A study on the effects of project based learning on efl secondary schoolers’speaking ability

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
--------------

NGUYỄN THỊ MỸ LỆ

A STUDY ON THE EFFECTS OF PROJECT-BASED
LEARNING ON EFL SECONDARY SCHOOLERS’
SPEAKING ABILITY
Major: Teaching English to Speakers of Other Language
MASTER’S THESIS IN EDUCATION
CODE: 8140111

Supervisor
TRAN BA TIEN, Ph. D.

Vinh, June 2018


ACKNOWLEDGEMENTS

My first acknowledgements are made to my supervisor, Dr. Tran Ba Tien, for his
valuable directions, comments, corrections, and his kindly constant encouragement during
the development of this study report. Without his help, the research paper could not have
been completed.
I own a great deal to all of my lecturers for their helpful instruction during my
pursuing the MA program at Foreign Languages Department, Vinh University. They also
provided me with necessary references for the paper.
I wish to thank my colleagues at Vinh Phuc Secondary School for their
constructive suggestions about this research. In addition, I also would like to give my
special thanks to the students at Vinh Phuc Secondary School who have provided the

indispensable data.
I am grateful to my family whose support has been especially important to the
success of my educational endeavors, especially my husband, who also encourages and
shares the hardship with me.
Last but not least, I would also like to express my sincere thanks to my classmates
in the Master Course Class, my friends and others who have assisted me to complete the
study.

Nguyen Thi My Le

i


ABSTRACT

It is an undeniable fact that English is playing a more and more important role in
society nowadays due to the fact that this language has been served as a means of
communication among people working in different professional fields. That is also the
reason why speaking plays an important role in learning English. The aim of this study is
finding an effective way to improve speaking skill by using Project-Based Learning
method.
The study report is presented some introduction and concepts concerned with the
investigation and paid attention to the theories of the Project-Based Learning included the
definitions of Language Teaching Approaches and the goals, the characteristics of the
approach, the advantages and disadvantages in adaptation.
PBL will show its effectiveness when teachers know when to use it and apply in
suitable lessons. Together with the topics in the textbook, teachers can provide some
outside familiar and interesting related topics to the real life so that students can practice
speaking and presenting their opinion in front of class or the public. The study has shown
that the importance and development of speaking skills by using PBL. The results of the

study have showed that the situations and conditions in which many high school students
are learning English may not help them develop their speaking skills properly.
Based on above reasons, I would like to conduct the research entitled “A study on
the effects of project-based learning on EFL secondary schoolers’ speaking ability”

Nguyen Thi My Le

ii


TABLE OF CONTENTS
CONTENTS
Page
ACKNOWLEDGEMENTS ............................................................................................... i
ABSTRACT ....................................................................................................................... ii
TABLE OF CONTENTS ................................................................................................. iii
LIST OF TABLES ............................................................................................................ vi
LIST OF CHARTS ........................................................................................................... vi
LIST OF ABBREVIATIONS ......................................................................................... vii
Chapter 1: INTRODUCTION.......................................................................................... 1
1.1. Rationale ................................................................................................................. 1
1.2. Aims of the study .................................................................................................... 2
1.3. Significance of the study ......................................................................................... 2
1.4. Research questions .................................................................................................. 2
1.5. Organization of the study ........................................................................................ 3
Chapter 2: LITERATURE REVIEW ............................................................................. 4
2.1. Language Teaching Approaches ............................................................................. 4
2.1.1. The Grammar-Translation Method ............................................................... 4
2.1.2. The Direct Method ........................................................................................ 5
2.1.3. The Audio-lingual Method ............................................................................ 5

2.1.4. The Communicative Language Teaching ..................................................... 6
2.1.5. The Project-Based Learning .......................................................................... 7
2.1.5.1. Definition of Project-Based Learning .......................................................... 7
2.1.5.2. Characteristics of Project-Based Learning.................................................. 8
2.1.5.3. Benefits of Project-Based Learning ............................................................. 9
2.1.5.4. Teacher’s role in Project-Based Learning ................................................... 9
2.1.5.5. Students’ role in Project-Based Learning .................................................... 9
2.1.5.6. Advantages and disadvantages of PBL ...................................................... 10
2.1.5.7. Stages of Project - Based Learning ............................................................ 11
2.2. The Speaking Skill ................................................................................................ 12
2.2.1. What is speaking?........................................................................................ 12
2.2.2. Attitude toward learning English ................................................................ 13
2.2.3. Motivation ................................................................................................... 14

