VIETNAM SATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, VŨ THỊ THƯƠNG TEACHERS’ USE OF CLASSROOM-MANAGEMENT ACTIVITIES TO INVOLVE THE STUDENTS IN ENGLISH-SPEAKING LESSONS AT THUY IIƯƠNG THGII SCHOOL, HẢI PHÒNG CTITY VIỆC SỬ DUNG CÁC HOẠT ĐỘNG QUẦN LÝ LỚP HỌC CỦA GIÁO VIÊN NHẰM TITU HÚT HỌC SINH THAM GIÁ VÀO TIŠT HỌC NÓI ‘TENG ANH 'TAITRUGNG ‘THPT THUY HUONG, HAI PHONG MLA. Minor Thesis Field: English Methodology Code: 60.111 HANOT - 2013 VIETNAM SATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, VU THI THUONG TEACHERS’ USE OF CLASSROOM-MANAGEMENT ACTIVITIES TO INVOLVE THE STUDENTS IN ENGLISH-SPEAKING LESSONS AT THUY HUONG HIGH SCHOOL, HAI PHONG CITY VIỆC SỬ DỰNG CÁC HOẠT ĐỘNG QUẢN LÝ LỚP HỌC CỦA GIÁO VIÊN NHẰM THỤ HÚT HỌC SINH THAM GIÁ VÀO LIšI HỌC NÓI TIENG ANH TẠI TRƯỜNG THPT THỰY HƯƠNG, HAI PHÒNG MLA. Minor Thesis Field: English Methodology Code: 60.111 Supervisor: Trần Xuân Diệp, Assoc. HANOT - 2013 DECLARATION: I certify that the work contained in this thesis is the result of my own research, and this thesis has nol.
been submitted for any degree at any offer universily or institution. Hanoi, October 2013 Signature Vũ Thị Thương PART A: NTRODUCTON 1, Rationale In Vietnam, English has been taught as a compulsory subject in most schools throughout the country. [lowever, although the four English skills including reading, listening, speaking and writing have been entirely introduced to the teaching curriculum, there remains the reality that a significant number of students who have been learning English for four to seven years or even more at schools still cannot orally communicaic in English. This undoubtedly resulls from the fact.
that speaking skill still does not receive enough attention from both teachers and students. Due to the fact that the English tests in schools’ General Education Graduahion Exarmination for the sludenls are i written form, mosh school icachers: seem to foous their concentration upon grammar knowledge rather than language use. Similarly, the evidence of the students’ lack of attention to their Fnglish- speaking lessons is (he situation of the students’ low participation in classroom activities. While studies have showed the positive impacts of the students’ involvement on their academic resulis, a large number of giudenls remain silent.
This wees school administrators, cducators, and teachers to look into the causes of the issue and seek for the most effective solutions. Consequently, a variety of investigations have been conducted into this issue (e. Gomez et al, 1995, Al- Seyabi, 2002; Lee, 2005; Tsou, 2005; Faizah & Liew, 2007, Sayadi, 2007, Lich, 2007; llằng, 2008; Linh, 2008; Tuyết, 2009, Uyên, 2009, Oyinlove, 2010; MMustapha et al. Then, of all the factors that have affected the students’ participation in English-speaking tasks, the teachers’ classroom management has been proved to be one of the major factors ‘the researcher, from her own teaching experience, is in favor of the remark from many previously mentioned studies that teachers’ use of classroom management acliviies affects the level of students’ participation in English-speaking lessons.
‘Then, PART A: NTRODUCTON 1, Rationale In Vietnam, English has been taught as a compulsory subject in most schools throughout the country. [lowever, although the four English skills including reading, listening, speaking and writing have been entirely introduced to the teaching curriculum, there remains the reality that a significant number of students who have been learning English for four to seven years or even more at schools still cannot orally communicaic in English. This undoubtedly resulls from the fact. that speaking skill still does not receive enough attention from both teachers and students.
