VIETNAM NA 'LIONAL, UNIVKRSLTY, HÃNOL UNIVERSITY OF LANGUAGES AND INTERNATIONAT. STUDIES FACULTY OF POST —- GRADUATE STUDIES LE THI MAT AN INVESTIGATION INTO FACTORS THAT HINDER THE PARTICIPATION OF UNIVERSITY STUDENTS IN ENGLISH SPEAKING LESSONS (KHAO SAT CAC YEU TO HAN CHE SU THAM GIÁ CỦA SINH VIÊN TRONG GIG HOC NOI TIENG ANH TAI TRUONG ĐẠI HỌC) MINOR M.A ‘THESLS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 TIẢ NỘI, 2011 VLETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES LE THI MAI AN INVESTIGATION INTO FACTORS THAT HINDER THE PARTICIPATION OF UNIVERSITY STUDENTS IN ENGLISH SPEAKING LESSONS (KHẢO SÁT CÁC YEU TO HAN CHẾ SỰ THAM GIÁ CỦA SINH VIÊN TRONG GIO HOC NOI TIENG ANH TẠI TRƯỜNG ĐẠI HỌC) MINOR M.A THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: LE TIT NGIMEP, M. HA NOT, 2011 TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS ABSTRAC LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES TABLE OF CONTENT. Rationale wee Objectives of the study.
Scope of the shut Methods of the Study. Design of the study. PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW. ‘Theoretical background 0Í spcaking.
Definition of speaking + 1. The importance of speaking skill 4 1. Nahre of speaking. soonest nna HH HH HH.
Characteristics ofa Successful Speaking Áclivily. cac con tớ tr tin me $ 1. Tactors hinder stndents” participation in speaking activities 7 1. Students’ learning styles 7 1.
Smdents' artitnde and motivation R8 1. Smdenis' accond language levcl. is H HH HH HH HH HH HH HH HH HH mg hưệc 9 1. ‘Teachers’ teaching unetliods.
Factors hinder students’ participation in speaking activities 1. Students’ learning styles 2. Students’ attitude and motivation 1.3, Students’ second language level 12. Teachers’ teaching methods 1.4, Teachers’ roles in speaking activities 1.3, Teaching and learning conditions 2.
Physical conditions Physical conditions in the classroom such as the classroom size, chairs, tables, lights and ‘voarde affect students’ participation either positively or negatively. Jammer (1992) emphasized Lhal physical condilions had greal impact on students" learning as well ay their attitude loward the subject malier. Physical condition affecls sludents' molivalion. The lampe class, the poor facilities will dectease the relationship between teacher and students, and their ‘motivation.
Thus, arranging the physical conditions in classroom ia a need if we want to increase students’ participation in classroom activities 1.2, Classrooms climate Clasaroom climate is referredto as the learning environment, or by aterm such as atmoxphere ‘The impact of classroom climate on students and staff can be beneficial for or a barrier to learning. climate is a perceived quality of the setting. It emerges from the complex transaction of many immediate environmental factors (e.g, physical, material, organizational, operational, and social vaciables), ay a major delerminer of classroom behavior and learning, Methods of the Study In the study, both qualitative and quantitative methods are used. The data will be collected by ‘means of questionnaire, interview and classroom observations.
After the data iz collected, analyzed and discussed, some conclusions will be drawn and some suggestions will be made in the thesis 6. Design of the study ‘The research consists of the following parts Part A: Intreductien This part deals with the rationale, objectives, significance, rescarch questions, methods, scope and the design of the study. Part B: Development ‘This part includes 3 chapters, « Chapter I: Literature Review The first chapter provides a theoretical background of speaking including definition of speaking, the importance of speaking, nature of speaking, characteristics of a successful speaking activity and learners’ participalion. In addition, this chapler also provides factors affecling students’ pallicipation im Classroum spouking activilics including Icacher's factors such az leaching techniques, wachers* imowledge, teachers’ characteristics, and teachers’ roles in speaking, activities, students’ factors such as personally, learning style, attitude and motivation, different genders of students and students’ anxiety, and learning and teaching conditions such as physical conditions and classroom climate.
‘This is viewed as the theoretical framework for the investigation in the next chapter. < Chapter 2: The study This chapter will present methodology adopted to collect data for the research, which consists of descriptions of setting, research questions, data collection, data procedures, data analysis and. panticipanls involved in (he study. «| Chapter 3: Findings and Discussion.
‘The dala of this chapler will be collected form questionnaire, interview and observation, which reveals (1) how these factors hinder students’ participation, (2) techniques used for speaking lessons, (3) some suggested solutions, Part C: Canclusion Methods of the Study In the study, both qualitative and quantitative methods are used. The data will be collected by ‘means of questionnaire, interview and classroom observations. After the data iz collected, analyzed and discussed, some conclusions will be drawn and some suggestions will be made in the thesis 6. Design of the study ‘The research consists of the following parts Part A: Intreductien This part deals with the rationale, objectives, significance, rescarch questions, methods, scope and the design of the study.
Part B: Development ‘This part includes 3 chapters, « Chapter I: Literature Review The first chapter provides a theoretical background of speaking including definition of speaking, the importance of speaking, nature of speaking, characteristics of a successful speaking activity and learners’ participalion. In addition, this chapler also provides factors affecling students’ pallicipation im Classroum spouking activilics including Icacher's factors such az leaching techniques, wachers* imowledge, teachers’ characteristics, and teachers’ roles in speaking, activities, students’ factors such as personally, learning style, attitude and motivation, different genders of students and students’ anxiety, and learning and teaching conditions such as physical conditions and classroom climate. ‘This is viewed as the theoretical framework for the investigation in the next chapter. < Chapter 2: The study This chapter will present methodology adopted to collect data for the research, which consists of descriptions of setting, research questions, data collection, data procedures, data analysis and.
panticipanls involved in (he study. «| Chapter 3: Findings and Discussion. ‘The dala of this chapler will be collected form questionnaire, interview and observation, which reveals (1) how these factors hinder students’ participation, (2) techniques used for speaking lessons, (3) some suggested solutions, Part C: Canclusion 2.2, Data collection instruments 2. Questionnaire for students 2.2, Questionaire far teachers 2.3, Class observation The researcher observed 10 speaking periods.
Interview ‘he researcher imerviewed 5 (eachers and 10 sludents Lo gel Lheir ideas aboul the research issues beyond the questionnaires, 2. Data eullection procedures ‘The questionnaires were handed out to 9 English teachers and 50 learners at Ba Ria-Vung Tan. Universily to collect infomation. The researcher observed len speaking lessons lasting 135 minutes, 2.1, Teachers and students’ perception on learning speaking English 23.1, The importance of speaking skill in English classes.
The questionnaire's results showed that most students and teachers admitted the importance of speaking skill. Surprisingly enongh, 91% of the students and 100%of the teachers pave speaking skill anuch impoxtance in learning English.2, Students’ interest in speaking English in class Most students did not like to speak English in class. 10% of the stdents answered that they ‘had no interest in speaking English, 30% of the smudents had little interest in speaking Tnglish. In contrast, only 10% enjoyed speaking in class.
In general, students’ interest at Ba Ria-Vung Tan University in speaking English was low.3, The frequency of students’ speaking English in class 14%, 20%, 36% and 30% of te students always, uzually, somelimes und rarely reepeetively spoke English in class, 2.4, Students? evaluation on the topics of speaking activities in class Half of the respondents stated that topics of speaking in class were baring, 30% of the students thought that the speaking topicsin class were difficult for them. Only 10" claimed thar the topics wert inleresting. Factors that hinder students’ participation in speaking activities 23.1, Students’ confidence when speoking English 20 % of them felt unconfident and twenty students (50%) felt a little nervans when they have to speak English in fiont of the class.2, Factors hinder students’ participation in speaking activities 1. Teachers’ roles in speaking activities 15 1.3, Teaching and learning conditione.
