Strategies for increasing students' participation in oral activities, Hanoi = Những chiến lược tăng cường sự tham gia của học sinh trong các giờ học kỹ năng nói

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VIET NAM NATIONAL UNIVERSITY-HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



NGUYỄN THÙY DƯƠNG


STRATEGIES FOR INCREASING STUDENTS’
PARTICIPATION IN ORAL ACTIVITIES: A CASE OF
DONG DO HIGH SCHOOL, HA NOI

(Những chiến lược tăng cường sự tham gia của học sinh trong các giờ
học kỹ năng nói: trường hợp Trường THPT Đông Đô, Hà Nội)

M.A. Minor Programme Thesis

Field: English Methodology
Code: 601410




Hanoi – 2010

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VIET NAM NATIONAL UNIVERSITY-HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



NGUYỄN THÙY DƯƠNG


STRATEGIES FOR INCREASING STUDENTS’
PARTICIPATION IN ORAL ACTIVITIES: A CASE OF
DONG DO HIGH SCHOOL, HA NOI

(Những chiến lược tăng cường sự tham gia của học sinh trong các giờ
học kỹ năng nói: trường hợp Trường THPT Đông Đô, Hà Nội)

M.A. Minor Programme Thesis

Field: English Methodology
Code: 601410
Supervisor: NGUYỄN THỊ VƯỢNG, M.A

Hanoi – 2010

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TABLE OF CONTENTS

Declaration i
Acknowledgements ii
Abstract iii
List of abbreviations iv
List of tables and figures v
Table of content vi
PART ONE: INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. Research question 2
4. Scope of the study 3
5. Significance of the study 3
6. Methods of the study 3
7. Design of the study 3
PART TWO: DEVELOPMENT 5
Chapter I - LITERATURE REVIEW 5
I.1 Teaching Strategies 5
I.1.1. Definition of strategy 5
I.1.2. What is teaching strategy 5
I.2 Communicative Language Teaching (CLT) 6
I.2.1. Definition of CLT 6
I.2.2. Communicative activities 6
I.3 Nature of speaking skill and principles of teaching speaking 7

I.3.1 Nature of speaking skill 7
I.3.1.1. Definition of speaking 8
I.3.1.2. Characteristics of speaking 8
I.3.2. Principles of teaching speaking 9
I.3.2.1. Beginning level 9
I.3.2.2.Intermediate level…………………………………………………………10
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I.3.2.3. Advanced level 10
I.3.3. Teacher’s roles in teaching speaking………………………………………….11
I.4. Students’ participation in oral activities………………………………………. .12
I.4.1. Concept of students’ participation…………………………………………….12
I.4.2. Factors affecting students’ participation in oral activities…………………….13
I.4.2.1. Students’ style……………………………………………………………13
I.4.2.2. Students’ motivation…………………………………………………… 14
I.4.2.3. Teacher’s teaching techniques and methods…………………………… 14
I.4.2.4. Teacher’s personal qualities…………………………………………… 15
Chapter II – THE STUDY……………………………………………………………….16
II.1. Current situation of teaching and learning speaking at DDHS…………………….16
II.2. Methodology……………………………………………………………… 17
II.3. The subjects of the study………………………………………………………… 17
II.4. Data collection instruments……………………………………………………… 17
II.5. Data collection procedures……………………………………………………… 17
Chapter III - STATISTICS AND ANALYSIS OF DATA…………………………….18
III.1. Statistical results of questionnaires for students………………………………18
III.1.1. Students’ attitude towards speaking skill……………………………………18
III.1.2. Students degree of participation in classroom speaking activities………… 19
III.1.3. Reasons that make students hesitant to participate in oral activities……… 20

