it difficult to improve the teaching process and learners could hardly better
their learning.
Leng (1997:38) complains about the shortage of facilities in China:
“Libraries do not have enough authentic English books, newspapers and magazines
for teachers and students’ use; overhead projectors and computers are rare and used
for only a few demonstration classes. The unavailability of resources wastes
teachers’ energy and time, making teaching preparation a painstaking process.”
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As we have seen, with such a prosperous economy as China teaching and
learning will suffer the lack of facilities, let alone the “backward” economy of our
country. According to Vu (1997: 8-9), the author of a research about “The common
situation of lower secondary schools in Viet Nam”, the shortage of facilities for
both learning and teaching is commonly seen in most schools of rural, or of remote
and mountainous areas. Even the most necessary conditions such as classrooms,
tables or chalks are lacking. This results in the impossibility for the renewal of
methodology. In addition, essential conditions for teachers’ self studying are also
not satisfactory. Teacher’s knowledge is gradually worn out with time unless it is
renewed and improved everyday. Teachers in cities and towns are luckier to have
nearly enough opportunities to deepen their knowledge and experiences.
Meanwhile, those who work in far areas where no favorable conditions for teachers
is provided will certainly sustain a feeling of loosing knowledge and abilities day
by day with no recovery.
As for students, Shapioro (1997:13) claims: “That the students lack
communication competence was partly due to the lack of qualified teachers of
foreign languages and native speakers of these languages whose assistance was
much needed. Shortage of good textbooks and audio-visual aids worsened the
problem. With a limited number of hours each week varying from 3 to 6 hours and
having practically no opportunity to practice the language learned in the classroom,

the students could hardly use these languages functionally”.
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We can see that students can learn better if they possess a favorable
condition. This fact is true as the fact that students studying the language in an
English speaking country will benefit more opportunities to practice their English
population. Thus, students in big cities or towns normally have better language
competence than those in rural and remote areas.
2.3. Learning English out of class versus in class
2.3.1. Learning English out of class
Out-of-classroom English learning offers fantastic opportunities and
rewards to both students and teachers alike. It provides many benefits in terms of
fun, enjoyment, personal development, motivation and even increased subject
performance. As a holistic approach to teaching and learning, it allows students to
have fun and enjoyment and achieve negotiated goals. Besides, students have the
opportunity to work with others and to contribute as active citizens in a vast array
of activities, and many in their studying (Hewins & Wells, 1992). Furthermore,
they can develop skills and self-confidence that can be applied later in their life.
Therefore, learning English out of class should be encouraged.
According to Hewins & Wells (1992), home reading is one of the ways of
learning English out of class. As far as reading language skill is concerned, students
should be encouraged to take home the books for reading. They may be asking for
assistance from adult members of their families, if they are conversant with English
Language. Reading books is a good way for them to spend their time at least as
entertaining as watching television or playing a video game. Reading is not just a
classroom activity but also one that can be carried out anywhere anytime.
Oral presentation is also the way of out-of-class English learning. This refers
to the delivery of a message in spoken form, usually, to a special group of people
for a special purpose. For this reason, such presentation usually takes place in
formal situations. There are many speech events that constitute oral presentation,
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the difference among them bases on the nature of the message involved, the
methods of delivery, the type of the audience involved and the purpose for the
speech event (Hashim, 2002).
Besides, debate is an argument or discussion expressing different opinions.
It should be noted that possessing a large number of vocabularies is one thing, but
knowing how to use them effectively is quite another thing. Students may possess
quite a reasonable number of words in their vocabulary stocks, but may fail to use
them appropriately. Therefore, we need to give them chances to practice the
vocabularies they have in concrete situations. One way of achieving this is through
debate. In debate, there are always points of interruption, point of correction, point
of information, and the like. Collectively they help students to master their use of
the language appropriately (Hashim, 2002).
Private speaking (Organizing a conversation) is another way of learning
English outside the classroom. Conversation is a type of speech involving two or
more participants taking their turns when talking to each other either face to face or
via some technical devices such as telephone or computer. This method or activity,
essentially helps the learners of English in mastering their speaking as well as
listening skills of a language, bearing it in mind that without listening effectively,
one can not correctly respond to the conversation. This is emphasized by Leech &
Svartvic (2003).
Group discussion allows a number of people to discuss a single topic. A
school being a kind of community the ideas held by the community members can
be shared through group discussion. The key point here is not to focus on how the
discussion is conducted but its chief contribution to language learning. Sanford
(1979) suggests the discussion to take the form of, panel discussion, a round-table
discussion, or some form of town meeting. All these types of discussions allow
students to express themselves in English thus giving them chances to apply the
rules of the language they learn in the classroom.
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Moreover, Computer Assisted Language Learning (CALL) is one of the

