GRADUATE ACADEMY OF SOCIAL SCIENCES FACULTY OF FOREIGN LANGUAGES Nguyễn Thị Thoa USING SCENARIO-BASED LEARNING TO ENHANCE SPEAKING SKILLS FOR CUSTOMS OFFICERS AT VIETNAM CUSTOMS SCHOOL MA THESIS IN ENGLISH LANGUAGE HANOI, 2021 GRADUATE ACADEMY OF SOCIAL SCIENCES FACULTY OF FOREIGN LANGUAGES Nguyễn Thị Thoa USING SCENARIO-BASED LEARNING TO ENHANCE SPEAKING SKILLS FOR CUSTOMS OFFICERS AT VIETNAM CUSTOMS SCHOOL Field : English Language Code : 8. Hồ Ngọc Trung HANOI, 2021 DECLARATION BY AUTHOR I hereby certify that the thesis titled "Using Scenario-Based Learning to Enhance Speaking Skills for Customs Officers at Vietnam Customs School" is the outcome of my own research for the Master of Arts in English Language degree. Things from my masterwork are acknowledged and referred to in the references in this thesis. Author’s Signature Nguyễn Thị Thoa i ACKNOWLEGDEMENTS Completing my thesis is one of the most difficult challenges I've ever faced, as well as one of my biggest ambitions.
It was made possible owing to a lot of people's encouragement, assistance and support. First and foremost, I would like to express my deepest thanks to Assoc. Hồ Ngọc Trung, my M.A thesis supervisor, for his courteous consultation, helpful encouragement, and thorough correction during the completion process. This research would not have been possible without his guidance.
I also extend my sincere appreciation and thanks to Dr. Đặng Nguyên Giang - Dean of the Foreign Languages Department, the teachers of Department of Foreign Languages and the other staff at Graduate Academy of Social Sciences and for the honor they have given me to write their thesis and the most valuable comments. Especially, I'd like to express my gratitude to my colleagues at the General Knowledge Faculty of Vietnam Customs School and other colleagues at Customs Departments for their support and attendance during my studies. I'd like to express my gratitude to all twenty four participants from the 23rd course who participated in this study for their patience and cooperation.
Teachers and learners who engaged in this action research at various stages provided useful information that helped me gain a better understanding of teaching speaking at a vocational school. Lastly, this research is dedicated to my family for their support and sympathy during my M. studies at the Graduate Academy of Social Sciences. I am extremely inspired to finish my thesis because of their devotion and contribution.
ii ABSTRACT This research aims to try to determine the efficiency and views of learners on the usefulness of scenario-based learning. The researcher conducted action research on the 23rd English course for Customs, including twenty-four learners, and two teachers, working as observers for two months at some other customs departments. This research has used the embedded mixed methodology approach to collect quantitative data using speech tests and acquire qualitative data using interviews, observation checklists, and survey questionnaires. The findings of the investigation indicated SBL to have a substantial impact on the speaking abilities of the learners, and also demonstrated a greater degree of engagement, curiosity, trust, creativity and collaborative learning.
Based on the results, this study proposes that SBL be implemented in the foreign language teaching of English. iii TABLE OF CONTENTS DECLARATION BY AUTHOR. iii TABLE OF CONTENTS. iv LIST OF TABLES.
vii LIST OF FIGURES AND CHARTS. viii LIST OF ABBREVIATIONS. ix CHAPTER 1: INTRODUCTION. Aims of the study.
Scope of the study. Significance of the Study. Structure of the Study. 6 CHAPTER 2: LITERATURE REVIEW.
Concepts of Speaking. Definition of speaking. The Importance of Teaching and Learning Speaking Skills. Characteristics of Successful Speaking Activities.
Speaking Proficiency Testing Criteria. Challenges of speaking English as a foreign language. Strategies for Teaching Speaking Skills. Principles of Teaching Speaking.
Techniques for Assessing Speaking. Concepts of Scenario Based Learning. Definition of Scenario Based Learning. The Importance of Using Scenario Based Learning.
Approaches of Scenario Based Learning. Components of Scenario Based Learning. Stages of Scenario Based Learning. Types of Scenario Based Learning Strategy.
The Teacher and the Learner Roles in SBL. Teaching and Learning English at Vietnam Customs School. Teaching and Learning Styles in Vietnam. The SBL Activities in the English for Customs Training Materials.
The Teachers from Department. Data Collection Instruments. 43 CHAPTER 4: FINDINGS AND DISCUSSIONS. Data Analyzed from Questionnaires.
Data from Tests Analyzed. Interview Data Analysis. Classroom observation data analysis. Limitations and Suggestions for Further Studies.
Suggestions for Further Studies. 68 APPENDIX 1: Scoring rubic for speaking test. I APPENDIX 2: Pre-test of speaking. III APPENDIX 3: Survey questionnaire.
IV APPENDIX 4: Scenario-based learning opinion questionnaire. VI APPENDIX 5: Post-test of speaking. IX APPENDIX 6: Interview questions for learners. X APPENDIX 7: Observation sheet overall class motivation.
XI APPENDIX 8: Lesson plan. XIII vi LIST OF TABLES Table 2. Learners' oral evaluation criteria. The Activities in the English for Customs Training Materials.