III.1.4. Current methods applied to teach speaking………………………………….21
III.1.5. Students’ desires…………………………………………………………… .21
III.2 Statistical results of questionnaires for teachers………………………………23
III.2.1.Teachers’ view of CLT……………………………………………………….23
III.2.2 Teachers’ attitude towards unwilling speakers and mistake makers…………24
III.2.3 Difficulties that teachers have confronted in teaching speaking…………… 26
III.2.4 Techniques and activities applied in teaching English speaking…………….26
III.3 Classroom Observations……………………………………………………… 27
Chapter IV - FINDINGS AND RECOMMENDATIONS …………………………….29
IV.1 Findings………………………………………………………………………… 29
IV.1.1. Levels of students’ participation in speaking lessons………………………29
IV.1.2 Learners’ reasons affecting participation in oral activities………………….30
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IV.1.2.1 Poor background knowledge………………………………………… 30
IV.1.2.2 Lack of confidence…………………………………………………….30
IV.1.2.3 Lack of motivation…………………………………………………….30
IV.1.2.4 Passive learning style………………………………………………….31
IV.1.3 Teachers’ difficulties in teaching speaking in speaking …………………….31
IV.1.4 Current methods…………………………………………………………… 32
IV.2. Recommendations for teachers to improve students’ talking time………… 33
IV.2.1 Recommendation for the learners……………………………………………33
IV.2.2 Recommendation for the teachers……………………………………………34
IV.2.2.1. Suggested teaching speaking strategies……………………………… 34
IV.2.2.2. Suggested activities to increase students’ participation in oral
activities……………………………………………………………………… 36
- Pair work………………………………………………………………………36
- Group work……………………………………………………………………36

- Role play………………………………………………………………………37
- Games………………………………………………………………………….38
PART THREE: CONCLUSION……………………………………………………… 39
III.1 Conclusion…………………………………………………………………………39
III.2 Limitations and suggestions for further study…………………………………… 40
REFERENCES………………………………………………………………………… 41
APPENDIX 1……………………………………………………………………………….I
APPENDIX 2 …………………………………………………………………………… V
APPENDIX 3 VIII







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LIST OF ABBREVIATIONS

CLT refers to Communicative Language Teaching
DDHS refers to Dong Do High School

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LIST OF FIGURES AND TABLES

Lists of Figures
Figure 1: Degrees of students' participation in oral activities
Figure 2: Current methods applied to teaching speaking
Figure 3: students' expectant activities from teachers
Figure 4: Teaching methods currently used in teaching speaking
Figure 5: Difficulties that teacher have encountered when teaching speaking


List of Tables
Table1: Students’ attitude towards speaking skill

Table 2: Factors that make students hesitant to participate in oral activities
Table 3: Students’ desires for speaking activities
Table 4: Teachers’ opinion of CLT
Table 5: Teacher’s attitude towards unwilling speakers and mistake makers
Table 6: Techniques to make students more interested in speaking lessons
Table 7: Activities to motivate students to participate more in oral activities
Table 8: Time on-task, off-task for students in speaking activities






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PART ONE: INTRODUCTION

I. Rationale
Undeniably, English is a global language crossing many international boundaries. In fact,
the English language is so popular; it is spoken in more than a hundred countries and has
more than a million words. English is considered as the medium of communication in the
fields of science, technology, diplomacy, and business, and so on. English has an inherent
simplicity and flexibility allowing it to be learnt quickly, cementing English as a global
language.
Since 1971, the teaching and learning of English has become of a great concern in
Vietnam. It is because that English is also seen as a means to promote mutual
understanding and cooperation between Vietnam and other countries. As a result, there are
more and more people desiring to know and master English with the hope of keeping up to

date with the latest development in technology in the world. Therefore, English in Vietnam
has become part of the general education. It is a compulsory subject not only in tertiary
institutions but also in most secondary schools.
In learning English at high schools, English speaking skill is one of the four skills that
students must be taught as separately and equally as the others. However, due to some
differently objective and subjective reasons, teaching and learning of this skill is often
integrated with other skills such as listening skill, or is even neglected. It leads to the cause
that students do not often enjoy speaking period as well as find it difficult to participate in
speaking activities.
Furthermore, there are a lot of elements of speaking affecting the ability to speak fluently
such as language features (connected speech, expressive device, lexis and grammar,
negotiation language) and the ability to process information and language “on the spot”
such as language processing, interacting with others…However, in a period of 45minutes,
it seems to be impossible for both teachers and students to control them. Therefore, if
teaching and learning oral communication skill takes place within 45 minutes every week
and only in classroom settings, its effect is limited.
In terms of my experiences of teaching English and teaching speaking skill at Dong Do
high school (DDHS). I found that most of my students are unwilling to participate in oral
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activities. Most of them only passively sit and take notes, rarely contribute the lesson and
even do not ask for the teacher‟s help when they have any problems. Reasons or this are
various including large classes, psycho logical or cultural differences, teaching methods,
teacher‟s knowledge, student‟s lack of idea or language devices, such as grammatical
structures or vocabulary, etc. Whatever reasons they may be, it is the first target of the
teachers to help their learners get out of the always silent moment in class, and thereby,
improve their speaking skills
For such reasons I choose “Strategies for Increasing Students' Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as a theme for my thesis.
II. Aims of the study
This research is designed to break a new ground in looking for new strategies to enhance
the participation of the students at DDHS in speaking activities
In order to obtain this aim, some purposes are as follows:
- To investigate theories concerning teaching and learning English as a foreign language
in general and English oral communication skill in particular
- To review some real situations about teaching and learning English and English
speaking skill at DDHS
- To search for some factors that affect the students‟ participation in oral activities at
DDHS
- To suggest some realistic and appropriate class teaching strategies with the hope they
can maximize their learner‟s involvement in oral activities.
III. Research questions
To reach the aims of the study, the three research question addressed:
1.What is the reality of teaching and learning English speaking skill at DDHS?
2. What are reasons for students‟ hesitation of taking part in speaking activities at Dong
Do high school?
3. What should teachers do to increase students‟ participation in oral activities at Dong Do
high school?
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IV. Scope of the study
A study on the ways to enhance the involvement of all students in learning oral skill is
quite broad, therefore the author would like to pay much attention to a brief of current
situation of teaching and learning speaking at DDHS and to identify the reasons why the
students are not ready to speak and suggest some possible strategies to increase them to
speak more. This is also the limitation of the thesis.

