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Trang 1 NGUYEN THI TU LINH EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF ENACTING THE COMMUNICATION SKILL SECTION IN PRE-INTERMEDIATE VOICES COURSEBOOK AT QUY NHON UNIVERSITY Field: Theory
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI TU LINH EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF ENACTING THE COMMUNICATION SKILL SECTION IN PRE-INTERMEDIATE VOICES COURSEBOOK AT QUY NHON UNIVERSITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Ha Thanh Hai, Ph.D Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ TÚ LINH NHẬN THỨC VÀ VIỆC THỰC HÀNH GIẢNG DẠY MỤC COMMUNICATION SKILL TRONG GIÁO TRÌNH PRE-INTERMEDIATE VOICES CỦA GIẢNG VIÊN TRƯỜNG ĐẠI HỌC QUY NHƠN Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Hà Thanh Hải Bình Định - 2023 i DECLARATION OF AUTHORSHIP The research study, entitled "EFL Teachers' Perceptions and Practices of Enacting the Communication Skill Section in Pre-Intermediate Voices Coursebook at Quy Nhon University," was conducted with the guidance of Dr Ha Thanh Hai, an esteemed lecturer at Quy Nhon University I declare that all the information reported in this study is the outcome of my independent research efforts The materials referenced in this study are diligently acknowledged, and no other sources have been utilized without proper attribution within the main body of the thesis It is crucial to note that this thesis has not been previously submitted, either partially or in its entirety, for the purpose of obtaining any other academic degree or diploma Binh Dinh, 2023 Nguyen Thi Tu Linh ii ACKNOWLEDGEMENTS The completion of my master's thesis has been made possible by the invaluable support, guidance, and contributions of numerous individuals I am deeply grateful to each and every one of them for their unwavering dedication and assistance throughout this research endeavor First and foremost, I would like to express my sincere appreciation to my thesis supervisor, Dr Ha Thanh Hai His expertise, dedication, and invaluable guidance have been crucial in shaping the direction and quality of this research I am immensely grateful for his mentorship, constructive feedback, and support throughout the entire process Furthermore, in addition to the aforementioned individuals, I would also like to extend my heartfelt thanks to the lecturers in the Foreign Language Department who graciously participated as respondents in this study Their willingness to share their insights, experiences, and expertise has provided the necessary data and enriched the depth of this research Moreover, I am deeply grateful for the unwavering support of my parents and the unwavering encouragement of my friends Their presence and assistance have been invaluable throughout this thesis, shaping both my personal and academic growth Last but not least, I would like to extend my appreciation to all those who have supported me in various ways during the course of this thesis Your words of encouragement, belief in my abilities, and acts of kindness have been immensely meaningful and have motivated me to overcome obstacles iii ABSTRACT This study aimed to investigate EFL teachers’ perceptions and practices of enacting the communication skill section in Pre-Intermediate Voices coursebook To fulfill the aim, the study was carried out at Quy Nhon University with the enthusiastic participation of 20 English teachers The data for the study was collected through teachers’ questionnaires, semi-structured interview, and classroom observations, and then analyzed both quantitatively and qualitatively The findings of the study revealed that (1) the teachers’ perceptions regarding the use of the communication skill section in improving students’ sociolinguistic competence, strategic competence, and pronunciation and vocabulary aspect of linguistics competence in the communication skill section were moderately positive Specifically, they were in favor of the use of sociolinguistic and strategic competence in speaking classrooms as it significantly contributed to improving their students’ speaking performance (2) Teachers