The application of instructional strategies in teaching speaking English to first-year students in the College of Urban Works Construction = Ứng dụng các chi20150227

4

TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP ............................................................................

I

ACKOWLEDGEMENTS ............................................................................................

ii

ABSTRACT ..................................................................................................................

iii

TABLE OF CONTENTS .............................................................................................

iv

LIST OF ABBREVIATIONS ......................................................................................

vi

LIST OF FIGURES, CHARTS AND APPENDICES …………………………….

vii

Part A: INTRODUCTION…………………………………………………………...

1

1. Rationales for the study…………………………………………………………...…

1

2. Aims of the study…………………………………………………...………………

1

3. Scope of the study…………………………………………………………………..

2

4. Methods of the study…………………………………………………………..…….

3

5. Research questions……………………………………………………………...…...

3

6. Significance of the study……………………………………………………………

3

7. Design of the study……………………………………………………………...…...

4

Part B: DEVELOPMENT……………………………………………….…………...

5

Chapter 1. Literature review…………………………………………………………

5

1. Current trends in teaching English as a second language…………………………...

5

2. Communicative approach………………..………………………………………….

7

3. Instructional strategies…………………………………………………...………….

8

3.1. History…………………………………………...……………………………

8

3.2. Categories………………………………………………...…………………..

9

3.2.1. Direct Instruction………………………………………………...………

10

3.2.2. Indirect Instruction………………………………………………..……

11

3.2.3. Interactive Instruction…………………………………..………………

12

3.2.4. Experiential learning………………………..………………………….

13

3.2.5. Independent study…………..…………….............................................

14

Chapter 2. The study…………………………………………………………………..

16

1. An overview of the current situation of teaching and learning speaking at CUWC...

16


5

1.1. Syllabus and textbook ………………………………………………………

16

1.2. Learning and teaching condition ……………………………..……………….

16

1.3. Learners……………………………………………………………………….

17

1.4. Teachers……………………………………………………………………….

18

2. The study………………………………………..…………………………………..

19

2.1. Informants………………………………………………………..……………

19

2.2. Data collection instruments……………………………………………………

19

2.2.1. Questionnaires…………………..……………………………………….

19

2.2.2. Class observation..………………………………………………………

19

2.2.3. Interview………………………………………………………………..

20

2.3. Data analysis and discussion of the findings……………..……………………

20

2.3.1. Data analysis…………………………………………………………….

20

2.3.2. Discussion of the findings………………………………………………

23

2.3.2.1. The advantages of applying instructional strategies in teaching
speaking English …………………………………………………………………

23

2.3.2.2. The difficulties of applying instructional strategies in teaching
speaking English …………………………………………………………………..

26

Chapter 3. Suggested solutions

28

1. Learning condition improvement …………………………………………………..

28

2. Discipline maintenance………………………………………………..….................

29

3. Engaged learning time increasing………………………………………………….

32

4. Provision for individual differences………………………………………..……….

34

5. Evaluation of learning……………………………………..……………………….

35

6. Some suggested speaking activities for large classes……………………………….

36

6.1. Topic brainstorming………………………………...………..........................

36

6.2. Tell a long story………………………………………………………..……..

37

6.3. Make presentation on certain topics…………………………………………...

38

Part C: CONCLUSION ……………….……………………………………………..

39

1. Summary of the study…………………………………………………………….....

39

2. Limitations of the study……………………………………………………………..

40


6

3. Suggestions for further research.................................................................................
REFERENCES…………………………………………………………………..
LIST OF ABBREVIATIONS

1. CUWC:

College of Urban Works Construction

2. ESL:

English as a second language

40


4

TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP ............................................................................

I

ACKOWLEDGEMENTS ............................................................................................

ii

ABSTRACT ..................................................................................................................

iii

TABLE OF CONTENTS .............................................................................................

iv

LIST OF ABBREVIATIONS ......................................................................................

vi

LIST OF FIGURES, CHARTS AND APPENDICES …………………………….

vii

Part A: INTRODUCTION…………………………………………………………...

