The use of warm-up activities in speaking lessons in Yen Lang High School a case study = Việc sử dụng các hoạt động tiền dạy nói trong giờ dạy nói ở THPT Yên Lã

Vietnam national university, Hanoi
University of languages and international studies
Post-graduate Department






Hoàng Thị Dự


The use of Warm-up activities in speaking
lessons in Yen Lang high school: A case study
(Việc sử dụng các hoạt động tiền dạy nói trong giờ dạy nói ở
THPT YêN lãNG, điển cứu)


MA. Minor thesis


Field:
Methodology

Code:
601410

Hanoi- 2009
Vietnam national university, Hanoi
University of languages and international studies
Post-graduate Department






Hoàng Thị Dự


The use of Warm-up activities in speaking
lessons in Yen Lang high school: A case study
(Việc sử dụng các hoạt động tiền dạy nói trong giờ dạy nói ở
THPT YêN lãNG, điển cứu)


MA. Minor thesis

Field:
Methodology

Code:
601410

Supervisor:
Ms. Phùng Hà Thanh, M.Ed.

Hanoi- 2009

iv
Table of contents
Declaration i
Acknowledgements……………………………………………………………………… ii
Abstract iii
Table of contents iv
List of abbreviations and tables vi
Introduction 1
1. Rationale 1
2. Aims of the study 2
3. Scope of the study 2
4. Methodology 2
5. Significance of the study 2
6. Structure of the study 3
Chapter 1: Literature Review 4
1.1. Aspects of speaking 4
1.1.1. Purpose of speaking 4
1.1.2. Participants in speaking 4
1.1.3. Medium of speaking 5
1.1.4. Differences between speaking and writing 5
1.2. Teaching of speaking in different approaches 6
1.2.1 Teaching of speaking in the Grammar translation method 6

1.2.2 Teaching of speaking in the Direct method 7
1.2.3. Teaching of speaking in the Audio-lingual method 8
1.2.4. Teaching of speaking in Communicative language teaching 9
1.3. Warm- up activities in speaking 11
1.3.1 Definitions of warm- up activities 11
1.3.2. Purposes of teaching warm-up activities 11
1.3.2.1. Motivating learners in learning 11
1.3.2.2. Introducing the topic of the lesson 11
1.3.2.3 Getting students’ attention 12
1.3.2.4. Providing some useful languages 12

v
1.3.3. Some common warm-up activities 12
1.3.4. Evaluation of warm- up activities in speaking lessons 14
Chapter 2: Methodology 17
2.1. Setting of the study 17
2.2. The sampling 18
2.2.1. The teachers 18
2.2.2. The students 18
2.3. Data collection 20
2.3.1. Data collection instrument 20
2.3.2. Data-collection procedure 21
2.4. Data analysis procedure 22
Chapter 3: Study results 23
3.1. Research question 1 23
3.1.1. Teachers’ frequency of using warm-up activities 23
3.1.2. Teachers’ frequent purposes of using warm-up activities 25
3.2. Research question 2: Teachers’ perception of the importance of warm-up activities . 27
3.3. Research question 3: Teachers’ difficulties when employing warm-up activities 29
3.3.1. Teachers’ difficulties when preparing warm-up activities 29

3.3.2. Teachers’ difficulties while practising warm-up activities 30
3.3.3. Teachers’ difficulties when evaluating the use of warm-up activities 31
3.4. Research question 4: Teachers’ satisfaction of their employment of warm-up
activities 32
3.5. Research question 5: Students’ satisfaction of their teachers’ employment of
warm-up activities 32
Conclusion 34
1. Major findings 34
2. Pedagogical implications from the findings 36
3. Limitations of the study and suggestions for further research 36
References 38
Appendices 40

vi
List of abbreviations and tables

Abbreviations
CLT: Communicative language teaching
FL: Foreign language
CFL: College of foreign languages
TS: Teaching of speaking
WAS: Warm-up activities
Y L: Yen Lang

Tables
Table 1.1: Differences between speaking and writing
Table 1.2 : Common approaches to teaching speaking
Table 2.1: Number of students in each group
Table 3.1: Teachers’ frequency of using WAS and their years of teaching experience
Table 3.2: Teachers’ frequency of using WAS (Information from teachers)