V. Significance of the study
In the past time, the students learned English with the main focus on grammatical issues;
however, four English skills in general and English speaking skill in particular are
concentrated as much as grammar. Despite that, most of the teachers at high schools do not
realize the importance of oral communication skill in the full development of the four
English skills. In the textbook, English speaking skill is designed separately, and each oral
skill lesson is taught within 45 minutes every week. However, practicing English activities
does not still end after speaking lessons. It is because that both reading lessons and
listening ones often contain some post-reading and post-listening activities relating to
speaking skill. Therefore, the enhancement of students‟ contribution in English oral
activities is very important. There is much hope that this would be useful and practical for
both the teachers and learners of English.
VI. Methods of the study
To obtain the aims of the study both quantitative and qualitative methods are used
The data serving the research analysis and discussion were collected by means of:
+ Questionnaires for students
+ Questionnaires for teachers
+ Classroom observation
VII. Design of the study
This minor thesis is divided into three main parts.
Part one, INTRODUCTION, presents the rationale, the aims, scope, significance, methods,
design of the study. The research questions are also mentioned in this part.
Part two, DEVELOPMENT, consists of three following chapters:
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 Chapter one, Literature Review, presents various concepts most relevant to the research
topic such as definition of strategies, teaching strategies; concepts of communicative
language teaching (CLT); nature of speaking skill and principles of teaching speaking.

Furthermore, the following are also included in this chapter: definition of students‟
participation, and" factors affecting students‟ participation as well.
 Chapter two, namely “The Study” describes the overall picture of the research was
carried out from the first step of determining the research design to the last step of
gathering the results. Moreover, presentation of statistical results are describes in this
chapter
 Chapter three, “Statistics and Analysis of data” analyses the collected data to answer
the three research questions.
 Chapter four, namely “Findings and Recommendations” presents the findings with
conclusion and comment after the experiment was finished and suggests what teachers of
English at DDHS should do to enlarge the students‟ participation in speaking activities
 Part three, CONCLUSION, addresses the key issues in the study, summaries some
shortcomings revealed during the process of the completing this study












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PART TWO: DEVELOPMENT

CHAPTER ONE: LITERATURE REVIEW
This chapter consists of four sections. Section one concerns the issue of teaching strategies
which includes the definition of strategy and teaching strategy. Section two deals with the
issues of Communicative Language Teaching (CLT). Next, section three focuses on nature
of speaking and principles of teaching speaking which covers many matters such as the
definition of speaking, characteristics of speaking, principles of teaching speaking for all
levels as well as teachers‟ roles of teaching speaking. The last section, section four presents
some concepts related to students‟ participation and some factors affecting students‟
participation in oral activities.
I.1. Teaching strategies
I.1.1 Definition of strategy
To understand teaching strategies, let me begin with the definition of strategy. According
to Dictionary of Contemporary English, Longman (1995:1244), strategy means a “well
planned series of action for achieving an aim”. Another definition of strategy is that
“Strategy are specific methods of approaching a problem or task, modes of operation for
achieving a particular end, planned designs for controlling and manipulating certain
information” (Brown, 1994). Sharing this point of view, in terms of language teaching,
Chamot (2005, p.112) defines strategy as “procedures that facilitate a learning
task…Strategies are most often conscious and goal driven”.
I.1.2. What is teaching strategy?
Basing on the definitions of strategy discussed above, we can view teaching strategies as a
well-prepared plan or a conscious plan that consists of various selected skills, techniques,
approaches which teachers take in order to facilitate their teaching in the classroom. Also,
teaching strategies may be ways of presenting instructional materials or conducting
instructional activities. Because of this reason, we can assume that an appropriate teaching
strategy play an important role in improving learning as well as in encouraging students to
activate their own learning style (Dunn & Griggs, 1990)