Nguyen Thi My Le

iii


2.2.4. The importance of teaching speaking skill.................................................. 14
2.2.5. How to teach speaking ................................................................................ 15
2.2.6. Problems with speaking activities and solutions ......................................... 15
2.2.6.1. Problems ..................................................................................................... 15
2.2.6.2. Solutions ..................................................................................................... 16
2.2.7. Assessing speaking ...................................................................................... 17
2.3. Strategies for developing speaking in PBL ........................................................... 18
2.3.1. Developing speaking activities: .................................................................. 18
2.3.2. Some techniques of PBL ............................................................................. 18
2.3.3. Implementation of PBL ............................................................................... 19
2.3.4. Some PBL activities .................................................................................... 20

2.3.4.1. Discussion .................................................................................................. 20
2.3.4.2. Role-play..................................................................................................... 21
2.3.4.3. Games ......................................................................................................... 21
2.3.4.4. Songs........................................................................................................... 21
2.3.4.5. Pair work or group work ............................................................................ 22
Chapter 3: METHODOLOGY ...................................................................................... 23
3.1. Research setting .................................................................................................... 23
3.2. Research questions ................................................................................................ 23
3.3. Scope of the study ................................................................................................. 24
3.4. Method of the study .............................................................................................. 24
3.5. Research design..................................................................................................... 24
3.6. Research method ................................................................................................... 25
3.7. Participants ............................................................................................................ 25
3.8. Data collection instruments ................................................................................... 25
3.8.1. Survey questionnaires: ................................................................................ 25
3.8.2. Classroom observations............................................................................... 26
3.9. Data collection procedures .................................................................................... 26
3.10. An introduction to the current Textbook Tieng Anh 8 ....................................... 27
3.10.1. The contents of the current Textbook Tieng Anh 8 .................................. 27
3.10.2. The structure of the current Textbook Tieng Anh 8 ................................. 27
3.10.3. The projects in the current Textbook Tieng Anh 8 ................................... 28

Nguyen Thi My Le

iv


3.11. Summary ............................................................................................................. 28
Chapter 4: FINDINGS AND DISCUSSIONS............................................................... 29
4.1.1. Students‟ opinions of learning English ....................................................... 29

4.1.2. Students‟ opinions towards speaking activities........................................... 30
4.1.3. Students‟ attitude toward applying PBL in the speaking lesson ................. 33
4.1.4. The effects of PBL in improving the students‟ speaking skill .................... 35
4.2. Data analysis and findings from teachers ............................................................. 38
4.2.1. Teachers‟ attitudes toward applying PBL in speaking lesson ..................... 38
4.2.2. Teacher‟s difficulties encountered when applying PBL ............................. 41
4.2.3. Solutions to the difficulties from the students in teaching speaking........... 42
4.3. Results from class observation .............................................................................. 49
4.4. The way of testing and assessment ....................................................................... 53
4.5. Summary ............................................................................................................... 56
Chapter 5: CONCLUSION ............................................................................................ 57
5.1. Discussions............................................................................................................ 57
5.1.1. Factors making students unwilling to speak English in class ..................... 57
5.1.2. Difficulties teachers have encountered in teaching speaking ..................... 58
5.1.3. Techniques and activities used by teachers ................................................. 58
5.1.4. Classroom observations............................................................................... 59
5.2. Conclusion ............................................................................................................ 59
5.3. Implications ........................................................................................................... 60
5.4. Limitations of the study ........................................................................................ 61
5.5. Suggestions for Further Study .............................................................................. 62
REFERENCES ................................................................................................................ 64
APPENDIX A: ................................................................................................................. 67
APPENDIX B:.................................................................................................................. 71
APPENDIX C: ................................................................................................................. 75
APPENDIX D: ................................................................................................................. 78
APPENDIX 1.................................................................................................................... 84
APPENDIX 2.................................................................................................................... 85
APPENDIX 3.................................................................................................................... 86

