Difficulties experienced by Vietnamese lecturers teaching IELTS speaking at university level and some suggested solutions = Những khó khăn của giảng viên khi dạ

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

NGUYỂN QUỲNH TRANG

DIFFICULTIES EXPERIENCED BY VIETNAMESE
LECTURERS TEACHING IELTS SPEAKING FOR
VIETNAMESE UNIVERSITY STUDENTS AND SOME
SUGGESTED SOLUTIONS
Những khó khăn của giảng viên Việt Nam khi dạy kĩ năng nói
IELTS ở bậc đại học và một vài giải pháp

M.A COMBINED PROGAMME THESIS

FIELD: ENGLISH METHODOLOGY
CODE: 601410



Hanoi- 2010


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

NGUYỂN QUỲNH TRANG

DIFFICULTIES EXPERIENCED BY VIETNAMESE

LECTURERS TEACHING IELTS SPEAKING FOR
VIETNAMESE UNIVERSITY STUDENTS AND SOME
SUGGESTED SOLUTIONS
Những khó khăn của giảng viên khi dạy kĩ năng nói IELTS ở bậc
đại học và một vài giải pháp
M.A COMBINED PROGAMME THESIS

FIELD: ENGLISH METHODOLOGY
CODE: 601410
SUPERVISOR: DR TÔ THỊ THU HƯƠNG



Hanoi- 2010

ii
TABLE OF CONTENTS

CONTENTS

PAGE
ACKNOWLEDGMENTS
i
TABLE OF CONTENTS
ii
TABLE OF FIGURES
vii
ABSTRACT
viii
CHAPTER 1: INTRODUCTION

1
1.1 RATIONALE OF THE STUDY
1
1.2 AIMS OF THE STUDY
2
1.3 SCOPE OF THE STUDY
3
1.4 SIGNIFICANCE OF THE STUDY
3
1.5 METHODOLOGY
5
CHAPTER 2: LITERATURE REVIEW
6
2.1 THE IELTS TEST
6
2.2 AN OVERVIEW
6
2.3 THE IELTS SPEAKING TEST: AN OVERVIEW
6
2.4 SPEECH FUNCTIONS IN IELTS
13
2.4 IELTS SPEAKING TEST RESEARCH
15
2.5. FACT ABOUT TEACHING ENGLISH AT VIETNAMESE UNIVERSITIES
16
2.6 FACT ABOUT IELTS IN UNIVERSITIES IN VIETNAM
16
2.7 AFFECTIVE FACTORS IN IELTS LEARNING
18
2.8. ROLE OF LECTURERS AND STUDENTS IN IELTS TEACHING AT

VIETNAMESE UNIVERSITIES
22
2.8.1 ROLE OF LECTURERS
22
2.8.2 ROLE OF STUDENTS
24
CHAPTER 3: METHODOLOGY
26

iii
3.0 RESEARCH QUESTIONS
26
3.1 RESEARCH INSTRUMENTS
26
3.2 PROCEDURES OF DATA COLLECTION AND ANALYSIS
26
3.2.1 QUESTIONNAIRES
26
3.2.1.1 QUESTIONNAIRE FOR LECTURERS
27
3.2.1.2 QUESTIONNAIRE FOR STUDENTS
28
3.2.1.3 PROCEDURES OF DATA COLLECTION
28
3.2.1.3.1 THE PILOT QUESTIONNAIRE
30
3.2.1.3.2 DATA COLLECTION PROCEDURES
30
3.2.1.3.3 PROCEDURES OF DATA ANALYSIS
31

