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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY VO THI KIM NGAN THE IMPACT OF USING TEXT SHADOWING IN DEVELOPING EFL PRIMARY SCHOOL STUDENTS’ SPEAKING SKILLS IN AN NHON TO
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY VO THI KIM NGAN THE IMPACT OF USING TEXT SHADOWING IN DEVELOPING EFL PRIMARY SCHOOL STUDENTS’ SPEAKING SKILLS IN AN NHON TOWN Field : Theory and Methodology of English Language Teaching Code : 8140111 Supervisor: NGUYEN TIEN PHUNG, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN VÕ THỊ KIM NGÂN TÁC ĐỘNG CỦA VIỆC SỬ DỤNG KỸ THUẬT NGHE VÀ NHẮC LẠI ĐỒNG THỜI TRONG PHÁT TRIỂN KỸ NĂNG NÓI CỦA HỌC SINH TIỂU HỌC TẠI THỊ XÃ AN NHƠN Ngành : Lý Luận và Phương Pháp dạy học bộ môn Tiếng Anh Mã số : 8140111 Người hướng dẫn: TS Nguyễn Tiến Phùng i STATEMENT OF AUTHORSHIP I confirm that the thesis conducted for my Master of Art degree, titled "THE IMPACT OF USING TEXT SHADOWING IN DEVELOPING EFL PRIMARY SCHOOL STUDENTS’ SPEAKING SKILLS IN AN NHON TOWN", is solely my own work under the supervision of Dr Nguyen Tien Phung, a lecturer working at Quy Nhon University I have not submitted this thesis for any other degree at any other educational institution Furthermore, I can affirm that the content of this thesis does not include any previously published or authored material, except where explicitly referenced within the thesis itself Author’s signature Vo Thi Kim Ngan ii ACKNOWLEDGEMENT This research could not have reached its current form without the invaluable assistance, encouragement, and dedication of numerous individuals who provided support, believed in me, and motivated me to achieve my ultimate objective I would like to express my heartfelt appreciation to all those involved They have enriched my knowledge and made my graduate journey a memorable chapter in my life I am profoundly thankful to Dr Nguyen Tien Phung, my supervisor, for his steadfast patience, priceless mentorship, and genuine counsel throughout my educational voyage His timely and comprehensive feedback, deep understanding, professional assistance, dedication, and unwavering commitment have served as a driving force in enabling me to accomplish my research successfully Furthermore, I would like to extend my heartfelt gratitude to the educators, lecturers, and professors at Quy Nhon University for their patient and wholehearted efforts in imparting valuable knowledge and guidance throughout my academic journey I would like to extend my gratitude to the teachers and pupils at Nhon Hanh Primary School for their invaluable support and collaboration throughout the duration of this research endeavor My closest friends and coworkers deserve special recognition since their compassion, sympathy, and support gave me the spiritual fortitude I needed to do this task Last but not least, my parents deserve a special thank you for their guidance, unwavering love, and support, which have inspired me to pursue my education and fulfill my dual responsibilities in all facets of my life iii ABSTRACT Most foreign language learners encounter several difficulties in pronouncing each word correctly and in speaking the whole sentences or structures fluently For the students at Nhon Hanh Primary School, the problem might be serious Therefore, the researcher needs to find out a suitable technique to improve students’ speaking skills according to students’ needs and context Research to date has focused on the issue mentioned on young learners is lacking As a result of this, the research was aimed at investigating whether Text Shadowing has any significant effects on EFL primary school students’ pronunciation and fluency when speaking English The research followed a quasi-experimental method with the participant of 78 EFL 2nd Grade learners in a primary school in An Nhon Town These participants were divided into 2 groups: the control group and the experimental group There were three research instruments namely two speaking tests, questionnaire and interview The findings showed that there was improvement in speaking performance among the control group and the experimental group after eight weeks However, the experimental group gave higher improvement than the