1

1. Rationales for the study…………………………………………………………...…

1

2. Aims of the study…………………………………………………...………………

1

3. Scope of the study…………………………………………………………………..

2

4. Methods of the study…………………………………………………………..…….

3

5. Research questions……………………………………………………………...…...

3

6. Significance of the study……………………………………………………………

3

7. Design of the study……………………………………………………………...…...

4

Part B: DEVELOPMENT……………………………………………….…………...

5

Chapter 1. Literature review…………………………………………………………

5

1. Current trends in teaching English as a second language…………………………...

5

2. Communicative approach………………..………………………………………….

7

3. Instructional strategies…………………………………………………...………….

8

3.1. History…………………………………………...……………………………

8

3.2. Categories………………………………………………...…………………..

9

3.2.1. Direct Instruction………………………………………………...………

10

3.2.2. Indirect Instruction………………………………………………..……

11

3.2.3. Interactive Instruction…………………………………..………………

12

3.2.4. Experiential learning………………………..………………………….

13

3.2.5. Independent study…………..…………….............................................

14

Chapter 2. The study…………………………………………………………………..

16

1. An overview of the current situation of teaching and learning speaking at CUWC...

16


5

1.1. Syllabus and textbook ………………………………………………………

16

1.2. Learning and teaching condition ……………………………..……………….

16

1.3. Learners……………………………………………………………………….

17

1.4. Teachers……………………………………………………………………….

18

2. The study………………………………………..…………………………………..

19

2.1. Informants………………………………………………………..……………

19

2.2. Data collection instruments……………………………………………………

19

2.2.1. Questionnaires…………………..……………………………………….

19

2.2.2. Class observation..………………………………………………………

19

2.2.3. Interview………………………………………………………………..

20

2.3. Data analysis and discussion of the findings……………..……………………

20

2.3.1. Data analysis…………………………………………………………….

20

2.3.2. Discussion of the findings………………………………………………

23

2.3.2.1. The advantages of applying instructional strategies in teaching

speaking English …………………………………………………………………

23

2.3.2.2. The difficulties of applying instructional strategies in teaching
speaking English …………………………………………………………………..

26

Chapter 3. Suggested solutions

28

1. Learning condition improvement …………………………………………………..

28

2. Discipline maintenance………………………………………………..….................

29

3. Engaged learning time increasing………………………………………………….

32

4. Provision for individual differences………………………………………..……….

34

5. Evaluation of learning……………………………………..……………………….

35

6. Some suggested speaking activities for large classes……………………………….

36

6.1. Topic brainstorming………………………………...………..........................

36

6.2. Tell a long story………………………………………………………..……..

37

6.3. Make presentation on certain topics…………………………………………...

38

Part C: CONCLUSION ……………….……………………………………………..

39

1. Summary of the study…………………………………………………………….....

39

2. Limitations of the study……………………………………………………………..

40

6

3. Suggestions for further research.................................................................................
REFERENCES…………………………………………………………………..
LIST OF ABBREVIATIONS

1. CUWC:

College of Urban Works Construction

2. ESL:

English as a second language

40


7

LIST OF FIGURE, CHARTS AND APPENDICES

Figure 1:

Categories of instructional strategies

Chart 1:

Reasons for learning English

Chart 2:

Reasons for not being interested in speaking English

Chart 3:

Strategies used in speaking class

APPENDIX 1

The questionnaire for students ( English version)

APPENDIX 2:

The questionnaire for students ( Vietnamese version)

APPENDIX 3:

