MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI KHANH HUYEN A STUDY OF TEACHERS’ TECHNIQUES FOR PROMOTING CLASSROOM INTERACTION IN THE ENGLISH CLASS AT NINH CHAU HIGH SCHOOLIN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirement for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI KHANH HUYEN A STUDY OF TEACHERS’ TECHNIQUES FOR PROMOTING CLASSROOM INTERACTION IN THE ENGLISH CLASS AT NINH CHAU HIGH SCHOOL IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HOA HIEP, D.Ed HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -LÊ THỊ KHÁNH HUYỀN KHẢO SÁT KỸ THUẬT DẠY HỌC CỦA GIÁO VIÊN NHẰM THÚC ĐẨY SỰ TƯƠNG TÁC TRONG LỚP HỌC TIẾNG ANH TẠI TRƯỜNG THPT NINH CHÂU QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HÒA HIỆP HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: ……./ ……./ 20… Author Le Thi Khanh Huyen iii ABSTRACT This study aims to explore high school teachers and students’ views about effective classroom interaction and how it can be promoted at Ninh Chau High School The data were collected by means of questionnaires, in-depth interviews and classroom observations The findings show that the most teachers and students understood the importance of classroom interaction for more effective teaching and learning English All the teachers agreed a good communication in classroom could help create a communicative environment and thus could make students feel more confident in using English to communicate with each other On the basis of the findings, to promote effective classroom interaction, it is suggested the teachers need to develop suitable communicative activities that all students could take part in The teachers could also use a variety of teaching equipment and tools such as a computer, projector, posters and pictures to promote communication In addition, the teachers could use pair-work, group-work or even individual work to facilitate students’ interaction Furthermore, the teachers should create a positive atmosphere in the classroom to encourage more interaction among student iv ACKNOWLEDGEMENTS I would like to sincerely thank all of teachers of College of Foreign Languages, Hue University for teaching me in the course work program Particularly, this thesis would not have been completed without the support of my supervisor Dr Pham Hoa Hiep; I would like to express my special thanks to him I also would like to thank the teachers and students at Ninh Chau high school who enthusiastically participated in my research I am grateful to the principal of Ninh Chau high school for giving me favorable conditions during my study Additionally, I would like to thank all my classmates for the meaningful time during the course Last but not least, I am deeply grateful to my parents, my older brothers, my friends who always beside me to support and encourage me to conduct this master course Thank you so much for all Sincerely, Le Thi Khanh Huyen v TABLE OF CONTENTS SUB COVER PAGE i STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES viii LIST OF FIGURES ix LIST OF ABBREVIATIONS .x CHAPTER INTRODUCTION .1 1.1 Background of the study .1 1.2 Research aims and questions of the study 1.3 Significances of the study .4 1.4 Scope of the study 1.5 Organization of the Study .4 CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Definitions of classroom interaction .6 2.3 Types of classroom interaction in English language teaching .7 2.3.1 Teacher-students interaction 2.3.2 Teacher-student interaction 2.3.3 Student-student interaction 2.3.4 Student-students interaction 2.3.5 Student-content interaction 10 2.4 Classroom interaction and its role for English language teaching 10 2.5 Teacher’s techniques for promoting classroom interaction in the English class 12 2.6 Current classroom interaction in Vietnam and Quang Binh province 14 2.7 Previous studies 16 vi 2.8 Conclusion 17 CHAPTER 19 METHODOLOGY 19 3.1 Research approach .19 3.2 Research site and participants 19 3.3 Data collection 20 3.4 Data analysis .21 3.5 Conclusion 22 CHAPTER 23 RESEARCH FINDINGS AND DISCUSSION .23 4.1 Teachers’ views of effective classroom interaction 23 4.1.1 Teachers’ perception of effective classroom interaction in the English class at Ninh Chau High School .23 4.1.2 Teachers’ use of techniques for promoting effective classroom interaction in the English class 25 4.2 Students’ views of teachers’ techniques for promoting effective classroom interaction in the English class 32 4.2.1 Students’ perception of effective classroom interaction in the English class 32 4.2.2 Students’ attitude towards teachers’ techniques for promoting effective classroom interaction in the English class 