Hiệu quả của việc sử dụng hoạt động điền thông tin nhằm tăng cường sự tham gia của học sinh lớp 10 trong giờ học nói ở trường THPT Nguyễn Đăng Đạo, Bắc Ninh

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
________ ________




NGUYỄN thÞ h-êng



THE EFFECTIVENESS OF USING INFORMATION GAP
ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’
PARTICIPATION IN SPEAKING LESSONS AT NGUYEN DANG
DAO HIGH SCHOOL, BAC NINH PROVINCE

(Hiệu quả của việc sử dụng hoạt động điền thông tin nhằm tăng
cường sự tham gia của học sinh lớp 10 trong giờ học nói ở
trường THPT Nguyễn Đăng Đạo, Bắc Ninh)


M.A MINOR THESIS

Field : English Teaching Methodology
Code : 60.14.10

Hanoi, 2013


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
________ ________



NGUYỄN thÞ h-êng



THE EFFECTIVENESS OF USING INFORMATION GAP
ACTIVITIES TO PROMOTE GRADE 10 STUDENTS’
PARTICIPATION IN SPEAKING LESSONS AT NGUYEN DANG
DAO HIGH SCHOOL, BAC NINH PROVINCE

(Hiệu quả của việc sử dụng hoạt động điền thông tin nhằm tăng
cường sự tham gia của học sinh lớp 10 trong giờ học nói ở
trường THPT Nguyễn Đăng Đạo, Bắc Ninh)


M.A MINOR THESIS

Field : English Teaching Methodology
Code : 60.14.10
Supervisor: Assoc. Prof. Dr. Nguyễn Văn Độ

Hanoi, 2013
i


DECLARATION

This paper is submitted in partial fulfillment of the requirements for the degree of
Master of Education. I certify that this thesis is the result of my own research, and that it
has not been submitted for any other degrees.
Hanoi, September 20
th
, 2013
Signature



Nguyen Thi Huong

ii


ACKNOWLEDGEMENTS

I would like to express my deepest thanks to my supervisor, Assoc. Prof. Dr.
Nguyen Van Do, for the wholehearted guidance he gave me while I was doing this
research. I am truly grateful to him for his ideas, comments and instructions, as well
as encouragement and constant support. Without these, the thesis could not have

been completed.

I would also acknowledge my great gratitude to all the lecturers and organizers of
the Faculty of Post- graduate Studies, University of Languages and International
Studies, Vietnam National University, Hanoi for their valuable assistance during my
study at the college.

My special thanks are expressed to my friends for their great help and comments.
Also, my attitude goes to my colleagues and ninety students taking part in my
research.

Last but not least, I am deeply grateful to my family for their support,
encouragement and love, which were extremely important for the completion of this
thesis.
iii


ABSTRACT
This study is majorly aimed at investigating the effectiveness of using information
gap activities on grade 10
th
- students‟ participation for at Nguyen Dang Dao High
School, Bac Ninh. In order to achieve this aim, the quasi- experimental research
was carried out in 8 weeks with classroom observation, students‟ self report and
interview as data collection instruments. The sample of the study consisted of 90
grade 10
th
students from two intact classes. The experimental group received the
intervention of information gap activities in four speaking lessons while the control
one did not. The results indicated that experimental group‟s participation level

increased significantly while the control group‟s stayed almost the same. Hopefully,
this study can raise teachers‟ awareness of using information gap activities in
teaching speaking to enhance learners‟ involvement.













iv

TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF ABBREVIATIONS viii
LIST OF CHARTS AND TABLES viii
PART A: INTRODUCTION 1
1. Rationale 1
2. Purpose and significance of the study 2
3. Research Questions 3
4. Method of the study 3

5. Scope of the study 3
6. Overview of the thesis 3
CHAPTER 1: LITERATURE REVIEW 5
1.1 Teaching speaking 5
1.1.1 Definitions of speaking 5
1.1.2 Importance of teaching speaking in FLT 5
1.1.3 Communicative Language Teaching (CLT) 6
1.1.3.1 Notion and purposes of CLT 6
1.1.3.2 Characteristics of CLT 6
1.1.4 Characteristics of successful speaking activities 7
1.2 Information Gap Activities (IGA) 8
1.2.1 Definition of Information Gap Activity 8
1.2.3 Types of Information Gap Activities 8
1.2.4 Benefits of implementing IGA in teaching speaking 9
v

