4 LIST OF TABLES Table Background of Questionnaire Participants………………………… ….33 Table Background of Interview Informants……………………………………35 Table Practical constraints affecting teachers to conduct speaking assessment…………………………………………………………………………… …39 Table Speaking assessment tasks used by Nam Dinh teachers……… ………49 LIST OF ABBREVIATIONS CLT Communicative Language Teaching EFL English as Foreign Language ELT English Language Teaching MOET Ministry of Education and Training TABLE OF CONTENTS AUTHORSHIP DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES iv LIST OF ABBREVIATIONS v TABLE OF CONTENTS vi PART I CHAPTER I: INTRODUCTION 1.1 Rationale of the research 1.2 Research questions and research aims 1.3 Scope of the study Error! Bookmark not defined 1.4 Methodology 1.5 Significance of the study 1.6 Design of the study PART II CHAPTER II: LIERATURE REVIEW 2.1 Constraints in oral teaching skill at Vietnamese lower secondary school and tertiary education 2.2 Constraints in speaking teaching in Vietnamese upper-secondary schools 2.2.1 Educational system .9 2.1.1.1 Large classes 2.1.1.2 Lack of appropriate resources 11 2.1.1.3 Textbook 12 2.1.2 Teachers‟ problems 13 2.1.2.1 Traditional way‟s affection 13 2.1.2.2 Lack of English competence 14 2.1.3 Students‟ problems 15 2.1.3.1 Low English competence 15 2.1.3.2 Demotivation of speaking 17 2.3 Requirements of speaking assessment at Vietnamese upper-secondary school 18 2.3.1 An overview of speaking assessment criteria at upper-secondary school 18 2.3.2 Continuous speaking assessment 19 2.3.3 Types of speaking assessment 21 2.3.4 Criteria in speaking test 22 2.3.4.1 Validity 22 2.3.4.2 Reliability 23 2.3.4.3 Authenticity 24 2.3.4.4 Marking 25 2.3.4.5 Backwash effect 26 2.3 Role of teachers in assessing oral skill 26 CHAPTER III: METHODOLOGY 3.1 Case study 29 3.2 Steps in the selection of participants 32 3.2.1 Questionnaire Participants 32 3.2.2 Interview informants 34 3.3 Data collection 35 3.4 Data analysis 36 CHAPTER IV: FINDINGS 4.1 Overall findings 37 4.2 The practical constraints affecting teachers to conduct speaking assessment 38 4.2.1 Difficulties caused by the educational system 39 4.2.1.1 Large classes 39 4.2.1.2 Excessive work in addition to classroom teaching 41 4.2.1.3 Textbooks 42 4.2.1.4 Exams‟ negative backwash 43 4.2.1.5 Few opportunities for retraining 44 4.2.2 Difficulties caused by the students 45 4.2.2.1 Students‟ low English proficiency 45 4.2.2.2 Students‟ low demotivation 45 4.2.3 Difficulties caused by teachers 46 CHAPTER IV: FINDINGS 46 4.1 Overall findings 46 Table - Practical constraints affecting teachers‟ English speaking assessment 49 4.2.1 Difficulties caused by the educational system 49 4.2.1.1 Large classes 49 4.2.1.2 Excessive work in addition to classroom teaching 51 “The last tasks in speaking lessons in the textbook are difficult for students‟ speaking ability I seldom quit speaking lessons but I can only use the first two or three speaking tasks I ask them to read aloud and learn by heart and speak in front of the class However, I cannot use the tasks of discussion They are too difficult for my students” (Teacher 1) 52 Being asked about the lack of speaking tests in the textbook, the teachers shared their opinions: 53 4.2.1.4 Exams‟ negative backwash 53 4.2.1.5 Few opportunities for retraining 54 4.2.2 Difficulties caused by the students 55 4.2.2.1 Students‟ low English proficiency 55 4.2.2.2 Students‟ low motivation 55 All the teachers in the sample reported that students were demotivated to learn speaking English: 56 4.2.3 Difficulties caused by teachers 56 4.2.3.1 Teachers‟ low English proficiency 56 The younger participants also shared some ideas about the problem: 57 4.2.3.2 Difficulty in eliciting students‟ responses 58 4.2.3.3 Difficulties in ensuring reliability of assessment 58 4.3 The extent that these constraints influence the ways teachers perform assessment of English speaking with particular reference to the use of assessment tasks 59 4.3.1 Topic 60 All the teachers who used this type of assessment doubted about its authenticity: 61 4.3.1 Interview 62 Teacher 10 who used