Classroom climate I8 CHAPTER 2: THE STUDY.1, An overviewof the current situationof learmmg and teachmg speaking at English department, Ba Ria — Vung ‘fan University. - - 19 211 Introduction of Inglish section, Ba Ria — Vang Tau University.2 The Syllabus and Meterials for Speaking. Dafa calleetien iialriuihetds. Data collection procedures cose 22 2.
Results and Analysis of Data. 7 - 7 22 CHAPTER 3: FINDINGS AND DISCUSSIO! 3. Major ñndings and điseussion. Recommendations for increasing students’ participation in speaking activities 38 4.4 Building a cooperative atmosphere in class.
Helping students to be confident.6 Being enthusiastic, friendly, helpful and tolerant 40 3.27 Creating interesting and appropriate topics 40 4.8 Forming a habit of speaking English in the class. wl PART C: CONCLUSTON. Limitations and suggestions for further re REFERENCES, APPENDIXES ANTNVESTIGATION INTO FACTORS THAT HINDER THE PARTICIPATION OF UNLVERSITY STUDENT'S LN SPEAKLNG LESSONS PART A: INTRODUCTION 1, Rationale Na one can deny the importance of English in life. English has become the vital device for communication in all fields.
The final goal of study English is to master ths language in conununicaling, ‘he Communicalive Approach teaching requires developing language leamers’ four skills: speaking, listening, reading and writing. However, speaking is seen as the center skill and the ‘amost demanding of the four skills (Batley and Savage (1994:7)). ‘Vhere is a fact that. many Vietnamese students can write and read Iinglish well but they cannot speak fluently and correctly.
Most of the students find speaking difficult, even uninteresting. After several years of teaching English, we have found that the university students are quite passive in speaking Iinglish. They do not actively participate in speaking activities. Certainly, students” participation can be affected by a variely of [aclors conning from Ieachers' side, sludends’ side and others including classroom environment, types and contents of activities, etc.
Unfortunately, this is not only the sitnation in my university but also the case for many other universities in Vietnam. ‘This has given me the desire Lo conduc! a research Lo identify the factors Utal binder students’ participation as well as to find out the techniques and activitios to increase students’ participation in speaking activities at Ra Ria — Vung Tan University. Objectives of the study The study is canicd ouL Lo find oul the factors hindering the university studouls’ participation in speaking lessons, and why these factors have negative effect on university students’ participation in classroom speaking activities. Rased on the findings, the researcher will analyze activities and techniques offen used by the teacher Lo increase students’ participation.
Futhermore, (he researcher ‘will give some suggestions for teachers to stimulate students in speaking English and overcome the difficulties they have to face with in teaching speaking Tnglish for universiry students 3. Research questions ‘The study will answer the following questions 1. What are the factors affecting university students’ participarion in speaking lessons? 2. What should teachers do to increase students” participation in class speaking activities? 4.
Scope of the study First, the sibjects of this study are second - major students of English at Ba Ria - Vung Tau ‘University. Second, the study only covers the speaking skill. Tinrd, the smdy focuses on finding ont (he factors including Leachers” factors, students’ factors and leaming, - (caching conditions hindering students’ participation in classroom activities. Factors hinder students’ participation in speaking activities 1.
Students’ learning styles 2. Students’ attitude and motivation 1.3, Students’ second language level 12. Teachers’ teaching methods 1.4, Teachers’ roles in speaking activities 1.3, Teaching and learning conditions 2. Physical conditions Physical conditions in the classroom such as the classroom size, chairs, tables, lights and ‘voarde affect students’ participation either positively or negatively.
Jammer (1992) emphasized Lhal physical condilions had greal impact on students" learning as well ay their attitude loward the subject malier. Physical condition affecls sludents' molivalion. The lampe class, the poor facilities will dectease the relationship between teacher and students, and their ‘motivation.
