VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES CAO VĂN TUYÊN THE IMPACTS OF THE TEACHER-STUDENT INTERACTION ON STUDENTS’ WILLINGNESS TO SPEAK DURING ENGLISH SPEAKING CLASSES NHỮNG ẢNH HƯỞNG CỦA MỐI TƯƠNG TÁC GIỮA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI SỰ THAM GIA CỦA HỌC SINH TRONG CÁC TIẾT HỌC NÓI TIẾNG ANH M. MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2015 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES CAO VĂN TUYÊN THE IMPACTS OF THE TEACHER-STUDENT INTERACTION ON STUDENTS’ WILLINGNESS TO SPEAK DURING ENGLISH SPEAKING CLASSES NHỮNG ẢNH HƯỞNG CỦA MỐI TƯƠNG TÁC GIỮA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI SỰ THAM GIA CỦA HỌC SINH TRONG CÁC TIẾT HỌC NÓI TIẾNG ANH M. MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Lê Văn Canh HANOI – 2015 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I hereby certify that the thesis entitled “The impacts of the teacher-student interaction on students' willingness to speak during English speaking classes” is my own research for the Minor Degree of Master of Arts at University of Languages and International Studies, VNU – Hanoi, and that this thesis has not, wholly or partially, been submitted for any degree at any other universities or institutions.
Hanoi, 2015 Cao Văn Tuyên i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS First and foremost, I wish to express my deepest gratitude to my supervisor, Dr. Lê Văn Canh, who allowed me to draw fully on his wisdom and experience in implementing this study. His guidance, encouragement and invaluable detailed critical feedback have been most generous. Secondly, I would like to convey my special thanks to all my teachers of the Post graduate course 20, whose fundamental knowledge about language teaching and learning has been greatly important to the achievement of my minor thesis.
And am in debt to the Board of Management of Post Graduate for their supports and the favorable conditions they have granted me during my study and thesis. I am also thankful to the teachers and students at Kim Son A High School, whose cooperation has been of great significance to the completion of the thesis. Last but not least, I would like to thank my family, who supported me during the thesis training and have supplied me with great encouragement. Without their love and thoughtful understanding, I would not have completed this thesis successfully.
ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT A common problem for teachers of English is dealing with a passive class, where students are unresponsive and avoid interaction with the teacher. This is especially true when a teacher seeks interaction in a teacher-class dialog, such as asking questions to the class as a whole, expecting at least one student to respond. This can be a frustrating experience for both parties. Obviously, there will be times when no student can answer a teacher's question, but often students do not answer even if they understand the question, know the answer, and are able to produce the answer.
Furthermore, students can often be very reluctant to give feedback or ask the teacher a question in front of the class. One of the reasons is claimed to be the poor teacher-student interaction. My study attempted to explore this problem and sought to create a more interactive teacher-class interchange in one class of English learners. This study was therefore conducted with the hope to find out if the teacher- student interaction may affect students’ willingness to speak in speaking lessons and how it affects students' interest.
In this study, the data was collected at Kim Son A High School. By doing this, I can know the attitude of students towards teacher- student interaction in speaking lessons and its effects on their willingness to speak. The researcher also gives some suggestions to help teachers at Kim Son A High School enhance students' interest in speaking lessons. iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION.
iii TABLE OF CONTENTS. iv LIST OF TABLES. vii Table 1: The importance of speaking skill. vii Table 2: The students’ speaking competence.
vii Table 3: The students’ willingness to speak. vii Table 4: Factors that impact the students’ willingness to speak. vii Table 5: What teachers often did to encourage students to speak. vii Table 6: Willingness to Speak English.
vii Table 7: The teacher-student interaction’s impacts on students’ willingness to speak. vii Table 8: Students participation in speaking classes (cycle 1). vii Table 9: The students’ survey questionnaires (cycle 2). vii Table 10: Students’ participation in speaking classes (cycle 2).
vii PART A: INTRODUCTION. Rationale for the study. Aims of the research. Questions of the research.
Scope of the research. Methods of the research. Organization of the study. 5 CHAPTER 1: LITERATURE REVIEW.
Speaking skill overview. Definition of speaking. Features of speaking skill. 7 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
The teacher’s roles in the stages of teaching speaking. Difficulties encountered in teaching and learning speaking. Difficulties in teaching speaking. Difficulties in learning speaking.
Methods of teaching speaking. A successful speaking lesson in classroom. Willingness to Communicate – Willingness to speak. Teacher-student interaction.
Teacher-student interaction. 15 CHAPTER 2: THE STUDY. Description of the subjects. Settings and subjects of the study.