3.2.2 CLASSROOM OBSERVATION
31
3.2.2.1 SUBJECTS
32
3.2.2.2 PROCEDURES OF DATA ANALYSIS
34
3.2.3 INTERVIEWS
34
3.2.3.1 SUBJECTS
35
3.2.3.2 PROCEDURES OF DATA COLLECTION
35
3.2.3.3 PROCEDURES OF DATA ANALYSIS
36
CHAPTER 4 RESULTS AND DISCUSSION
37
4.1 QUESTIONNAIRES RESPONSES
37
4.1.1 QUESTIONNAIRE FOR LECTURERS
37
4.1.1.1PERSONAL INFORMATION
37
4.1.1.2 QUALIFICATIONS
38
4.1.1.3 LECTURERS’ EXTRA SPECIFIC RESPONSIBILITIES
39
4.1.1.4 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING IN
GENERAL
40

iv
4.1.1.5 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART
1
41
4.1.1.6 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART
2
42
4.1.1.7 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART
3
43
4.1.2 QUESTIONNAIRE FOR STUDENTS
43
4.1.2.1 PERSONAL INFORMATION
44
4.1.2.2 STUDENTS’ ENGLISH LEVELS
44
4.1.2.3 LECTURERS’ DIFFICULTIES IN GENERAL IN STUDENTS’ POINT OF
VIEW
45
4.1.2.4 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART 1 IN
STUDENTS’ POINT OF VIEW
46
4.1.2.5 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART 2 IN
STUDENTS’ POINT OF VIEW
47
4.1.2.6 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART 3 IN
STUDENTS’ POINT OF VIEW
48
4.2 OBSERVATIONS
50

4.2.1 OBSERVATION RESULTS
50
4.2.2 FINDING BASED ON MY OBSERVATION
53
4.2.3 THE REASONS BEHIND THE DIFFICULTIES MENTIONED
53
4.2.4 SUGGESTIONS FROM THE OBSERVATION
55
4.3 INTERVIEW
55
4.3.1 SUGGESTED SOLUTION IN PROBLEM OF ERROR CORRECTION
56
4.3.2 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO
COPE WITH LANGUAGE ANXIETY IN IELTS SPEAKING
59
4.3.3 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO
COPE WITH STUDENTS’ LACK OF CRITICAL THINKING IN IELTS SPEAKING
60

v
4.3.4 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO
USE THE CUE CARD EFFECTIVELY IN PART 2
64
4.3.5 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT DEAL
WITH SELF-STUDY METHOD FOR PRONUNCIATION
65
4.3.6 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT TO
UTILIZE THE TIME EFFECTIVELY
66
4.3.7 ADDITIONAL COMMENTS MADE BY PARTICIPANTS

67
CHAPTER 5 IMPLICATIONS
70
CHAPTER 6 CONCLUSION
73
6.1 SUMMARY OF THE FINDINGS
73
6.2 LIMITATION OF THE STUDY
75
6.3 SUGGESTIONS FOR FURTHER RESEARCH
76
REFERENCES
77
APPENDIX A
I
APPENDIX B
II
APPENDIX C
VII
APPENDIX D
VIII
APPENDIX E
XII
APPENDIX F
XIII
APPENDIX G
XXVII
APPENDIX H
XXIX
APPENDIX I

XXX
APPENDIX K
XXXI
APPENDIX L
XXXII
APPENDIX M
XXXIII
APPENDIX N
XXXIV


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ABSTRACT
In Vietnam nowadays, the Vietnam National University, Hanoi in particular,
a new standard for English proficiency is set; that is the required overall
score of 5.0 on the IELTS or equivalent. Thus, many universities emphasize
the development of IELTS skills. While efforts have been made to teach the
four macro skills of writing, reading, listening in many language colleges,
far less attention is paid to teach necessary techniques to develop good
IELTS speaking skill. To bridge the gap, this thesis aims to explore the
difficulties experienced by lecturer teaching IELTS speaking to Vietnamese
students at university level and to find out the solutions regarding this issue.
Through a questionnaire survey on lecturers and students of IELTS
preparation courses, the study found that lecturers have encountered
numerous difficulties when teaching IELTS speaking to Vietnamese
students such as error correction, overcoming nervousness, using the cue
card, helping students improve their critical thinking in answering abstract
issues. The study also explores lecturers’ perceptions of the difficulties when

teaching students IETLS speaking as well as the factors that help learners to
develop their speaking skills. Students’ questionnaire also helps to explore
the lecturers’ difficulties from the students’ point of view. Suggested
solutions for each problem are given by experienced lecturers through
interviews. This work hopes to both contribute to the existing body of
IELTS research as well as to pave the way for future studies in this fields.
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