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I.2. Communicative language teaching (CLT)
According Mackey (1965) most teaching methods still exist both advantages and
disadvantages, and it is difficult to say which method is the most appropriate without
considering the background in which it is applied. Because of the limitation in my thesis, I
only spotlight on CLT which is considered as one of the most effective method to teach
speaking skill in second language.
I.2.1. Definition of CLT
Perhaps the majority of language teachers today, when asked to identify the methodology
They employ in the classroom, identify “communicative” as the methodology of choice.
However, when pressed to give a detailed account of what they mean by “communicative”,
explanations vary widely. Does communicative language teaching (or CLT) mean teaching
conversations, an absence of grammar in a course, or an emphasis on open-ended
discussion activities as the main features of a course?
There are many definitions of CLT by different methodologists. According Richards
(1998) CLT can be understood as a set of principles about the goal of language teaching,
how learners learn language, the kind of classroom activities that best facilitate learning,
and the roles of teachers and learners in the classroom.
Also, Nunan (1989; 194) defines CLT as “a system for the expression of meaning.
Activities involve oral communication, carry out meaning tasks and using language, which
is meaningful to the learners…… The learner‟s role is as a negotiator and integrator. The
teachers‟ role is a facilitator of the communication process
I.2.2. Communicative activities
CLT is usually characterized as a broad approach to teaching, rather than as teaching
method with a clearly defined set of classroom practices. As such, it is most often defined
as a list of general principles of features that Nunan (1991) remarked:
- An emphasis 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
the Learning Management process.
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- An enhancement of the learner‟s own personal experiences as important contributing
elements to classroom learning.
- An attempt to link classroom language learning with language activities outside the
classroom.
These five features are claimed by practitioners of CLT to show that they are very
interested in the needs and desires of their learners as well as the connection between the
language as it is taught in their class and as it is used outside the classroom. Under this
broad umbrella definition, any teaching practice that helps students develop
their communicative competence in an authentic context is deemed an acceptable and
beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and
group work requiring negotiation and cooperation between learners, fluency-based
activities that encourage learners to develop their confidence, role-plays in which students
practice and develop language functions, as well as judicious use of grammar and
pronunciation focused activities.

I.3. Nature of speaking skill and principles in teaching speaking
I.3.1. Nature of speaking skill
It is known that language skills consist of four macro inter-related skills: listening,
speaking, reading, and writing. In those four skills, listening and reading relate together in
the aspect of receptive skill, whereas speaking and writing are considered to be productive
skills (Byrne, 1991)
However, Byrne (1991: 8) also proves that the nature of oral communication is “a two way
process between speaker and listener. From a communicative, pragmatic view of the
language classroom, listening and speaking skill are closely intertwined because “speaking

always necessitates at least two participants: speaker(s) and listener(s). When the speaker
starts message, the listener decodes, and responds to the message in turns. Hence, that is
why teaching listening is always associated with teaching speaking.
Of the four skills, speaking plays an important role as it is the first step to identify who
knows or does not know a language. In order to find the strategies to get better at speaking
skill, we must be aware of what speaking is and how it characterizes?
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I.3.1.1. Definition of speaking
Speaking is the productive skill in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than just pronouncing words. Bygate
defines “Oral expression involves not only the use of right sounds in the patterns of rhythm
and intonation, but also the choice of words and inflections in the right to convey the right
meaning” (cited in Mackey, 1965:266)
Speaking consists of producing systematic verbal utterances to convey meaning.
According to Brown and Yule (1983), spoken language consists of short, fragmentary
utterances in a range of pronunciation. Therefore, speaking is “an inter-active process of
constructing meaning that involves producing and receiving and process information
(Florez, 1999 as cited in Bailey, Kathleen. M, (2005). It is “often spontaneous, open-ended,
and evolving” but it is not completely unpredictable.
Furthermore, speaking is known with two main types of conversation called dialogue and
monologue. Brown ad Yule (1983) indicates there is a difference between them. In
monologue, you give uninterrupted oral presentation while in dialogue you interact with
one or more other speakers for transactional and international purposes.
I.3.1.2. Characteristics of speaking
Bygate (1987) suggests that conversation can be analyzed in terms of routines which are
“conventional ways of presenting information because they are conventional, they are
predictable and help ensure clarity. There are two main kinds of routines: information