Current situation of teaching and learning speaking skill at Kim Son A High School 19 3. Questions of the research. Justification for data collection instruments. 21 CHAPTER 3: DATA ANALYSIS AND FINDINGS.
Data analysis and findings. Data analysis and findings of cycle 1. Data analysis and findings of teachers’ questionnaire survey (Pre- questionnaires). Data analysis and findings of teachers’ interviews.
Data analysis and findings of students’ questionnaire survey (Pre- questionnaires). 30 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Data analysis and findings of the researcher’s observation on students’ participation in speaking class. Data analysis and findings of cycle 2.
Data analysis and findings of students’ questionnaire survey (Post- questionnaires). Data analysis and findings of the researcher’s observations on students’ participation in speaking classes. Data analysis and findings of teachers’ questionnaire survey (Post- questionnaires). 38 PART C: CONCLUSION AND IMPLICATIONS.
Conclusion and implications. For the teachers. Making corrections in constructive ways. Caring about students.
Creating equality among students. Encouraging students to speak up. For the students. Limitations and suggestions for further studies.
VII vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: The importance of speaking skill Table 2: The students’ speaking competence Table 3: The students’ willingness to speak Table 4: Factors that impact the students’ willingness to speak Table 5: What teachers often did to encourage students to speak Table 6: Willingness to speak English Table 7: The teacher-student interaction’s impacts on students’ willingness to speak Table 8: Students participation in speaking classes (cycle 1) Table 9: The students’ survey questionnaires (cycle 2) Table 10: Students’ participation in speaking classes (cycle 2) vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION 1. Rationale for the study The teacher-student interaction is of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the impacts of the teacher-student interaction on students' willingness to speak during English speaking classes.
In the school where I work as a teacher of English, speaking skill receives the attention from both teachers and students. However, the result of students in learning speaking skill has fallen short of expectations. Amazingly, among the four skills of the language, speaking skill seems to be the worst one. Students can hardly use the language in their oral communication.
This has resulted in our shock that a student with years of studying the English language even cannot make an oral self introduction. It is the result of students’ unwillingness to speak during English speaking classes. In the last 7 years of my experience as an English teacher at a high school, it has been clear to me that there are many factors causing such an unwillingness to participate in English classes of students, one of which is the poor teacher-student interaction. This was the reason why I decided to study the impacts of teacher-student interaction in students’ willingness to speak during English speaking classes.
The success of my plan is supposed to contribute to motivating students’ participation in English speaking activities together with improving their speaking skill. Consequently, this may be useful when applied in other schools with the quite similar situation of teaching and learning English speaking skill. Aims of the research The research was conducted to identify how the teacher-student interaction affects students’ willingness to speak during their English classes. Furthermore, the researcher tried to find out the factors that can help contribute to the good teacher- 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com student interaction in order to enhance students’ participation in English speaking classes and their speaking ability.
Questions of the research To achieve the aims mentioned above, the following research questions were raised for exploration: 1. How can teacher-student interaction impact students’ willingness to speak during English speaking classes? 2. What can help form a good teacher-student interaction to enhance students’ participation in their speaking activities? 4. Scope of the research In this individual research, the researcher focused only on the impacts of the teacher-student interaction on students' willingness to speak during English speaking classes to the students of class 10B1 of Kim Son A High School, which is located in Ninh Binh Province.
There were 40 students, 25 male and 15 female in that class. Most of them were between 15 and 16 years old who were in their first year at the high school. The data collected from classroom observations, informal interviews and questionnaires were then analyzed by the researcher himself. Besides, three teachers were involved in the research.
All of them were female and had at least three-year experience of teaching English at the school. Interviews were conducted with those teachers as participants before the researcher performed his teaching of speaking in the class 10B1 so that he could have a brief understanding on how the teacher-student interaction affected students’ willingness to take part in speaking activities. Methods of the research In this research, a qualitative approach was used to the question of the impacts of teacher-student interaction on students’ willingness to speak during English speaking classes. The researcher conducted a survey of high school students and teachers.
In addition, the researcher made an observation when he was invited to observe class 10B1 addressed by Ms. Lan, one of the three teachers interviewed 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com in the research. Then, other observations were made by the researcher during the time he conducted his teaching of speaking lessons in that class. Also, the three teachers involved were invited to observe the speaking classes of the researcher.
The teachers were chosen purposefully because the researcher knew viable participants who were available in the time allotted. The interviews were conducted at a mutual place, to avoid the feeling of control on the part of the researcher. The intention was to make each respondent comfortable and able to answer questions freely. The interviews were recorded and transcribed, so the researcher was not tempted to filter or alter the responses.
After the interviews of all three participants were conducted and transcribed, the results were coded and themed through analysis.