1.2.4.1 Increasing students’ motivation to speak the target language 9
1.2.4.2 Ensuring students’ equal participation 9
1.2.4.3 Facilitating language acquisition 10
1.2.4.4 Improving students’ ability of negotiating meaning 10
1.2.5 The roles of teachers in IGA 11
1.2.5.1 Facilitator 11
1.2.5.2 Participant 11
1.2.5.3 Observer and learner 11
1.3 Students’ participation in speaking activities 12
1.3.1 Definition of students’ participation 12
1.3.2 Benefits of students’ participation 12
1.3.3 Factors affecting students’participation 13
1.3.3.1 Students’ personalities, language levels and motivation 13
1.3.3.2 Teachers’ roles, characteristics and methodology 14

1.3.3.3 Physical Classroom factors 15
1.4 Summary 15
CHAPTER 2: METHODOLOGY 16
2.1 The research method 16
2.2 Participants of the study 16
2.2.1 The teacher researcher 16
2.2.2 The observers 16
2.2.3 Samples for the control group and the experimental one 16
2.2.4 Samples for the interviews 17
2.3 Variables of the study 17
2.4 Data collection instruments 17
2.4.1 Classroom observations (Appendix A) 18
vi

2.4.1 Students’ interaction self-reports (Appendix B) 19
2.4.2 Questionnaire (Appendix C) 19
2.4.3 Interviews (Appendix D) 19
2.5 The intervention of IGA 19
2.6 Summary 23
CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSION 24
3.1 Data analysis 24
3.1.1 Students’participation before the experiment 24
3.1.1.1 Students’ on- task behaviour in two observed lessons 24
3.1.1.2 Students’ interaction times in two observed lessons 25
3.1.2 Students’participation at the experimental stage 26
3.1.2.1 Students’ on task behaviour 26
3.1.2.2 Students’ interaction times 27
3.1.3 Comparison of participation levels of the experimental group before and
during the experiment. 28
3.1.4 Comparison of the control group’s participation level and the

experimental group’s at the experimental stage. 30
3.1.5 Teachers’ and students’ attitudes towards the implementation of IGA in
speaking lessons 31
3.1.5.1 Teachers’ attitudes 31
3.1.5.2 Students’ attitudes 31
3.2 Major findings 32
3.3 Discussion on the findings 32
PART C: CONCLUSION 34
4.1 Summary of the study 34
4.2 Recommendations 34
vii

4.2.1 For teachers 34
4.2.2 For students 35
4.3 The limitations and suggestions for further study 35
REFERENCES 37
APPENDICES I
Appendix A: Observation sheet I
Appendix B: Students’ interaction self-report III
Appendix C: Questionnaire for experimental group IV
Appendix D: INTERVIEW QUESTIONS. V
Appendix E : Speaking lesson plan (Experimental stage) VI
Appendix F : Handouts, cards, pictures for the sample plan lesson X

viii

LIST OF ABBREVIATIONS
1. CLT Communicative Language Teaching
2. IGA Information Gap Activities
3. FLT Foreign Language Teaching

LIST OF CHARTS AND TABLES
Table 1: Students' profile 17
Table 2: The data collection proce 23
Chart 1: On task time of the control and experimental group before the experiment 25
Table 3: On task time of the experimental group during the experiment 27
Chart 2: On task time of experimental group before and during the experiment 29
Chart 3: On task time of the control group and the experimental one during the experiment 30