routines and interaction routines.
With regards to information routines, we mean frequently recurring types of information
structures, including stories; descriptions of places and people; presentation of facts,
comparison, and instruction. Broadly speaking, information routines can be defined as
“expository and evaluative”. Expository routines involve factual information hinging on
questions of sequencing or identity of the subject. Brown and Yule (1983) suggest that the
principal types of expository routines are narration, description, and instruction.
Meanwhile, evaluative routines involve the drawing of conclusion, usually requiring the
expression of reasoning.
Concerning interaction routines, they are routines based not so much on sequences of kinds
of terms occurring in typical kinds of interactions. Thus, these routines can be characterized
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in broad terms including the kinds of turns typically occurring in given situations and the
order in which the components are likely to occur. So telephone conversations, interview
conversations, casual encounters, conversations at parties, conversations around a table at a
dinner party, lessons, radio or television interviews, all tend to be organized in characteristic
a way (Bygate, 1987)
The learners can be much more confident in speaking with clear understanding and
governing these skills. Moreover, the oral skill depends much on knowledge of language
they can learn such as grammar, pronunciation, and vocabulary parallel with language
environment. To be better at teaching speaking, teachers need understand and exploit the
principles of teaching speaking fluently. This is the topic to be considered next.
I.3.2. Principles of teaching speaking
The single most important reason for teaching speaking is to develop oral fluency, that is,
the ability to express oneself intelligibly, reasonably accurately and without undue
hesitation. Byrne (1976) argues that to meet this objective learners will have to be brought
from the stage where they merely imitate a model or respond to cues to the point where

they can use the language to express their own ideas and feelings (processes that must to a
large extent be in simultaneous operation). For oral fluency to be attained, learners will
need complementary levels of training in which teachers also need to have certain
principles of teaching speaking. According to Bailey, Kathleen M (2005), those principles
are divided into three groups: Beginning levels, Intermediate levels, and Advanced levels
I.3.2.1. Beginning levels
This is the first step for the learners who start getting to know a foreign language. Many
factors will influence their goal of development of language skills. Therefore, the teacher
should try to understand and analyze the learners‟ psychology as well as their
characteristics. In teaching process the teacher should follow the principles:
- Provide something for learners to talk about: This doesn‟t mean that only teachers can
nominate topics. Teachers should be open to those topics that learners want to talk about,
and incorporate them into lessons whenever possible. But it does mean that teachers should
go into their speaking lessons prepared with interesting topics or ideas to stimulate
conversations and discussions
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- Create opportunities for students to interact by using groupwork or pairwork: Sometime
students – perhaps especially those at the lower levels – can be anxious about speaking in
class. Bailey, Kathleen M (2005) assumes that one way to overcome their reticence and
increase their opportunities to speak is to use pairwork and groupwork. According to
Pennington (1995), using pairwork and groupwork can improve learners‟ motivation and
promote choice, independence, creativity, and realism. Pairwork and groupwork also
provide feedback to the learner from sources other than the teacher.
- Manipulate physical arrangements to promote speaking practice: It can be difficult to get
students to talk with one another in a new language but that difficulty is often exacerbated
by the traditional classroom arrangement of desks facing forward toward the teacher‟s
zone. Changing physical environment can encourage speaking activities, partly because it

partially alters the power structure of the traditional English classroom.
I.3.2.2. Intermediate levels
For the Intermediate levels, the teacher could feel more comfortable and confident in
teaching. However, the teacher also tries to remember the followings:
Firstly, the teacher should focus on and work toward real, spontaneous speech to avoid
form-based drills (repetitious or grammar-based exercises). Secondly, the teacher tries to
design activities, which encourage natural interaction between speakers because human
speech most often involves interaction, and interaction integrates speaking and listening.
Lastly, like principles for beginning learners, the teacher should place them in pairs, triads
or small groups in order to create an exciting speaking environment
I.3.2.3. Advanced levels
For the advanced learners, especially in free production, the teacher allows only speech in
the target language.
- This greatly increases the amount of English spoken.
- Having a clear guideline reduces the temptation of learners to hide in their native
language
- The learners may dislike this but should be discouraged from using their own
language without the teacher‟s permission.