this task-type gave positive opinion about students‟ attitude: 62 However, the task make teachers difficult to lower the noise in the classroom and to give students marks 62 4.3.2 Personal information 62 Teachers also conducted this type for all the levels at the beginning of the school: 63 4.3.4 Role-play 63 On the other hand, teacher expressed a different opinion: 64 4.3.5 Dialogue practice 64 “If this assessment task is applied in all the lessons, it is really boring” (Teacher 5) 65 4.3.6 Picture description 65 4.3.7 Information gap activity 66 Only one of the participants used this type of speaking assessment 66 The teacher who was the only one using this task shared his opinions 66 Teacher thought that this task was new to him 67 4.3.8 Discussion 67 The only teacher using this task expressed her problem of scoring 67 This participant only applied this task in high-quality classes 67 5.1 Nam Dinh upper-secondary English teachers‟ speaking assessment 71 5.1.1 The ways of speaking assessment in Nam Dinh upper-secondary school English teachers 71 5.1.2 The types of non-authentic speaking assessment tasks 71 5.1.3.1 Constraints caused by students 73 Lack of English input 73 Students‟ demotivation 74 Teachers‟ lack of teaching methodology in speaking test 74 Teachers‟ low consciousness of „backwash effect‟ 75 No inter-rater test reliability 75 Teachers‟ low proficiency 76 5.1.3.3 Constraints caused by the education system 76 Large classes 76 Excessive work in addition to classroom teaching 76 Textbook 77 Exams‟ negative backwash 77 Ineffective training classes 78 Teachers‟ personal beliefs 78 REFERENCES 86 Heaton, J B (1990) Classroom Testing Pearson Longman 87 Pennington, C M (1999) Language Learning Arnold 89 10 PART I CHAPTER I: INTRODUCTION 1.1 Rationale of the research: Communicative language teaching (CLT) has been applied in Vietnamese uppersecondary schools since 2006 in the new English curriculum and textbooks The change in new way of teaching English at upper-secondary school is considered significant to meet the demand of social and educational development and supported by almost English teachers at this level However, four years of applying new English curriculum and textbooks have shown a mismatch between CLT and expected effectiveness due to many constraints both from the teachers and the teaching contexts In teaching language communicative skills, teaching speaking is the most difficult but assessing speaking is even more difficult because of the subjective nature of the assessment When talking with the colleagues in my school, I realize that almost all of 11 them seldom conduct English speaking assessment although the new curriculum and textbooks claim to be following CLT with ready-made tasks for assessing speaking Instead of teaching oral communication in English speaking lessons, teachers often let their students speaking tasks on paper, grammar exercises or even ignore speaking lessons to go on with the next ones in textbook They give students scores based on their work on paper only, never based on their oral performance At upper-secondary school, school English teachers are under pressure of exams, so my school English teachers focus mainly on teaching English grammar to help their students at regular school exams and national upper secondary school leaving exam more than developing students‟ communicative competence In group meeting, teaching plans and grammar exercises are usually discussed but quality of speaking lessons, especially speaking assessment is never mentioned In our English teaching context, some subjective and objective causes limit us in the conduct of English speaking teaching and assessment The first cause, as mentioned above is the current exams‟ pressure which demotivates us to teach oral English skills but spending more time on grammar and reading skills as the requirement of the exams Secondly, teaching conditions such as large classes and insufficient facilities seem not to support speaking because every class has more than 50 students but tables and chairs are not conveniently arranged for speaking activities Thirdly, in