1

PART A: INTRODUCTION
1. Rationale
This research is carried out for the following reasons: the increasing important role
of English in our present life, students‟ weakness in speaking skill, the reality of
learners‟ poor participation and the motivation created by imformation gap
activities(IGA) in speaking lessons.
Firstly, it is undeniable that English has been playing a crucial role in our modern

life. It is the most effective means of global communication with a dramatic
increase in number of users. It also shows progressive effects in various aspects of
life. Anyone, no matter where he lives, is likely to be aware of the fact that having a
good command of English helps him achieve the latest information on science and
technology. Therefore, it is English that enables him to improve his study and work
as well as betters his present life.
Secondly, Nguyen Dang Dao high school students seem to be worse at speaking
skill than other English skills whereas being good at it enables them to get a good
job in the local region. Nguyen Dang Dao high school is newly established and
located in Tien Du district, where Tien Son industrial Park is located with a variety
of factories and companies, many of which require employers‟ good command of
English. Young people in the local province have the priority to be offered jobs
provided that they can fulfill their requirements, one of which is English speaking
skill. However, most students in Bac Ninh, after graduating from high school and
even a university have difficulty speaking English in real situations.
In fact, learners‟ poor participation is one of the factors responsible for their low
speaking proficiency. Most students at Nguyen Dang Dao School are reluctant to
speak the target language because of the lack of motivation. Many of them keep
silent or chat in speaking lessons while others make noise using their mother
tongue. Therefore, language teachers should provide their learners with continuous
motivation to use English in class and the use of information gap activities in
2

speaking lessons is an excellent solution to improving the quality of students‟
participation in oral lessons.
The application of information gap activities in English speaking lesson greatly
encourages students to use the target language in class in some ways. First, in this
activity, one person has certain information that must be shared with others in order
to solve problem, gather information or make decisions. This gives the students
opportunity to speak English for an extended period of time. In addition, speaking

with peer is less intimidating than presenting in front of the entire class and being
evaluated. Another advantage of information gap activities is that students are
forced to negotiate meaning because they must take what they are saying
comprehensible to others in order to accomplish the task. Therefore, information
gap activities are of great use in English speaking lessons. Making full use of these
activities will definitely result in successful speaking lessons.
The aforementioned reasons have urged the researcher to conduct the study entitled
“The effectiveness of using information gap activities to promote grade 10 students’
participation in speaking lessons at Nguyen Dang Dao high school, Bac Ninh
province”. It is hoped that the research will provide a better view to the
effectiveness of these activities on students‟ participation in speaking lessons.
2. Purpose and significance of the study
The study aims at:
+ investigating the effectiveness of using information gap activities on
students‟ participation level in English speaking lessons.
+ Raising language teachers‟ awareness of exploiting these activities.
The study can be beneficial to both students and teachers. First, it enables teachers
to confirm the importance of information gap activities in teaching speaking skills.
Hence it promotes teachers‟ using of these activities in class, which creates a natural
and highly motivational environment for students to speak the target language to
their partners.
3

3. Research Questions
In order to achieve the above- mentioned purposes, the following research questions
were formulated and needed to be answered:
1. Does the implementation of information gap activities really increase grade 10
students’ participation in speaking lessons at Nguyen Dang Dao high school?
2. What are students and teachers’ attitudes towards IGA?

4. Method of the study
The study was carried out using quasi- experimental research method with the use
of classroom observation, questionnaires students‟ self- reports, and interviews as
data collection instruments.
Two intact classes were samples of the study. Forty five students from class 10A5
were chosen for the control group while the same number of students from class
10A6 was the experimental group that receives the treatment of IGA. To collect
data for the study, classroom observations were conducted together with students‟
self reports and interviews to confirm the information from observers. All the
comments, remarks, recommendation and conclusions presented in the thesis were
based on the analysis of the study.
5. Scope of the study

There are various activities for teachers to promote students‟ participation in
classroom activities. However, within the limitation of research time and the
allowed length of a minor research, this study only focuses on exploring the
effectiveness of information gap activities on 10 grade students‟ participation in
speaking lessons at Nguyen Dang Dao High School, Bac Ninh.

6. Overview of the thesis
This study consists of three main parts: Introduction, Development and Conclusion.
Part A: Introduction.
4

The introduction part briefly presents the rationale of the study, the aims, research
questions, methods, scope, the significance and the overview of the study
Part B: Development
The development part consists of three chapters.
Chapter one provides essential literature review relevant to the study including
teaching speaking, IGA, students‟ participation.