Nguyen Thi My Le

v


LIST OF TABLES
List of tables

Page

Table 4.1: Students‟ opinions about learning English in Vietnamese high-schools .......... 29
Table 4.2: Students‟ opinions of developing their speaking skill ...................................... 31
Table 4.3: Students‟ opinions of their teacher‟s speaking................................................. 32
Table 4.4: Students‟ opinions of their English class time ................................................. 33
Table 4.5: Students‟ attitude toward the speaking lessons using PBL ............................... 33
Table 4.6: Students‟ participation in projects ..................................................................... 34
Table 4.7: Students‟ motivation in taking part in projects ................................................ 35
Table 4.8: Activities applied by the teachers and students‟ preference ............................. 36
Table 4.9: Activities enjoyed most by students .................................................................. 37
Table 4.10: Students‟ responses to the effect of PBL ........................................................ 38
Table 4.11: Problems teacher faced in PBL ....................................................................... 42
Table 4.12: Solutions to difficulties caused by the students .............................................. 45
Table 4.13: Result of class observations ............................................................................ 52
Table 4.14. Score Rubric of Speaking Test ....................................................................... 56

LIST OF CHARTS
List of charts
Page
Chart 4.1: The role of applying PBL in Teaching English speaking ................................. 39
Chart 4.2: Teachers‟ opinions for the frequency of using PBL.......................................... 39
Chart 4.3: Teachers‟ Feedbacks on Students‟ improvement PBL to in the speaking ........ 40

Chart 4.4: Teachers' opinions about PBL in teaching speaking ......................................... 41

Nguyen Thi My Le

vi


LIST OF ABBREVIATIONS
EFL:

English as a Foreign Language

AM:

Audio-lingual Method

CLT:

Communicative Language Teaching

DM:

Direct Method

ELT:

English Language Teaching

GTM:

Grammar Translation Method

PBL:

Project-Based Learning

SLA:

Second Language Acquisition

Nguyen Thi My Le

vii


Chapter 1: INTRODUCTION

1.1. Rationale
English is now considered as the most popular language in the world. It is a
means of communication in the important fields of science, technology, business, and
diplomacy. It is also the means to enhance mutual understanding and cooperation among
different countries in the fields of cultures and politics.
In Vietnam, English also has been introduced to educational institutions, which is
learned from Primary School up to University as a compulsory subject. All Vietnamese
schools are deeply involved in study methods of teaching and learning English. For many
years, the quality of teaching and learning has been far worse than it is desired. It is
because that English teaching and learning have paid much attention to grammar and
reading. It is of the misapprehension that Vietnamese learners only need the skills of
reading and writing for their academic work or future study.
In English, speaking skill is really considered as an initial skill that leads learners

to develop the communicate competence. Oral communication competence or speaking
skill is the goal of English learning in many schools. How to help English learners study
the language effectively is still every English teacher‟s main concern that needs to be
solved soon. Therefore, Project-Based Learning seems to gratify the requirements of
teaching language. It is one of the most suitable types of methods which promotes the
learners‟ interest and motivation (Brophy, 2004, as cited in Tsiplakides, 2009).
Moreover, the learners will prove the ability and creativity through completing the
projects and its result comes from the learners‟ experiences during their performance the
projects. For this reason, Project-Based Learning is put in for teaching speaking skill
effectively.

Nguyen Thi My Le

1


1.2. Aims of the study
This study was conducted to meet the following aims:
- To find the answers to the common assumption about the learning English and
the students‟ actual learning attitude to evaluate the effectiveness of the application PBL
in teaching speaking.
- To investigate the current English speaking teaching and learning situation in order
to find out the difficulties in learning and teaching English speaking at Vinh Phuc Secondary
School.
- To give suggestions for the teachers to overcome the difficulties when they
applied this method in teaching speaking skill.
1.3. Significance of the study
The research focuses on developing of speaking skills in language teaching and
learning and understanding students‟ needs, thoughts and ideas in doing projects. Thanks
to the PBL, students speak English more confidently and they become active in their

learning speaking.
For the researcher, PBL will open a new branch of discovery to an effective way of
teaching speaking skill. This study can be considered as a material to improve the
students‟ speaking skill by creating different activities and techniques.
1.4. Research questions
The research aims to address the following questions:
1. What are the students’ attitudes toward Project – Based Learning activities?
2. Does PBL help students improve their speaking skill? If so, to what extent?
3. What difficulties do the teachers meet when applying PBL to teach speaking skill to 8th
grade students?