important parts in studying English out of the class. The computers today may be
used as complete teachers by themselves, if both teachers and students use them
effectively. Computers may have many Programmed Logic/Learning for
Automated Teaching Operations (PLATO). The computers have what Ahmed et al,
(1985: 13) describe as “intelligent features such as tests that are followed by
directions to complete appropriate remedial work depending on the errors a learner
has made. The system also includes rudimentary spelling and grammar checkers.”
That being the case, the students will learn the language anywhere, say, at home,
assisted by their home computers. This is particularly supported by Betty (2003:19)
who says, “in ‘PLATO’ the learners have to adapt to the materials by creating
personal learning strategies beyond those offered by the teacher or suggested by the
learning materials”.
Finally, language clubs also help students to have opportunities to learn
English outside the classroom. Students who share a common interest get together
and form clubs and societies that are often subsidized and very well managed. Most
schools have language societies (e.g. English clubs, Kiswahili clubs,) that organize
events based on the language they represent. This helps them exchange their
knowledge of the language ().
2.3.2. Learning English in class
Classrooms are social settings; teaching and learning occur through social
interaction between teachers and students. As teaching and learning take place, they
are complicated processes and are affected by peer-group relationships. The
interactions and relationships between teachers and students, and among students,
as they work side by side, constitute the group processes of the classroom.
Teacher-student relationships provide an essential foundation for effective
classroom management and classroom management is a key to high student
achievement. Teacher-student relationships should not be left to chance or dictated
20
by the personalities of those involved. Instead, by using strategies supported by
research, teachers can influence the dynamics of their classrooms and build strong

teacher-student relationships that will support student learning.
(
Therefore, the following parts will discuss learning English in class: the
main roles of the teacher and students in communicative activities, the teaching and
learning process and the interaction between the teacher and the students.
2.3.2.1. The main roles of the teachers and students in classroom activities
* The roles of the teachers
William Littlewood (1981), Jeremy Harmer (1991) and Pit Corder (1977)
pointed out that the teacher has many tasks to do in communicative activities. His
tasks are considered less dominant than before but no less important.
The most important roles of the teacher are facilitating and guiding.
Talking about these roles, Pit Corder (1977: 15) stated, “The teacher is to guide
learners, not to tell them. The teacher’s role is recognized as facilitating one, with
learners proceeding according to their own inner capacities, not in a lock step than
solely of the teacher creation. An attitude of co-operation and sharing is stressed, as
well as emphasis on group activities”. As a facilitator, the teacher has to help
students without intruding. It means that a facilitator should maintain a low profile
in order to make the students’ own achievement of a task possible. Furthermore,
during free-practice activities, this role requires the teacher’s attention to encourage
students to participate in activities to talk as much as possible and use the language
items by themselves. It is true that if the teacher can assist students reasonably,
he/she increases their chances of success and the effectiveness of the practice
activities as a whole. As a guide, the teacher takes the role of guiding students to
clarify ideas and limit the task as they are using the language more freely. During
the activity, the teacher can act the role of a resource and assessor or advisor.
Students can expect the teacher’s answers to their questions.
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While students are performing their tasks, the teacher can monitor their
strength and weaknesses and use them as signs of learning needs which he must
cater for later. Since communicative activities focus on learner-centered activities,

it is essential to create a relaxed and friendly atmosphere. The psychological
distance between the teacher and students may be reduced when they both get to
know each other very well. If the student can consider the teacher a helpful friend,
the activity will then go smoothly. In this case, try to be a “friend” and “motivator”.
In another word, the teacher can be “co-communicator” to break down tension and
barriers between him/her and the students.
* The roles of the students
If the teacher’s roles are less dominant in communicative activities,
students are claimed to be more responsible for their own learning. Students, first
of all, are communicators who are actively engaged in communicative activities.
There, they can exchange meaning and try to make themselves understand the
target language.
William Littlewood (1981) proposed that the students have to attain as
much as possible linguistic competence of the target language in order to use it
spontaneously and flexibly to express his intended message. It is the students
themselves that have to be responsible for conducting their own learning whenever
the teacher create a situation and set an activity in motion. The students have to be
far away from dependence on their teacher’s control. They become learner-
centered.
Interaction can be promoted if students cooperate with each other. So,
cooperation among students in pair/ group work can be regarded as a means to help
students develop their skills and strategies for using language to communicate
meaning as effectively as possible. Moreover, students should use feedback to
comment his success in using target language. In a word, students learn to
communicate by communicating (Lam, 1998-2002).
2.3.2.2. The teaching and learning process
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Individual students may be better suited to learning in a particular way,
using distinctive modes for thinking, relating and creating. The notion of students
having particular learning styles has implications for teaching strategies. Because