Due to the fact that the English tests in schools’ General Education Graduahion Exarmination for the sludenls are i written form, mosh school icachers: seem to foous their concentration upon grammar knowledge rather than language use. Similarly, the evidence of the students’ lack of attention to their Fnglish- speaking lessons is (he situation of the students’ low participation in classroom activities. While studies have showed the positive impacts of the students’ involvement on their academic resulis, a large number of giudenls remain silent. This wees school administrators, cducators, and teachers to look into the causes of the issue and seek for the most effective solutions.
Consequently, a variety of investigations have been conducted into this issue (e. Gomez et al, 1995, Al- Seyabi, 2002; Lee, 2005; Tsou, 2005; Faizah & Liew, 2007, Sayadi, 2007, Lich, 2007; llằng, 2008; Linh, 2008; Tuyết, 2009, Uyên, 2009, Oyinlove, 2010; MMustapha et al. Then, of all the factors that have affected the students’ participation in English-speaking tasks, the teachers’ classroom management has been proved to be one of the major factors ‘the researcher, from her own teaching experience, is in favor of the remark from many previously mentioned studies that teachers’ use of classroom management acliviies affects the level of students’ participation in English-speaking lessons. ‘Then, TABLE OF CONTENTS Pages Declaration .ỌỎ List of figures.
LạHH HH1 HH H0 0e "—. Table of contents. Objectives af the study 2 3. Soope of the study.
Design of the study. 4 CHAPTER 1: THEORETICAL BACKGROUXU. Defimtion of major relaled concepts, 4 1. Students’ participation in Linghsh-speaking lessons.
Teacher's classroom management in English-speaking lessons 6 1. Personalizing a large class 7 1. Getting studenfs' attention. Developing good discipline.
Managing pair and group wark. Review oŸ existing related workks. Summary - - - 14 CHATTER 2: METHODOLOGY.ciecceeierireiieirrrrrrrerrrrrrrririeoo TẾ, 2, Limitationsof the shổy. cọc cà nnrrrerirreirrre 3.
Suggostions for further rescarch, - - 37 REFERENCES. APPENDIXES Appendix A - SURVEY QUESTIONNAIRE FOR TEACHERS. T Appendix B - SURVEY QUESTIONNAIRE FOR STUDENTS. Appendix C - CLASSROOM OBSERVATION SHEET PART A: NTRODUCTON 1, Rationale In Vietnam, English has been taught as a compulsory subject in most schools throughout the country.
[lowever, although the four English skills including reading, listening, speaking and writing have been entirely introduced to the teaching curriculum, there remains the reality that a significant number of students who have been learning English for four to seven years or even more at schools still cannot orally communicaic in English. This undoubtedly resulls from the fact. that speaking skill still does not receive enough attention from both teachers and students. Due to the fact that the English tests in schools’ General Education Graduahion Exarmination for the sludenls are i written form, mosh school icachers: seem to foous their concentration upon grammar knowledge rather than language use.
Similarly, the evidence of the students’ lack of attention to their Fnglish- speaking lessons is (he situation of the students’ low participation in classroom activities. While studies have showed the positive impacts of the students’ involvement on their academic resulis, a large number of giudenls remain silent. This wees school administrators, cducators, and teachers to look into the causes of the issue and seek for the most effective solutions. Consequently, a variety of investigations have been conducted into this issue (e.
Gomez et al, 1995, Al- Seyabi, 2002; Lee, 2005; Tsou, 2005; Faizah & Liew, 2007, Sayadi, 2007, Lich, 2007; llằng, 2008; Linh, 2008; Tuyết, 2009, Uyên, 2009, Oyinlove, 2010; MMustapha et al. Then, of all the factors that have affected the students’ participation in English-speaking tasks, the teachers’ classroom management has been proved to be one of the major factors ‘the researcher, from her own teaching experience, is in favor of the remark from many previously mentioned studies that teachers’ use of classroom management acliviies affects the level of students’ participation in English-speaking lessons. ‘Then, TABLE OF CONTENTS Pages Declaration .ỌỎ List of figures. LạHH HH1 HH H0 0e "—.
Table of contents. Objectives af the study 2 3. Soope of the study. Design of the study.
4 CHAPTER 1: THEORETICAL BACKGROUXU. Defimtion of major relaled concepts, 4 1. Students’ participation in Linghsh-speaking lessons. Teacher's classroom management in English-speaking lessons 6 1.
