vietnam national university, hanoi UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY of post - graduate studies HOÀNG THỊ NGỌC MAI A STUDY ON THE EFFECT OF TEACHERS' ORAL FEEDBACK ON STUDENTS' INTEREST IN ENGLISH SPEAKING LESSONS AT AN LAO HIGH SCHOOL NGHIÊN CỨU ẢNH HƯỞNG TỪ NHỮNG NHẬN XÉT NÓI CỦA GIÁO VIÊN ĐỐI VỚI HỨNG THÚ CỦA HỌC SINH TRONG CÁC GIỜ HỌC NÓI TIẾNG ANH TẠI TRƯỜNG THPT AN LÃO M. MINOR THESIS Field: English Teaching Methodology Code: 60.10 HANOI - 2012 1 TIEU LUAN MOI download : skknchat@gmail.com HÀ NỘI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES HOÀNG THỊ NGỌC MAI A STUDY ON THE EFFECT OF TEACHERS' ORAL FEEDBACK ON STUDENTS' INTEREST IN ENGLISH SPEAKING LESSONS PART AT – INTRODUCTION AN ALAO HIGH SCHOOL 1. Rationale The world is presently witnessing a rapid increase in the use of English as a NGHIÊN language CỨUcommunication. of wider ẢNH HƯỞNGUsing TỪ NHỮNG English NHẬN XÉTis NÓI frequently an CỦA important GIÁO VIÊN ĐỐI VỚI HỨNG THÚ CỦA HỌC SINH TRONG CÁC requirement in all aspects of life.
At schools, teachers and students have paid much GIỜ HỌC NÓI TIẾNG ANH TẠI TRƯỜNG THPT AN LÃO attention to all four major language skills: reading, speaking, listening and writing. Among these skills, speaking is considered as the most important one. Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it M.
MINOR THESIS seems at first and involves more than just pronouncing words. After learning speaking skill, it is easier to develop reading and writing skill. But how can we speak English fluently? The first factor we have to mention is the interest in speaking because “We Field: English Teaching Methodology just do well when we like it.10 Supervisor: In the process of teaching and learningDương Thị English, Nụ,arePh.D there many factors affecting the success of language learners such as aptitude, age, personality, interest and so on, among which interest plays an important role. With 4 years of experience in teaching English at high school, I have realized that there are many factors affecting students in HANOI - 2012 2 TIEU LUAN MOI download HANOI :- 2012 skknchat@gmail.com TABLE OF CONTENTS Candidate's statement …………………………………………………………… i Acknowledgements …………………………………………………………….
iii Table of contents……………………………………………………………… iv List of charts and tables…………………………………………………………. vi PART A: INTRODUCTION…………………………………………………. Rationale of the research……………………………………………………… 1 2. Aims of the research ………………………………………………………….
Methods of the research………………………………………………………. Scope of the research ………………………………………………………… 2 6. Design of the research…………………………………………. 4 Chapter 1: Theoretical back ground………………………………………….1 Teaching English speaking skill …………………………………………….1 Definition of speaking skill ……………………………………………….2 Typical features of speaking skill ………………………………………… 4 7 1.3 The roles of the teacher in different stages of teaching speaking ………… 8 1.1 Definitions of feedback ………………………………………………….2 Types of oral feedback …………………………………………………… 15 1.3 The importance of teachers' feedback in teaching and learning a language 15 Chapter 2: The study………………………………………………………….
17 iv TIEU LUAN MOI download : skknchat@gmail.1 Justification for data collection instruments ………………………………… 18 18 2.2 Description of the subjects ………………………………………………….3 Instruments of the study…………………………………………………….4 Description of the procedures……………………………………………… 20 2. 20 CHAPTER 3: Findings, discussion and recommendations………………….1 Findings and discussion …………………………………………………….1 Results from interview with teachers……………………………………… 3.2 Results from questionnaires for students ………………………………….3 Students‟ opinions on the oral feedback…………………………………… 3.4 The types of oral feedback that teachers gave to students in speaking 30 lessons…………………………………………………………………………… 33 3.5 The effect of teachers‟ oral feedback on students‟ interest in speaking 36 lessons……………………………………………………….2 Recommendations…………………………………………………………… 35 PART C: CONCLUSIONS……………………………………………………. Limitations and suggestions for further study………………………………… REFERENCES…………………………………………………………………. v TIEU LUAN MOI download : skknchat@gmail.School LIST OF CHARTS AND TABLES Table 1: Purposes of learning English……………………………….
21 Chart 1: Students‟ perceived importance of English…………………. 23 Chart 2: Students‟ attitude to learn English speaking………………. 23 Chart 3: Students‟ desire to learn English speaking…………………. 24 Chart 4: Students‟ interest in learning speaking…………………….
25 Chart 5: Students‟ frequency of speaking English in class time……. 25 Chart 6: Students‟ reluctance of speaking English…………………… 26 Chart 7: Students‟ Beliefs on the Importance of Feedback…………. 27 Chart 8: Students‟ Opinions on Teachers‟ Feedback Frequency …… 27 Chart 9: Students‟ comprehension of teacher feedback……………… 28 Table 2: The types of feedback used in classroom in four different classrooms. 29 Chart 10: Students' preferences for kinds of feedback……………….School TIEU LUAN MOI download : skknchat@gmail.School PART A – INTRODUCTION 1.
