Khảo sát sự do dự của sinh viên chuyên Anh trong các hoạt động nói tại Cao đẳng Sư phạm Nam Định

Luận văn thạc sĩ nghiên cứu sự ngần ngại của sinh viên chuyên ngành tiếng Anh tại Trường Cao đẳng Sư phạm Nam Định trong hoạt động nói.

• Tác giả: Phạm Thị Huế
• Người hướng dẫn: Nguyễn Đức Hoạt, Ph.D
• Trường học: Vietnam National University, Hanoi University of Languages and International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: English Majored Students’ Reluctance to Participate in Speaking Activities at Namdinh College of Education
• Loại tài liệu: M.MINOR PROGRAMME THESIS
• Năm xuất bản: 2014
• Địa điểm: Hanoi

Mục lục chi tiết

• DECLARATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• LIST OF FIGURES AND TABLES
• TABLE OF CONTENTS
• 0.1. Aims of the study
• 0.2. Methods of the study
• 0.3. Significance of the study
• 0.4. Scope of this study
• 0.5. Structure of the Thesis
• 1. CHƯƠNG 1: LITERATURE REVIEW
• 1.1. Speaking skills in second/ foreign language learning
• 1.2. Definition of speaking
• 1.3. Nature of speaking
• 1.4. Factors contributing to a successful speaking activity
• 1.5. Attitudes in language learning
• 1.6. The concept of reluctance and students’ reluctance in EFL classrooms
• 1.7. Reluctance and willingness / unwillingness to communicate
• 1.8. Factors making learners reluctant to participate in EFL classrooms
• 1.8.1. Factors associated with speaking topics
• 1.8.2. Factors associated with peers
• 1.8.3. Factors associated with culture
• 1.9. Review of previous studies related to learners’ reluctance in EFL classrooms
• 2. CHƯƠNG 2: METHODOLOGY
• 2.1. Introduction to English Department, Nam Dinh College of Education
• 2.2. Syllabus and Materials for Speaking
• 2.3. Data collection instruments
• 2.4. Students survey questionnaire
• 2.5. Data collection procedures
• 2.6. Techniques of data analysis
• 3. CHƯƠNG 3: FINDINGS AND DISCUSSIONS
• 3.1. Students’ attitudes towards learning speaking skills
• 3.2. Students’ perception on the importance of learning speaking skills
• 3.3. Students’ interest in speaking English in class
• 3.4. Students’ frequency of speaking English in class
• 3.5. Students’ frequency of volunteering to speak in class
• 3.6. Factors making second-year English majored students reluctant to participate in speaking activities
• 3.6.1. Factors associated with learners
• 3.6.2. Factors associated with teachers
• 3.6.3. Factors associated with speaking topics
• 3.6.4. Factors associated with peers
• 3.7. Students’ expectation to encourage learners to participate in speaking lessons
• 3.8. Students’ preference of activities in speaking lessons
• 3.9. Students’ perception of necessity of the ways to encourage language learners to participate in speaking activities
• 3.10. Recommendations for teachers to encourage students to participate in speaking classes
• 3.10.1. Reduce the level of task difficulty
• 3.10.2. Build a supportive learning environment
• 3.10.3. Vary speaking activities
• 3.10.4. Promote positive attitudes among students
• 3.11. Limitations of the study
• 3.12. Suggestions for further studies
• APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
• APPENDIX 2: INTERVIEW QUESTIONS FOR STUDENTS
• APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS
• APPENDIX 4: SUMMARY OF INTERVIEW FOR STUDENTS RESULTS
• APPENDIX 5: TRANSCRIPTS OF INTERVIEW FOR TEACHERS

Tóm tắt

I. Tổng quan về sự do dự của sinh viên chuyên Anh tại Cao đẳng Sư phạm Nam Định

Khảo sát sự do dự của sinh viên chuyên Anh trong các hoạt động nói tại Cao đẳng Sư phạm Nam Định là một vấn đề quan trọng trong việc cải thiện kỹ năng giao tiếp của sinh viên. Nghiên cứu này nhằm tìm hiểu nguyên nhân và giải pháp cho sự do dự này, từ đó nâng cao hiệu quả giảng dạy và học tập.

1.1. Định nghĩa sự do dự trong học tập

Sự do dự của sinh viên trong các hoạt động nói có thể được hiểu là sự thiếu tự tin và ngại ngùng khi tham gia vào các hoạt động giao tiếp. Điều này có thể ảnh hưởng đến khả năng học tập và phát triển kỹ năng giao tiếp của sinh viên.

1.2. Tầm quan trọng của kỹ năng nói trong học tập

Kỹ năng nói là một trong những kỹ năng quan trọng nhất trong việc học ngoại ngữ. Nó không chỉ giúp sinh viên giao tiếp hiệu quả mà còn nâng cao khả năng hiểu biết văn hóa và xã hội.

II. Vấn đề và thách thức trong việc tham gia hoạt động nói

Nhiều sinh viên chuyên Anh tại Cao đẳng Sư phạm Nam Định gặp khó khăn trong việc tham gia các hoạt động nói. Những thách thức này có thể đến từ nhiều yếu tố khác nhau như tâm lý, phương pháp giảng dạy và môi trường học tập.

2.1. Tâm lý sinh viên và sự do dự

Tâm lý của sinh viên đóng vai trò quan trọng trong việc tham gia các hoạt động nói. Nỗi sợ bị chê cười hoặc mắc lỗi có thể khiến sinh viên ngại ngùng khi phát biểu.

2.2. Phương pháp giảng dạy và ảnh hưởng đến sự tham gia

Phương pháp giảng dạy không phù hợp có thể làm giảm động lực tham gia của sinh viên. Việc sử dụng các hoạt động không hấp dẫn hoặc không liên quan đến thực tế có thể khiến sinh viên cảm thấy chán nản.

III. Phương pháp khảo sát sự do dự của sinh viên

Nghiên cứu này sử dụng các phương pháp khảo sát để thu thập dữ liệu từ sinh viên và giảng viên. Các công cụ như bảng hỏi và phỏng vấn bán cấu trúc được sử dụng để hiểu rõ hơn về nguyên nhân của sự do dự.

3.1. Thiết kế bảng hỏi cho sinh viên

Bảng hỏi được thiết kế để thu thập thông tin về thái độ và cảm nhận của sinh viên đối với các hoạt động nói. Các câu hỏi tập trung vào sự tự tin, động lực và mong muốn tham gia.

3.2. Phỏng vấn giảng viên để hiểu rõ hơn

Phỏng vấn giảng viên giúp làm rõ các yếu tố ảnh hưởng đến sự tham gia của sinh viên. Những ý kiến từ giảng viên có thể cung cấp cái nhìn sâu sắc về cách cải thiện hoạt động giảng dạy.

IV. Kết quả nghiên cứu và ứng dụng thực tiễn

Kết quả nghiên cứu cho thấy nhiều sinh viên chuyên Anh tại Cao đẳng Sư phạm Nam Định có sự do dự cao trong các hoạt động nói. Các yếu tố như sự tự tin, phương pháp giảng dạy và môi trường học tập đều ảnh hưởng đến sự tham gia của họ.

4.1. Các yếu tố ảnh hưởng đến sự do dự

Nghiên cứu chỉ ra rằng sự do dự của sinh viên liên quan đến nhiều yếu tố như trình độ tiếng Anh, tính cách và sự hỗ trợ từ giảng viên. Những yếu tố này cần được xem xét để cải thiện tình hình.

4.2. Đề xuất giải pháp khuyến khích tham gia

Để khuyến khích sinh viên tham gia vào các hoạt động nói, cần xây dựng một môi trường học tập tích cực và áp dụng các phương pháp giảng dạy sáng tạo. Việc tạo ra các hoạt động thú vị và liên quan đến thực tế sẽ giúp sinh viên cảm thấy thoải mái hơn.

V. Kết luận và tương lai của nghiên cứu

Nghiên cứu về sự do dự của sinh viên chuyên Anh tại Cao đẳng Sư phạm Nam Định mở ra nhiều hướng đi mới cho việc cải thiện kỹ năng nói. Việc hiểu rõ nguyên nhân và áp dụng các giải pháp phù hợp sẽ giúp sinh viên tự tin hơn trong giao tiếp.

5.1. Tầm quan trọng của việc nghiên cứu tiếp theo

Nghiên cứu tiếp theo cần tập trung vào việc đánh giá hiệu quả của các giải pháp đã đề xuất. Điều này sẽ giúp xác định những phương pháp nào thực sự hiệu quả trong việc khuyến khích sinh viên tham gia.

5.2. Hướng đi mới cho giảng dạy kỹ năng nói

Cần phát triển các chương trình giảng dạy linh hoạt và sáng tạo hơn để đáp ứng nhu cầu của sinh viên. Việc áp dụng công nghệ và các phương pháp học tập hiện đại có thể tạo ra những cơ hội mới cho sinh viên.

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** PHẠM THỊ HUẾ ENGLISH MAJORED STUDENTS’ RELUCTANCE TO PARTICIPATE IN SPEAKING ACTIVITIES AT NAMDINH COLLEGE OF EDUCATION (Sự do dự khi tham gia các hoạt động trong giờ học nói của sinh viên chuyên Anh trường Cao đẳng Sư phạm Nam Định) M.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.111 HANOI-2014 LUAN VAN CHAT LUONG download : add [e-mail] VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** PHẠM THỊ HUẾ ENGLISH MAJORED STUDENTS’ RELUCTANCE TO PARTICIPATE IN SPEAKING ACTIVITIES AT NAMDINH COLLEGE OF EDUCATION (Sự do dự khi tham gia các hoạt động trong giờ học nói của sinh viên chuyên Anh trường Cao đẳng Sư phạm Nam Định) M.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.111 Supervisor: Nguyễn Đức Hoạt, Ph.D HANOI-2014 LUAN VAN CHAT LUONG download : add [e-mail] DECLARATION I, Pham Thi Hue, hereby certify that my M.A thesis entitled “English Majored Students’ Reluctance to Participate in Speaking Activities at Nam Dinh College of Education” is the result of my own research in the fulfillment of the requirement for Degree of Master of Arts at the Faculty of Post Graduate Studies – University of Languages and International Studies, Hanoi. I commit that this thesis has not been submitted anywhere for any degree. Hanoi, 2014 Signature Phạm Thị Huế i LUAN VAN CHAT LUONG download : add [e-mail] ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Nguyen Duc Hoat, PhD, for his invaluable inspiration, assistance, guidance and encouragement during the time I have tried to complete this thesis. He has been willing to give help and advice whenever I expect.

I wish to take this opportunity to express my sincere thanks to all lecturers and the staff of Department of Post Graduate Studies at University of Languages and International Studies, Hanoi for their interesting and helpful lectures and suggestions for the topic of my study. I am in debt of many authors’ works and ideas, which enhance me to complete my study with sharp evidences. My appreciation and gratitude are also extended for the teachers and students at English Department, Nam Dinh College of Education, who participated in doing the survey and responding to my interviews. Last but not least, I wish to express special thanks to my husband and my beloveds for their everlasting, care and encouragement.

ii LUAN VAN CHAT LUONG download : add [e-mail] ABSTRACT Though importance of speaking in English learning has been acknowledged by researchers all over the world, many students at Nam Dinh College of Education were found to be reluctant to participate in speaking activities. This study was carried out to investigate the potential sources leading to this problem and propose some suggestions to encourage students’ participation in speaking lessons. The participants involved in this research were 35 second year English majored students at Nam Dinh College of Education and four teachers of English agreed to join the study to support the researcher better her research. The instruments, including a questionnaire and semi-structured interviews with students and teachers, were employed to achieve the purposes of the study.

The data were analyzed quantitatively and qualitatively. It was induced in the research that most second year English majors were unwilling to participate in speaking activities, which resulted from factors related to learners, teachers, speaking topics and peers. Based on the findings, some suggestions were made with the hope that students will be more encouraged to take part in speaking activities. iii LUAN VAN CHAT LUONG download : add [e-mail] LIST OF FIGURES AND TABLES LIST OF FIGURES Figure 3.1: Students’ perception on the importance of learning speaking skills.2: Students’ interest in speaking English in class.3: Students’ frequency of speaking English in class.4: Students’ frequency of volunteering to speak in class.

LIST OF TABLES Table 3.1: Factors associated with learners’ low level of English proficiency.2: Factors associated with fear of making mistakes and being laughed at.3: Factors associated with learners’ personality.4: Factors associated with teachers’ personality.5: Factors associated with teachers’ teaching methods.6: Factors associated with speaking topics.7: Factors associated with peers.8: Students’ preference of speaking activities.9: Students’ perception on necessity of the ways to encourage language learners to participate in speaking activities. iv LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS DECLARATION. iii LIST OF FIGURES AND TABLES. iv TABLE OF CONTENTS.

Aims of the study. Methods of the study. Significance of the study. Scope of this study.

Structure of the Thesis. 4 CHAPTER 1: LITERATURE REVIEW. Speaking skills in second/ foreign language learning. Definition of speaking.

Nature of speaking. Factors contributing to a successful speaking activity. Attitudes in language learning. The concept of reluctance and students’ reluctance in EFL classrooms.

Reluctance and willingness / unwillingness to communicate. Factors making learners reluctant to participate in EFL classrooms. Factors associated with speaking topics. Factors associated with peers.

Factors associated with culture. Review of previous studies related to learners’ reluctance in EFL classrooms. 12 v LUAN VAN CHAT LUONG download : add [e-mail] CHAPTER 2: METHODOLOGY. Introduction to English Department, Nam Dinh College of Education.

Syllabus and Materials for Speaking. Data collection instruments. Students survey questionnaire. Data collection procedures.

Techniques of data analysis. 18 CHAPTER 3: FINDINGS AND DISCUSSIONS. Students’ attitudes towards learning speaking skills. Students’ perception on the importance of learning speaking skills.

Students’ interest in speaking English in class. Students’ frequency of speaking English in class. Students’ frequency of volunteering to speak in class. Factors making second-year English majored students reluctant to participate in speaking activities.

Factors associated with learners. Factors associated with teachers. Factors associated with speaking topics. Factors associated with peers.

Students’ expectation to encourage learners to participate in speaking lessons. Students’ preference of activities in speaking lessons. Students’ perception of necessity of the ways to encourage language learners to participate in speaking activities. 37 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.

Recommendations for teachers to encourage students to participate in speaking classes. Reduce the level of task difficulty. Build a supportive learning environment. Vary speaking activities.

Promote positive attitudes among students. Limitations of the study. Suggestions for further studies. 41 APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS.

I APPENDIX 2: INTERVIEW QUESTIONS FOR STUDENTS. V APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS. VI APPENDIX 4: SUMMARY OF INTERVIEW FOR STUDENTS RESULTS .VIII APPENDIX 5: TRANSCRIPTS OF INTERVIEW FOR TEACHERS. X vii LUAN VAN CHAT LUONG download : add [e-mail] PART A: INTRODUCTION 1.

Rationale Student’s participation in classroom activities has been the centre of various TEFL research. It is said that participation is essential for language acquisition as the more learners speak out, the better their spoken language is. Commenting on the relationship between participation and students’ academic achievement, Liu (2005) finds that students who participate actively are likely to have better achievement than those do not. Learners’ oral participation can help them fill in the gap between what they want to say and whether they are able to say it.

However, engaging in English classroom activities is considered to be one of the most problematic areas. Many students in Vietnamese colleges or universities are reported to be passive and unwilling to participate in those activities. The students of English Department at Nam Dinh College of Education are no exceptions. They are found not to respond to teachers’ questions in speaking classes unless they are called on.

It is very common to see that only a few students are confident to answer questions. The attempt to create a student-centered learning atmosphere in English by teachers is usually unsuccessful. In fact, the outcome of oral English speaking is not satisfactory. Therefore, it is valuable to think about the causes of their reluctance to participate in speaking activities and at the same time the ways to minimize the harmful effects, so that the teaching and learning can be more effective for those reluctant learners.

This is my motivation in conducting the research on the topic: “English Majored Students’ Reluctance to Participate in Speaking Activities at Nam Dinh College of Education”. Aims of the study The main aim of the research is to find out the reasons why the second year English major students at Nam Dinh College of Education are reluctant to participate in speaking activities. The second most important aim of this study is to find out what students expect to encourage them to participate actively in speaking lessons. 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.

Research questions The research is carried out with an attempt to address the following research questions: - What are the EFL students’ attitudes towards learning speaking skills at Nam Dinh College of Education? - Why are the students reluctant to participate in speaking activities in class from students’ perspectives? - What are expected by students to get involved actively in speaking classes? 4. Methods of the study This is a survey research. This study was conducted using quantitative and qualitative methods with questionnaires for informants of one class of about 35 second-year English majored students at the Department of Foreign Languages, Nam Dinh College of Education. In addition to the questionnaires, semi-structured interviews with the students and teachers were also employed.

Significance of the study Firstly, the study will help the researcher as well as teachers be aware of causes of students’ reluctance. Secondly, the study will hopefully better the researcher and her colleagues’ teaching, help raise students’ awareness of their problems in foreign language lessons and solve these problems. The researcher also hopes that this study will benefit both the teaching and learning of English speaking. Finally, it is hoped that this study can be used as a reference for other researchers who want to conduct the study related to teaching and learning speaking skills.

Scope of this study The study was conducted at Nam Dinh College of Education. Because of limited time, it only focused on investigating students’ perception on their reluctance to take part in speaking activities, and factors affecting such attitudes. 2 LUAN VAN CHAT LUONG download : add [e-mail] Furthermore, the subjects chosen for the study are the second year English majored students. Structure of the Thesis The study consists of three parts: Part A, Introduction, presents the rationale, the aims, the research questions, the scope and the methods, and the design of the study.

Part B, Development, consists of three chapters. + Chapter 1: Literature Review – provides the basic theoretical background from literature on speaking skills, atttudes towards language learning, the concept of reluctance and some studies about students’ reluctance in EFL classrooms. + Chapter 2: Research Methodology – provides an analysis on the current situation of teaching and learning speaking skill and reports the results of the survey research which was carried out in the middle of the second term of the 2013-2014 academic year at the department of Foreign Languages, Nam Dinh College of Education. The report includes the following information: - Research setting - Participants - Data collecting instruments - Data collection procedures - Techniques of data analysis + Chapter 3: Findings and Discussions Part C, Conclusion, summarizes all key issues as well as limitations of the study and suggestions for further study.

3 LUAN VAN CHAT LUONG download : add [e-mail] PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Speaking skills in second/ foreign language learning. Definition of speaking It is known that language has been divided into four interrelated skills, in which listening and speaking are called oral skills because of the manners by which they are formed (they are related to articulator organs); reading and writing are called the literacy skills as they connect with manual script.