The questionnaire for teachers


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PART A. INTRODUCTION
1. Rationales
Teaching English is never an easy job, especially when we have to work with nonmajor learners. There are a lot of reasons for this fact. One of them is that learners
have not realised the important role of English in their present study and future job.
The second is that English is always a really difficult subject with very challenging
tasks and requirements. Therefore, it is necessary to find out a way to make this

subject more interesting. Instructional strategies can work in this case.
With the development of Vietnam economy and society and the need of integration
with the modern world, the role of English is clear out. Following with this change,
there is the need for high – quality teachers with good and creative teaching methods
which can stop boring lessons and can attract learners. In other words, instructional
strategies are the first step to set up teachers’ qualities.
Teachers do not teach what they want but what students want and society wants.
Instructional strategies can help teachers be closer to students’ needs. They can base
and focus on learners’ knowledge and experiences. Teachers can base on students’
real life to set up their cirriculum and teaching plans and activities. Therefore,
instructional strategies are the brigde to connect teaching and learning with the fact.
For all the reasons above, instructional strategies are deserved to study and explored.
Hopefully, they can provide teachers with one more solution in their difficult job.
2. Aims and objectives of the study
Within the frame work of a minor thesis, the study is aimed at describing the
situation of applying instructional strategies in learning and teaching speaking in the
College of Urban Works Construction (CUWC) and suggesting some solutions to
the improvement of teaching speaking skill to students.
In order to achieve this aim, the study concentrates on:


9

-

Investigating the current situation of the teaching and learning speaking skills
at CUWC.

-

Identify the advantages and difficulties that the teachers and students face
while applying instructional strategies in teaching and learning speaking
skills

-

Suggesting some solutions to help improve the application of instructional
strategies in teaching speaking skill.

3. Scope of the study
Because of limited time and experience, the study cannot investigate deeply all
problems and solutions while applying strategies in speaking skill in CUWC. It only
stops at describing some significant problems and suggesting some appropriate ways
to improve the application of these strategies in teaching speaking for students in the
college.
Owing to the reason mentioned above, the study does not cover all solutions to other
skills and levels as well as to exploit textbook of all kinds. It only focuses on Newheadway elementary textbook and ways to exploit it in teaching speaking skill.
4. Methods of the study
The study is designed to use both quantitative and qualitative methods. Besides,
various resources such as books, magazines, articles, newspapers and some
sources on the Internet have been chosen.
In order to gain the most successful results, the quantitative data will be collected
through two survey questionnaires. One survey questionnaire is for 85 non- major
first – year students of elementary level at CUWC and the other is for 6 teachers of
English in the Department of Basic Science. Collected data, then will be processed
and analyses to yield conclusions about the study.


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Together the quantitative method, the qualitative data has been obtained by
informal interviews with some students and teachers to gather in-depth
information about the real situations of teaching and learning speaking skills at
CUWC. Besides, the author’s own observations will contribute much to the
completion of the study.
5. Research questions
The study is aimed at to answer three main questions:
a. What are the advantages of instructional strategies in teaching speaking skill?
b. What are the difficulties when applying these strategies in teaching skill for
non-major students?
c. How to apply instructional strategies effectively in teaching speaking skill ?
6. Significance of the study
It is hoped that this study will be a good source reference for both teachers and
learners of English. It is conducted to provide an insight into the current situation
of teaching English as a second language at CUWC and offer feasible solutions to
its improvement. Therefore, it is believed that this study will raise the teachers’
awareness of the advantages of techniques and activities in teaching speaking
skills so that they can adjust properly in order to develop students’ speaking skill.
7. Design of the study
The study is divided into three parts:
The first part “ Introduction” mentions the rationale, the aims, the scope, the
methods, the research questions, significance and the design of the study.
Next is the second part named “ Development” which consists of three chapters:


11

-

Chapter 1 presents a thorough literature review relevant to the study. It

demonstrates the theorical background: the history of instructional strategies
and all related categories.

-

Chapter 2 offers the methodologies performed in the thesis. It describes the
current situation of applying instructional strategies in teaching speaking skill
in CUWC. Besides, this chapter also includes the analysis of data collected
and the discussion of all findings.

-

Chapter 3 proposes some solutions to the improvement of instructional
strategy application at CUWC.

Last but not least, the “Conclusion” gives a brief description of the study and
states the limitations as well as recommendations for further research.