control group in memorizing the initial letter sounds, pronouncing words more clearly and having better intonation Besides, the majority of the participants in the experimental group held positive attitudes toward learning and improving their pronunciation and fluency by Text Shadowing technique They all found interest and confidence in learning and speaking English The researcher suggests that further studies in this area should consider a larger sample size to obtain a better picture of the reality of the effect of Text Shadowing technique on speaking skills iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1 1.1 RATIONALE 1 1.2 RESEARCH AIM AND OBJECTIVES 3 1.2.1 Research aim .3 1.2.2 Research objectives 3 1.3 RESEARCH QUESTIONS 3 1.4 HYPOTHESES 4 1.5 SCOPE OF THE STUDY 4 1.6 SIGNIFICANCE OF THE STUDY .4 1.6.1 Theoretically 5 1.6.2 Practically 5 1.7 ORGANIZATION OF THE STUDY 5 CHAPTER 2: LITERATURE REVIEW 7 2.1 SPEAKING 7 2.1.1 Definition of Speaking .7 2.1.2 Types of Speaking 8 2.1.3 Components of Speaking 9 2.1.4 Teaching Speaking 10 2.1.5 Problems with speaking activity 11 2.1.6 Types of spoken test 13 2.2 SHADOWING .15 v 2.2.1 Definition and function of shadowing .15 2.2.2 Types of shadowing 16 2.2.3 Text Shadowing 17 2.2.4 Shadowing effects on foreign language learning 18 2.3 STEPS TO BUILD TEXT SHADOWING ACTIVITY 19 2.4 PREVIOUS STUDIES 20 CHAPTER 3: METHODOLOGY .23 3.1 RESEARCH DESIGN 23 3.2 PARTICIPANTS 24 3.2.1 Research sites 24 3.2.2 Teacher 25 3.2.3 Students 25 3.3 MATERIALS 25 3.4 INSTRUMENTS FOR DATA COLLECTION 26 3.4.1 Read Aloud and Interaction Test .27 3.4.2 The questionnaire 28 3.4.3 The semi-structured interview 29 3.5 DATA ANALYSIS 30 3.6 PROCEDURE OF THE STUDY 31 CHAPTER 4: FINDINGS AND DISCUSSION 36 4.1 FINDINGS IN RESPONSE TO THE RESEARCH QUESTIONS .36 4.1.1 The effects of using Text Shadowing in developing EFL primary school students’ speaking skills (Research Question 1) 36 4.1.1.1 Students’ speaking performance between two groups before the intervention 36 4.1.1.2 Students’ speaking performance between two groups after the intervention 37 4.1.1.3 Summary of findings 40 4.1.2 Students’ attitudes towards teachers’ use of Text Shadowing in developing speaking skills (Research Question 2) .41 vi 4.1.2.1 Students’ attitudes towards using Text Shadowing in improving pronunciation 41 4.1.2.2 Students’ attitudes towards using Text Shadowing in improving fluency 42 4.1.2.3 Students’ attitudes towards the attraction and motivation of the practice 44 4.1.2.4 Students’ attitudes towards the content of the practice lessons 45 4.1.2.5 Students’ attitudes towards the amount of time for the practice 45 4.1.2.6 Differences in students’ attitudes towards using Text Shadowing in improving speaking skills 46 4.1.2.7 Students’ understanding of using Text Shadowing in learning speaking skills – its benefits and challenges 47 4.1.2.8 Summary of findings 52 4.2 DISCUSSION OF KEY FINDINGS IN RESPONSE TO THE RESEARCH QUESTIONS 52 4.2.1 The effect of Text Shadowing on students’ speaking performance 52 4.2.2 Students’ attitude towards using Text Shadowing in improving speaking performance 54 CHAPTER 5: CONCLUSION .57 5.1 SUMMARY OF KEY FINDINGS OF THE STUDY 57 5.2 CONTRIBUTIONS AND IMPLICATIONS OF THE STUDY 57 5.3 LIMITATIONS 58 5.4 RECOMMENDATIONS FOR FUTURE RESEARCH 59 REFERENCES 60 APPENDICES vii LIST OF ABBREVIATIONS 2nd second EFL English as a Foreign Language L2 Second Language viii LIST OF TABLES Table 3.1 Background information of the participants 25 Table 3.2 Two speaking tests procedure 27 Table 3.3 The Differences between Steps of Teacher-based Technique and Text Shadowing Technique .33 Table 4.1 Students’ speaking performance between the two groups before intervention 36 Table 4.2 Mean difference of students’ speaking performance within control group 37 Table 4.3 Mean difference of students’ speaking performance within experimental group 38 Table 4.4 Mean Difference (the gain score) between Experimental and Control Group .38 Table 4.5 The Results of the Paired-Samples T Test .40 Table 4.6 Descriptive statistics test on student’s attitudes towards using Text Shadowing in improving speaking skills .47 Table 4.7 The Results of the Independent-Samples T Test .47