Personalizing a large class 7 1. Getting studenfs' attention. Developing good discipline. Managing pair and group wark.
Review oŸ existing related workks. Summary - - - 14 CHATTER 2: METHODOLOGY.ciecceeierireiieirrrrrrrerrrrrrrririeoo TẾ, ACKNOWLEDGEMENTS IT am indeed thankful to my supervisor, Assoc. Tran Xuan Diép, whose sympathetic guidance has been the source of inspiration and knowledge for ny research. I am also grateful to other teachers of the Department of Post-Graduate Studies for their encouragement and valuable advice.
T have profound regards for the teaching staff of Thuy Huong High School in Hai Phong and for all the sludents who spent their precious Lime on completing my survey questionnaire. Without their enthusiastic cooperation, my thesis would not have been completed. My great thanks are also given to my family and my friends who have encouraged me a lot during the process of my study. The solectcd tcachers and studeifs.
Suvey questionnaire [or Ienchers - - 16 2. Survey questionnaire for studenls. con non no 17 2. Resơarch procodures.
- - 18 CHAPTER 3: RESULTS AND DISCUSSION. Data collected from survey questionnaire - - 20 3. Survey questionnaire Cor teachers - 20 3. Teachers’ opinions of a successful Lùaglisb-speaking Ìassơn.
Teachers’ assessment of their students’ level of English-speaking proficioncy and participation.3, Teacher’s opinions of the most effective activities to raise the level of students’ participation in English-speaking lessons - - 21 3. Teachers’ froqueney of using certain classroom maragement bon hố. Survey questionnaire for sludenis.1, Students’ attitudes towards their English-speaking lessens and the xelated 1ssue. SIuderts” remark on their teachers’ classroorn-managemennt activ itics 26 3.
Data collected from classroom observation sheets.1, Teachers’ classroom-management activities in the observed English- speaking lessons. Students’ participation in observed English-speaking lessons.3, Summary of the major findings. Answer for research question1 34 3. Answer for research question 2.
coi reo seseeeu.- vi PART A: NTRODUCTON 1, Rationale In Vietnam, English has been taught as a compulsory subject in most schools throughout the country. [lowever, although the four English skills including reading, listening, speaking and writing have been entirely introduced to the teaching curriculum, there remains the reality that a significant number of students who have been learning English for four to seven years or even more at schools still cannot orally communicaic in English. This undoubtedly resulls from the fact. that speaking skill still does not receive enough attention from both teachers and students.
Due to the fact that the English tests in schools’ General Education Graduahion Exarmination for the sludenls are i written form, mosh school icachers: seem to foous their concentration upon grammar knowledge rather than language use. Similarly, the evidence of the students’ lack of attention to their Fnglish- speaking lessons is (he situation of the students’ low participation in classroom activities. While studies have showed the positive impacts of the students’ involvement on their academic resulis, a large number of giudenls remain silent. This wees school administrators, cducators, and teachers to look into the causes of the issue and seek for the most effective solutions.
Consequently, a variety of investigations have been conducted into this issue (e. Gomez et al, 1995, Al- Seyabi, 2002; Lee, 2005; Tsou, 2005; Faizah & Liew, 2007, Sayadi, 2007, Lich, 2007; llằng, 2008; Linh, 2008; Tuyết, 2009, Uyên, 2009, Oyinlove, 2010; MMustapha et al. Then, of all the factors that have affected the students’ participation in English-speaking tasks, the teachers’ classroom management has been proved to be one of the major factors ‘the researcher, from her own teaching experience, is in favor of the remark from many previously mentioned studies that teachers’ use of classroom management acliviies affects the level of students’ participation in English-speaking lessons. ‘Then, ABSTRACT In this minor thesis, a survey research was conducted to investigate the influence of the teachers’ classroom management on the students’ participation m Knelish- speaking lessons.
8 English-speaking lessons were observed and the two sets of survey questionnaire were delivered to 8 teachers of English and 330 students at ‘thay Huong high school in Hai Phong to identify the classroom-management activities that the teachers have used in their English-speaking lessons and the altitudes of these sladerts towards their teachers’ activities.
