VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** VŨ THỊ HOÀI AN EXPLORATORY STUDY ON STUDENTS’ LEARNING OF TOEFL IBT SPEAKING SKILLS AT EQUEST HANOI CENTER Nghiên cứu thăm dò việc học viên trung tâm EQuest Hà Nội học luyện thi kỹ Nói theo thi TOEFL iBT M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi – 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** VŨ THỊ HOÀI AN EXPLORATORY STUDY ON STUDENTS’ LEARNING OF TOEFL IBT SPEAKING SKILLS AT EQUEST HANOI CENTER Nghiên cứu thăm dò việc học viên trung tâm EQuest Hà Nội học luyện thi kỹ Nói theo thi TOEFL iBT M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Phạm Thị Thanh Thùy, Ph.D Hanoi – 2014 DECLARATION I hereby, certify the thesis entitled “An Exploratory Study on Students' Learning of TOEFL iBT Speaking Skills at EQuest Hanoi Center” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, Hanoi The thesis has not been submitted for any degree at any other universities or institutions I agree that the origin of my paper deposited in the library can be accessible for the purposes of study Hanoi, 2014 Vu Thi Hoai i ACKNOWLEDGEMENTS I owe a great many thanks to so many people who have supported me all the way throughout my study to this final achievement Firstly, it is with heartfelt gratitude that I wish to thank Ms Pham Thi Thanh Thuy, Ph.D for her professional guidance, valuable suggestions and academic advice, leading me through great hindrances and inspiring me to conduct the study I am grateful to all the lecturers in the Master course, who supplied me with useful knowledge I would like to extend my appreciation to my colleagues and students at EQuest Academy for their enthusiasm for responding to my questionnaires and participating in my interviews Last but not least, words are not enough to express my gratitude to my family Without their help and encouragement, I could not have finished this study ii ABSTRACT This study is an attempt to explore some strategies commonly used by EQuest learners in the TOEFL iBT Speaking test, discover some difficulties they encounter in learning to respond to the test tasks, and suggest some possible solutions In the study, the researcher investigates the opinions of 78 students and seven teachers from EQuest Hanoi center These teachers and students were invited to partake in survey questionnaires and interviews The results of the study present some strategies that students used to deal with the tasks, their difficulties in learning and some suggestions to improve the situation Based on those findings, the thesis provides some pedagogical implications, which might be of great help for teachers and learners of TOEFL iBT test iii LIST OF TABLES Table 1: Format of TOEFL iBT Speaking Test Table 2: Students’ strategies used in responding to TOEFL iBT Speaking Independent Tasks Table 3: Students’ strategies used in responding to TOEFL iBT Speaking Integrated Tasks Table 4: Learners’ difficulties in learning to respond to Independent Tasks from teachers’ views and learners’ views Table 5: Learners’ difficulties in learning to respond to Integrated Tasks from teachers’ views and learners’ views Table 6: Teachers’ recommendations and students’ expectations for teaching and learning iv LIST OF ABBREVIATIONS TOEFL iBT: Test of English as a Foreign Language (Internet-Based Test) TOEFL CBT: Test of English as a Foreign Language (Computer-Based Test) ETS: Educational Testing Service L1: First or native language L2: Second language ESL: English as a second language EFL: English as a foreign language v TABLE OF CONTENTS DECLARATION……………………………………………………………… i ACKNOWLEDGEMENTS…………………………………………………… ii ABSTRACT…………………………………………………………………… iii LIST OF TABLES…………………………………………………………… iv LIST OF ABBREVIATIONS………………………………………………… v TABLE OF CONTENTS…………………………………………………… vi PART A: INTRODUCTION……………………………………………… 1 Rationale…………………………………………………………………… Aims and Research Questions……………………………………………… Significance of the study…………………………………………………… Scope of the study………………………………………………………… Method of the study………………………………………………………… Organization………………………………………………………………… PART B: DEVELOPMENT………………………………………………… Chapter 1: Theoretical background……………………………………… 4 TOEFL iBT test and Speaking section…………………………………… 1.1 Introduction to the TOEFL iBT test……………………………………… 1.2 Format of TOEFL iBT Speaking Section………………………………… Learners’ strategies used when learning and responding to TOEFL iBT Speaking Section……………………………………………………… 2.1 Definitions of learner strategies………………………………………… vi 2.2 Classification of learner test-taking strategies…………………………… Difficulties in learning Speaking skills of EFL/ESL learners………… 12 3.1 Difficulties from teachers………………………………………………… 13 3.2 Difficulties from students………………………………………………… 14 3.3 Difficulties from objective factors……………………………………… 17 Chapter 2: Methodology…………………………………………………… 19 Context of the study………………………………………………………… 19 Participants………………………………………………………………… 19 Instruments………………………………………………………………… 20 Data collection procedures………………………………………………… 21 Chapter 3: Results and Discussion……………………………………… 23 Some strategies students often use to respond to TOEFL iBT Speaking questions…………………………………………………………………… 23 1.1 Students’ strategies used in responding to TOEFL iBT Speaking 23 Independent Tasks………………………………………………………… 1.2 Students’ strategies used in responding to TOEFL iBT Speaking 25 Integrated Tasks…………………………………………………………… Some difficulties students encounter when learning TOEFL iBT 27 Speaking preparation courses at EQuest……………………………… 2.1 Students’ difficulties in learning to respond to TOEFL iBT Speaking 27 Independent Tasks…………………………………………………………… 2.2 Students’ difficulties in learning to respond to TOEFL iBT Speaking 30 Integrated Tasks……………………………………………………………… Some suggestions to improve the situation…………………………… 32 3.1 Teachers’ recommendations for teaching and learning………………… 33 vii 3.2 Learners’ expectations for teaching focus……………………………… 33 PART C: 35 CONCLUSION……………………………………………… Summary of the findings…………………………………………………… 35 Implications of the study…………………………………………………… 36 Limitations of the study…………………………………………………… 37 Suggestions for further studies……………………………………………… 38 REFERENCES……………………………………………………………… 39 APPENDIX 1: Questionnaire for I Learners…………………………………… APPENDIX 2: Questionnaire for Teachers…………………………………… V APPENDIX 3: Guided Questions for Student Semi-structured Interview…… VIII APPENDIX 4: Respondents’ Personal Information………………………… viii IX REFERENCES Abhakorn, J (2008) The implications of learner strategies for second or foreign language teaching ARECLS, Vol 5, 186-204 Akbari, R., & Talebinezhad, M R (2003) The 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of in-class relationships and their voluntary responses In Y Gao (Ed.), The Social Psychology of English Learning by Chinese College Students (pp 149-167) Beijing: Foreign Language Teaching and Research Press 44 APPENDIX QUESTIONNAIRE FOR LEARNERS Dear TOEFL iBT learners, I am Vu Thi Hoai, majoring in TESOL, English Department, Post Graduate Program, Hanoi University of Languages and International Studies I am conducting a research on students' learning of TOEFL iBT speaking skills at EQuest Hanoi Center This survey questionnaire is designed to collect data for my study Please use either English or Vietnamese to respond Your assistance in responding to the following questions is highly appreciated All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Thank you very much for your help _ Please put a tick (✔) next to your answer and fill in the information where necessary Part 1: General information Gender: Age: □ 15-18 □Female □ 19-22 □Male □ 23-26 □ 27-30 How long have you been learning English? □ 1-3 years □ 4-7 years □ 8-10 years □ over 10 years Part 2: Your strategies to respond to TOEFL iBT Speaking Tasks Which strategies you use to respond to Question & 2? (You can tick as many as appropriate.) □ Organizing thoughts □ Taking notes □ Avoiding areas that pose linguistic difficulties □ Repeating phrases to fill time I □ Stalling (Using verbal fillers like “uhm”, “well”,… to gain time) □ Slowing (to avoid mistakes or monitor time) □ Translating (from Vietnamese to English during speaking time) □ Monitoring time □ Self-correcting □ Lowering anxiety □ Evaluating performance (after finishing the responses) □ Others (Please specify) _ Which strategies you use to respond to Question 3, 4, & 6? (You can tick as many as appropriate.) □ Taking notes □ Making connections between previous experiences and reading or listening contents □ Attending (focusing on a specific aspect of the task, e.g the man/woman’s opinion in Question 3’s listening) □ Using imagery given □ Memorizing (what is said in the listening or written in the reading) □ Anticipating questions □ Organizing thoughts □ Evaluating the content of what was read/ heard □ Borrowing (using words heard or read in the reading or listening in the response) □ Repeating phrases to fill time □ Stalling (using verbal fillers like “uhm”, “well”,… to gain time) □ Slowing (to avoid mistakes or monitor time) □ Translating (from Vietnamese to English during reading/ listening/ speaking time) □ Monitoring time □ Self-correcting □ Lowering anxiety □ Evaluating performance (after finishing the responses) II □ Others (Please specify) _ Part 3: Learners’ difficulties in learning to respond to TOEFL iBT Speaking questions Which of the following difficulties you have in learning to respond to independent tasks? (You can tick as many as appropriate.) □ Defending a personal choice/ preference □ Organizing ideas □ Controlling grammar while speaking □ Making word choices □ Mispronouncing words □ Lacking word stress/ sentence stress/ linking sound/ ending sound □ Maintaining fluency □ Pacing response □ Controlling the time □ Overcoming anxiety in expressing ideas □ Learning condition (without microphone and computer) □ Others (Please specify) _ Which of the following difficulties you have in learning to respond to integrated tasks? (You can tick as many as appropriate.) □ Summarizing information □ Synthesizing information □ Paraphrasing information □ Defending a personal opinion (Question 5) □ Controlling grammar while speaking □ Making word choices □ Mispronouncing words □ Lacking word stress/ sentence stress/ linking sound/ ending sound □ Maintaining fluency □ Pacing response III □ Controlling the time □ Overcoming anxiety in expressing ideas □ Learning condition (without microphone and computer) □ Others (Please specify) _ Part 4: Learners’ expectations for teaching focus What you expect your teachers to instruct you to help you overcome your difficulties in responding to TOEFL iBT Speaking questions? (You can tick as many as appropriate.) □ Generating ideas (for question and 2) □ Teaching sub-skills like note-taking, summarizing, synthesizing, and paraphrasing more □ Supplying sample answers □ Supplying speaking templates □ Teaching more about different pronunciation aspects □ Suggesting more ideas and alternative expressions while commenting on your responses □ Providing peer-correction among students □ Providing practice under exam-like condition (with microphone/ recording) □ Others (Please specify) _ THANK YOU VERY MUCH FOR YOUR COOPERARTION IV APPENDIX QUESTIONNAIRE FOR TEACHERS Dear TOEFL iBT teachers, I am Vu Thi Hoai, majoring in TESOL, English Department, Post Graduate Program, Hanoi University of Languages and International Studies I am conducting a research on students' learning of TOEFL iBT speaking skills at EQuest Hanoi Center This survey questionnaire is designed to collect data for my study Please use either English or Vietnamese to respond Your assistance in responding to the following questions is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your help _ Please put a tick (✔) next to your answer and fill in the information where necessary Part 1: General information Gender: Age: □ 22-30 □Female □ 31-40 □Male □ 41-50 □ 50+ How long have you been teaching English? □ 1-3 years □ 4-6 years □ 7-9 years □ over 10 years Part 2: Learners’ difficulties in learning to respond to TOEFL iBT Speaking questions Which of the following difficulties you think your students have in learning to respond to independent tasks? (You can tick as many as appropriate.) □ Defending a personal choice/ preference □ Organizing ideas V □ Controlling grammar while speaking □ Making word choices □ Mispronouncing words □ Lacking word stress/ sentence stress/ linking sound/ ending sound □ Maintaining fluency □ Pacing response □ Controlling the time □ Overcoming anxiety in expressing ideas □ Learning condition (without microphone and computer) □ Others (Please specify) _ Which of the following difficulties you think your students have in learning to respond to integrated tasks? (You can tick as many as appropriate.) □ Summarizing information □ Synthesizing information □ Paraphrasing information □ Defending a personal opinion (Question 5) □ Controlling grammar while speaking □ Making word choices □ Mispronouncing words □ Lacking word stress/ sentence stress/ linking sound/ ending sound □ Maintaining fluency □ Pacing response □ Controlling the time □ Overcoming anxiety in expressing ideas □ Learning condition (without microphone and computer) □ Others (Please specify) _ VI Part 3: Teachers’ recommendations for teaching and learning Which of the following you suggest instructing your students to to overcome their problems in responding to TOEFL iBT Speaking questions? (You can tick as many as appropriate.) □ Instructing them to generate ideas (for question and 2) □ Supplying sample answers □ Supplying speaking templates □ Teaching them more about different pronunciation aspects □ Suggesting more ideas and alternative expressions while commenting on their responses □ Providing peer-correction among students □ Teaching sub-skills like note-taking, summarizing, synthesizing, and paraphrasing more □ Providing practice under exam-like condition (with microphone/ recording) □ Others (Please specify) _ THANK YOU VERY MUCH FOR YOUR COOPERARTION VII APPENDIX Guided Questions for Student Semi-structured Interview Did your teacher supply you with clear information about the following things related to the TOEFL iBT Speaking test? a Format b Marking criteria c Strategies to respond to the tasks Did you meet any difficulties in learning to respond to TOEFL iBT Speaking questions? a Ideas (unable to convey relevant experiences or elaborate on chosen preference…) b Expressions (can’t find vocabulary/structure to express ideas, mispronunciation, and frequent wrong use of grammar…) c Time pressure (poor time management, poor automaticity, ineffective pace control…) In your opinion, what were the reasons for your difficulties? a Internal: laziness, limited facility for language use, nervousness… b External: unfamiliarity with the given topics, L1 interference, time constraint, large class size, teachers’ (no) limited support… What did you to overcome your difficulties? / What should you have done to overcome your difficulties? How did your teacher help you solve your problems? Did you find it helpful? What should your teacher have done to help you more? VIII APPENDIX RESPONDENTS’ PERSONAL INFORMATION Gender Teachers Number of respondents Students Percentage Number of respondents Percentage Male 14% 42 54% Female 86% 36 46% Total 78 Age Age of teachers Age Number of Age of learners Percentage Age respondents 22-30 Percentage respondents 14% 31% 32 41% 23-26 86% 24 16 20% 27-30 15-18 19-22 31-40 Number of 8% Experience of teachers and learners in teaching/ learning English Teachers’ years of teaching English Number of Number of years respondents 1-3 Students’ years of learning English respondents 1-3 16 21% 26 33% 8-10 14 18% Over 10 86% Number of years 14% Number of 4-7 4-6 Percentage 22 28% years IX Percentage ... STUDENTS’ LEARNING OF TOEFL IBT SPEAKING SKILLS AT EQUEST HANOI CENTER Nghiên cứu thăm dò việc học viên trung tâm EQuest Hà Nội học luyện thi kỹ Nói theo thi TOEFL iBT M.A MINOR PROGRAMME THESIS... limitations, the researcher hopes that this exploratory study is somehow useful for the situation of teaching and learning TOEFL iBT Speaking skills at EQuest center Suggestions for further study. .. implementation of this research Aims and Research Questions This study is carried out with the aim of gaining an insight into the activity of learning TOEFL iBT Speaking skills of students at EQuest center