MINISTRY OF EDUCATION AND TRAINING BA RIA - VUNG TAU UNIVERSITY --------------------------- NGUYEN PHAM KIEU PHUONG THE EFFECTS OF ACTIVE LEARNING IN SPEAKING CLASSES ON GRADE 10 STUDENTS AT DINH TIEN HOANG HIGH SCHOOL MASTER’S THESIS Ba Ria – Vung Tau, March 2023 MINISTRY OF EDUCATION AND TRAINING BA RIA – VUNG TAU UNIVERSITY --------------------------- NGUYEN PHAM KIEU PHUONG THE EFFECTS OF ACTIVE LEARNING IN SPEAKING CLASSES ON GRADE 10 STUDENTS AT DINH TIEN HOANG HIGH SCHOOL MASTER’S THESIS Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 81401111 Supervisor’s name: Assoc. Pham Huu Duc, Ph. Ba Ria – Vung Tau, March 2023 i DECLARATION BY AUTHOR I hereby declare that this thesis entitled “The effects of Active Learning in speaking classes on Grade 10 Students at Dinh Tien Hoang High School” has not been submitted to any other universities or institutions in application for admission to degrees or other qualifications. This thesis, which is the product of my own original research, and to the best of my knowledge and understanding, does not contain any material previously published or written by another author, except where reference has been cited in the text.
The study reported in this thesis was approved by Ba Ria Vung Tau University. Author’s Signature Nguyen Pham Kieu Phuong Approved by SUPERVISOR Assoc. PHAM HUU DUC Date: March 30,2023 ii ACKNOWLEDGEMENTS This thesis is the hardest challenge and the most meaningful desire in my career path. It has been made possible thanks to the assistance, support and encouragement from many people in my life.
First of all, I sincerely and gratefully give greatest thank and gratitude to my supervisor, Assoc. Pham Huu Duc for all his valuable and priceless guidance, correction, helpful suggestions, detailed comments and carefulness in every stage from beginning to the end of the study. In addition, my gratitude is saved for all the teachers of English (my colleagues) and students (eighty participants) at Dinh Tien Hoang High School. They provided useful data for the study.
They gave me encouragement, their kindness, cooperation and patience during this period of time. Last but not least, I save my biggest thanks to my beloved family members and friends who have always supported me in every step of my doing thesis. iii ABSTRACT On the way to help students improve their speaking skill as well as increase their confidence in speaking English, the research was conducted in an upper secondary school in Vung Tau City through active learning strategies. The writer used Nunan’s experimental research as a main way in CAR – Classroom Action Research.
It was based on Kurt Lewin’s design (1946). The participants of the study were from classes 10T1 and 10D3 at Dinh Tien Hoang High School in Vung Tau City. There were 80 students from both classes. They were divided into 2 groups: 10D3 (experimental group) in which they were taught using active learning strategies, and 10T1 (control group) who were instructed with textbook instructions and guidelines.
Both qualitative and quantitative data were used during the conduct of the study. Through analyzing observation results, the writer gained the qualitative data while the quantitative data was obtained through students’ test (fifteen and mid-term tests). Moreover, their speaking scores made during pre- and post-task surveys were also recorded to serve the analysis of the quantitative. Findings from these instruments reveal that, by implementing active learning techniques in teaching speaking, the students have chances to be cooperative and active in learning speaking.
Furthermore, they even motivate themselves to speak English more often with or without the presence of their teacher. Their achievement in speaking was recognizable. It is recommended that teachers should use the active learning strategies to motivate and encourage students to engage more in their learning. iv LIST OF ABBREVIATIONS USED IN THE THESIS BA : Bachelor of Arts C group : Control group CAR : Classroom Action Research E : English E group : Experimental group EFL : English as a Foreign Language ELTs : English Language Teachers ER : Experimental Research ESL : English as a Second Language MA : Master of Arts T : Teacher Ss/ Sts : Students v TABLE OF CONTENTS DECLARATION BY AUTHOR.
iii LIST OF ABBREVIATIONS USED IN THE THESIS. iv CHAPTER 1: INTRODUCTION. Background to the study .Statements of the problem. Previous researches related to the study.
Aims of the Study. Scope of the study. Significance of the study. Structure of the study.
9 CHAPTER 2 : LITERATURE REVIEW. Definitions of active learning. The importance of active learning. Activities are considered active learning.
Acting from script. Using language to talk about language. Developing speaking activities. Structured output activities.
The roles of learners and teachers in active learning. The roles of learners in active learning. Active learning encourages learners’ cognitive development. The roles of teachers in active learning.
The setting of the study. The aims of the study. The materials and learning program. Data collection instrument.