34 4.3 Implication for promoting better classroom interaction in the English class 38 4.4 Chapter conclusion .41 CHAPTER 42 CONCLUSION AND RECOMMENDATIONS .42 5.2 Recommendations 44 5.2.1 Recommendations for teachers 44 5.2.2 Recommendations for students 45 5.3 Limitations of the study 46 REFERENCES 47 APPENDICES 51 vii LIST OF TABLES Table 4-1 The role of classroom interaction (n=8) 23 Table 4-2 Some purposes of effective classroom interaction (n=8) .24 Table 4-3 Interaction pattern used in the English class (n=8) .25 Table 4-4 Activity often used in the English class (n=8) 25 Table 4-5 Activity offers the best chance for classroom interaction (n=8) 26 Table 4-6 Types of communicative activities used in the English class (n=8) 27 Table 4-7 The ways used by teachers to promote effective classroom interaction (n=8) 28 Table 4-8 Stage often used classroom interaction (n=8) 29 Table 4-9 Attitude of students towards teachers’ techniques (n=8) .30 Table 4-10 Students’ participation in classroom interaction (n=8) 30 Table 4-11 Teachers’ difficulties when using techniques (n=8) 31 Table 4-12 The roles of classroom interaction in the English class (n=80) 33 Table 4-13 The favorite classroom pattern by students (n=80) 34 Table 4-14 The students’ favorite activities (n=80) 34 Table 4-15 Teachers’ ways to motivate students’ interaction (n=80) 35 Table 4-16 Skill gives best chance for classroom interaction (n=8) 36 Table 4-17 The effectiveness of teachers’ techniques to students (n=80) .37 Table 4-18 The difficulties of students in classroom interaction (n=80) 38 viii LIST OF FIGURES Figure 4-1 Types of interaction used most in teaching different skills 26 Figure 4.2 Importance of classroom interaction (n=80) 32 Figure 4-3 How students participate in classroom interaction (n=80) 33 Figure 4-4 The students’ favorite communicative activities (n=80) .35 Figure 4-5 Students’ participation in classroom (n=80) 37 ix Scholarstic Professional Book Nunan, D (1991) Language Teaching Methodology London: Prentice Hall Nunan, D (1991) Language Teaching Methodology A Text book for teachers Hemel Hempstead: Prentice Hall Nguyen, T K N (2010) Theoretical review on oral interaction in EFL classroom Studies in literature and language Vol.1., No.4, 2000, pp.29-48 Nguyen, T T B (2009) Exploring major factors that impact verbal interaction in EL speaking classes at Hue University, College of Foreign Languages Master Thesis Hue University Nolasco, R & Arthur, L (1980) Large class Macmillan Publish Oxford Learner’s Pocket Dictionary Oxford: University Press Pham, H H (2005) University English classroom in Vietnam ELT Journal 59(1), pp 336-338 Phan, L H (2004) University classrooms in Vietnam: contesting the stereotypes ELT Journal 58(1), pp 50-57 Ramelan (1992) Introduction to linguistic Analysis, (p.2-3) Semarang: IKIP Semarang Press Richard, J (2006) Communicative Language Teaching Today Cambridge: Cambridge Press Regents, Englewood Cliffs, NJ 07632 Richard, J C, & Rodgers, I S (2001) Approaches and Method in Language Teaching Cambridge: Cambridge Press River, W M (1987) Interactive Language Teaching, (p.4) Cambridge, Cambridge University Press River, Wilga M (1987) Interactive Language Teaching ((p.160-2, p.10)) Cambridge: Cambridge University Press Sim, R (1999) Interactivity on stage: strategies for learners- designers communication Swain, M (1985) Interactive Language Teaching (p.223) Cambridge: Cambridge 49 University Press Tsui, A (2001) Classroom interaction, In Ronald Carter & David Nunan (ed.) The Cambridge Guide to Teaching English to Speaker of Other Language Cambridge: Cambridge University Press Wagner, M (1994) In support of a functional definition of interaction The American Journal of distance Education Wikipedia Dictionary The Free Encyclopedia 50 APPENDICES APPENDIX No: …… QUESTIONNAIRES: VIEW ON TEACHERS’ TECHNIQUES FOR PROMOTING CLASSROOM INTERACTION This questionnaire aims to collect the data for my MA research entitled: “A Study of teacher’s techniques for promoting classroom interaction in the English class at Ninh Chau High School in Quang Binh Province” This will not be used for any other purposes Thank you in advance for giving your opinion I INFORMATION OF RESPONDENT Full-name (optional): ………………………………………… Address: ………………………………………………………… Age: …………………………………………………………… Length of time teaching English: …………………………… Gender: Male Female II VIEW OF TEACHERS’ PERCEPTIONS ABOUT EFFECTIVE CLASSROOM INTERACTION IN THE ENGLISH CLASS AT NINH CHAU HIGH SCHOOL By classroom interaction, I mean the interaction between the teacher and the learner and among the learners in the classroom It creates a good