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PART B. DEVELOPMENT
Chapter 1. LITERATURE REVIEW
1. Current trends in teaching English as a second language
Teaching speaking is considered as a difficult skill to teach. Because
Speaking is the skill which can help students to communicate in real situation. The
efficiency of teaching this skill can be evaluated right after students apply their have
learned knowledge in real communication. There are some viewpoints towards
teaching this skill. Many language learners regard speaking ability as the measure of
knowing a language. These learners define fluency as the ability to converse with

others, much more than the ability to read, write, or comprehend oral language.
They regard speaking as the most important skill they can acquire, and they assess
their progress in terms of their accomplishments in spoken communication.
As Grace, 1998, he thinks that: In the communicative model of language teaching,
instructors help their students develop this body of knowledge by providing
authentic practice that prepares students for real-life communication situations. They
help their students develop the ability to produce grammatically correct, logically
connected sentences that are appropriate to specific contexts, and to do so using
acceptable (that is, comprehensible) pronunciation.
However, some writers does not agree with this point, Eric, 2008 has another idea.
What teacher can help his students to speak falls into three categories
a. improving fluency (speaking smoothly)
b. improving pronunciation (saying words properly)
c. improving enunciation (Saying words/phrases clearly - this includes word
and sentence intonation)


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Some would say that vocabulary, grammar, and cultural usage also fall into how we
teach speaking, but from my view point, they are critical, they are not only in the
domain of speaking. Speaking is about using our mouth and vocal cords to make
sounds that people understand as language. It certainly involves other elements like
grammar and vocabulary, but they aren't the core of it. I, myself prefer this attitude
which opens new ways to teach speaking. With new goals, teachers have to find out
practical methods to get better results in their job.
Also following this idea, Edurne Scott, 2008 mentions certain criteria to teach
speaking ESL which include components of a Speaking Exercise, Teaching
Interactional Speaking and Free Discussion. He emphasis that the social and cultural
factors need to be taken into teaching and learning speaking. Learners speak to

communicate successfully not to correctly.
Because of the present need, instructional strategies can show their importance in
teaching English as second language in general and speaking in particular. These
strategies can :
- Help students come to the classroom with preconceptions about how the world
works.
- Develop competence in an area of inquiry requires:
a) a foundation of factual knowledge
b) understanding facts and ideas in the context of a conceptual framework
c) organizing knowledge for retrieval and application.
- Help students learn to take control of their own learning by defining goals and
monitoring their progress in achieving them. (How People Learn (NRC, 1999)
Teachers now do not work alone in class any more. They help students to do that.
Learners are the centre of study. All the things are based on students: their life, their
interest, their own knowledge, etc. That can encourage them to work because they
know that they learn about and for themselves. ( Saskatchewan Education, 1988. )


14

2. Communicative approach
Its origins are many, insofar as one teaching methodology tends to influence the
next. The communicative approach could be said to be the product of educators and
linguists who had grown dissatisfied with the audio-lingual and grammar-translation
methods of foreign language instruction.
They felt that students were not learning enough realistic, whole language. They did
not know how to communicate using appropriate social language, gestures, or
expressions; in brief, they were at a loss to communicate in the culture of the
language studied. Interest in and development of communicative-style teaching
mushroomed in the 1970s; authentic language use and classroom exchanges where

students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the
elementary, middle, secondary, and post-secondary levels, and the underlying
philosophy has spawned different teaching methods known under a variety of
names, including notional-functional, teaching for proficiency, proficiency-based
instruction, and communicative language teaching.
Communicative language teaching makes use of real-life situations that necessitate
communication. The teacher sets up a situation that students are likely to encounter
in real life. Unlike the audiolingual method of language teaching, which relies on
repetition and drills, the communicative approach can leave students in suspense as
to the outcome of a class exercise, which will vary according to their reactions and
responses. The real-life simulations change from day to day. Students' motivation to
learn comes from their desire to communicate in meaningful ways about meaningful
topics.
Margie S. Berns, an expert in the field of communicative language teaching, writes
in explaining Firth's view that "language is interaction; it is interpersonal activity
and has a clear relationship with society. In this light, language study has to look at
the use (function) of language in context, both its linguistic context (what is uttered