spite of being aware of the role of speaking assessment, teachers are still under the impacts of traditional way focusing on grammar teaching; even some not have enough English competence to be successful in teaching and assessing students‟ oral communication Lastly, students‟ demotivation of speaking and low English competence also constrains us to assess speaking as well as expected In the process of seeking for literature supporting my thesis, I was much impressed and inspired by a study of Kim Hyun Sook entitled “The types of speaking assessment tasks used by Korean Junior Secondary school English teachers” from Asian EFL Journal, December 2003 Articles The study both explored the speaking tasks which were used at junior secondary schools in Korea and found out the deep roots of 12 Korean EFL constraints to teachers‟ English speaking assessment In fact, even though CLT has been applied in Korean schools since 1900s, English teachers still have many difficulties in realizing it in their classroom practice similar to the current situation in Vietnam Besides that, Korea and Vietnam share many things such as a Confucianismbased culture and education system resulting in a conserving attitude toward knowledge, toward the expected roles of teachers and students in the classroom (Ballard & Clanchy, 1991, cited in To Thi Thu Huong 2010: 97) and the author‟s ideas appears to very closely relate to my study on the theme of assessment of English speaking skills of secondary students, so I decided to replicate her study in my thesis so that the types of constraints in assessing English speaking to teachers in Vietnamese context when CLT has been in use at upper-secondary school for years could be found and recommendations for improvement of the situation could be suggested Specifically, on the basis of Kim Hyun Sook (2003) study, the researcher decided to conduct a study to investigate the constraints in EFL Vietnamese classroom affecting speaking assessment of English teachers in Nam Dinh upper-secondary schools as a case study with the aim of contributing to the development of CLT in Vietnamese education 1.2 Research questions and research aims: The study sets out to find answers to the two following research questions: What are the practical constraints of Vietnamese classrooms that prevent teachers in upper-secondary schools in Nam Dinh from effective, routine English speaking assessment? How these constraints influence the ways Nam Dinh upper-secondary English teachers conduct speaking assessment in their classrooms? With these questions, this research aims: to explore the practical constraints in Vietnamese classrooms affecting Nam Dinh upper-secondary teachers to assess English speaking 13 to find out the negative impacts of the practical constraints to teachers‟ use of speaking assessment tasks in their classroom; and to propose possible solutions to these problems 1.3 Scope of the study: With the aims above, the study is limited to explore practical classroom constraints and the tasks used by English teachers to assess speaking skill in upper-secondary schools in Nam Dinh Other factors affecting the practice of English speaking assessment or English language assessment at upper-secondary schools in Vietnam are beyond the scope of the present study due to the time and financial restrictions of a Master thesis 1.4 Methodology: This study employs a mixed research approach combining different methods, using both qualitative and quantitative data so that valid, reliable thick and rich information could be obtained to answer the two research questions The main method is case study The cases were 10 teachers who were teaching English in two upper-secondary schools in Nam Truc district and in one in Nam Dinh city The case study used qualitative approach to explore the constraints affecting Nam Dinh upper-secondary English teachers‟ speaking assessment Two main instruments used in the study were questionnaire and semi-structured interview The questionnaire was used to identify the classroom constraints in assessing speaking, the types of speaking assessment tasks as well as the