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I.3.3. Teacher’s roles in teaching speaking
As with any type of classroom procedure, teachers need to play a number of different roles
during the speaking activities. However, all the roles have the same purpose is “to create
the best conditions for learning. In a sense, then, teachers are a means to an end: an
instrument to see that learning take place” (Byrne, 1991).
Teachers also have specific roles to play at different stages of the learning process. Byrne
(1991: 2) points out three different teachers‟ roles at the three stages: presentation,

practice, production; that is an informant, a conductor or a monitor, and a manager
respectively.
Besides, as for Harmer (2001) teachers of English speaking play other roles if they are
trying to get students to speak fluently:
 Organizer: Organizing students to do various activities in one of the most important
roles of a teacher. He/She needs to provide students with information, tell them how to
carry out the activities they are given put them in groups and finally end the activities. If
he/she does not carry out this role in a sensitive way, students will not know what and
how to do, and even chaos may happen. On the other hand, if the teacher carries out the
role well, it will help encourage students‟ participation in classroom activities.
 Prompter: Students sometimes get lost, can not think of what to say next, or in some
other way lose the fluency the teacher expects of them. The teacher can leave them to
struggle out of such situation on their own, and indeed sometimes this may be the best
option
 Participant: Harmer suggests that teachers should be good animators when asking
students to produce language. Sometimes this can be achieved by setting up an activity
clearly and with enthusiasm. At other times, however, teachers may want to participate in
discussion or role-plays themselves. That way they can prompt covertly, introduce new
information to help the activity along, ensure continuing student engagement, and
generally maintain a creative atmosphere.
 Resource: During the proceedings students may ask the teacher the meaning of the
word or phrase, the information about the topic they are given. When the teacher
responds to their questions, he acts as a resource. The teacher should bear in mind that he
should not spoon-feed the students otherwise they will be over-reliant on the teacher
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 Feedback provider: When students are in the middle of a speaking activity, over-
correction may inhibit them and take the communicativeness out of the activity. On the

other hand, helpful and gentle correction may get student out of difficult
misunderstanding and hesitations.
 Assessor: After performing one kind of activity, students expect their teacher to give
his comments on how they perform their work. It can be an important factor encouraging
their participation in classroom activities if the teacher knows how to assess their work.
As for this issue, Harmer emphasizes teacher‟s sensitivity and fairness during his
assessment. The teacher should tell the students at what degree they have come up to our
expectation and point out their mistakes so that they can avoid in the next time. However,
he should not criticize too much on their mistakes as it can demotivate them from
participating in classroom activities.
It is clear that teachers‟ roles in teaching speaking have a great effect on students‟
participation in oral activities. However, it is not only factors affecting the involvement of
students. The next part will describe other factors as well as clarify concepts of students‟
participation in classroom activities.
I.4. Students’ participation in oral activities
I.4.1.Concept of students’ participation
Students‟ participation can be understood as students‟ involvement in classroom activities
and in this case, oral activities. In teachers‟ opinion, students‟ participation can be divided
into two kinds of interaction, namely, students to their teacher; students to students.
Concerning the interaction between students to their teacher, students who are considered
to maintain a good interaction with their teacher always take part in the class discussion as
well as contact the teacher by coming to see him/her outside the classroom. They become
involved in what is happening in the classroom by asking information or explanation,
sharing personal experience in relationship to the topics, or volunteering to perform an
activity. Therefore, participation takes place not only inside the classroom but also outside
the classroom. However, the interaction between students themselves is different from the
first kind of interaction. It is built when students are working in small groups. When
working in groups, students‟ participation can be measured by student‟s sense of
responsibility and cooperation.
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I.4.2. Factors affecting students’ participation in oral activities.
Students‟ participation in classroom oral activities can be affected by a variety of factors.
In the following sections, some of the major factors will be discussed
I.4.2.1. Students’ learning styles
Learning style, as Nunan (1991) defines, refer to “any individual‟s preferred ways of
going about learning, It is generally considered that one‟s learning style will result from
personality variables, including psychological and cognitive make up, socio-cultural
background, and educational experience” For Willing (1988), an individual perception of
his/her own strength and weaknesses will also have an effect. He also suggests that some
aspects of an individual‟s learning style may be alterable while others may not.
Learners may have their own learning styles which help classify them into certain learner
groups. Willing (1988; cited in Nunan: 1991) categorizes learners into the following
groups based on their preferences:
 Concrete learners: These learners tend to like games, pictures, films, video, using
cassettes, talking in pairs and practicing English outside class.
 Analytical learners: These learners like studying grammar, studying English books and
reading newspapers, studying alone, finding their own mistakes and working on problems
set by the teacher.
 Communicative learners: These students like to learn by watching, listening to native
speakers, talking to friends in English and watching television in English, using English
out of class, in shops, trains, etc., learning new words by hearing them, and learning by
conversation.
 Authority-oriented learners: These learners prefer the teacher to explain everything,
like to have their own textbook, to write everything in a notebook, to study grammar, learn
by reading, and learn new words by seeing them.
As can be seen from Willing‟s classification, if the majority in one class belong to the two
former groups, the degree of participation in oral activities in this class will be low.