Table 3.3: Teachers’ frequency of using WAS (Information from students)
Table 3.4: Teachers’ frequent purposes of using WAS
Table 3.5: Teachers’ perception of the importance of warm-up activities
Table 3.6: Teachers’ difficulties when preparing warm-up activities
Table 3.7: Teachers’ difficulties while practising warm-up activities
Table 3.8: Teachers’ difficulties when evaluating the use of WAS
Table 3.9: Teachers’ satisfaction with their used WAS
Table 3.10: Students’ satisfaction with teachers’ WAS




1
Introduction

1. Rationale
Today with the development of economy and relationship between nations there is an
increasing demand for foreign language learning, especially speaking skill. People need oral
communication in daily life more than written words. Therefore, the teaching of speaking has
recently been paid more attention to learners. It is no doubt that the ability to use verbal
communication in a second language effectively contributes to the success of learners at
school time as well as later in their lives.
Actually, the teaching of speaking has undergone substantial changes due to the
changes in language teaching approach. For Vietnamese learners, speaking skills have been
fostered through repeating after the teacher, the use of dictation, rote-learning of text, reading
aloud and the like. Consequently, although students know vocabulary and grammar, a lot of
them cannot use the language they learn in oral communication. Students of Yen Lang high
school (Me Linh, Ha Noi) encounter the same problem when they practise speaking. The
situation has been better since communicative language teaching was adopted.
Communicative competence in speaking has been focused on in order to meet the demand of

the society in the new context.
However, teaching speaking in a classroom environment faces certain difficulties. For
example, students often experience lack of knowledge, words and expressions needed for
speaking or motivation to speak. They even suffer from shyness or lack of confidence. Thus,
arousing students’ interest as well as providing them some language preparation is an essential
part to prepare for students to speak. In spite of not being a main task warm-up activities
contribute to the success of speaking lessons.
The importance of warm-up activities in learning English has been confirmed in many
studies. For example, it has been found out that pre-reading techniques have great impact on
the students’ motivation to read (To, 2007) and brainstorming before speaking tasks
encourages better learning (Cullen, 2008). However, practicing warm up activities in a school


2
which has adopted communicative method for only four years like YL high school is still a
new technique and requires great efforts from teachers. To see how the teachers in YL high
school use warm-up activities in speaking lessons encourages the author to carry out this
study.
2. Aims of the study
The study aims at investigating the use of warm up activities in speaking lesson in YL
high school. The study is carried out to answer the following questions:
1. How are warm-up activities employed in term of frequency and purpose?
2. How do teachers perceive warm-up activities in term of importance?
3. What are the difficulties teachers often encounter when preparing and conducting
warm-up activities?
4. How satisfied do teachers feel with their employment of warm-up activities?
5. How satisfied do students feel with the employed warm-up activities?
3. Scope of the study
The study focuses only on examining the use of warm-up activities in speaking
lessons. The participants are all teachers of English and 315 students among 1350 students in

YL high school. The study was carried when the school students were studying the second
term of the year 2008-2009.
4. Methodology
This study is a primary research based mainly on survey questionnaires. Two sets
of questionnaires were designed. The first one was administered to all teachers of English and
the other was delivered to students of six classes in YL high school to examine the use of
warm-up activities in speaking lessons. Data collected from survey questionnaires was
analyzed quantitavely.


3
5. Significance of the study
The result of the study will be used for the author’s personal growth in teaching job. In
addition, the findings of the study can provide teachers with descriptive information about the
use of warm-up activities in speaking lessons in YL high school. The information might be
useful for teachers who want to enhance their use of warm-up activities in speaking lessons in
order to encourage students to speak.
6. Structure of the study
The study consists of five parts including introduction, chapter one, chapter two,
chapter three and conclusion. The first part introduces the rationale, the aim, the scope, the
methodology, the significance and the structure of the study. Chapter one presents aspects of
speaking, the teaching of speaking in different approaches and warm-up activities in speaking
lessons. Chapter two presents the setting, the sampling, data collection and data analysis
procedure. Chapter three presents the results of the study and discussion on the results. The
last part of the study offers major findings, pedagogical implication, limitations of the study
and suggestions for further research.