15

before and after a given piece of discourse) and its social, or situational, context
(who is speaking, what their social roles are, why they have come together to speak)
(Berns, 1984, p. 5).
3. Instructional strategies
Decision making regarding instructional strategies requires teachers to focus on
curriculum, the prior experiences and knowledge of students, learner interests,
student learning styles, and the developmental levels of the learner. Such decision
making relies on ongoing student assessment that is linked to learning objectives

and processes.
3.1. History
The instructional strategies used in the early twenty-first century began in antiquity.
In ancient Greece, Socrates illustrated a questioning strategy intended to facilitate
the learner's independent discovery of important truths. An instructional strategy
similar to direct instruction was reported by Samuel Griswold Goodwich's account
of teaching in a rural Connecticut school during the early eighteenth century.
The children were called up one by one to Aunt Delight, who sat on a low chair and
required each, as a preliminary, "to make his manners," which consisted of a small,
student nod. She then placed the spelling book before the pupils and with a penknife
pointed, one by one, to the letters of the alphabet saying, "What's that?" (Edward
and Richey, p.172).
As education extended beyond society's elite, educators became interested in
instructional strategies that would accommodate large numbers of students in
efficient ways. One example, the Lancaster Method, popular in the early nineteenth
century, consisted of gathering as many as a hundred students in one large room,
sorting them into groups of similar abilities, and having monitors (teacher aides)
guide pupil recitations from scripted lesson plans. Nineteenth-century instructional
strategies were teacher centered, intended mainly to transmit basic information


16

clearly. In the early part of the twentieth century, however, this emphasis started to
shift. John Dewey and his disciples of Progressive education left a legacy of studentcentered instructional methods aimed at helping students acquire higher-level
thinking and problem-solving skills. Of particular importance was the project
method that provided the intellectual heritage for such contemporary methods as
cooperative learning, problem-based instruction and other approaches emphasizing
active student learning and group interaction.
In the late 1960s Bruce Joyce began describing the various approaches to teaching

that had been developed over the years. He developed a classification system to
analyze each approach according to its theoretical basis, the learner outcomes it was
designed to accomplish, and the teacher and student behaviors required to make the
approach work. Joyce used the term model rather than teaching strategy to refer to a
particular approach to instruction. In his initial work (Joyce and Weil, 1972) more
than twenty models were identified. Joyce's conceptualization of the field was a
significant contribution and has influenced greatly how educators have thought
about instructional strategies worldwide.
3.2. Categories
Although instructional strategies can be categorized, the distinctions are not always
clear-cut. For example, a teacher may provide information through the lecture
method (from the direct instruction strategy) while using an interpretive method to
ask students to determine the significance of information that was presented (from
the indirect instruction strategy).
Five categories of instructional strategies and the interrelationship between and
among strategies are illustrated in Figure 1.


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Figure 1: Categories of instructional strategies
3.2.1. Direct Instruction
The Direct instruction strategy is highly teacher-directed and is among the most
commonly used. This strategy includes methods such as lecture, didactic
questioning, explicit teaching, practice and drill, and demonstrations.
The direct instruction strategy is effective for providing information or developing
step-by-step skills. This strategy also works well for introducing other teaching
methods, or actively involving students in knowledge construction.
Direct instruction is usually deductive. That is, the rule or generalization is presented
and then illustrated with examples. While this strategy may be considered among the

easier to plan and to use, it is clear that effective direct instruction is often more
complex than it would first appear.
Direct instruction methods are widely used by teachers, particularly in the higher
grades. The predominant use of direct instruction methods needs to be evaluated,
and educators need to recognize the limitation of these methods for developing the
abilities, processes, and attitudes required for critical thinking, and for interpersonal
or group learning. Student understanding of affective and higher level cognitive
objectives may require the use of instructional methods associated with other