Nguyen Thi My Le

2


1.5. Organization of the study
This study consists of five chapters:
Chapter 1: Introduction presents rationale, aims of the study, significance of the
study, scope of the study, method of the study and organization of the study.
Chapter 2: Literature review gives the theoretical background of using ProjectBased Learning.
Chapter 3: Methodology describes the research setting, research questions,
research design, research method, the instruments, the participants and the procedures of
the teacher at Vinh Phuc Secondary School.
Chapter 4: Findings and discussions describes the data of the survey
questionnaires, observations and interviews.
Chapter 5: Conclusion presented some discussion, solutions to the actual
problems, some limitations and recommendations for further study.

Nguyen Thi My Le

3


Chapter 2: LITERATURE REVIEW

There are many theories of language learning and teaching that effected on
classroom language teaching. In this chapter, I would like to review some theoretical
foundations and research results concerning the points of view relevant to the developing
of speaking. It briefly presents the literature on Project-Based Learning method and
speaking skill. Besides, it is also describes how to use group work in Project-Based
Learning to develop the 8th form students‟ speaking skill inside and outside the classroom
at Vinh Phuc Secondary School.
2.1. Language Teaching Approaches
Language teaching history has lasted for a long time, in which a debate on teaching
methods has evolved particularly over the last hundred years. The names of many of the
methods which have a significant impact on the enhancing of speaking skills are
Grammar Translation Method, Direct Method, Audio-lingual Method, Communicative
Language Approach, etc.
2.1.1. The Grammar-Translation Method
Grammar-Translation Method (GTM) is a method of teaching foreign languages
derived from the classical method which is conducted with the means of the activities to
make a chance for the learners to perform the sentences containing the targeted structures.
In grammar-translation classes, students study grammatical rules and then practise the
rules by doing grammar drills and translate sentences between the target language and the
native language. There are two main goals to grammar-translation classes; one is to
develop students‟ reading ability; the other is to develop students‟ general mental
discipline. In GTM, the learners are expected to study grammatical structures through the
drills such as repetition, grammatical transformation and others. It is a method for which
there is no theory and used method all over the world in language teaching.

Nguyen Thi My Le

4


2.1.2. The Direct Method
The Direct Method (DM) is known as natural method which is not new with the
GTM and is often used in teaching a foreign language. It aims at establishing the direct
bond between thought and expressions and between experience and language, words and
phrases, idioms and meanings, rules and performances through the teachers‟ body and
mental skills without any help of the learners‟ mother tongue. This method has one very
basic rule: No translation is allowed. In fact, the DM receives its name from the fact that
meaning is to be conveyed directly in the target language through the use of
demonstration and visual aids. Richards and Rodgers (2001) supposed that the learning of
languages was considered as association to the first language acquisition without
translation into the native language in this method. In DM, teacher connects with the
activity of teaching with the energy of creativeness and flexibility in adapting techniques
of language, the students usually role-play, ask-answer or repeat in language learning to
develop the new skills.
2.1.3. The Audio-lingual Method
Audio-lingual Method (ALM) is derived from research on learning associated with
behavioral psychology. It is seen as a process of habit formation and target language
patterns are presented for memorization and learning through dialogues and drills. The
drills focus on repetition, substitution and transformation. This method is based on an
inductive approach in which rules are “caught” rather than “taught” (Richards and
Renandya, 2002). Brow (1994) gives a criticism that language is not really acquired
through a process of habit formation and over-learning, that errors are not necessarily to be
avoided at all costs, and that structural linguistics does not tell us everything about language
that we need to know. While the ALM is a valiant attempt to reap the fruit of language

teaching methodologies that has preceded it, in the end it still fells short.