4
Chapter 1: Literature review

1.1. Aspects of speaking
1.1.1. Purposes of speaking
Speaking is to interact with other people in expressing themselves and forming social
relationships through speech (Bygate, 1987). The main purpose of speaking is to communicate
with other people. By speaking we can express our thoughts, our ideas that we like other
people to understand (Fulcher, 2003). According to Nunan, communication in speaking can be
expressed into two ways: information routine and interaction routine. In information routine,
only speakers provide information. For example, speakers tell a story, describe something or
give a set of instruction. In interaction routine both speakers and listeners participate in the
conversation (Nunan, 1999). For example, speakers and listeners interact at the party, in an
interview or in a discussion.
1.1.2. Participants in speaking
Participants in spoken communication play roles as speakers and listeners. The speaker
has to plan and organize the message and to control the language being used in the
communication (Fulcher, 2003). When we speak, we usually need to be in the same place and
time as the listener. Despite this restriction, speaking does have the advantage that the speaker
receives instant feedback from the listener. The speaker can probably see immediately if the
listener is bored or does not understand something. Then he can modify or correct himself or
improve what he has already said (Bygate, 1987).
On the other hand, the listener in oral communication can give immediate reaction to
what is spoken. According to Bygate, the listener is “in front of us and able to put us right if
we make mistakes. He can also generally show his agreement and understanding or
incomprehension and disagreement” (Bygate, 1987:12).


5
Thus, the speaker and the listener are the people who can directly use spoken language
to communicate with each others. They can adjust a message immediately so that
understanding can be improved.
1.1.3. Medium of speaking

The spoken language is the medium of speaking and the outer manifestation of the
spoken language is sound (Fulcher, 2003). The spoken language has to be planned and
articulated with considerable speech. The speaker must decide what to say, be able to
articulate the words and create physical sounds that carry meaning.
In addition to languages, speakers’ voices such as pitch, rhythm, stress and intonation
can also contribute to conveying messages. Therefore, in order to speak a foreign language,
learners need knowledge of the language they wish to speak, for example, pronunciation of
sound, rules of speech, rules of grammar and the like (Fulcher, 2003).
In speaking, the speaker can also use body languages or facial expressions to convey
messages or to express his feeling if he or she is in front of the listener. This is the reason why
the speaker has more ways to convey messages than the writer who often use written language
to express meanings and ideas.
1.1.4. Differences between speaking and writing
People can communicate with others by using a verbal language which can be in form
of speaking or writing. However, there are differences between two types of communication.

Speaking
Writing
Interaction
- Speakers can receive immediate
feedback from listeners.
- Listeners have to request
speakers for repetition if they do
not understanding.
- Writers cannot receive immediate
feedback from readers.
- Readers can reread if they do not
understand.
Language
used

- Speakers can use voice (pitch,
rhythm, stress,) and spoken
- Writers rely on words to express
meanings and ideas


6
language to convey messages.
- Speakers use less formal
language and may make mistakes.
- Speakers use pause and
intonation.

- Writers use more formal language
with correct grammar.
- Writers use punctuation.
Rules
- Speakers have to follow rules of
speech and strategies in speaking.
- Writers have to follow written
discourse, for example, grammar
rules.
Time
limitation
- Spoken language is more
affected by time limitation.
- Written language is less affected by
time limitation.
Table 1.1: Differences between speaking and writing
(Fulcher (2003) and Bygate (1987))

It is obviously that writing is not speech written down on the paper and speaking is not
speaking out a book. Each way of conveying messages has its own characteristics and
advantages based on which we can choose to communicate by speaking or by writing.
1.2. Teaching of speaking in different approaches
Second language teaching and learning have undergone a lot of changes since grammar
translation method came to throne to time when CLT becomes a favorable method today. The
change of methods reflects the change of the concepts of what language proficiency is and
purposes for which we teach and learn a language. The teaching of speaking has also been
influenced by the concept and practice of each method.
1.2.1 Teaching of speaking in the Grammar translation method
In the Grammar translation method, there exists no form of speaking practice as the
purpose of language teaching is to teach reading and writing. This approach mainly focuses on
grammatical rules and helps learners read and appreciate foreign language literature. Thus,
both teachers and learners do not pay attention to speaking or pronunciation. The principle
characteristics of this method according to Richard and Rodger (1986:13) are as follow:


7
- The goal of foreign language study is to read its literature. It hence views language
learning as memorizing rules and facts in order to understand and manipulate the
morphology and syntax of the foreign language.
- Vocabulary is taught through bilingual word list, dictionary study and
memorization.
- Accuracy is emphasized. Grammar is taught inductively
- The students’ mother tongue is the medium of instruction.
- Reading and writing are the major focus; little or no systematic attention is paid to
speaking or listening.
Learners who are taught in this way have no motivation or chance to practice speaking.
They may not be able to pronounce a word even though they know the meaning. Thus, a lot
of learners cannot use the foreign language they learn for speaking.

1.2.2 Teaching of speaking in the Direct method
In the direct method, speaking is gradually formed. Speaking is fostered through
repeating after teachers and the use of target language in the classroom (Fulcher, 2003). This
approach was developed initially in reaction to the grammar translation method in an attempt
to integrate more use of the target language in instruction. Richards and Rodger (1986:19)
described the principles and procedure of the method as follows:
- Classroom instruction is conducted exclusively in the target language.
- Oral communication skills are built up in graded progression organized around
question and answer exchange between teachers and students in small, intensive
classes.
- New teaching point is introduced orally.
- Both speech and listening comprehension are taught.
- Correct pronunciation and grammar are emphasized.
This method helps students to expose to the target language situation but their speaking
abilities are not intentionally developed. As the language used in teaching and learning is the
target language, students who are taught in this way are presented and must present their


8
thought in the target language. However, they are trying to express themselves in the target
language with insufficient knowledge about the language because all statements they learn
relate to the classroom. Thus, students’ can hardly use spoken language to communicate as
speaking outside the classroom is not considered.
1.2.3. Teaching of speaking in the Audio-lingual method
In the Audio-lingual method, speaking is intentionally developed; especially, native-
like pronunciation is highly emphasized. The process of learning speaking is formed by habit
formation through repetition, imitation and drills in term of stimulus response (Stern, 1983).
Followings are Rivers’ summarization of the principles of the method:
- The principle of language learning is habit formation. New material is presented in
form of a dialogue. The method fosters dependence on imitation, memorization of set

phrases and over-learning.
- There is an abundant use of language laboratories, tapes and visual aids.
- Great importance is given to precise native-like pronunciation. The use of the mother
tongue by the teacher is permitted, but discouraged among the students.
- Structural patterns are taught using repetitive drills.
- Grammar is taught inductively. Vocabularies are strictly limited and learned in
context.
- Skills are sequenced: Listening, speaking, reading and writing are developed in order.
- Successful responses are reinforced; great care is taken to prevent learner errors.
There is a tendency to focus on the manipulation of the target language and to
disregard contents and meanings (Rivers, 1981:19).
It is obvious that audio-lingual method emphasizes the importance of habit formation
in learning language. Learning speaking is in form of repetition, role- play and drills; students
are to repeat and insist on accurate reproduction of the items. Thus, one of the most successful
points of this method is to develop students’ accurate pronunciation and fluency. However,


9
one of the disadvantages of the method is “students’ master of sentence patterns rather than
creative or communicative use of the language” (Brumfit and Roberts, 1983:121). In other
words, when speaking students only response automatically what they have learnt and
remembered they cannot use the language communicatively.
1.2.4. Teaching of speaking in Communicative language teaching
In CLT, teaching of speaking is paid more attention than ever as speaking is realized as
the most highly prized language skills in learning FL (Lado 1961, quoted in Fulcher 2003).
Speaking is taught through doing communicative tasks and interaction. The learner’s role is as
a negotiator and an integrator. The teacher’s role is as a facilitator for communication process.
Richards summarizes the principles of communicative language teaching as follows:
- The goal of language learning is communicative competence. Learners learn it
through using it to communicate.

- Authentic and meaningful communication should be a goal of classroom activities.
- Fluency and accuracy are important dimensions of communication.
- Communication involves the integration of different language skills.
- Learning is gradual process that involves trial and error (Richards, 1983).
Students who are taught in this way are exposed to a lot of target languages in use. In
doing communicative activities, students interact in role playing, arguing and debating and use
language in different situations. Although learning and teaching occur in classroom
environment authentic materials, well- designed activities with real- life topics arouse students
feeling that they are performing social interaction. (Byrne, 1987)
In summery, speaking is perceived differently due to the purposes of teaching and
learning languages at different times. The table following summarizes how speaking is taught
in different methods:
Approach
Grammar
Translation
Direct method
Audio – lingual
method
C. L. T
Language
View
Structural
Structural
Structural
Structural
Functional


10
Interactional

Learning
Theory
Behaviorism
Behaviorism
Behaviorism
Cognitivism
Constructivism
Character-
istics of
Learning
process
- Enhance
students
grammar and
vocabulary
accuracy
- Encourage
students’ use of
target language in
class

- Encourage
students’ native like
pronunciation and
imitation of
language use in
class.
- Encourage
integration of four
language skills in

learning language
communicatively.
Focus on forms
and meaning
Speaking
skill
Developm
ent
- Little or no
attention for
speaking
- Reading
aloud seen as
speaking

- Fluency and
accuracy in
speaking was
focus by
repetition, and the
use of the target
language
- Fluency and
accuracy in
speaking was
focused by
repetition,
role- play and
drills
- Speaking is learnt

meaningfully and
communicatively
though doing
communicative
tasks and
interaction
Teaching
approach
Product
Product
Product
Process and
product
Teaching
Technique
s
Tasks given in
situations
Use of various
tasks
Drills and tasks
given in variant
situations
Authentic and
meaningful
tasks
Table 1.2 : Common approaches to teaching speaking
(Synthesized from Richards & Rodgers, 1986)
If in grammar translation method, there is no place for speaking, speaking in CLT is
the main focus. People gradually realize that speaking is the first step to confirm who know or

does not know language and “people who know language are referred to as speakers of that
language” (Ur, 1996). Thus, a lot of foreign language learners take up speaking. Teachers are


11
also aware of their responsibility to stimulate students’ speaking abilities. They have adopted
many techniques in teaching and using warm- up activities is one of among these techniques.
1.3. Warm- up activities in speaking
1.3.1 Definitions of warm- up activities
Various definitions refer to warm- up activities as preparing activities. Rankin (1989)
defined warm- up activities as something to prepare for an activity or event. Doff (1998)
pointed out that warm-up activities involve activities organized before students do the main
tasks of the lesson.
Actually, warm-up activities are used to start many activities. In learning foreign
language it is also used in speaking, reading, listening or writing. Thus, warm-up activities for
speaking lesson are activities organized to prepare for students before they perform speaking
tasks.
1.3.2. Purposes of teaching warm-up activities
Warm-up activities prepare students to start new lessons straightforwardly. Followings
are practical purposes of warm-up activities used in speaking lessons.
1.3.2.1. Motivating learners in learning
The primary purpose of warm up activities in learning is to motivate learners
(Saricoban, 2008). Many researchers and methodologists have come to the view that
motivation is important for the success of the learners, especially for language learners. For
example, Brown concluded that “without motivation we certainly fail to make necessary effort
but a learner will be successful with proper motivation” (Brown, 1990:161). If learners are
highly motivated, they are eager to participate in classroom activities and volunteer to perform
them.
1.3.2.2. Introducing the topic of the lesson
Introducing the topic of the lesson is one of the most important activities since the

topic lets students know what they are going to learn and talk about afterward (Levis and Hill,