ways teachers were conducting speaking assessment Meanwhile, the semi-structured interviews are considered more important to help the researcher to explore the deep roots of these constraints to suggest effective measures and solutions in the teaching context 88 Huong, T.T.T (2010) Learning Through English: Chapter – Insights from Vietnam In Johnstone, R (Eds) “Learning Through English: Policies, Challenges and prospects – Insights from East Asia” Malaysia: British Council Israel, H (2010) Continuous Assessment in the Language Classroom: A South African Case Study Lambert Academic Press Jones, L (1979) Notions in English Cambridge: Cambridge University Press Kitao, K and Kitao, S (2004) Testing http://ilc2.doshisha.ac.jp./users/kkitao/library/article/test/speaking.htm Speaking Kim, H S (2003) The types of speaking assessment tasks used by Korean Junior Secondary school English teachers Asian-EFL-Journal 3:30 Lan, L.T (2008) Factors affecting motivation in learning speaking English of grade 10 students at Yen Dinh high school Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Linh, N.T.T (2008) A study on the reality of teaching speaking skill to non-English major students at Thai Nguyen Universtiy -College of Technology: Relevant difficulties and some suggested teaching s[eaking techniques and activities Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi McDonough, J and McDonough, S (1997) Research Methods For English Language Teachers London: Arnold McNAMARA, T.F (1996) Measuring Second Language Performance London and New York: Longman Mai, L.T.T (2009) Major behaviour problems encountered by English teachers at Hai Phong secondary schools in their classroom management Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Maykut, P and Morehourse, R (1994) Beginning Qualitative Research London: The Falmer Press Minh, N.T.T (2007) Textbook evaluation: A case of English text books currently in use in Vietnam upper secondary schools Seameo Regional Language Centre Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press O‟ Sullivan, B (2008) Notes on Assessing Speaking Language Testing http://lrc.cornell.edu/events/past/2008-2009/papers08/osull1.pdf 89 Pennington, C M (1999) Language Learning Arnold Phuong, M.T (2008) Teachers' difficulties in teaching speaking at Foreign Language Center, Hai Phong University Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Punch, K F (1998) Introduction to Social Research London: Sage Publications Sao, L.M (2008) Students' peceived difficulties in reading comprehension with reference to new English Tieng Ang 10 textbook at Nghi Loc IV high school: a survey interview study Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Standowicz, M (2004) Theory on www.bolgraph.com.pl/ftp/publikacje/5109.pdf Testing Speaking Skill Thu, P.T.H (2008) Listening difficulties percieved by teachers and students in usng the new English textbook for grade 10 at Que Vo II upper-secondary school in Bac Ninh Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Thu, T.T.H (2008) Difficulties encountered by teachers and non-English major students of culture management in teaching and learning speaking skill at Thanh Hoa of Culture and Arts Post-graduate studies, College of Foreign Language, Vietnam National University, Hanoi Thuy, N.T.T (2008) Affective factors affecting students' participation inthe classroom speaking activities: A case study of the first year students of English at Tay Bac university Post-graduate studies College of Foreign Language, Vietnam National University, Hanoi Underhill, N (1992) Testing Spoken Language Cambridge: Cambridge University Press Van, H V and al (2006) Tài liệu bồi dưỡng giáo viên thực chương trình, sách giáo khoa lớp 10 môn Tiếng Anh (Teachers' training book to use new English curriculum and text book Tieng Anh 10?) Vietnam Education Publisher Van, H V and al (2008) Tài liệu bồi dưỡng giáo viên thực chương trình, sách giáo khoa lớp 12 môn Tiếng Anh (Teachers' training book to use new English curriculum and text book Tieng Anh 12?) Vietnam Education Publisher Wallace, M (1998) Action research for language teachers