Nguyen Thi My Le

5


2.1.4. The Communicative Language Teaching
Although there have been several changes in the methods of teaching English in
Vietnam, the communicative approach and student-centeredness approach are still
regarded as the two most effective.
Larsen (1986) found the origination of Communicative Language Teaching (CLT)
in the British language teaching tradition from the late 1960s. British applied linguistics
saw the need to focus in language teaching on communicative proficiency rather than on
the mastery of structures. In fact, some linguists observed that students can produce
sentences accurately in a lesson but not use them appropriately to communicate outside
the classroom.
In the current movement of reforming the teaching method, CLT is the approach
which has made a great variety of experts and teachers involve in. CLT is not a method,
but an approach which supplies the teachers with orientation. The aim of the
implementation of CLT in teaching is to help the learners gain communicative
competence. However, when CLT is adopted in EFL countries, many troubles appear.
There should be research on the application of CLT in particular contexts so that the
situation can be improved. In that light, what is expected from CLT can be gained.
CLT is known as the method which focuses mainly on using language rather than
learning more about grammar structures and provides the learners the chance to practice
the skills of language. In CLT, learners become more active and independent in learning
process. This helps the students “to integrate the foreign language with their own
personality and thus to feel more emotionally secure with it” (Little Wood, 1981)
According to Diane Larsen-Freeman (1986), when adopting this method, the

teacher aims at having students communicatively competent. To do this, students need
knowledge of the linguistic forms, meaning, and functions. They need to know that many
other forms can be used to perform a function and they also often serve a variety of

Nguyen Thi My Le

6


functions. They must be able to choose from among these the most appropriate form,
given the social context and the roles of the interlocutors. They must also be able to
manage the process of negotiating meaning with their interlocutors.
It is obvious that the teacher‟s role in CLT, according to which students are seen as
more responsible managers of their own learning, is less dominant than that in a teachercentered method.
2.1.5. The Project-Based Learning
2.1.5.1. Definition of Project-Based Learning
Many definitions of project have been offered in the literature by the researchers
from different research perspectives. The concept has been associated with relating to real
world activities, focusing on meaning and focusing on form, and finally comes to the
comprehensive definitions after 2000. In the following, the definitions are selected to
indicate the changes in people‟s conception about projects or project-based language
teaching.
Project-Based Learning is one of the new methods of teaching which defined as
learning by doing. PBL is becoming one of the more effective and more popular methods
of instruction. Thomas explains that PBL requires “complex tasks, based on challenging
questions or problems that involve students in design, problem-solving, decision making,
or investigative activities; give students the opportunity to communicate with the
community in the limited time; and culminate in realistic products or presentations.”
(Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999).
As stated by David (2008, as cited in Tsiplakides, 2009), PBL is a process in which

the students integrated language and other articulated skills in specific settings of
language use beyond the subjects in classrooms. While these definitions vary somewhat,
they all emphasize the fact that projects involve communicative language use in which the
user's attention is focused on the learner‟s experiences through performing the project

Nguyen Thi My Le

7


rather than gaining knowledge in a passive way according to the traditional school
methods.
Boss and Krauss (2007) define PBL as an activity in which students “investigate
open-ended questions and apply their knowledge to produce authentic products. Projects
typically allow for student choice, setting the stage for active learning and teamwork.”
PBL is a comprehensive instructional approach to engage students in cooperation
investigation. Students‟ abilities to acquire new understanding are enhanced when they
are “connected to meaningful problem-solving activities, and when students are helped to
understand why, when, and how those facts and skills are relevant.” (Bransford, Brown,
& Conking, 2000, p.23).
According to the Buck Institute for Education (BIE), PBL

is “a systematic

teaching method that engages students in learning knowledge and skills through an
extended inquiry process structured around complex, authentic questions and carefully
designed products and tasks.”
To have an overall of the above definition, PBL is a process in which the students‟
knowledge and understandings through learning activities. This process requires a high
level of involvement with meaningful activities.

2.1.5.2. Characteristics of Project-Based Learning
PBL gives students opportunities to work independently and realistically to have
products. These activities enable the students to explore and develop their ability by
themselves in a certain context. When a student experiences a problem in a real context,
they tend to recognize the value that they have overcome. Thus, the students develop their
life skills in society such as independent workers, critical thinkers, and lifelong learners
who work cooperatively with other people to create the basic skills. Moreover, they learn
the way how to solve the problems themselves.