Harmer (2001) suggests that we should balance the interests between individuals and
groups, pay attention to individual traits when putting them into groups.

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I.4.2.2. Students’ motivation
Motivation is seen as “a key consideration in determining the preparedness of learners to
communicate, (Gardner, 1985: 10) while Harmer (2001) defines motivation simply as
“some kind of internal drive which pushes someone to do things in order to achieve
something” According to Carol (1962), motivation decides the amount of time a learner
will spend on the task of language learning. She claims: “The more motivation a learner
has, the more time he or she will spend on learning an aspect of a second language”
(Carol, 1962).
Motivation not only plays an important role in learning, it helps the teacher as well. Lite
(2002) confirms that “Motivation is the backbone of any classroom. When the students are
motivated, the teacher can perform his/her job the best.”
Teachers are often familiar with two basic types of motivation: extrinsic motivation and
intrinsic motivation. Harmer (2001) states that extrinsic motivation is caused by such
outside factors as the need to pass an exam, the hope of possibility for future travel, etc. In
contrast, intrinsic motivation is caused by inside factors like the enjoyment of the learning
process itself or by a desire to make themselves feel better.
It can be concluded that motivation is significant in foreign language learning because
when learners set the goal of learning a foreign language, motivation helps them produce
effort and have a positive attitude to obtain the goal. Therefore, in order to be successful,
language learners really need motivation to continue their learning.
I.4.2.3. Teacher’s teaching techniques and methods
For each teacher, the good choice of teaching methods as well as techniques is very
important to increase students‟ participation in every lesson. When deciding what teaching

method to use, a teacher needs to consider students' background knowledge, environment,
learning goals, learning time and material resources. We also know that different teachers
exploit different methods and techniques in their teaching. As a result, different degrees of
student‟s participation are created by different teachers. Teacher-centered methods such as
the Grammar-translation method or the Direct method always cause teachers to choose the
techniques which mostly limit students‟ participation and put them in the passive settings.
On the contrary, learner-centered methods like CLT bring the teacher various techniques
that motivate students in participating in the lesson since they are the main characters of all
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activities. The examples of these techniques can be named as pair-work, group-work, role
play, or games.
I.4.2.4. Teacher personal qualities
Teachers are important and make a difference. The quality of teaching is a crucial factor
in promoting effective learning in schools. Effective teaching requires individuals who are
academically able and who care about the well-being of students.
Some people may think that it is quite hard to specify the qualities of good English
teachers. If we look around, we can see that the teachers loved by the students are of rather
different personalities. Some are very charismatic, lively, and easy-going. Others are quiet,
slightly introvert and not very sociable. Parker Palmer (1999) also observes that good
teaching isn‟t about technique either. He has asked students around his country to describe
their good teachers to him. Some of the students describe people who lecture all the time,
some of them describe people who do little other than facilitate group process, and others
describe everything in between. However, he does notice that despite the different teaching
methods employed by different good teachers, these teachers do share some characteristics.
Palmer summarizes that good teachers are “people who have some sort of connective
capacity, who connect themselves to their students, their students to each other, and
everyone to the subject being studied”. The interpretation of this is that good teachers let

the students know that they care for the students. They help the students communicate with
each other among themselves so that they find themselves in a nice learning environment.
They also motivate the students to learn the subject they‟re teaching.
We may not think that Palmer‟s list of qualities of good teachers is exhaustive, but it does
show that the relationship between teachers and students has a great value in making his
class an interesting place where students can enjoy learning. In other words, the teacher‟s
personal qualities may have a remarkable effect on his/her students‟ participation.