12
1992). Knowing the topic of the lesson also activates students’ existing knowledge of
vocabulary and knowledge of social situations about that topic (Moore, 1992). In fact, the
topic of the lesson is frequently introduced while students practise WAS and before they do
the main speaking tasks of the speaking lessons.
1.3.2.3 Getting students’ attention
Another purpose of warm up activities is getting students’ attention. At the beginning
of the lesson students tend to be distracted by unfinished activities at break time. Getting
students’ attention at the first minute of the speaking lesson will help the lesson go on
smoothly. It also saves waste time reminding students of the noise or stopping them from
doing other activities (Moore, 1992). Therefore, an exciting warm-up activity will attract
students’ attention and focus them on doing the tasks.
1.3.2.4. Providing some useful languages
It is necessary to provide students with some useful words or expressions before asking
them to do speaking tasks (Doff, 1998). Words or expression may be new or known to
students. If they are new they will enrich students’ knowledge, and if they are known they will
improve students’ accuracy in speaking because input frequency creates output accuracy
(Ellis, 1994). Therefore, providing some language for students before they practice speaking
should be included in warm-up activities.
In short, warm-up activities are designed to motivate and get students' attention, to help
them put aside distractive thoughts, and to focus them on activities follow. Based on the topic
of the lesson and students’ levels teachers can organize a warm-up activity that is appropriate
with the topic of the speaking lesson and of students’ interest.
1.3.3. Some common warm-up activities
Suggestions on techniques to start speaking lessons have been mentioned in many
books by Levis and Hill (1986), Byrne (1986), Ur (1996) and the like. Teachers can adopt
among various kinds of these activities or they can design the activities themselves.

13
Followings are some common warm-up activities that can be used in speaking lessons.
1.3.3.1. Using games
Using games in warm-up activities can meet teacher’s purpose in attracting students’
attentions and motivating them to learn (Dornyei, 2001). Students are always interested in
playing games and they are eager to take part in game activities. In fact, since game is a
contest of amusement there are a lot of activities which teachers can organize for students to
compete with each others. Teachers can introduce the topic of the lesson using game like
crosswords or hangman, or making students more motivated with games in which a group of
students competes with others like nought and cross, or help (Rankin, 1989). Thus using a
game in a warm-up activity helps teachers draw students’ great attention as well as motivate
students to learn.
1.3.3.2. Using story
Teachers can also use short story or anecdote to introduce the topic and to provide
some necessary words or expressions. By telling or having students read a story teachers can
also introduce the topic of the lesson as well as provide them some useful languages (Rankin,
1989). Students will feel it easier while performing speaking tasks. A strip story or an
unfinished story is an example of this kind of activities.
1.3.3.3. Using visual aids
Using visual aids are attractive way of drawing students’ attention. Visual aids such as
pictures, photographs, real objects or charts can also provide students with cues of the topic as
well as motivate them to speak (Byrne, 1986). Rankin pointed out some principles of using
visual aids as follows. Firstly, visual-aids should be big enough for all of the students to see
without straining to see. Secondly, it should be simple understand and relevant to students, for
example, instead of writing complete sentence teachers should write key words or phrase on
aids. Lastly, it should be interesting and attractive with balance color (Rankin, 1989).

14
1.3.3.4. Brainstorming words or expressions
Brainstorming can be used effectively as a warm- up activity in speaking lessons
although it is often used in teaching writing (Cullen, 2008). The purpose of brainstorming
activities is to generate as many ideas as possible within a specified length of time. Each idea
produced does not need to be usable. Instead, initial ideas can be viewed as a starting point for
more workable ideas since the principle of brainstorming is that you need lots of ideas to get
good ideas. Activities such as free-association and word-mapping can be used to generate
students’ ideas for speaking tasks (Dawson, 2006).
1.3.3.5 Using questions
Teachers can give questions leading students to the main points of the lesson. The
questions are related to and focus on the topic of the lesson. By answering these questions
students understand what they are going to talk about afterward. This technique requires no
supplementary materials but it should be well-repaired by teachers to avoid boredom and
motivate students to do speaking tasks (Levis and Hill, 1992).
1.3.3.6. Having students read a small passage
Giving students a small passage before asking them to present speaking tasks is also
one kind of warm-up activities. This kind of activity seems like giving students a story to read.
The difference lies in the fact that the content of story is often thrilling enough to attract
students’ curiosity but the content of the passage mentioned here aims at providing students
with some information and some words and expressions that may be useful for speaking (Ur,
1996). Actually, teachers can adopt WAS available in many books or they can design the
activities themselves. The only things should be taken in consideration are the relevance of the
activity with students levels and the appropriateness of the activity with the topic of the lesson.
1.3.4. Evaluation of warm- up activities in speaking lessons
Researchers, have shown positive effects of WAS on speaking lessons in their studies.
Firstly, WAS could help to increase students’ motivation. To (2004) pointed out in the last