18

strategies. To ensure that the Saskatchewan Goals of Education are achieved,
teachers will need to employ a variety of instructional strategies.
3.2.2. Indirect Instruction
Inquiry, induction, problem solving, decision making, and discovery are terms that
are sometimes used interchangeably to describe indirect instruction. In contrast to
the direct instruction strategy, indirect instruction is mainly student-centred,
although the two strategies can complement each other. Examples of indirect
instruction methods include reflective discussion, concept formation, concept
attainment, cloze procedure, problem solving, and guided inquiry.
Indirect instruction seeks a high level of student involvement in observing,
investigating, drawing inferences from data, or forming hypotheses. It takes
advantage of students' interest and curiosity, often encouraging them to generate
alternatives or solve problems. It is flexible in that it frees students to explore
diverse possibilities and reduces the fear associated with the possibility of giving
incorrect answers. Indirect instruction also fosters creativity and the development of
interpersonal skills and abilities. Students often achieve a better understanding of the
material and ideas under study and develop the ability to draw on these
understandings.

In indirect instruction, the role of the teacher shifts from lecturer/director to that of
facilitator, supporter, and resource person. The teacher arranges the learning
environment, provides opportunity for student involvement, and, when appropriate,
provides feedback to students while they conduct the inquiry (Martin, 1983).
Indirect instruction relies heavily on the use of print, non-print, and human
resources. Learning experiences are greatly enhanced through cooperation between
teachers, and between teachers and the teacher-librarians.
The indirect instruction strategy can be used by teachers in almost every lesson. This
strategy is most appropriate when:


thinking outcomes are desired;


19



attitudes, values, or interpersonal outcomes are desired;



process is as important as product;



students need to investigate or discover something in order to benefit from
later instruction;



there is more than one appropriate answer;



the focus is personalized understanding and long term retention of concepts
or generalizations;



ego involvement and intrinsic motivation are desirable;



decisions need to be made or problems need to be solved; and,



life-long learning capability is desired.

In order for students to achieve optimum benefits during indirect instruction, it may
be necessary for the teacher to pre-teach the skills and processes necessary to
achieve the intended learning outcomes. Skills and processes include observing,
encoding, recalling, classifying, comparing/contrasting, inferring, interpreting data,
predicting, elaborating, summarizing, restructuring, and verifying.
Indirect instruction, like other strategies, has disadvantages. Indirect instruction is
more time consuming than direct instruction, teachers relinquish some control, and
outcomes can be unpredictable and less safe. Indirect instruction is not the best way
of providing detailed information or encouraging step-by-step skill acquisition. It is
also inappropriate when content memorization and immediate recall is desired.

3.2.3. Interactive Instruction
Interactive instruction relies heavily on discussion and sharing among participants.
Seaman and Fellenz (1989) suggest that discussion and sharing provide learners
with opportunities to "react to the ideas, experience, insights, and knowledge of the
teacher or of peer learners and to generate alternative ways of thinking and feeling"
(p. 119). Students can learn from peers and teachers to develop social skills and
abilities, to organize their thoughts, and to develop rational arguments.


20

The interactive instruction strategy allows for a range of groupings and interactive
methods. These may include total class discussions, small group discussions or
projects, or student pairs or triads working on assignments together. It is important
for the teacher to outline the topic, the amount of discussion time, the composition
and size of the groups, and reporting or sharing techniques. Interactive instruction
requires the refinement of observation, listening, interpersonal, and intervention
skills and abilities by both teacher and students.
The success of the interactive instruction strategy and its many methods is heavily
dependent upon the expertise of the teacher in structuring and developing the
dynamics of the group.
3.2.4. Experiential Learning
Experiential learning is inductive, learner-centred, and activity oriented.
Personalized reflection about an experience and the formulation of plans to apply
[earnings to other contexts are critical factors in effective experiential learning.
Experiential learning occurs when learners:


participate in an activity;



critically look back on the activity to clarify [earnings and feelings;



draw useful insights from such analysis; and,



put [earnings to work in new situations. (Pfeiffer & Jones, 1979)

Experiential learning can be viewed as a cycle consisting of five phases, all of which
are necessary:


experiencing (an activity occurs);



sharing or publishing (reactions and observations are shared);



analyzing or processing (patterns and dynamics are determined);



inferring or generalizing (principles are derived); and,



applying (plans are made to use [earnings in new situations).