Chapter two presents the methodology underlying the research. It deals with the
research method, the participants of the study, the variables, the intervention, the
instruments and procedure for data collection.
Chapter three is devoted to presenting how data was analyzed, what are the
findings of the study and the discussions about the study results.
Part C: The thesis ends with the conclusion and recommendation part which gives
a summary of the main issues that have been discussed, the limitations of the study,
some recommendations and suggestions for further research as well.
5

PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
To provide a theoretical background to the study, this chapter is devoted to the
review of concepts that are the most relevant to the thesis‟ topic. It begins with
some theoretical backgrounds to teaching speaking. Next come some theoretical
backgrounds to information gap activities and students‟ participation.
1.1 Teaching speaking
1.1.1 Definitions of speaking
Several resources that explain and clarify speaking have been found by the
researcher as follows:
Chaney, (1998:13) defined speaking as “the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts". Florez (1991:1) defined speaking as “an interactive process of
constructing meaning that involves producing, receiving and processing
information” (cited in Bailey, 2005:2)
Byrne (1998:8) considered speaking a two way process between speaker and
listener and it requires the productive skill of speaking and the receptive skill of
understanding.
In the same respect, Nunan (2003; 48) shared the same idea with Byrne that
speaking is the productive skill and it comprises producing systematic verbal

utterances to convey meaning.
From the aforementioned definitions, it can be concluded that speaking is the
productive skill used to convey meaning in actual communication. It is the most
significant skill in language teaching and learning.
1.1.2 Importance of teaching speaking in FLT
According to Ur (1996:120), speaking plays the most important role of four skills:
listening, speaking, reading and writing since it is fundamental to human
communication. In reality, in daily life, people spend more time speaking than
6

writing. He also claims that speaking is the first step to confirm who knows or does
not know a language. Ur (1996) indicates that people who know a language are
referred to “speakers” of that language, as if speaking is the umbrella term that
covers all other skills. Nunan (1998, p39) considers “mastering the art of speaking”
as the most importance aspect of learning a language. Furthermore, Lawtie (2004,
p35) considered the ability to carry out a conversation is the target language as the
success of learning a language. Therefore, in reality, most foreign language learners
are primary interested in learning speaking.
1.1.3 Communicative Language Teaching (CLT)
1.1.3.1 Notion and purposes of CLT
In traditional speaking class, the practice of asking and answering questions is
overemphasized. The question and the answer are structured and predictable, there
tends to be only one correct, predetermined answer. On the contrary, CLT aims to
reinforce the ability to use the target language for effective communication. It has
been designed with the hope “to provide learners with opportunities for
communicating in the second language” (Ellis, 2003, p.91) shared the same point
that Pattison (1989) shared the same point that CLT concentrates on the
development of learners communicative competence and performance. Hence, CLT
helps to create opportunities for students to participate in the negotiation of meaning
to perform language functions and to attend to language forms and language

functions as well.
1.1.3.2 Characteristics of CLT
Nunan (1989) pointed out five features of CLT as follows:
- An emphasized on learning to communicate through interaction in the
target language
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on language
but also on Learning Management process.
7

- An enhancement of the learner’ own personal experiences as important
contributing elements to classroom learning.
- An attempt to link classroom language learning with language activities
outside the classroom.
As pointed out, the researcher found out that the principles of CLT asserted on the
students‟ communicative competence in the target language, not just linguistic
structures but also semantic notion and social functions. In addition, learners work
in groups or in pairs to transfer and negotiate meaning in real life situation where
one person has information that the other lacks. The teacher‟s role here is primarily
facilitating communication, not intrude into students‟ conversations correcting
mistakes.
As a result, CLT provides learners various opportunities to involve in the speaking
activities, hence developing their speaking skills.
1.1.4 Characteristics of successful speaking activities
Ur (1996, P.120) lists some characteristics of a successful speaking activity as
follows:
- Learners talk a lot. As much as possible of the period of time allotted to
the activity is in fact occupied by learner talk.
- Participation is even. Classroom discussion is not dominated by a
minority of talkative participants: all get a chance to speak, and

contributions are fairly evenly distributed.
- Motivation is high. Learners are eager to speak: because they are
interested in the topic and have something new to say about it, or because
they want to contribute to achieving a task objective.
- Language is of an acceptable level. Learners express themselves in
utterances that are relevant, easily comprehensible to each other, and of
an acceptable level of language accuracy.
8