15

part of her study that students often showed their interest in activities like games or visual
aids. Therefore, using these activities would arouse students’ interest as well as enhance
students’ motivation in learning. WAS like brainstorming was found out to be a motivational
technique in the way it offers students opportunities to activate their existing knowledge as
well as exchanging information with others (Cullen, 2008). When students are motivated they
are eager to participate in the tasks following that.
Secondly, WAS were used to focus students on the lessons (Dawson, 2006). Dawson
concluded from his study that many teachers claimed their students for disturbing noise and
neglecting attitude at the beginning of the lesson. However, participating in an exciting
activity, the students paid closer attention and seemed to be more excited than before. In this
way, a warm-up activity can play a role as an ice-breaking activity that eliminates boring
atmosphere and focuses students on the lesson.
Thirdly, using warm-up activities could help the whole pace of the tasks go on much
faster (Cullen, 2008). Cullen concluded in his study on the use of brainstorming before
speaking task that students who did a brainstorming warm-up activity followed by the
speaking task progressed faster compare to those did only the speaking task. Because of
organization of knowledge and introduction of contextual cues of a brainstorming activity, it
helps students be familiar with words or expression in the speaking tasks. Having knowledge
about what they are going to speak students will get faster progression.
Fourthly, warm-up activity has a strong positive effect on the atmosphere of the
classroom and behavior of the students (Dawson, 2006). Participating in warm-up activities
students may have a feeling that they were playing not working. Stress and tension among
students can be reduced. Therefore, students do not feel being forced but feel more encouraged
to learn.
It is obviously that that WAS play a crucial role in the whole process of teaching
speaking for the fact that good beginning make good ending. If the lesson starts smoothly,
both the teacher and his students can find it easy to progress along the speaking lesson.
However, if students feel bored or too excited with the activity it will cause difficulties for the
teacher to control the class. Therefore, WAS should be well-designed and organized by the

16
teacher in order to activate positive effects as well as make the teacher and his students feel
more comfortable to continue doing speaking tasks.


17

Chapter 2: Methodology

This chapter is to present the methodology of the current research including the
participants, the data collection instrument and procedure of the study.
2.1. Setting of the study
The study was conducted in YL high school located in Me Linh district, Ha Noi. The
school has thirty one classes consisting of 1350 students. English is a compulsory subject and
is the only foreign language being taught here.
The English syllabus for high school students
The objectives of the English language teaching syllabus for high school students are
to provide students with knowledge of English language and to enable them to use English to
communicate at a basic level. The teaching approach which has been adopted and encouraged
to use is CLT. Materials used for teaching and learning English are textbooks and listening
disks. The textbook for each school year consists of sixteen units and the order of language
teaching skills in each unit is reading, speaking, listening, writing and language focus.
Students often have three English classes a week. Each class lasts 45 minutes. Totally, there
are 105 teaching periods in a school year including revisions and tests. In each speaking
lesson, students often have to do three tasks. The first two tasks are guided tasks and the last
one is a free task which is the speaking production of students. Although course assessment is
based mainly on written tests, the teaching and learning of speaking have received great
attention from both teachers and students due to their awareness of the increasing demand for
oral communication in foreign languages.