Cambridge: Cambridge University Press Wiersma, W (1995) Research Methods in Education Boston: Allyn and Bacon 90 APPENDIX A: SURVEY QUESTIONNAIRE Teacher’s name (optional):…………………………… Age:………………………………………………… Gender (male/female):………………………………… Years of teaching experience:……………………… Grades taught (10, 11, 12):………………………… Type of school: …………………………………… Location of school (district/city):………………… Current degree ( in-service B.A, regular B.A, M.A):………………………… How often you conduct speaking assessment in speaking lessons? A Never B Every speaking lesson Once a month C Once a week D E Once a year How you evaluate the authenticity of the types of speaking assessment tasks in comparison with real communicative situations? A very authentic not authentic at all How you think of the necessity of speaking assessment? A very necessary very necessary B quite necessary C normal D not E not necessary at all Do you think how correctly your assessment match students‟ communicative competence? A very correctly very correctly B quite correctly C normal D not E not correctly at all How you evaluate the validity of the types of speaking assessment tasks used in your speaking lessons? A very good very good B quite good C normal D not E not good at all How you evaluate the reliability of the types of speaking assessment tasks used in your speaking lessons? 91 A very good B quite good very good C normal D not E not good at all How are you satisfied with the types of speaking assessment tasks in the classroom? A very satisfied B quite satisfied very satisfied C normal D not E not satisfied at all How does your speaking assessment affect your speaking teaching in speaking lessons? A very effective B quite effective very effective C normal D not E not effective at all Which constraints below affect your speaking assessment in the classroom? (You can choose more than one option) A Large classes B Other work overloaded besides professional teaching C Textbook D Elicitation to students‟ responses E Difficulty in ensuring reliability F Teachers‟ lack of English competence G Students‟ lack of English competence H Lack of training opportunities I Exams‟ negative washback (no speaking assessment tasks in the exams) I Others:…………………………………………………………………………… 10 Which of types of speaking assessment tasks following are used to assess your students‟ speaking in the classroom? (You can choose more than one option) A Topics B Interview C Role play D Personal information E Dialogue practice 92 F Picture description G Information gap activity H Discussion I Others:……………………………………………………………………………… The information below is kept and only served for the study Hope that you will answer correctly and honestly Thanks for your sincere help! CÂU HỎI TRẮC NGHIỆM Tên giáo viên (tuỳ chọn):………………………… 10 Tuổi: …………………… 11 Giới tính (Nam/Nữ):………………… 12 Thâm niên dạy học:………………… 13 Lớp dạy (lớp 10, 11, 12):…………… 14 Loại trường học (trường chuyên ban/không chuyên ban):……………………… 15 Địa điểm trường (huyện/thành phố)………………………… 16 Bằng cấp tại: (Đại học chức, Đại học qui, Thạc sĩ):………… 11 Các thầy/cô thường xuyên tiến hành đánh giá kĩ nói cho học sinh dạy nói khơng? A Khơng B Mọi dạy nói D Tháng lần C Tuần lần E Năm lần 12 Các thầy cô đánh giá mức độ chân thực tập đánh giá kĩ nói thầy/cơ với tình giao tiếp thực tế? B chân thực khơng có tính chân thực 13 Thầy/cơ thấy đánh giá kĩ nói cần thiết mức độ nào? A cần thiết B cần thiết D không cần thiết E khơng cần thiết C bình thường 93 14 Thầy thấy việc cho điểm có với lực giao tiếp học sinh không? A B D không E không C bình thường 15 Thầy/cơ đánh giá tính giá trị dạng tập dùng đánh giá kĩ nói? A tốt B tốt D khơng tốt C bình thường E không tốt 16 Thầy/cô đánh giá độ tin cậy tập đánh giá kĩ nói? A tốt B tốt D khơng tốt E khơng tốt C bình thường 17 Thầy/cơ cho biết mức độ hài lịng dạng tập cách đánh giá kĩ nói lớp? A hài lịng B hài lịng D khơng hài lịng C.bình thường E khơng hài lịng 18 Việc đánh giá kĩ nói thầy/cơ có tác động đến việc dạy nói lớp? A tích cực B tích cực D khơng tích cực C bình thường E khơng tích cực 19 Những hạn chế sau ảnh hưởng đến việc tiến hành đánh giá kĩ nói thầy/cơ lớp