In order to conduct a successful speaking lesson, the teachers have to carry out
activities fulfilling all these five features is not an easy work to teachers. It must be
a hard work.
1.2 Information Gap Activities (IGA)
1.2.1 Definition of Information Gap Activity
The concept of IGA is a significant aspect of communication in CLT classroom.
This activity is essentially based on the fact that in real life people communicate to
have the information they do not know and want to possess. “Information gap”
popular in real life is applied in CLT classroom to become an authentic language
classroom activity. Different definitions of IGA are given by various authors.
Harmer (2002:88) defines information gap activity in the same way; however, he
emphasizes the purpose of the activity. He says that in an IGA, two speakers have
different parts of information making up a whole. Since they have different
information that their partners do not have and vice versa, there is a “gap” between
them and they need to communicate to fulfill the gap.
According to Neu and Reeser(1997) cited by Violet Raptou, IGA is an activity in
which one person has certain information that must be shared with others in order to
solve a problem, gather information or make decisions. Prabhu (1987) confirms that
these activities closely involve the process of sharing information among speakers.
He considers this kind of activities problem solving tasks requiring participants
deliver the information they have to those who do not have it.

In conclusion, the definitions may be different in words but they all come to an
agreement that an information gap activity is an activity where learners are missing
the information they need to complete a task and need to talk to each other to find it.
It cultivates students‟ curiosity and the need to communicate; therefore, they are
determined to be highly communicative activities in language teaching and learning.
1.2.3 Types of Information Gap Activities
According to Ellis (1999), there are two types of information gap: one-way and-two
way. One- way occurs when one person holds information that other group
9

member(s) do not have. An example of a one-way information exchange is one in
which one person has a picture and describes it to his/her partners who tries to draw
it. On the contrary, a two- way information gap activity, both learners have
information to share to complete a task. For example, both have the information
about directions to a location but they have o share the information they have to
complete the directions. (Ellis,1999, p95). Both one- way and two- way information
exchange activities involve an information gap that information must flow between
group members in order for the activity to be accomplished. It seems that two- way
IGA have been shown to facilitate more interaction than one –way IGA.
1.2.4 Benefits of implementing IGA in teaching speaking
IGA have increasingly achieved the popularity in CLT classrooms all over the
world. It has recently highly appreciated by language teaching specialists and
classroom teachers. The numerous benefits they bring to both teachers and students
are admitted by many language experts and authors .Raptou.V (2012) asserts that
IGA satisfy Ur‟s characteristics of a successful speaking activity presented in part
1.4 of the thesis.
1.2.4.1 Increasing students’ motivation to speak the target language
Students can be motivated to use the target language when taking part in IGA.
Brown and Yule (1983) says that we are usually motivated to tell people the things
assumed not to be known by them; IGA; then, can provide learners with a reason to

communicate in the target language. In reality, the communicative needs are the
root of students‟ motivation to speak. Moreover, IGA can create a comfortable
learning atmosphere for students. Neu & Reeser(1997) cited by Raptou.V (2012)
asserts that in IGA, shy and weak learners may feel more confident and less
stressed when they speak with peers instead of presenting in front of the entire class
and being evaluated. Therefore, IGA are admitted to motivate learners to speak the
target language since they create a reason for communication and relaxing learning
environment.
1.2.4.2 Ensuring students’ equal participation
10

In IGA, every participant has the responsibility for giving the missing information
to their partners and receiving it from them to complete a mutual task. Therefore, all
students have to engage in the activities. No longer do strong speakers dominate the
activities but weak ones can become more confident to practice the target language.
Neu & Reeser(1997) cited by Raptou.V (2012) claim that IGA are extremely
effective in creating opportunity for every student to speak in the target language for
an extended period of time Therefore, participation among students is surely even .
1.2.4.3 Facilitating language acquisition
IGA can facilitate language acquisition including accuracy and fluency. Raptou
(2012) thinks that IGA can reinforce vocabulary and various grammar structures
taught in class and that they allow students to use language forms and functions in a
communicative way. He asserts that thanks to IGA, grammar is no longer a concept
students have difficulty students have applying to their speaking because IGA
require language of acceptable level. In terms of fluency, Raptou (2012) indicates
that IGA provide students opportunities to express their ideas in the target language
in a natural way. Hence, these communicative activities can help students acquire
the target language more effectively and more easily.
1.2.4.4 Improving students’ ability of negotiating meaning
Another advantage of information gap activities is that students are forced to