and active motivation in learning and enhances the effective learning and teaching Please read the following questions and tick the option(s) that suits you In your opinion, for creating positive atmosphere in the English class, how important is classroom interaction? a Very important b Rather important c Not important d Do not know What are some purposes of effective classroom interaction in teaching 51 English? a It provides the vehicle of communication and enhances students’ communicative competence It provides the vehicle of communication b It builds up a collaborative learning environment It builds up an autonomous learning c It builds up an autonomous learning and students’ own learning method d It creates a good and active motivation and promotes teaching and learning e All of them III TEACHER’S USE OF TECHNIQUES FOR PROMOTING EFFECTIVE CLASSROOM INTERACTION IN THE ENGLISH CLASS AT NINH CHAU HIGH SCHOOL By technique, I mean the teaching activities which can be used in the classroom to promote effective learning What interaction pattern you try to maintain most frequently in your class? a Teacher – student interaction b Student – student interaction c Student – students interaction d Student – content What kind of activities you often use to promote effective classroom interaction in your class? a Individual b Pair-work c Group-work Which activities offer the best chance for interaction in your class? Please explain your choice? Activities Explanation a Individual b Pair-work 52 c Group-work What types of interaction you use most when you are teaching different skills? Skills Teacherstudent Types of interaction StudentStudentstudent students (pair work) (group-work) Reason for Student- your choice content Reading Speaking Listening Writing What types of communicative activities you use to interact with your student? a Class survey b Line dialogue c Conversation grid d Information gap e Game f Others ………… How you promote effective classroom interaction? a I set my student work in a small or big group for discussion and reporting b I work with my students on a given task, explain, inform, inquire, correct and force the student to speak through a number of tasks c I encourage my students participate in classroom interaction by questioning, using picture or cues to help them more easily answer my questions d Combining with information technology, I create an active classroom atmosphere to get students involve in the lesson e All of them f Others: ……………………………………………………………………… At what stage of English teaching you often use classroom interaction? 53 a Lead – in b Presentation c Practice d Production e Consolidation 10 What is your students’ attitude toward your activities for promoting classroom interaction? a Very interested b Interested c Not very interested d Not interested e Do not know 11 How your students interact in your English class? a Very enthusiastic b Enthusiastic c Not very enthusiastic d Not enthusiastic e Do not know 12 What difficulties you often encounter when using techniques to promote classroom interaction in the English class? a Time limitation b Activities are not already existing c Time – taking to give instruction to students because of various activities d Others: ……………………………………………………………………… 13 In your opinion, what can be done to promote better classroom interaction in the English class? 54 55 APPENDIX CÂU HỎI ĐIỀU TRA: VỀ THÁI ĐỘ CỦA HỌC SINH TRƯỚC NHỮNG KỸ THUẬT CỦA GIÁO VIÊN TRONG VIỆC THÚC ĐẦY SỰ TƯƠNG TÁC TRONG LỚP HỌC Bảng câu hỏi nhằm thu thập thông tin cho nghiên cứu “Khảo sát hoạt động dạy học giáo viên nhằm thúc đẩy tương tác lớp học tiếng Anh trường THPT Ninh Châu Quảng Bình” Những liệu thu thập nhằm phục vụ cho mục đích nghiên cứu, không mục đích cá nhân Chân thành cảm ơn hợp tác em I THÔNG TIN NGƯỜI THAM GIA Họ tên: …………………………………………… Lớp: ………………………………………………… Tuổi: ………………………………………………… Giới tính: Nữ Nam II NHẬN THỨC CỦA HỌC SINH VỀ SỰ TƯƠNG TÁC TRONG LỚP HỌC TIẾNG ANH TẠI TRƯỜNG THPT NINH CHÂU Sự tương tác lớp học tham gia giáo viên học sinh học sinh lớp học Sự tương tác nhằm thúc đẩy tính tích cực học tập người học góp phần nâng cao hiệu việc dạy học Vui lòng đọc câu hỏi sau chọn đáp án mà bạn cho phù hợp Theo ban, tương tác quan trọng lớp học? a Rất quan trọng b Khá quan c Không quan trọng d Không có ý kiến Theo bạn, vai trò tương tác lớp học gì? 56 a Tạo động lực cho việc dạy học b Tạo môi trường giao tiếp lớp học c Nâng cao khả giao tiếp tiếng Anh lớp học d Giúp học sinh trao đổi học với giáo viên bạn lớp e Giúp học sinh tự giác việc học lớp nhà f Tất ý kiến III THÁI ĐỘ CỦA HỌC SINH VỀ CÁC KỸ THUẬT CỦA GIÁO VIÊN TRONG LỚP NHẰM THÚC ĐