VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST- GRADUATE STUDIES: ——>z£tÄasz>~——— NGUYÊN TI THANH HÀ. APPLYING PROBLEM-SOLVING ACTIVITLES TO TEACH SPEAKING SKILLS TO TIE SECOND YEAR ENGLISILMAJOR STUDENTS AT VIETNAM UNIVERSITY OF COMMERCE AP DUNG CAC HOAT DONG GIAI QUYET VAN DE TRONG DAY NOI CIIO SINIT VIEN NAM TIIU TAI CIUYEN ANH TẠI ĐẠI HỌC THƯƠNG MẠI M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60.10 HANOL, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES ANDINTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ———t2zefaextt>——— NGUYEN TI THANII IA APPLYING PROBLEM-SOLVING ACTIVITLES TO TEACH SPEAKING SKILLS TO THE SECOND-YEAR ENGLISILMAJOR STUDENTS AT VIETNAM UNIVERSITY OF COMMERCE ÁP DỤNG CÁC HOẠT ĐỌNG GIẢI QUYẾT VĂN ĐẺ TRONG ĐẠY NÓI CHO SINIT VIÊN NĂM THỨ HAI CHUYÊN ANH TẠI ĐẠI HỌC THƯƠNG MẠI MLA MINOR PROGRAMME TIIESIS Ficld ; English Tcaching Methodology Code : 60. Tran Xuan Digp HANOL, 2014 DECLARATION: T herchy certify thal the minor thesis entitked: “Appling Problem-Solving Activities in Teaching Speaking Skills for the Second-year English-Major Students at Vietnam University of Commerce” is the result of my own research to fuifill the MA Degrec at Post-Gradunte Department, University of Languages and International Studies, Vietnam National University, Hanoi, ‘the substance of this thesis has not, wholly or partially, been submitted for degree to any other university or institution. Signature Nguyen Thị Thanh 11a LIST OF ABBREVIATIONS, TABLES AND FIGURES Table 1: Procedures of the Study.
Table 2: Results of Question 1 in the Questionnaire Before the Intervention .27 Table 3: Results of Question 2 in the Questionnaire Before the Intervention. Table 4: Results of Question 3 in the Questionnaire Before the Intervention. Table 5: Results of Question 4 in the Questionnaire Before the Intervention 1.28 Table G: Results of Question 5 in the Questionnaire Before the Intervention Table 7: Means and Standard Deviations of the Scores of the Pre-test and Post-test Table &: Correlations of the Pre-test and Post-tes Table 9: Paired Sample 1-1ests. Table 10: Students’ Level of Involvement.
Table 11: Students’ Interest and Benefits Figure 1: Action Research Model (Kemmis, 1988) Figure 2: Comparison of Results of Pre-test and Post-test. Figure 3 Students’ Level Motivation. Abbreviation VCU: Vietnam University of Commerce iv LIST OF ABBREVIATIONS, TABLES AND FIGURES Table 1: Procedures of the Study. Table 2: Results of Question 1 in the Questionnaire Before the Intervention .27 Table 3: Results of Question 2 in the Questionnaire Before the Intervention.
Table 4: Results of Question 3 in the Questionnaire Before the Intervention. Table 5: Results of Question 4 in the Questionnaire Before the Intervention 1.28 Table G: Results of Question 5 in the Questionnaire Before the Intervention Table 7: Means and Standard Deviations of the Scores of the Pre-test and Post-test Table &: Correlations of the Pre-test and Post-tes Table 9: Paired Sample 1-1ests. Table 10: Students’ Level of Involvement. Table 11: Students’ Interest and Benefits Figure 1: Action Research Model (Kemmis, 1988) Figure 2: Comparison of Results of Pre-test and Post-test.
Figure 3 Students’ Level Motivation. Abbreviation VCU: Vietnam University of Commerce iv LIST OF ABBREVIATIONS, TABLES AND FIGURES Table 1: Procedures of the Study. Table 2: Results of Question 1 in the Questionnaire Before the Intervention .27 Table 3: Results of Question 2 in the Questionnaire Before the Intervention. Table 4: Results of Question 3 in the Questionnaire Before the Intervention.
Table 5: Results of Question 4 in the Questionnaire Before the Intervention 1.28 Table G: Results of Question 5 in the Questionnaire Before the Intervention Table 7: Means and Standard Deviations of the Scores of the Pre-test and Post-test Table &: Correlations of the Pre-test and Post-tes Table 9: Paired Sample 1-1ests. Table 10: Students’ Level of Involvement. Table 11: Students’ Interest and Benefits Figure 1: Action Research Model (Kemmis, 1988) Figure 2: Comparison of Results of Pre-test and Post-test. Figure 3 Students’ Level Motivation.
Abbreviation VCU: Vietnam University of Commerce iv ACKNOWLEDGEMENTS T would love to express my decp indobledness to a umber of people whose invaluable support and encouragement were of great help in the completion of this study. Kirst and foremost, 1 would like to advance my special gratitude and respect to my minor thesis advisor, Assoc. Tran Xuan Diep for his invaluable suggestions, cominuous support, greal. encouragement, mrotivatiry allitude as well as critical comments from the beginning of my study.
{ could never have achieved this without his support. 1am also thankful to all my teachers at the English department, University of Languages and Intemational Studies. Viemam National University, ITanoi My special thanks to 40 second-year students at Vietnam University of Commerce for their invaluable support and cooperation to start and complete my thesis. Lastly, my special words of thanks are extent to my family for their endless help, paticnce and support.
Justification for the Study. LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test. uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities.
Dafa Collcction Procedurcs. LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings. Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test.
Results from Students` JowrdÏs. cece cesses seinen 32. Results from Observation Sheet. vi ACKNOWLEDGEMENTS T would love to express my decp indobledness to a umber of people whose invaluable support and encouragement were of great help in the completion of this study.
Kirst and foremost, 1 would like to advance my special gratitude and respect to my minor thesis advisor, Assoc. Tran Xuan Diep for his invaluable suggestions, cominuous support, greal. encouragement, mrotivatiry allitude as well as critical comments from the beginning of my study. { could never have achieved this without his support.
1am also thankful to all my teachers at the English department, University of Languages and Intemational Studies. Viemam National University, ITanoi My special thanks to 40 second-year students at Vietnam University of Commerce for their invaluable support and cooperation to start and complete my thesis. Lastly, my special words of thanks are extent to my family for their endless help, paticnce and support. Justification for the Study.
LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test. uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities. Dafa Collcction Procedurcs.
LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings. Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test. Results from Students` JowrdÏs.
cece cesses seinen 32. Results from Observation Sheet. vi TABLES OF CONTENTS PART A: INFRODUCTION. Rationale of the Study.
Aims of the Study. Objecdves of the Stuấy. co 14, Research Questions 1. Scope ofthe Study.
Significancc of the Stwdy,. Design of the Study. CHAPTER 1: THEORETICAL BACKGROUND AND LITERATURE REVIEW. Some Concepts of Speaking LLL2 — The Roles of Speaking Skilis in Language Teaching.
a 11-13 Principles øƒTeaching Spealing. Classroom Speaking Activities 112 Problem-Solvitig ẢCfiVl8. Definitions of Problem Solving 11.22 Kinds of Problem-Solving activities 1123 Advantages of the Application of Problem-Solving Activities in Teaching Speaking 11 113 Procedures of Conducting Problem-Sulving Activities in a Group 13 12. Review of Related Works.
Justification for the Study. LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test. uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities.
Dafa Collcction Procedurcs. LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings. Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test.
Results from Students` JowrdÏs. cece cesses seinen 32. Results from Observation Sheet. vi ABSTRACT The current sludy cnlilled “Applying Problem-Solving Actwities in Teaching Speaking Skills for the Second-year English-Major Students at Vietnam University of Commerce” was carried out to find out the effectiveness of problem-solving activities in improving students’ speaking competence as well as investigate the students’ motivation towards the use of problem-solving activities in speaking lessons at Vietnam University of Commerce (VUC), and then give some pedayogical implications for teachers.
An action research was implemented wilh 40 students of Linglish Department at VUC during four weeks. Data were collected by observations, oral tests, questionnaires, and student’s joumals. To answer two yesearch questions (1) To whal exlenl docs the application of problem-solving activities improve students’ speaking skills? and (2) What are the effects of problem-salving activities on students” motivation?, four speaking lessons were conducted in the fon of problem-solving aclivilics. The main findings highlighted the students’ improvement in speaking skills after the treatment.
‘'his was shown by the students’ jownals and comparisons of resulls of oral pre-test. and post-test, which have the same format and criteria for assessing. The analyses of the post- intervention questionnaire and observation sheet also indicated that the students are more interested and involved in speaking lessons. Thus, it is expected that the results of this study could benefit Lnglish teachers in general and English teachers in VUC in particular to enhance their speaking lessons.
Justification for the Study. LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test. uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities.
Dafa Collcction Procedurcs. LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings. Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test.
Results from Students` JowrdÏs. cece cesses seinen 32. Results from Observation Sheet. Justification for the Study.
LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test. uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities. Dafa Collcction Procedurcs.
LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings. Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test. Results from Students` JowrdÏs.
cece cesses seinen 32. Results from Observation Sheet. Justification for the Study. LạHH HH1 HH H0 0e CHAPTER 2; RESEARCH METHODS.4, Data Collection Tnstraments 24.1 Speaking Pre-test and Post-test.
uc canh nhe 2. Intervention: ‘he Application of Problem-Solving Activities. Dafa Collcction Procedurcs. LạHH HH1 HH H0 0e CHAPTERä: FINDINGS AND DISCUSSHONS.s cài non ereee BAL, Findings.
Evalnation 24, Research QHexfi0H Í. Resulfs from Pre-test and Post-test. Results from Students` JowrdÏs. cece cesses seinen 32.
Results from Observation Sheet. vi PART A: INTRODUCTI 11. Rationale of the Study Among four skills, speaking plays the most essential part in communication. In fact, Victuamese students realize the necessity as well as importance of cnhaneing language skills in order to meet future job’s needs and communicate in social conversations.
However, it is hard for most of them to use English in the real situations. In the real context of Vietmam University of Commerce, lecture-oriented method is still applied at present although there have been a large number of changes about teaching materials and supplementary activities. Students do not feel elated and enthusiastic when participating in speaking lessons. ‘Their lack of confidence as well as uninteresting speaking activities leads to demotivate them to join in.
Tn addition, other problems such as lack of vocabulary, involvement or enjoyment have great impacts on thei participation in speaking lessons. To solve these problems, more effective speaking activities need ta be exploited 0 as to enhance learners’ communicative competence and help them gel more involved in speaking lessons, so current teachers need to actively engage students in speaking activities that are enjoyable and are based on a more communicative approach. One of them is problem-solving activities, which received many supports from scholars and teachers, Using problem-solving activities is regarded as an effective way ta practise communication skills in which students work with each other to find gut appropriate solutions to a specific problem. Therefore, this is a good chance for them to interact with teachers or other students, which encourage them to be more cheerful and inspired.
Moreover, their discussion will help them share information, create new ideas and boost their self-confidence. Thus, their speaking skill will also be improved.