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CHAPTER TWO: THE STUDY
This chapter gives an absolute description of how the research was carried out, including
some steps as follows:
II.1. Current situation of teaching and learning English speaking skill at DDHS
Dong Do High School is situated at 8 Vong Thi, Lac Long Quan Street, Tay Ho district,
Hanoi city - the suburb of Hanoi. Like other private schools in Hanoi, Dong Do School
have three levels of educating and training which are primary school, lower secondary
school, and upper secondary school. However, the majority of students of this school are
students at high school which consists of 6 classes at grade 10, 7 classes at grade 11, and 7
classes at grade12. In addition, each class consists of over 35 students. English is the only
foreign language taught and learnt at the school.
The students at DDHS are mostly aged from 15 to 18 years old, and they finished lower
secondary school in the suburb of Hanoi capital. Moreover, a large number of students at
DDHS are the students who can not enter public schools which demand higher grades.

Therefore, their English proficiency is not good.
The total number of English teachers at DDHS is 9, 6 out of whom were trained at Hanoi
Foreign language Teacher Training University; two teacher graduated from Hanoi Foreign
Language University; and one graduated from the department of English - Hanoi
University of Education. Most teachers of English at this school are from 27 to 40 years
old, and have at least 5 years of teaching English at school. However, the teaching method,
which is mainly applied at this school, is Grammar-Translation method - a very traditional
method. Other methods are seldom exploited.
The main English textbook used in teaching English at this school are Tieng Anh 10,
Tieng Anh 11, and Tieng Anh 12 (basic stream). The staff of this school is also aware
of the importance of English, so there are from 6 to 8 periods of English in each week.
It means that teachers of English have so much time to let their students practice and
revise. Speaking skill is one of the five parts designed in each unit: (reading, speaking,
listening, writing, and language focus); hence, it is often taught and learned within one
period - 45 minutes. The other periods are spent on teaching and learning other skills,
pronunciation and grammatical issues.
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II.2. Methodology
To conduct the research, two methods were applied: qualitative method and quantitative method.
All considerations, comments, assumptions, suggestions and conclusions provided in
the study are based on the analysis of the statistic data collected from Questionnaires
Survey and Observation.
II.3. The subjects of the study
There are two groups of subjects in the study
- The first group contains 100 students chosen randomly from over 200 students at the
eleventh grade at DDHS. They are the subjects for the first questionnaire. All of them have
learned English for 4 years at lower secondary schools in the suburb area in Hanoi capital.

- The second group includes 9 teachers of English: 1 male and 8 female. They were
selected to be the subjects of the second questionnaire to help find out what teaching
methods and techniques were currently exploited in their teaching.
II.4. Data collecting instrument
The instrument used in this study is two questionnaires. The first survey questionnaire was
used for students to clarify their English competence as well the ways of learning speaking
skill. The second one was used for teachers to find out what teaching methods and
techniques were currently exploited in their teaching. In addition, observation, at the same
time will be also carried out by the researcher at DDHS to make the study more reliable.
II.5. Data collection procedure
The data for such a research are collected through the procedure of analyzing and
synthesizing theoretical issues of the nature of language skills and communication.
Some principles in teaching speaking are also mentioned. Then, two questionnaires are
aimed at finding out the students‟ problems in speaking English, the reasons, as well as
some activity that teacher often carry out in their teaching speaking lessons. The result
will be analyzed under statistic method. After that, some solutions to these problems
will be suggested.


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CHAPTER THREE: STATISTICS AND ANALYSIS OF DATA

III.1. Statistical results of questionnaires for students
The first survey questionnaire was planned for 100 students at DDHS to make sure the
reliability and validity of the data collection. It consists of 10 questions which are related to
the five main issues presented in the following tables and charts
III.1.1. Students’ attitude towards speaking skill

Questions
Options
Results(%)
Q 1
How important is speaking to you?

A. Very important
27
B. Rather important
52
C. Little important
16
D. Not important at all
5
Q 2
How much do you feel interested in speaking in class

A. Very interested
10
B. Rather interested
14
C. Little interested
51
D. Not interested at all
25
Q 3
What do you think about the speaking topics in the textbook?

A. Interesting

10
B. Boring
53
C. Difficult
24
D. Easy
13
Table1: Students’ attitude towards speaking skill
Table one presents the information about students‟ attitude towards speaking skill. As can
be seen 79 % of the students claim that speaking skill is important to them while 16%
suppose speaking skill is little important and it is not important at all for 5%. Moreover, the
statistics from table 1 show a surprising fact that only 24 % of all students feel interested in
speaking lessons while 51% feel little interested and 25% of them respond that they do not
feel interested at all.