Nguyen Thi My Le

8


2.1.5.3. Benefits of Project-Based Learning
In the theory of PBL, students and teacher can get many benefits. First, FriedBooth (2002) states that students will feel more confident and independent after
finishing the project. It means that during procedure of complementing the project the
students have an opportunity to communicate with the society in English, and make any
questions they want to gather information. So, PBL promotes social learning that can
enhance collaborative skill.
In addition, students demonstrate increased self-esteem, and positive attitudes
toward learning (Stoller, 2006:27). The other important benefit is making progress in
language skills. Because the students is motivated to complete the authentic activities,
they have chance to use English in the real context. This helps them not only develop
speaking skills but also improve the critical thinking and problem solving skills which
are important in out of school (Brown et al, 1993).
Finally, according to Dornyei (2001:100-101), project work encourages
motivation, fosters group cohesiveness, increases expectancy of success in target
language, reduces anxiety, increases the significance of effort relative to ability, and
promotes effort-based attributions.

2.1.5.4. Teacher’s role in Project-Based Learning
In PBL, the teacher is required to take on a different role. The teacher‟s role is as a
guide, advisor, coordinator (Papandreou, 1994), and facilitator. Teacher is considered as a
monitor, instructor who supports the students to get knowledge during the project
conducting. In implementing the project method, the focal point of the learning process
moves from the teacher to the learners, from working alone to working in groups.
2.1.5.5. Students’ role in Project-Based Learning
In this method, the students must work very hard to solve the real world problem

Nguyen Thi My Le

9


which based on their interest. Instead of sitting in the classroom and listening to the
teacher, the students break the class wall to explore the solution with the applicable
knowledge. And then they negotiate project ideas and assessment criteria with teachers
and community members.
2.1.5.6. Advantages and disadvantages of PBL
The Project-Based Learning has some own advantages and disadvantages.
* Advantages
The project-based learning have many good points. They are:
- To support the environment of learning for the students to be able to communicate and
experience themselves with their own cognitive process.
- To provide opportunities for the nature integration of speaking skills.
- To create motivation, engagement and enjoyment.
- To help the students to improve their skills of solving problems and higher order
thinking.
- To develop the skill of presenting in front of many people and four skills. Listening and
speaking are reinforced through the presentation included the social constructivism.

* Disadvantages
- For students:
 they have not been accustomed to this method so it leads to inequality of role
 some students use mother tongue for communication which teacher can not control
 it takes a long time to complete the project
 students states that difficulty for them to manage the deadlines for submission of
their work as they were overload during the semester

Nguyen Thi My Le

10


 some students gradually have loss of motivation and feel bored.
- For teachers:
 they sometimes have difficulties selecting topics
 time limitations can also be a problem with in-deep exploration of projects
 they were concerned regarding the role of teacher in setting task requirements,
scaffolding activities, creating rubric, and assessing student‟s projects
 some teachers are not well-practiced in managing the goals and need of student groups
engaging in individual learning activities
2.1.5.7. Stages of Project - Based Learning
There are four stages to implement a project. They are shown below:
1. Stage 1: Speculation
At this stage, the teacher chooses the topic based on the students‟ interest or
students have right to select the topic. But it is the best way teacher can choose the topic
by themselves for the beginner or lower level students. The topic is suggested by the
questions “how, what, where, who, why” as long as the topic creates the learning
atmosphere to motivate students to join the project implementation. The teacher forms
group and assigns the deadline and milestone to finish the project.

2. Stage 2: Designing the project activities
This stage includes assigning role for each member of each group and deciding
which method to explore the project. For example some students might drop in company,
school, and park to gather information and data whereas the others might stay with
computer to collect the document relating to the topic. The better organized and more
analytical the structuring of the activities, the easier and faster the research will be
conducted (Fragoulis, 2008).
3. Stage 3: Conducting the project activities

Nguyen Thi My Le

11


After finding the data, the students process and categorize it. It means that team
members share the information collected in stage 2. The next phase is synthesis and
processing of information gathered. Each group submits the proper agreement to present and
display their project in the classroom by presentation, performance, product, and publication.
4. Stage 4: Evaluation
The first step includes self evaluation and peer evaluation. The second is
evaluation from the teachers who has checklist and rubric to assess the student‟s
implementation. This stage allows students to apply and present what they have learned.
2.2. The Speaking Skill
2.2.1. What is speaking?
There are several definitions of speaking. Chastain (1988) defines speaking as the
using of background and linguistic knowledge to create an oral message that will be
meaningful for the intended audience. Bygate (1987) considers speaking as the skills by
which learners are most frequently judged and through which they make and lose friends.
It is the vehicle par excellence of social solidarity, social ranking, professional
advancement and business. Burns and Joyce (1997) have written that speaking is an