preferred modes of input and output vary from one individual to another, it is
critical that teachers use a range of teaching strategies to effectively meet the needs
of individual learners. Sound health instruction should incorporate a variety of
teaching methods intended to complement the learning styles of children. This
should lead to the fact that young learners who are both intrinsically and
extrinsically motivated to inquire, infer, and interpret; to think reflectively,
critically and creatively; and in the final analysis to make use of the knowledge and
skills they have gained by becoming effective decision- makers.
Besides, a student-centred approach which actively engages the young
person in the learning process is critical if skills which result in healthy behaviors
are to be fostered and developed. Some of the learning strategies that could be
incorporated in a comprehensive approach include self-directed learning, co-
operative learning, role playing, behavioral rehearsal, peer education and parent
involvement. Consideration should be given to allowing students to plan some
learning experiences. They could be provided with opportunities to identify topics
or areas for further study, contribute information relevant to an issue for study
and/or make suggestions for follow-up activities.
In addition, within the classroom, teachers need to be sensitive to values
which are promoted by family, peers, and friends, religious and cultural
backgrounds. The health classroom provides numerous opportunities for students to
share personal anecdotes ask explicit questions and make disclosures. The climate
of the classroom must be such that students may speak openly while being assured
of the confidentiality, trust and respect of their classmates and teacher
().
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Furthermore, it is informative to examine the ideal teaching-learning
process, as proposed by Diana Laurillard (1993). She argues that there are four
aspects of the teaching-learning process:
(a) Discussion between the teacher and learners.
(b) Interaction between the learner and some aspect of the world defined by the

teacher.
(c) Adaptation of the world by the teacher and action by the learner.
(d) Reflection on the learner’s performance by both teacher and learner.
She then considers how different educational media and styles can be described in
these terms. For example, a text book represents a one-way flow of knowledge
from the teacher’s conceptual knowledge to the student's conceptual knowledge. A
lecture or tutorial may be seen the same way, but there is a possibility
of meaningful discussion between teacher and learner. The following figure is
shown:
Figure 2.1. Essential aspects of the ideal teaching-learning process, by Diana Laurillard
(1993).
Teacher’s conceptual
knowledge
Student’s conceptual
knowledge
Teacher’s
constructed
World
Student’s experimental
knowledge
Discussion
Interaction
Adaptation of
World
Adaptation of
Action
Reflect
-ion
on
student

s
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Reflection on
Interaction
2.3.2.3. The interaction between the teacher and students
According to Engin Karadag and Nihat Caliskan (2009), school is an institution
that plays a significant role in a child's life. Being an active employee in this
institution, a teacher should be democratic, tender, patient, reliable and humorous
to his/her students during the interaction and communication processes so that the
teaching and learning processes are affected positively. It is important to create a
common living space in the classroom for students that have different family,
economic, cultural and living backgrounds in order to achieve better motivation
and learning. In the common living space in the classroom, the teacher creates a
common living space with the students while the students do the same thing among
themselves and accordingly a common synergy is created.
The most important component of education is students. Teachers'
interactions, ways of communication and verbal-non verbal behaviors, class
management and activities affect not only students' behaviors but also teaching
system directly (Acikgoz, 1996). It is inevitable for teachers who are responsible
for the education industry to have a policy and behavior. A teacher who always
interacts with students is responsible for planning activities of teaching and
application. Being a qualified teacher plays an important role in providing quality
disposed behavior (Gokce, 1999).
Interaction simplifies the process of communication between teachers and
students and provides them with the formation of a shared common area and with
the enlargement of a shared women's area. During the enlargement of distracters
can be easily destroyed though communication. Communication is the key of
education, teaching and learning and it affects the life of an individual throughout
his/her whole life.
Moreover, cultural harmony plays an important role in forming positive

relationships between teachers and students. If individuals have backgrounds, they
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