Sử dụng các hoạt động có khoảng trống thông tin nhằm gây hứng thú cho sinh viên năm thứ nhất không chuyên trong giờ học nói ở Trường Đại học

VIETNAM NATIONAL UNIVERSITY, HANOI
University of LANGUAGES AND INTERNATIONAL studies
FACULTY of postgraduate studies




Lại Thị Đua


USING INFORMATION GAP ACTIVITIES TO MOTIVATE
STUDENTS IN SPEAKING LESSONS FOR THE FIRST-YEAR
NON-ENGLISH MAJOR STUDENTS AT PHUONG DONG
UNIVERSITY


Sử dụng các hoạt động có khoảng trống thông tin nhằm gây hứng
thú cho sinh viên năm thứ nhất không chuyên trong giờ học nói
ở tr-ờng đại học ph-ơng đông



MINOR PROGRAMME THESIS


FIELD: METHODOLOGY
CODE: 601410

HANOI 2011

VIETNAM NATIONAL UNIVERSITY, HANOI
University of LANGUAGES AND INTERNATIONAL studies
FACULTY of postgraduate studies




Lại thị đua


USING INFORMATION GAP ACTIVITIES TO MOTIVATE
STUDENTS IN SPEAKING LESSONS FOR THE FIRST-YEAR
NON-ENGLISH MAJOR STUDENTS AT PHUONG DONG
UNIVERSITY


Sử dụng các hoạt động có khoảng trống thông tin nhằm gây hứng
thú cho sinh viên năm thứ nhất không chuyên trong giờ học nói
ở tr-ờng đại học ph-ơng đông


MINOR PROGRAMME THESIS



FIELD: METHODOLOGY
CODE: 601410
SUPERVISOR: lê thế

nghiệp, MA



HANOI 2011
4




TABLE OF CONTENTS


DECLARATION i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF CHARTS vi
PART ONE: INTRODUCTION 1
1. Rationale of the study 1
2. Aims and objectives of the study 2
3. Scope of the study 2
4. Methodology of the study 2
5. Research hypothesis 2
6. Design of the study 3
PART TWO: DEVELOPMENT 4
CHAPTER 1: LITERATURE REVIEW 4
1.1. Teaching speaking 4
1.1.1. Concepts of speaking 4
1.1.2. The role of speaking in foreign language teaching 4

1.1.3. Factors affecting English speaking ability 6
1.2 Information gap activities 6
1.2.1. Concept of information gap activities 7
1.2.1.1. Concept of information gap 7
1.2.1.2. Concept of information gap activities 7
1.2.2. Benefits of information gap activities 8
1.2.3. Teachers’ roles in information gap activities 9
1.2.4. Forms of information gap activities 10
1.2.5. Some popular information gap activities 11
CHAPTER 2: THE STUDY
2.1. An action research 13
2. 2. Research questions 13
2.3. The informants 13
2. 4. The action research procedure 14
5

2. 5. Description of Data Collection Instruments 16
2.5.1. Questionnaires 16
2.5.2. Observations 17
2.5.3. Tests 17
CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 18
3.1. Data collected from preliminary investigation stage – Questionnaire 1 18
3.1.1. Students’ attitude towards speaking skill 18
3.1.2 Factors causing students’ low motivation in speaking English 20
3.2. Intervention 21
3.2.1. The aims of the intervention 21
3.2.2. The intervention of information gap activities 21
3.3. Data collected from the intervention stage 26
3.3.1. Data collected from Observation sheets 26
3.3.2. Data collected from Questionnaire 2 27

3.3.2. Data collected from the tests 29
3.3.2. Data from pre-test 29
3.3.2. Data from post-test 30
PART THREE: CONCLUSION AND SUGGESTION 33
1. Summary of the study 33
2. Suggestions for the teachers 33
3. Limitations and suggestions for further research 35
REFERENCES 36
APPENDICES
APPENDIX 1: Questionnaire 1 I
APPENDIX 2: Questionnaire 2 III
APPENDIX 3: Observation sheet 1 – Overall class motivation IV
APPENDIX 4: Data on overall class motivation V
APPENDIX 5: Samples of the tests VI







3



ABSTRACT


Motivation has long been believed to be one of the key factors that have a great
impact on success and failure of second/foreign language learning. In an attempt to

increase students’ motivation in English speaking activities at Phuong Dong University,
the researcher aims to find out the causes of students’ low motivation, the importance of
using information activities to motivate students to speak English, and the suggestions for
teachers to apply information gap activities at Phuong Dong University. To find the
answers to these questions, an action research was carried out through several steps, using
a combination of 3 data collection instruments (questionnaire, observation, pre-tests and
post-tests). The results showed that the students’ motivation increased significantly when
the intervention was implemented. Hopefully, this study will make a small contribution to
the implementation of Information Gap Activities in improving speaking skills for students
at Phuong Dong University.











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