interactive process of constructing meaning that involves producing and receiving and
processing information. According to Julie Hebert (in Richards and Renandya, 2002),
speaking is a process which involves two or more people who use language for interaction
and transactional purposes; it is not the oral expression of written language. Tarigan
(1990:15) says that “Speaking is the ability to pronounce articulation of sounds or words
for expressing, stating and conveying thought, ideas and feeling”.
Although definitions of speaking may be different in words, speaking is both
interaction and transaction. Transactional communication is primary concerned with the
transmission of information and interaction communication is aimed at establishing and
maintaining social connections. Speaking is used for many different purposes and each

Nguyen Thi My Le

12


involves different skills. Speaking that is without purposes or has only the purpose of
learning or practicing from does not involve the psycholinguistic act of relating meaning
to accurate and appropriate from and is, therefore, not really speaking. It is also important
to distinguish oral production, speech, from written production. Speaking is not writing
that we say aloud through the discussion, speech, debate, dialogue and conversation.
Spoken language is divided into monologues and dialogues. To high school students,
speaking skills develop based on dialogues and it is the most important tool for human
social control.
2.2.2. Attitude toward learning English
Attitude is a complex theoretical construct which according to Baker is used to
“explain the direction and persistence of human” (Baker, 1992:10). Gardner has
operationally defined attitude as “an evaluative reaction to some referent or attitude
object, inferred on the basis of the individual‟s beliefs of opinions about the referent”
(Gardner, 1985: 11). The most straightforward definition of attitude may be the following:

“Attitude is a disposition to respond favorably or unfavorably to an object, person,
institution, or event” (quoted in Baker, 1992: 11). From these definitions it becomes clear
that attitude unlike physical attributes or action cannot be directly observed or measured.
Most of the times an individual‟s attitudes are dormant and can only emerge as reaction to
specific stimuli in the form of stated beliefs, expressed feelings, or exhibited behaviors.
Attitudes do not influence language learning directly but they are instrumental in the
development of motivation.
The attitude toward second language learning together with motivation can have
profound effect on the success of language acquisition. In acquiring a second language,
learners‟ effort is mediated by what Krashen (1987) called “ an effective filter” – a
psychological tendency that facilitates or inhibits their natural language acquisition
capacities and learners is faced with the task of not simply learning new information

Nguyen Thi My Le

13


which is part of his own culture but rather of acquiring symbolic elements of different
ethno-linguistic community.
The attitude toward second language under the influence of some factors can be
seen negative or positive learning attitudes. The factors that effect learning attitudes are
treated in the following part in the terms of “motives for learning English”, “anxiety”,
“self-esteem”. And “tolerance of ambiguity”.
2.2.3. Motivation
Nowadays English is spoken in many countries all over the world. It is now taught
as a foreign language in over 100 countries. This is, these days English has a great
influence on people‟s lives. There are many other reasons why people should learn
English: It is the only key to approach the rapid development of technology in Britain, in
the USA, the most useful tool to get access to the dominant role of the economy of these

countries (and of other countries as well). English nowadays is the language of mass
media: newspaper, radio and television. It is used widely in science, medicine,
agriculture, engineering, informatics, tourism,… and especially, in education, so if you
want to make any progress in your jobs, in your activities in your community as a modern
society, you must have for yourselves either much or little knowledge of English.
In our country now, English has become a very important foreign language.
According to the curriculum framework designed by the Ministry of Education and
Training, English has become a compulsory subject in schools where it is taught. This
means that to get successful in studies, students have to posses a certain amount of
English knowledge and motivation in the classroom setting. For post-graduate candidates,
English is also a compulsory entrance examination.
2.2.4. The importance of teaching speaking skill
In human daily communication, not all people have daily reading and writing needs,
but listening and speaking. It is spoken language that is a vehicle to help interlocutors