negotiate meaning (Neu & Reeser, 1997). IGA require information exchange among
partners. Involving in the activities where the information is known to someone but
unknown to others, participants have to try to deliver information to their partners
and reach mutual comprehension through recasting, clarifying and confirming
information. In other words, they must make what they are saying comprehensible
to others in order to accomplish the task.
In conclusion, many authors agree that IGA are beneficial activities in language
teaching. They are highly communicative, highly motivational, and helpful for
building students‟ confidence and developing their sub-skills. Therefore, IGA are
highly recommended to be applied in language classrooms.
11

1.2.5 The roles of teachers in IGA
It is believed that the teacher is the most important figure in the teaching process
and he/she is the first responsible for the actual learning standard in schools and the
level of students‟ achievement. Many authors such as Littlewood (1981), used the
term “facilitator” as the dominant role of the teacher in CLT classrooms. Breen and
Candlin (1980) also hold the same view with these two authors but they added two
more roles of the teacher: to act as a participant and an observer and learner. Tran
Lam Son (2009) generalized all these three roles of the teacher in IGA as follows:
1.2.5.1 Facilitator
The teacher‟s role as a facilitator of communication comprised of many other roles
such as the role of language instructor, material provider, activity initiator,
classroom activity organizer, error- corrector, by-stander and consultant or advisor.
1.2.5.2 Participant
As a language teacher, he/she should make an equal part in the activity. He can offer
his information, stimulate and present new language simultaneously but he/she
should act á one equal in position to the students and at the same time stimulate and
present new language, without taking the main initiative for communication away
from the students themselves and one only authoritative and superior in language

ability and language teaching skills.
1.2.5.3 Observer and learner
The teacher may also act as an observer and learner. When the independent activity
is in progress he may move about the classroom in order to monitor the strengths
and weaknesses of the students, as a basis for planning future learning activities. He
can use the weaknesses as signs for learning needs which he must cater for later,
probably through more controlled, pre-communicative activities.
To sum up, the teacher plays such a crucial role in IGA that he/she mostly decides
the success of the activity. He/she plays many roles at the same time, which requires
much more responsibility. In IGA, the communicative activity designed for
developing learners‟ communicative abilities in the foreign or second language
12

classroom, the teacher is less dominant but more important than in the traditional
classroom activities.
1.3 Students’ participation in speaking activities
1.3.1 Definition of students’ participation
Students‟ participation can be understood as students‟ involvement in classroom
activities and in this case, oral activities. According to K. Mortensen (2008), student
participation is “the dynamic interaction” between students and teacher or students
and students.
There are a number of ways that students can participate overtly, including offering
their ideas and thought spontaneously, volunteering to answer questions,
demonstrating at the chalkboard, talking to peers or to the teacher (Turner.C &
Patrick. H, 2004). Students‟ participation may include their watching, listening and
thinking, however, in the current study, the researcher would focus on participation
which is explicit and observable.
Students‟ active and even participation brings numerous benefits to language
teaching- learning process. However, students‟ participation in classroom oral
activities is an element which can be affected by a variety of factors such as

students themselves, teachers and classroom quality.
1.3.2 Benefits of students’ participation
Learner participation plays a major role in language learning in the classroom.
Research conducted by Lim (1992 cited in Nunan, 1999, p48) has both shown
students‟ participation is related significantly to improvement in language
proficiency. Weimer (2011) also says that learner participation helps to develop
learners‟ important speaking skills. It is reasonable because high level participation
enhances students‟ opportunities to use the target language and provides teachers‟
feedback. He adds more benefits of getting students to participate, including the
ones of adding interest to the lessons, encouraging students‟ preparation before the
lectures. All of these advantageous factors enable to create a successful language
lesson.
13

1.3.3 Factors affecting students’participation
Students‟ participation may be influenced by teacher, students and physical
classroom factors. These factors can have positive or negative effects on students‟
involvement.
1.3.3.1 Students’ personalities, language levels and motivation
Learners‟ personalities such as extroversion, inhibition, self-esteem, empathy,
dominance, talkativeness and responsiveness also have a great influence on the
success of second language learners (Ellis, Lightbrown & Spada, 1995: 54-55). Ellis
(1985:120) emphasizes that extroverted learners are more successful in oral
communication than the introverted ones since the former ones are more willing to
interact with others than the later. It is understandable that in a class, students
involve in lessons at different levels. Therefore, the teacher must take his/her
students‟ personally differences into consideration so that all learners can benefit
from classroom activities.
Students‟ low perceived proficiency is among the factors affecting the reluctance of
their participation in a speaking lesson (Tsui, 1996). Similarly, in Burns and Joyce‟s

view, that students have difficulties in pronunciation, lack of social and cultural
knowledge, grammar patterns results in students‟ break-down in processing
language and communication. In fact, many Vietnamese high school students
lacking vocabulary, structures and expressions seem to be unwilling to speak
English in classroom activities. In brief, students‟ limited language proficiency
prevents them from taking an active part in speaking activities. Therefore, it‟s the
teacher‟s role to choose the suitable topics as well as activities for students to be
interested in involve in the lesson.
Motivation, the desire to do something to achieve a goal, exists in two types:
intrinsic and extrinsic motivation. The former belongs to people having personal
interest in doing something while the later is caused by such outside factors such as
the need to pass an exam or the hope to win a financial reward (Harmer, 1999:51).
If students just learn in order to get good marks or pass the written exams, they tend
14

not to participate fully in speaking activities. It is a common problem among
Vietnamese students as the speaking skill is completely ignored in tests and passing
the exams is over-appreciated. That‟s the reason why students‟ low levels of
participation in speaking lessons seem to be a big challenge to language teachers.
1.3.3.2 Teachers’ roles, characteristics and methodology
Teachers‟ influencing factors include of their roles, characteristics and
methodology.
The roles of the teacher (mentioned in chapter 1, part 2.3) affect students‟
participation in classroom activities. If the teacher plays the dominant role in
speaking lessons, students are deprived of opportunities to use English in class
(Farzi, N.Y). With an increasing concern about CLT approach in foreign language
teaching and learning, in which learners are the center of the lesson, the teacher can
succeed in increasing students‟ involvement in the lesson if they can encourage the
students to play the emerging role in contributing to the lesson.
Barry (1993:94) said: “the perfect set of personal qualities and characteristics for an

effective teacher has not been found”. However, it can be admitted that teacher
should be the one that students respect and lay their trust on so that he/she can
encourage the students to involve in the classroom activities. Therefore, every
teacher should be aware to build good personal qualities to become an effective
language teacher.
The teacher‟s methodology referring to the approach or method and teaching
techniques he/she applies to the classroom activities can significantly affect
students‟ participation. The traditional method, teacher-centered one may result in
students‟ passiveness and low level of participation in learning whereas the student-
centered one may make students more active. Moreover, Kayi (2006, Cathard
(1986) and House (1986) suggest that the amount of participation varies according
to the activities the teacher implement. The application of appropriate methods and
activities can increase students‟ activeness and participation in classroom activities.

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1.3.3.3 Physical Classroom factors
Physical condition in classroom including classroom size, facilities such as chair
arrangement, lights and boards may affect students‟ participation either in a positive
or negative way.
Hammer (1992) determined that physical condition had a great impact on students‟
learning as well as their attitude towards the subject matter. It affects learners‟
motivation. Large class size, poor equipment may decrease the effectiveness of
language learning. Le Phuoc Ky (teacher‟s edition, 2002) suggested that the number
of students should be kept small in order that the interaction between students and
students, students and teacher can be maximized.
Disadvantageous classroom factors popularly exist in almost all high schools in
Vietnam where too many students in a class as well as lack of teaching facilities
create trouble to language learning and teaching. Thus, arranging classroom
physical condition is a need if we want to increase students‟ participation in

classroom activities.
1.4 Summary
In summary, chapter 1 has presented some theoretical background knowledge
related to the topic of the study. It has theoretically discussed about dependent and
independent variables of the study including teaching speaking, IGA and students‟
participation. The following chapter will display the detailed description of the
methodology, the procedure and results of the study in the light of the above
discussed theories.