implemented different practices to enhance communicative competence, including activities to develop linguistic, sociolinguistic, and strategic competence They focused on speaking through interactive tasks like group works, pair works, games, role- plays and discussions in the speaking teaching cycle (3) Based on the data obtained, there is a correlation between teachers' perceptions and practices of the communication skill section Positive perceptions aligned with implementation of practices targeting different aspects of communication skills However, there may be some discrepancy in improving discourse competence, as perceptions were neutral in that area iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION .vii LIST OF TABLES .viii LIST OF FIGURE ix CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aims and objectives 4 1.2.1 Aims 4 1.2.2 Objectives 4 1.3 Research questions 4 1.4 Scope of the study 4 1.5 Significance of the study 6 1.6 Organization of the study 7 CHAPTER 2 LITERATURE REVIEW 9 2.1 Communication Skills 9 2.2 Communicative language teaching method 13 2.3 Teaching speaking skills 16 2.3.1 Characteristics of speaking performance 16 2.3.1.1 Linguistic knowledge 16 2.3.1.2 Core speaking skills 17 2.3.1.3 Communication strategies 18 2.3.2 A Teaching-Speaking Cycle .19 2.3.3 Speaking activities in EFL classroom 23 2.3.3.1 Role-play .24 v 2.3.3.2 Group work 24 2.3.3.3 Pair work .25 2.3.3.4 Interviews/ Talk shows .25 2.3.3.5 Games 26 2.3.3.6 Debate 26 2.3.3.7 Storytelling 27 2.4 The role of teachers and coursebooks in speaking classrooms 27 2.5 Previous related studies 29 CHAPTER 3 RESEARCH METHODOLOGY 32 3.1 Research design 32 3.2 Research setting and participants 33 3.3 Research instruments 34 3.3.1 Observation 35 3.3.2 Questionnaire 35 3.3.3 Semi-structured interview 37 3.4 Data collection procedures 38 3.5 Data analysis procedures 38 3.6 Research reliability and validity 39 3.7 Ethical considerations 39 CHAPTER 4 FINDINGS AND DISCUSSION 40 4.1 Teachers’ perceptions of enacting the communication skill section in Pre-Intermediate Voices coursebook 40 4.1.1 Teachers’ perceptions of the language learning definition 41 4.1.2 Teachers’ perceptions of the linguistic competence realized in the communication skill section 43 4.1.3 Teachers’ perceptions of the sociolinguistic competence realized in the communication skill section 47 4.1.4 Teachers’ perceptions of the discourse competence realized in the communication skill section 49 vi 4.1.5 Teachers’ perceptions of the strategic competence realized in the communication skill section 51 4.2 Teachers’ practices of enacting the communication skill section in Pre- Intermediate Voices coursebook 53 4.2.1 Focus learners’ attention on speaking .53 4.2.2 Provide input and guide planning .55 4.2.3 Conduct speaking tasks .57 4.2.4 Focus on language/skills/strategies 58 4.2.5 Repeat speaking tasks 60 4.2.6 Direct learners’ reflection on learning 62 4.2.7 Facilitate feedback on learning 63 4.3 Teachers’ perceptions and their actual classroom practices regarding enacting the communication skill section in the Pre-Intermediate Voices coursebook 64 CHAPTER 5 CONCLUSION AND IMPLICATIONS 68 5.1 Conclusion 68 5.2 Pedagogical implications 70 5.3 Limitations 71 5.4 Recommendations and suggestion for further research 72 REFERENCES 71 APPENDICES 1 APPENDIX A QUESTIONNAIRE 1 APPENDIX B: QUESTIONS FOR SEMI-STRUCTURED INTERVIEW 4 APPENDIX C: CLASSROOM OBSERVATION CHECKLIST 5 vii LIST OF ABBREVIATION CLT: Communication Language Teaching EFL: English as a Foreign Language viii LIST OF TABLES Table 3.1 Research questions and instruments 34 Table 4.1 Teachers’ perceptions of the language learning definition 42 Table 4.2 Teachers’ perceptions of the linguistic competence realized in the communication skill section 44 Table 4.3 Teachers’ perceptions of the sociolinguistic competence realized in the communication skill section 47 Table 4.4 Teachers’ perceptions of the discourse competence realized in the communication skill section 49 Table 4.5 Teachers’ perceptions of the strategic competence realized in the communication skill section 51