Nguyen Thi My Le

14


maintain the school relationship, express emotions and get information. Up to now some
studies have showed all human communication is carried on by listening and speaking
and inside classroom, listening and speaking are most often used skills. Many researchers
have suggested that speaking skills should be the main objective of language learning.
According to Ur (1996), of all of the four skills, speaking seems intuitively the most
important because people who know a language are referred to as “speaker” of that
language. Language learners regard speaking ability as the measure of knowing a
language. The fluency as the ability to converse with others, much more than the abilities
to read, write, or comprehend oral language. They regard speaking as the most important
skills they can acquire, and they assess their progress in terms of their accomplishments in

spoken communication (Burkart, 1998)
2.2.5. How to teach speaking
Any language teachers know that speaking practicing gets high results only when
students are willing to speak. This requires teachers to tailor their instruction carefully to
the need of students and teach them how to listen to others, how to talk to others, and how
to negotiate meaning in a shared context. Teachers should make a environment where
students have real-life communication, authentic activities, and meaningful tasks that
promote oral language. Students should have opportunities to express them verbally and
be encouraged to become flexible users of their knowledge. Both teachers and students
need to keep the communicative goal in their mind to make the best use inside and
outside.
2.2.6. Problems with speaking activities and solutions
2.2.6.1. Problems
Each student has their own problems which make them hesitate when using the target
language in verbal communication. Ur (1996:121) presents four problems that almost all of
the students of foreign language encounter during the time they learn the language:

Nguyen Thi My Le

15


 Inhibition: Unlike reading, writing and listening activities, speaking requires
some degree of real-time exposure to an audience. Learners are often worried about
making mistakes, fearful of criticism or losing face, or simply shy of the attention that
their speech attracts.

 Nothing to say: Even if they are not inhibited, teachers often hear the learners
complain that they cannot think of anything to say: they have no motive to express
themselves beyond the guilty feeling that they should be speaking.

 Low or uneven participation: Only one participant can talk at a time if he or she
is to be heard; and in a large group, this means that each one will have only very little
talking time. This problem is compounded by the tendency of some learners to dominate,
while others speak very little or not at all.

 Mother-tongue use: In classes where all, or a number of the learners share the
same mother-tongue, they may tend to use it; because it is easier, because it feels
unnatural to speak to one anther in a foreign language, and because they feel less
„exposed‟ if they are speaking their mother tongue.
2.2.6.2. Solutions
Ur (1996:121) also presents some ways to help teachers to solve the problems:
 Use group work: Using group work not only increases the sheer amount of
learner talk going on a limited period of time but also lowers the inhibitions of learners
who are unwilling to speak in front of the full class.
 Base the activity on easy language: In general, the level of language needed for a
discussion should be lower than that used in intensive language- learning activities in the
same class: it should be easily recalled and produced by the participants, so that they can
speak fluently with minimum of hesitation.
 Make presentation: It is the main activity in the procedure of implementing the
project

Nguyen Thi My Le

16


 Make a careful choice of topic and task to stimulate interest: On the whole, the
clearer the purpose of the discussion is more motivated participants will be.
 Give some instruction or training in discussion skills: If the task is based on
group discussion then include the instructions about participants when introducing it.

 Keep the students speaking the target language: You might appoint one of the
group as monitor, whose job is to remind participants to use the target language, and
perhaps later to the teacher how well the group managed to keep to it.
2.2.7. Assessing speaking
As I have mentioned, the traditional way of high-school English testing cannot
encourage the learners to develop their speaking skills. But in PBL, speaking tests of
English at high-school were required. Thornbury (2005:127) proposed four categories of
speaking assessment criteria as follows: grammar and vocabulary, discourse management,
pronunciation, interactive communication. Based on those theories, the researcher used
several indicators of speaking skill. Those were grammar, vocabulary, pronunciation,
fluency, and confidence. It was listed below:
 Use correct grammar to make well-formed utterances
 Use appreciate vocabulary to express idea
 Perform acceptable pronunciation to express comprehensible utterance
 Make correct dialogue or speech fluently
 State the content of the speech clearly and confidently.
If the aim of English teaching is to develop the four language skills for the
learners, then we have to test our students all the four skills. Psychologically speaking,
students tend to learn seriously what will be tested. If teachers want to encourage the
students to speak, we should give them oral tests; otherwise, students will regard speaking
as less “important” than the other skills.

Nguyen Thi My Le

17