The emphasis in experiential learning is on the process of learning and not on the
product. A teacher can use experiential learning as an instructional strategy both in


21

and outside the classroom. For example, in the classroom students can build and
stock an aquarium or engage in a simulation. Outside the classroom they can, for
example, observe courtroom procedures in a study of the legal system, or conduct a
public opinion survey. Experiential learning makes use of a variety of resources.
There are obvious limitations to the kinds of experiences that students may gain first
hand. Concern for student safety, limitations on financial resources, and lack of
available time are some of the reasons this strategy cannot be applied in all
situations. The benefits to students, however, justify the extra efforts this strategy
may require.
Experiential learning is an effective instructional strategy if direct or "hands-on"
experience is needed before teaching methods that involve iconic learning (for
example, looking at pictures) or symbolic learning (for example, listening to the
teacher talk). Experiential learning greatly increases understanding and retention in
comparison to methods that solely involve listening, reading, or even viewing
(McNeil & Wiles, 1990). Students are usually more motivated when they actively
participate and teach one another by describing what they are doing.
3.2.5. Independent Study
For the purposes of this document, independent study refers to the range of
instructional methods which are purposefully provided to foster the development of
individual student initiative, self-reliance, and self-improvement. While independent

study may be initiated by student or teacher, the focus here will be on planned
independent study by students under the guidance or supervision of a classroom
teacher. In addition, independent study can include learning in partnership with
another individual or as part of a small group.
The importance of independent study is captured in the following statement:
“ Independent learning has implications for responsible decision-making, as
individuals are expected to analyze problems, reflect, make decisions and take
purposeful actions. To take responsibility for their lives in times of rapid social


22

change, students need to acquire life-long learning capability. As most aspects of
our daily lives are likely to undergo profound changes, independent learning will
enable individuals to respond to the changing demands of work, family and
society.” (Saskatchewan Education, 1988, p. 53)
A primary educational goal is to help students become self-sufficient and
responsible citizens by enhancing individual potential. Schools can help students to
grow as independent learners. However, if the knowledge, abilities, attitudes, and
processes associated with independent learning are to be acquired, they must be
taught and enough time must be provided for students to practice. Use of
independent study methods may begin as early as kindergarten and should continue
to be used through all the grades. Students should be able to continue to learn after
they have left the structured learning environment of the school.
Independent study encourages students to take responsibility for planning and
pacing their own learning. Independent study can be used in conjunction with other
methods, or it can be used as the single instructional strategy for an entire unit. The
factors of student maturity and independence are obviously important to the
teacher's planning.
Adequate learning resources for independent study are critical. The teacher who

wishes to help students become more autonomous learners will need to support the
development of their abilities to access and handle information. It is important to
assess the abilities students already possess. These abilities often vary widely within
any group of students. Specific skills and abilities may then be incorporated into
assignments tailored to the capabilities of individual students. The co-operation of
the teacher librarian and the availability of materials from the resource centre and
the community provide additional support.
Independent study is very flexible. It can be used as the major instructional strategy
with the whole class, in combination with other strategies, or it can be used with one
or more individuals while another strategy is used with the rest of the class.