33 CHAPTER 4 FINDINGS AND DISCUSSIONS. Results from observation sheet 1. Results from control group. Result from experimental group.
Comparison of student’ on-task behavior between two groups. Results from observation sheet 2. Results from control group. Results from experimental group.
Comparison of overall class motivation between two groups. Results from questionnaires. Pre – task questionnaire. Post – task questionnaire.
56 CHAPTER 5 CONCLUSION AND IMPLICATIONS. Limitations and Suggestions for further studies. Suggestions for further Studies. Background to the study Globalization has witnessed many countries becoming more developed and as the result, the needs of doing business or communicating has increased.
In that setting, English plays an important tool in bridging the gaps among people from different backgrounds and cultures. English is an international language or a global language which is not only used in several countries that use this language as their mother tongues or official language (Kirkpatrick, A. It is widely used all over the world. English has become an integral factor which promotes trade, tourism and studying in many nations.
Many works or masterpieces were written in English, so we cannot be left behind due to lacking in such language. Thanks to many advantages that English brings to life, it is always necessary for Vietnamese people to use it effectively. The Ministry of Education and Training in Vietnam has made English one of the core, compulsory subjects since 2010 in order that students can prepare themselves for the national examination and further purposes. However, up to now, there are still some challenges which prevents learners from using English fluently and effectively.
The textbook has been officially used in schools in Vietnam since 2006. Four skills of learning a new foreign language which comprise of Listening, Speaking, Reading and Writing have been changed and updated in the needs of learning in an new era (Aleksander, 2015). Among them, speaking skill plays an important part in helping learners communicate better (Derakhshan,A. This skill is also one of most difficult skills students have to master (Lai & Seyedeh, 2016).
Rethinking about the objectives of teaching and learning English in Vietnam, we saw that Vietnamese students are good at doing grammar exercises, taking paper tests and learning new words in single, but they cannot communicate confidently and fluently in speaking contexts because out of class they frequently have no real environment to practice English, so they cannot speak or pronounce the words correctly and fluently. 2 From time to time, they are loss of confidence and they even are afraid of saying English words, sentences or replying in communicating situations. From these causes, teaching and learning speaking skills process occur many problems. This is an issue that the author hopes to improve speaking skills for grade 10 students at Dinh Tien Hoang High School - Vung Tau City through active learning strategies.
The active learning strategy suggests that students must do more than just listen: they must read, write, discuss, present, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing. Use of these techniques in the classroom is vital because of their powerful impact upon students' learning.
For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and speaking (Chartes, C. The importance of active learning has been known for a long time; however, the lecture still rules in several areas and schools, including my working zone. Students were still reluctant to engage themselves in many lessons in general and in speaking practice in particular.
Embedding active learning into my teaching enhanced my students’ learning. Short activities within a lecture and longer duration for speaking and presentation which could take up one or more teaching sessions were conducted in my group of participants. I can see this integral and essential active learning part would serve almost the best for the engagement of my students and my colleagues in partnership. Statements of the problem Through my observation and teaching experiences, although almost all of students have been studying English since primary schools, they have problems with pronunciation, expression of ideas or ability of English speaking.
The students do not have adequate motivations to speak English, so their confidence in speaking English is decreasing day by day. Therefore, teaching English at high schools in general should be well combined between improving speaking skills and grammar skills in order that learners can enjoy learning English and their English can be better and better. Teachers should create better learning contexts in which students feel free to express their thinking as well as practice English naturally. To find a better way for students to learn how to speak English to the best of their effort, the researcher decided to choose Active Learning as an effective teaching strategy.
Previous researches related to the study Prior to this theme, there were many previous studies which carried out in Foreign Countries and Vietnam and related on speaking skills. However, these topics only pointed out the difficulties that specialized language students encounter in the process of learning speaking skills in general. They have not yet given specific causes and measures to overcome difficulties, as well as specific research on the application of speaking skills for learners. Previous studies carried out in foreign countries Bashiruddin, (2003) conducted a study with the tittle “To improve student's Oral Communication Skills (OCSs) in lower secondary public school in Karachi, Pakistan”.
He states that the sample of the study consisted of two school systems working side by side. One is the private English medium school and second is government Urdu-medium school. English is learnt as a second language in both cases. Both students and teachers use Urdu language or the regional language to communicate inside the class, and practice traditional methods which focus on reading and writing skills, but productive skills such as: speaking is given on important.
The results of the study discussed the reasons of weakness of students in communication were the English language teachers (ELTs) are 4 not proficient in speaking English and this is the main obstacle in the way to teaching English in Pakistan. Urrutia, & Vega (2006) carried out an action research project on the understanding and actions taken “To improve speaking skills through a role play in a public school called “Federico García Lorca” in Colombia”.