The Criteria of Speaking Performance .2 The Observation Checklist .1: Learners' evaluations of their English knowledge achievements .2: Assessment of learners' speech performance.3: Learners' evaluations of their learning skill achievements .4: Comparison between pre-test and post-test mean scores .5: Learners’ scores of both tests.6: Overall class motivation scores for all learners. 60 vii LIST OF FIGURES AND CHARTS Chart 4.1: Learners’ willingness in speaking English in class .2: The factors that impact the restricted speaking capacity of learners .3: Choice of speech exercises for learners .4: Learners’ comments on learning environment .5: Learners feedback on the use of SBL. 50 viii LIST OF ABBREVIATIONS AR: Action Research CAR: Class action research EFL: English as Foreign Language SBL: Scenario-Based Learning VCS: Vietnam Customs School L: Learners T: Teacher ix CHAPTER 1: INTRODUCTION This chapter introduces the rationale of the study, the aims, the research questions, the scope, the methods, the significance, and the structure of the study. Rationale English is the most prominent language in the world, still utilized as a native, second or foreign language in nearly all countries simply because it is connected with contemporary technology, science, medicine, trade and globalization.
In Vietnam, the necessity to teach and learn English has become unavoidable in schools, colleges, universities, and other institutions. In addition, English substitutes for other languages, becomes the world- wide leading media and the dominant foreign language in the globe. English is now the language of worldwide communication, research, commerce, advertising, diplomacy, and sophisticated technology transmission. The major objective of teaching English at Vietnam Customs School is therefore to enable customs officers to communicate in English to have debates or lectures at international workshops, conferences and to address the problems of greater customs requirements.
In the end, then, the necessity to provide customs officials with basic language abilities, as the principal communication and focus for speaking English throughout working time is offered. According to Hammam, one of the four language macro abilities is speaking (2018). (This includes listening, speaking, reading, and writing.) It is a method for learners to communicate with others in order to achieve certain goals or to express their thoughts, intentions, hopes, feelings, and points of view. 1 In the same context, EL Menoufy, (1997, p.9) argues that speaking is used twice as much as reading and writing in the communication.
Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely related to listening as two interrelated ways of fulfilling communication. Every speaker is simultaneously a listener and every listener is at least potentially a speaker. Barros (2003), however, shows that language failure may influence other English abilities.
When students find it difficult to interact with people, they begin to lose their desire towards studying the foreign language since language isn't a unit of distinct components. This study therefore demonstrates that it is vital for the learner to talk since it assists them to develop EFL-speaking abilities. Moreover, speaking may motivate the general participants and make the English language lesson interesting and a dynamic environment when the proper language activities are being taught in the classroom. Moreover, other languages may be supported through speech.
This study therefore shows the necessity to train customs officials who are speaking since it helps to build EFL-speaking skills. In addition, speaking may enhance the general enthusiasm of the students and can turn the English classroom into an interesting and dynamic atmosphere, provided the classroom is properly instructed. Speaking can also contribute to other linguistic skills. In view of the foregoing, the researchers firmly think that various techniques can improve the ability to talk.
Scenario-based learning is one of these (SBL). It is a way of teaching and strengthening language skills available to teachers. 2 SBL approach, according to Jinks and Razdar (2012), consists of three stages: planning, implementing, and assessing. These are the most typical steps of incorporating SBL into various educational programs.
Likewise, Yetick et al. (2012) state that implementing SBL helps to improve learners' motivation, self-esteem, and self-image, highlight their sense of interest, purpose, responsibility, satisfaction, participation, and academic achievement, modify their negative attitudes and perceptions, help them overcome shyness, inhibition, fear of failure, and language anxiety, and work in a collaborative environment. The researcher's goal in this study is to assess how successful SBL is at improving speaking abilities. As a result, before presenting speaking activities, the researcher uses a variety of SBL-related tasks.
These scenarios are designed to assist learners in learning how to create their own knowledge and to become active speakers and participants in their studies. Finally, SBL is utilized to assist individuals make connections between what they believe and what they say. The researcher used the efficacy of employing SBL method in enhancing speaking and prospective thinking abilities for customs officers at Vietnam Customs School due to the various advantages of Scenario-Based Learning strategy. Aims of the study The research aims at helping learners at Vietnam Customs School to improve their speech efficiency.
The research tries to achieve this objective: (i) discovering customs officers’ attitudes towards learning speaking skill through SBL in their English class. (ii) finding out the effectiveness of using SBL to enhance customs officers’ English speaking skill. Research questions Based on the above-mentioned objectives, the researcher derives the main questions of the study as follows: (1) To what extend is the effectiveness of the use of SBL to improve customs officers’ English speaking abilities at Vietnam Customs School? (2) What are the attitudes of customs officers in their English class towards learning speaking skill through SBL? 1. Scope of the study Due to time constraints, the research cannot cover all of the ways of speaking skills to boost learners' speaking abilities in a language lesson.
As a result, the study focuses primarily on the usefulness of employing SBL in improving speaking abilities for customs officers at VCS. Significance of the Study English communication is critical in nearly every aspect of life, particularly in education and business. Hopefully, the research will aid in the successful teaching of speaking abilities in schools and at Vietnam Customs School in particular. This study is very significant to Vietnam Customs School, particularly to the learners and lecturers there.
In theory, the outcomes of this study will demonstrate the effectiveness of Scenario-Based Learning in prior studies. With the goal that, as a result of this research, both learners and lecturers at VCS would be able to determine the principles which govern for learning and teaching speaking skills. Furthermore, the outcomes of this study can be used to teach speaking skills to other researchers who wish to investigate SBL more thoroughly in the future. The researcher is particularly interested in this study because she hopes to learn more about the benefits of teaching and developing speaking skills to instructors and learners at Vietnam Customs School.