học? (Thầy/cơ chọn nhiều câu trả lời) A Lớp học đơng B Sự q tải cơng việc ngồi việc dạy học C Sách giáo khoa D Khó khăn việc gợi ý học sinh trả lời E Khó khăn việc bảo đảm độ tin cậy F Trình độ Tiếng Anh giáo viên hạn chế G Trình độ Tiếng Anh học sinh H Có hội đào tạo I Việc khơng thi nói kì thi 94 I Những lí khác:……………………………………………………………………… 20 Thầy/cô thường tiến hành hoạt động sau để đánh giá kĩ nói học sinh lớp? (Thầy/cơ chọn nhiều câu trả lời) A Nói theo chủ đề B Phỏng vấn C Thơng tin cá nhân D Đóng vai E Thực hành hội thoại F Miêu tả tranh G Hoạt động điền thơng tin cịn thiếu H Thảo luận H Các dạng tập khác:………………………………………………………………… Những thông thông tin bảo mật để phục vụ cho nghiên cứu Mong thầy cô trả lời đầy đủ chân thực! Xin chân thành cảm ơn nhiệt tình thầy/cơ! 95 APPENDIX B: INTERVIEW QUESTIONNAIRE Interviewee’s name:……………………………………………………… Date:…………………………………………………………………… Place:…………………………………………………………………… Duration:……………………………………………………………… Starting time:…………………………………………………………… Finishing time:………………………………………………………… Questions of conducting types of speaking assessment tasks The types of speaking assessment Why you use /don‟t you use these type of speaking assessment tasks to assess your students? What are the advantages/disadvantages? - Topics - Interview - Role play - Personal information - Dialogue practice - Picture description - Information gap activity - Discussion The ways of conducting speaking assessment tasks How you conduct your speaking assessment when you use these types of following speaking assessment tasks? - Let the students pick up one or two questions - Show and tell - Role play - Personal and family introduction - Rote memory of text dialog - Picture description - Information gap activity 96 - Discussion Teachers‟ perceptions of speaking assessment at upper-secondary school The necessity of conducting speaking assessment How you evaluate the necessity of conducting speaking assessment based on society‟s demand, students‟ need, curriculum‟s requirements and teachers‟ responsibilities? The validity of types of speaking assessment tasks How you evaluate the validity of the types of speaking assessment tasks used in the classroom? How does it match the goals of textbook and curriculum? How authentic are your types of speaking assessment tasks? How are they related to real situations? The reliability of types of speaking assessment tasks How you evaluate the reliability of speaking assessment tasks used in the classroom? How they reflect correctly students‟ communicative competence? The professional development opportunities toward speaking assessment How you think of the opportunities to improve your professional teaching and speaking assessment? (through courses of teaching methodology, press, etc) Exams‟ negative washback How school regular exams and national leaving exam without speaking assessment affect your speaking teaching and speaking assessment in the classroom? Challenges in conducting speaking assessment Large classes How large classes affect your speaking assessment in the classroom? Work overloaded besides professional teaching 10 Do you think how other work besides professional teaching affect your conduct of speaking assessment in the classroom? Elicitation to students‟ responses 97 11 What are the challenges in elicit students to respond to your questions when you are conducting speaking assessment? Teachers‟ communicative competence to speaking assessment 12 How you think of your communicative competence? How does your good/bad communicative competence affect your speaking assessment in the classroom? Students‟ lack of English competence 13 How does students‟ lack of English competence affect your speaking assessment in the classroom? Lack of teaching methodology retraining 14 How does lack of teaching methodology retraining affect your speaking assessment? Teachers‟ activeness and responsibility 15 How you think of teacher‟ role in conducting speaking assessment? What effects does your activeness and responsibility make to the success of conducting speaking assessment? Textbook 16 How you use textbook speaking tasks to assess your students‟ speaking? How does the lack of textbook‟s support affect your speaking assessment? Teachers‟ belief in English CLT and speaking assessment at upper-secondary school Do you believe in the success of CLT and speaking assessment at upper-secondary school? Why? 98 CÂU HỎI PHỎNG VẤN Họ tên người vấn (tuỳ chọn) :…………………………………… Thời gian:…………………………………… Nơi vấn:……………………………… Dự kiến độ dài buổi vấn:……………………………… Thời gian bắt đầu vấn:………………………………… Thời gian kết thúc vấn:………………………………… Câu hỏi việc tiến hành dạng tập đánh giá kĩ nói Các loại hình tập sử dụng để đánh giá kĩ nói Tại thầy/cơ lại lựa chọn/không lựa chọn tập để đánh giá kĩ nói học sinh lớp học mình? Những cách đánh giá có thuận lợi/khó khăn gì? A Nói theo chủ đề B Phỏng vấn C Thơng tin cá nhân D Đóng vai E Thực hành hội thoại F Miêu tả tranh G Hoạt động điền thơng tin cịn thiếu H Thảo luận Cách tiến hành tập đánh giá kĩ nói Nếu dùng dạng tập thầy/ cô thường tiến hành lớp nào? A Nói theo chủ đề B Phỏng vấn 99 C Thơng tin cá nhân D Đóng vai E Thực hành hội thoại F Miêu tả tranh G Hoạt động điền thơng tin cịn thiếu H Thảo luận Nhận thức giáo viên việc đánh giá kĩ nói trường THPT Mức độ cần thiết việc tiến hành đánh giá kĩ nói Các thầy cô đánh cần thiết việc đánh giá kĩ nói cho học sinh (đối với nhu cầu xã hội, nhu cầu học sinh, yêu cầu từ giáo trình nhận thức giáo viên)? Tính giá trị tập đánh giá Các thầy cô đánh tính giá trị dạng tập đánh giá kĩ nói tiến hành cho học sinh? Mức độ đáp ứng yêu cầu chương trình, sách giáo khoa nào? Các tập có tính chân thực mức độ nào? Các tập nói áp dụng thực tế nào? Độ tin cậy hình thức đánh giá kĩ nói Thầy/cơ đánh giá độ tin cậy dạng tập mà tiến hành? Chúng đánh giá lực giao tiếp học sinh xác mức độ nào? Cơ hội nâng cao trình độ nghề nghiệp tương lai 10 Thầy/cơ nghĩ hội để nâng cao trình độ nghề nghiệp kĩ đánh giá kĩ nói tốt khơng? (qua lớp học nâng cao phương pháp giảng dạy, qua báo chí, …) 100 Tác động tiêu cực việc thi cử 11 Việc khơng tổ chức thi nói kì thi thức định kì trường kì thi tốt nghiệp PTTH có tác động đến việc dạy đánh giá kĩ nói thầy/cơ lớp? Những khó khăn việc tiến hành đánh giá kĩ nói Lớp học đơng 12 Lớp học đơng có ảnh hưởng đến việc tiến hành đánh giá kĩ nói lớp thầy/cơ? Sự q tải cơng việc khác ngồi chun mơn 13 Các thầy có cho cơng việc khác ngồi dạy học (cơng tác chủ nhiệm, soạn giáo án, họp hành, chấm thi, …) ảnh hưởng đến việc tiến hành đánh giá kĩ nói lớp không? Gợi ý học sinh trả lời 14 Thầy/cô gặp khó khăn việc gợi ý, dẫn dụ học sinh trả lời tiến hành đánh giá? Năng lực Tiếng Anh giáo viến việc tiến hành kiểm tra nói 15 Thầy/cơ đánh khả giao tiếp thân? Khả giao tiếp Tiếng Anh tốt/không tốt thầy/cô có ảnh hưởng đến việc đánh giá kĩ nói? Trình độ Tiếng Anh học sinh yếu 16 Kiến thức Tiếng Anh học sinh hạn chế ảnh hưởng đến việc đánh giá kĩ nói thầy/cơ? Có hội đào tạo phương pháp giảng dạy 101 17 Việc có hội đào tạo lại phương pháp giảng dạy có ảnh hưởng đến việc đánh giá kĩ nói thầy cơ? Sự linh hoạt giáo viên 18 Các thầy cô ý thức tầm quan trọng giáo viên việc tiến hành đánh giá kĩ nói cho học sinh? Sự linh hoạt, sáng tạo tự giác giáo viên có ý nghĩa thành cơng việc đánh giá kĩ nói? Sách giáo khoa 19 Thầy/cô sử dung tập sách giáo khoa để đánh giá kĩ nói học sinh? Việc thiếu hướng dẫn sách giáo khoa ảnh hưởng đến việc tiến hành đánh giá kĩ nói? Niềm tin vào thành công dạy Tiếng Anh giao tiếp kĩ nămg nói nói riêng phổ thơng 20 Thầy/cơ có tin tưởng vào khả thành cơng việc dạy Tiếng Anh theo đường hướng giao tiếp kĩ nói trường phổ thơng hay khơng? Tại sao? 102 102 ... two upper-secondary schools in Nam Truc district and another in Nam Dinh city The furthest school in Nam Truc, where the researcher is working, is 10 kilometers from Nam Dinh city Out of the 10... constraints of Vietnamese classrooms that prevent teachers in upper-secondary schools in Nam Dinh from effective, routine English speaking assessment? How these constraints influence the ways Nam Dinh... in two upper-secondary schools in Nam Truc district and in one in Nam Dinh city The case study used qualitative approach to explore the constraints affecting Nam Dinh upper-secondary English teachers‟