Teachers' use of elicitation techniques to teach speaking skill to first-year students of University of Engineering and technology, Vietnam national University, Hanoi Việc sử dụng các thủ thuật gợi mở của giáo viên để dạy kĩ năng nói cho sinh viên năm thứ nhất, trường ĐH Công nghệ, ĐH Quốc Gia Hà Nội Chu Thị Huyền Mi University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10 Supervisor : M.A. Nguyễn Minh Tuấn Năm bảo vệ: 2012 Abstract. Application of Communicative Language Teaching into English classrooms has mushroomed worldwide, and employment of elicitation techniques to enhance learners’ competence in spoken English is not an exception. However, how to maximize the outcomes of those techniques among Vietnamese students in general and to non-English-major students is always a big concern to educators. This study was conducted with a view to examining teachers’ use of elicitation techniques to teach speaking skill to first-year students at University of Engineering and Technology, Vietnam National University, Hanoi. To be more specific, the researcher desired to investigate teachers’ concept of elicitation teaching, their actual implementation and effects of elicitation techniques on their students’ spoken English skill. The three objectives were expected to be accomplished by a triangulation of three data collection instruments including questionnaire, interview and classroom observation. Targeting at first-year student population, the study could involve 80 of them in the questionnaire survey and ten teachers in both questionnaire and interviews. Classroom observation was also implemented to support and test the results gained from the former instruments. Upon data analysis, the researcher could work out important findings as follows, i.e. most of the studied teachers had an adequate understanding of elicitation teaching and used it with high frequency. “Increasing students’ talk” was the most significant effect of elicitation whereas “time consumption” was the biggest shortcoming of the techniques. Regarding their actual implementation, all techniques, especially questioning, were used on a regular basis to elicit students’ talk. The manners of elicitation which were paid the most attention to included “combining different techniques”, “alternating types of questions” and “direct questions to a variety of students”. The findings could after all generate meaningful pedagogical implications for students, teachers and educational authorities. Keywords. Tiếng Anh; Kỹ năng nói; Phương pháp giảng dạy; Thủ thuật gợi mở Content. The rest of the paper consists of four following chapters. Chapter 2 provides background theories underlying the issue including definition of key concepts and relevant knowledge in accordance with a review of related studies of the same field. Chapter 3 presents the methodology of the research including features of participants, research setting, research instruments, data collection and data analysis procedure. Chapter 4 reports and discusses findings which answer the four research questions. It also offers recommendations to relevant parties so as to accomplish a higher effectiveness of elicitation teaching. Chapter 5 summarizes major findings, highlights contributions of the research, puts forward practical suggestions for future research as well as addresses noted limitations of the study. In conclusion, the initial chapter has presented basic understanding of the research including rationales for doing the research, objectives, scope, significance and overview of the rest of the paper. References. Chu T. H. M. 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