The teachers
There are seven teachers of English in YL high school. One teacher comes from Nghe
An province and the others are from different areas in Me Linh district, Ha Noi. The teachers’
ages range from 27 to 38. Six of the teachers are females and the other is a male. All of the


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teachers graduated from CFL and most of them have been teaching English in YL high school
since they graduated. Although the teachers used to teach English using the Grammar
translation method, they have been much more concerned with CLT since it was adopted.
The students
The school students are from different areas of Me Linh district. Their ages range from
15 to 19. All of them have learnt English since they were at secondary school. However, their
English are at different levels. Apart from being a compulsory subject, students learn English
for different purposes. For example, some students learn English to take an entrance to their
favorite Universities. Some students learn English for amusement such as listening to music or
reading newspapers and some students learn English for their interests.
2.2. The sampling
2.2.1. The teachers
There were two groups of participants whom the researcher administered the survey
questionnaires to.
The first group was all teachers of English in YL high school. Since the number of
teachers of English in the school was relatively small (seven teachers) all of them were chosen
to participate in the study. As all of the teachers have been teaching English for at least four
years, they have a number of years experiencing in teaching English. Thus, using WAS in
speaking lessons is not a new technique to them.
2.2.2. The students
The second group of participants was 315 students from seven groups of three classes
in the school. Seven groups chosen were the groups taught by seven teachers. The researcher
employed the purposive sampling procedure. The first purpose for which the researcher

selected these groups of students was that these groups were representative for all groups of
students in the school. Secondly, the researcher could make comparison between the results
obtained from the teachers and results gained from their students about the frequency of using


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of WAS in speaking lessons. Therefore, the researcher selected seven groups of participants
based on following criteria:
- For each teacher, one group is selected
- For each class, at least two groups are selected
- Teachers who teach more groups in one class will have a greater chance to be chosen
The procedure of selecting participants for the study is as follows: Firstly, the
researcher listed all the teachers and all the groups taught by them. Secondly, the groups
taught by each teacher were arranged according to number from small to big. Thirdly, she
chose two groups of class 12 first. Two teachers who taught more groups were chosen. For
example, teacher A teaches groups 12A3, 12A5, 12A8; teacher B teaches 12A7, 12A9, 12A11
so group 12A3 and 12A7 are chosen. Then she continued choosing the groups in class 11 and
class 10. The teachers who were not selected in class 12 were chosen in the following classes.
Two groups of class 12 and two groups of class 10 were chosen meanwhile three groups of the
class 11 were chosen to participate in the study. The specific number of students from each
group is as follows:

GROUPS
NUMBER OF
PARTICIPANTS
10A3
44
10A4
45
11A2

46
11A5
47
11A6
45
12A3
45
12A6
43
Table 2.1: Number of students in each group


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2.3. Data collection
2.3.1. Data collection instrument
The research instrument used in the study was survey questionnaires. Two sets of
questionnaires were designed and administered to two groups of participants. Followings are
description of the two sets of questionnaires
Description of survey questionnaires for teachers
At the beginning of the questionnaires participants were asked to give their background
information including their age, their years of teaching and their hometown. No specific
names of the participants were required.
The main part had twenty four items that belonged to five parts in the survey
questionnaires.
Part A had one question that aimed at examining the teachers’ frequency of using
WAS. Five levels of use were designed correspond to five numbers from one to five, in which
number 1 for “never”, number 2 for “occasionally”, number 3 for “sometimes” , number 4 for
“usually” and number 5 for “always”. Participants were divided into three groups: high level,
moderate level and low level of using WAS. To be specific the teacher who “usually” and
“always” used WAS belong to the high group of WAS use. The teachers who “sometimes”

used WAS belongs to the moderate group of WAS use. The teachers who “occasionally” and
“never” used WAS belong to the low group of WAS use.
Part B had one question consists of ten items that examined teachers’ frequent
purposes of using warm-up activities. Five levels of use were also given similar to part A.
Part C had five items that aimed at answering the second research question about
teachers’ perception of the importance of warm-up activities. In this part four levels of
importance were given correspond to numbers from 1 to 4. In which number 1 is for “not
important at all”, number 2 is for “not very important”, number 3 is for “important” and
number 4 is for “very important”.
Part D was designed to answer the third research question about teachers’ difficulties
when practising WAS in speaking lessons. This part was divided into sub-three parts