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Chapter 2. THE STUDY
1. An overview of the current situation of teaching and learning speaking at
the College of Urban Works Construction
Syllabus and textbook
English is a non-major subject so it is considered as a basic subject and taught in the
first year of the three –year training course for college students. Students learn
English in two terms and they learn 75 periods for each term. These 75 periods are
divided into two smaller parts. The first one includes 60 periods for basic
communicative English with the New-headway elementary textbook and the second
with 15 periods for English for specific purposes. Within the scope of a minor thesis
as mentioned in the first chapter, this study only focuses on the teaching and
learning of basic communicative English and related textbooks.
Based on students’ result from their high school report, New – Headway at
elementary level is chosen to teach. Students are all non-major English learners and
they concentrated on natural science subjects to pass the Entrance exam so this
textbook seems to be proper with their level. New – headway is not really the most

up-to-date textbook nowadays but there are some advantages of this material.
Firstly, it is well-designed with interesting tasks and communicative activities which
make it a good assistant for teachers while designing their teaching plans. Secondly,
it is ideal for teaching speaking with diversified practice in pairs or in groups.
Thanks to that, students can interact and communicate more in their lessons.
Besides, this textbook also supplies with appropriate exercises from easy to difficult
ones which can encourage both good and not really good learners.
Learning and teaching condition
Surrounding condition is an important factor for improving or preventing learning
and teaching results. Thanks to leaders’ care in recent years, English classes have


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been equipped with modern facilities such as cassette players, computers and
projectors. Therefore, teachers can apply progressive methods and technology in
their lectures and learners thus are more interested in lessons. Besides, a new fivestorey building brings students a better and more comfortable place to study and
encourages them to attend classes.
However, there is one dream which has not come true. There are always from fifty
to sixty, even more than sixty students in each class. This number is not ideal for
learning a foreign language, especially for speaking lessons. It also prevents the
improvement of learning and teaching speaking skills. Working with a large number
of students is a problem for teachers. They face difficulties when teaching and
maintaining the discipline of class at the same time. The overcrowded situation,
therefore, reduces learners’ attention. Teachers speak but learners cannot hear
because their friends are talking in class. As a result, students are not able to
understand all the lecturers’ instruction. It is more challenging when teachers have
to carry out speaking activities. How could they cover so many groups or pairs?
That is the question. More seriously, teachers are exhausted after lessons in which
they have spoken aloud all the times. It causes bad influences on lecturers’ health.

Learners
Most students in the College of Urban Works Construction are general and at
elementary level. They have learned English for at least three years at high school
but this subject was not carefully taken into their consideration. In their opinion,
learning English means learning grammar and structures. All are reasons why
learners get shocked when facing English oral exams at the college. Students are
surprised when they have to study to speak out in class firstly and then in the exams.
Some students can easily adapt to new ways of learning but most of them face
challenges. They are afraid of showing their voice in front of the class, many are
nervous when sitting in the examination.


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Another reason for students’ difficulty in succeeding in English speaking class is
their low awareness towards the importance of this subject. Numerous learners do
not think English is necessary for their future job and others learn only to pass the
speaking test. They have not realized that English, an international language, can be
the golden key for their career.
Teachers
English division includes ten teachers, nine females and only one male. Most of
them are young, enthusiastic and well-trained in the University for Foreign
Languages. They never forget to fulfill the duty of teaching. Day by day, lecturers
are trying their best to find the ways to work effectively. However, there are some
problems from teachers which can cause some troubles for their speaking teaching.
In the first place, teachers’ knowledge is not up to date. For many years, they use
only one textbook, use the same syllabus and follow the same teaching plans. Some
of their knowledge is forgotten, some new one has not heard about. In fact, in order
to have a good speaking lesson, teachers need to meet various requirements such as
an effective teaching plan with proper activities, good instruction, active style and

last but not least a good pronunciation. Certainly, it is difficult for one teacher to
cover all these demands.
Secondly, working hard and low salary are factors which reduce teaching efficiency.
Each teacher has to teach more than 250 periods in one term. Besides, she also
writes an extra material book of English for specific purposes and sometimes takes
part in the college activities. A teacher can get a small wage which is not enough to
afford all expenses. Consequently, nowadays most teachers agree to work part time
for language centers. This situation means that they share their time, strength and
teaching enthusiasm between two workplaces.
In short, all factors affect teaching. However, teachers always try to work seriously
and effectively to maximize their teaching efficiency.