MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI TU LINH EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF ENACTING THE COMMUNICATION SKILL SECTION IN PRE-INTERMEDIATE VOICES COURSEBOOK AT QUY NHON UNIVERSITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Ha Thanh Hai, Ph.D Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ TÚ LINH NHẬN THỨC VÀ VIỆC THỰC HÀNH GIẢNG DẠY MỤC COMMUNICATION SKILL TRONG GIÁO TRÌNH PRE-INTERMEDIATE VOICES CỦA GIẢNG VIÊN TRƯỜNG ĐẠI HỌC QUY NHƠN Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Người hướng dẫn: TS. Hà Thanh Hải Bình Định - 2023 i DECLARATION OF AUTHORSHIP The research study, entitled "EFL Teachers' Perceptions and Practices of Enacting the Communication Skill Section in Pre-Intermediate Voices Coursebook at Quy Nhon University," was conducted with the guidance of Dr. Ha Thanh Hai, an esteemed lecturer at Quy Nhon University. I declare that all the information reported in this study is the outcome of my independent research efforts.
The materials referenced in this study are diligently acknowledged, and no other sources have been utilized without proper attribution within the main body of the thesis. It is crucial to note that this thesis has not been previously submitted, either partially or in its entirety, for the purpose of obtaining any other academic degree or diploma. Binh Dinh, 2023 Nguyen Thi Tu Linh ii ACKNOWLEDGEMENTS The completion of my master's thesis has been made possible by the invaluable support, guidance, and contributions of numerous individuals. I am deeply grateful to each and every one of them for their unwavering dedication and assistance throughout this research endeavor.
First and foremost, I would like to express my sincere appreciation to my thesis supervisor, Dr. Ha Thanh Hai. His expertise, dedication, and invaluable guidance have been crucial in shaping the direction and quality of this research. I am immensely grateful for his mentorship, constructive feedback, and support throughout the entire process.
Furthermore, in addition to the aforementioned individuals, I would also like to extend my heartfelt thanks to the lecturers in the Foreign Language Department who graciously participated as respondents in this study. Their willingness to share their insights, experiences, and expertise has provided the necessary data and enriched the depth of this research. Moreover, I am deeply grateful for the unwavering support of my parents and the unwavering encouragement of my friends. Their presence and assistance have been invaluable throughout this thesis, shaping both my personal and academic growth.
Last but not least, I would like to extend my appreciation to all those who have supported me in various ways during the course of this thesis. Your words of encouragement, belief in my abilities, and acts of kindness have been immensely meaningful and have motivated me to overcome obstacles. iii ABSTRACT This study aimed to investigate EFL teachers’ perceptions and practices of enacting the communication skill section in Pre-Intermediate Voices coursebook. To fulfill the aim, the study was carried out at Quy Nhon University with the enthusiastic participation of 20 English teachers.
The data for the study was collected through teachers’ questionnaires, semi-structured interview, and classroom observations, and then analyzed both quantitatively and qualitatively. The findings of the study revealed that (1) the teachers’ perceptions regarding the use of the communication skill section in improving students’ sociolinguistic competence, strategic competence, and pronunciation and vocabulary aspect of linguistics competence in the communication skill section were moderately positive. Specifically, they were in favor of the use of sociolinguistic and strategic competence in speaking classrooms as it significantly contributed to improving their students’ speaking performance. (2) Teachers implemented different practices to enhance communicative competence, including activities to develop linguistic, sociolinguistic, and strategic competence.
They focused on speaking through interactive tasks like group works, pair works, games, role- plays and discussions in the speaking teaching cycle. (3) Based on the data obtained, there is a correlation between teachers' perceptions and practices of the communication skill section. Positive perceptions aligned with implementation of practices targeting different aspects of communication skills. However, there may be some discrepancy in improving discourse competence, as perceptions were neutral in that area.
iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP. iii TABLE OF CONTENTS. iv LIST OF ABBREVIATION. vii LIST OF TABLES.
viii LIST OF FIGURE. Aims and objectives. Scope of the study. Significance of the study.
Organization of the study. Communicative language teaching method. Teaching speaking skills. Characteristics of speaking performance.
Core speaking skills. A Teaching-Speaking Cycle. Speaking activities in EFL classroom. Interviews/ Talk shows.
The role of teachers and coursebooks in speaking classrooms. Previous related studies. Research setting and participants. Semi-structured interview.
Data collection procedures. Data analysis procedures. Research reliability and validity. FINDINGS AND DISCUSSION.
Teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook. Teachers’ perceptions of the language learning definition. Teachers’ perceptions of the linguistic competence realized in the communication skill section.3 Teachers’ perceptions of the sociolinguistic competence realized in the communication skill section.4 Teachers’ perceptions of the discourse competence realized in the communication skill section.5 Teachers’ perceptions of the strategic competence realized in the communication skill section. Teachers’ practices of enacting the communication skill section in Pre- Intermediate Voices coursebook.
Focus learners’ attention on speaking. Provide input and guide planning. Conduct speaking tasks. Focus on language/skills/strategies.
Repeat speaking tasks. Direct learners’ reflection on learning. Facilitate feedback on learning. Teachers’ perceptions and their actual classroom practices regarding enacting the communication skill section in the Pre-Intermediate Voices coursebook.
CONCLUSION AND IMPLICATIONS. Recommendations and suggestion for further research. 1 APPENDIX B: QUESTIONS FOR SEMI-STRUCTURED INTERVIEW. 4 APPENDIX C: CLASSROOM OBSERVATION CHECKLIST.