Rationale The world is presently witnessing a rapid increase in the use of English as a language of wider communication. Using English frequently is an important requirement in all aspects of life. At schools, teachers and students have paid much attention to all four major language skills: reading, speaking, listening and writing. Among these skills, speaking is considered as the most important one.
Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. After learning speaking skill, it is easier to develop reading and writing skill. But how can we speak English fluently? The first factor we have to mention is the interest in speaking because “We just do well when we like it.” In the process of teaching and learning English, there are many factors affecting the success of language learners such as aptitude, age, personality, interest and so on, among which interest plays an important role.
With 4 years of experience in teaching English at high school, I have realized that there are many factors affecting students in speaking English, one of which is teachers‟ oral feedback. This is the reason why I choose to study the effect of teachers‟ oral feedback on students‟ interest in speaking lessons at An Lao High School. This study will examine types of oral feedback that teachers at An Lao High School often use in speaking lessons and their effect on students‟ interest. The researcher hopes that this study will figure out some useful ways to help teachers and students enhance their interest in speaking lessons.
Aims of the research The research is conducted to identify the ways teachers at An Lao High School often give oral feedback in speaking lessons. Basing on this fact, the researcher tries to find out the fact of teachers' oral feedback at An Lao High School and the effect 1 (LUAN.School TIEU LUAN MOI download : skknchat@gmail.School of this feedback on students‟ interest in speaking lessons. Specifically, this research tries to explore the potential sources causing the lack of confidence of students when speaking English in class. Furthermore, the researcher tries to find out some effective ways to give oral feedback with the anticipation of helping teachers of English at An Lao High School improve the quality of their teaching the speaking skill.
Research questions To achieve the aims which are mentioned above, the following research questions were raised for exploration: 1. What types of oral feedback does the teacher give to respond to the students‟ performance in speaking lessons at An Lao High School? 2. What are the effects of teacher‟s oral feedback on students‟ interest in speaking lessons? 4. Methods of the research The research is to explore the effects regarding oral feedback in speaking lessons.
The data was collected through interviews and classroom observations. The data collected was then analyzed to gain the insights and implications of the study. After the data is collected, analyzed and discussed, some conclusions will be drawn, and some suggestions will be made in the study. Scope of the research Feedback in speaking skill is such a broad topic that the researcher cannot discuss all the aspects related.
Therefore, within the framework of a minor thesis, this research focuses only on the teachers‟ oral feedback in responding to the students‟ speaking tasks at An Lao High School. To improve interest in speaking skills for the students at An Lao High School, various activities can be used, and a number of things should be done. However, the researcher only intends to overview a brief of the current situations of teaching and learning English speaking skills at An Lao High School, and to analyze the effects of teachers‟ oral feedback on students‟ interest and to make some recommendations 2 (LUAN.School TIEU LUAN MOI download : skknchat@gmail.School to motivate students to speak English more. The research was carried out with the participation of 7 school teachers of English and 120 students at 11th grade from 11B1 to 11B5 of An Lao High School.
Design of the research The research is divided into three main parts as follows: Part A. Introduction, presents an overview of the study in which the rationale for the research, the research problem, the purposes, the research questions, the scope of the study, the research method, as well as the design of the study were briefly presented. Development, consists of three chapters Chapter one is the theoretical background including the definition of feedback, as well as an overview on the ways that teachers at An Lao High School give oral feedback in speaking lessons. These lay the foundation for the choice of the medium for the research.
More specifically, it presents a number of research in which feedback has been used to help students make improvement in their language study. Chapter two is a detailed discussion of the method used in the study. This chapter presents a thorough justification for the use of continuous feedback and action research. It also gives a thorough description of the research‟s components, as well as the research program.
Chapter three discusses the findings of the research and provides pedagogical implications, as well as presents limitations of the research. It also suggests direction for further research in the same field. Conclusion, summarizes the main issues of the study.School TIEU LUAN MOI download : skknchat@gmail.School PART B – DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Teaching English speaking skill 1.1 Definition of speaking skill Florez (1999) defined speaking was „an interactive process of constructing meaning that involves producing and receiving and processing information‟ (Balley, 2005: 2). It is „often spontaneous, open- ended and evolving‟, but it is not completely unpredictable.
In other words, „speaking consists of producing systematic verbal utterances to convey meaning‟. Bygate (1997) stated that speaking was a skill which deserved attention every bit as much as literacy skill. It is often thought of as a „popular‟ form of expression that uses the unprestigious „colloquial‟ register. Speaking is in many ways an undervalued skill.
Perhaps this is because we can almost all speak, and so take the skill too much for granted. In his own view, Mackey (1965) shows that „oral expression involves not only the use of the right sounds in the right patterns of rhythm and intonation, but also a choice of words and inflections in the right order to convey the right meaning‟(Bygate,1997: 5). According to Mackey, for the student who wants to be good at speaking, he/she has to choose the right forms, put them in correct order, sound it like native speaker and even produce the right meanings.2 Typical features of speaking skill Communicative and whole language instructional approaches promote integration of speaking, listening, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning if they are to support language development.
Outside the classroom, 4 (LUAN.School TIEU LUAN MOI download : skknchat@gmail.School listening is used twice as often as speaking, which in turn is used twice as much as reading and writing (Rivers, 1981:428). Inside the classroom, speaking and listening are the most often used skills (Brown, 1994:75). They are recognized as critical for functioning in an English language context, both by teachers and by learners. These skills are also logical instructional starting points when learners have low literacy levels (in English or their native language) or limited formal education, or when they come from language backgrounds with a non-Roman script or a predominantly oral tradition.