5 vii LIST OF ABBREVIATION CLT: Communication Language Teaching EFL: English as a Foreign Language viii LIST OF TABLES Table 3. Research questions and instruments. Teachers’ perceptions of the language learning definition. Teachers’ perceptions of the linguistic competence realized in the communication skill section.
Teachers’ perceptions of the sociolinguistic competence realized in the communication skill section. Teachers’ perceptions of the discourse competence realized in the communication skill section. Teachers’ perceptions of the strategic competence realized in the communication skill section. 51 ix LIST OF FIGURE Figure 1.
The Teaching-Speaking Cycle (Goh & Burns, 2012, p. 20 1 CHAPTER 1 INTRODUCTION This chapter provides an explanation for the study and outlines the main elements of the thesis. It begins by presenting the key reasons for conducting the study. The objectives of the thesis are then stated and further clarified through research questions.
The chapter also discusses the extent and importance of the current study. It concludes by describing how the thesis is organized.1 Rationale In today's world, teaching communication skills in the context of English education is extremely important. English is widely used for global communication, and being proficient in it provides many opportunities. By teaching communication skills, teachers help students navigate diverse environments and express themselves clearly.
Developing these skills also encourages critical thinking, creativity, and empathy, preparing students to succeed in our interconnected society. According to Nazari (2005), teachers' perceptions of teaching communication skills in the context of English education hold significant weight in today's educational landscape. As key facilitators of learning, teachers play a crucial role in shaping students' language acquisition and communication abilities. Their understanding of the importance of communication skills influences their instructional strategies, curriculum design, and assessment methods.
Yufrizal (2017) suggested that by recognizing the value of fostering effective communication, teachers can create a supportive and engaging learning environment that nurtures students' language proficiency and confidence. Moreover, Chand (2022) reported that teachers who prioritize communication skills are better equipped to adapt their teaching approaches to meet the evolving needs and demands of the modern world. By valuing and 2 prioritizing the teaching of communication skills, educators contribute to equipping students with the tools they need to thrive in an interconnected and linguistically diverse society. One specific aspect of communication skills that holds immense importance in English education is the teaching of oral communication or speaking.
Oral communication serves as a cornerstone for effective interpersonal interaction and understanding. Furthermore, research conducted on spoken language corpora, such as the CANCODE spoken corpus analyzed by McCarthy and Carter (1995), has presented substantial evidence of notable distinctions between spoken and written English and the implications for pedagogy (Carter, 1998, as cited in Renandya & Widodo, 2016). This highlights the necessity for a teaching methodology that goes beyond a solely text-based approach to ensure that second language (L2) learners acquire a natural command of English that accurately reflects real-life spoken usage (McCarthy and Carter, 2001, as cited in Renandya & Widodo, 2016). This viewpoint is also shared by practitioners such as Goh (2009) and Timmis (2005).
By focusing on developing speaking skills, teachers empower students to express their thoughts, ideas, and emotions with clarity and confidence. This proficiency in spoken English not only enhances students' ability to engage in meaningful conversations but also equips them with the necessary skills to navigate real-life situations, such as interviews, presentations, and group discussions. Moreover, teaching speaking skills cultivates active listening, critical thinking, and effective expression, enabling students to become effective communicators in various professional and social contexts. By emphasizing the teaching of oral communication skills, educators provide students with a valuable toolset that extends beyond language proficiency and prepares them for success in their personal and professional lives.
In that given context, it is crucial to foster effective communication proficiency among learners of English as a foreign language, recognizing that 3 acquiring proficiency in a foreign language is neither simple nor effortless. Indeed, researchers have investigated various instructional approaches in order to identify an effective method for teaching and learning English speaking skills in ESL classrooms. Numerous researchers globally (Nishino, 2011; Adem, Berkessa, 2022) strongly advocate that teachers' perceptions of teaching speaking skills should align with their classroom practices. Since the introduction of the communicative language teaching approach (CLT) in the 1970s, many English instructors have embraced this approach to facilitate the development of higher-quality speaking skills among students.
According to Nishino (2011), teachers consider a change in classroom conditions to be a prerequisite for implementing CLT in their teaching. However, as highlighted by Adem, Berkessa (2022), while the teachers employed similar major activities and teaching cycles, many of their actual classroom practices did not align with the principles of Communicative Language Teaching. Various factors, including those related to the learners, influenced the teachers' implementation of CLT principles and their overall approach to teaching speaking skills. Despite the increasing amount of research on the influence of teachers' beliefs on teaching speaking skills (Gandeel, 2016; Webster, 2019), there has been limited prior investigation into teachers' perspectives and implementation of the communication skill section in coursebooks.
In Vietnam, some studies have explored teachers' perceptions of teaching speaking skills at the high school level (Mai, 2016; Thai, Nguyen, 2022). However, there is a lack of research addressing the disparity between teachers' perceptions and their actual classroom practices regarding the materials used at the tertiary level. Therefore, conducting further research to gain insights into teachers' perceptions and practices is crucial for a better understanding of the utilization of materials in teaching speaking skills, particularly in tertiary education settings. Based on the aforementioned factors, the writer has been motivated to select the topic "EFL Teachers' Perceptions and Practices of Enacting the 4 Communication Skill Section in the Pre-Intermediate Voices Coursebook at Quy Nhon University" for my M.
The anticipated outcomes of the study aim to offer valuable insights and pedagogical suggestions that can contribute to the improvement of teaching speaking skills in the L2 context, benefiting both teachers and students in achieving more effective instructional outcomes. Aims and objectives 1.
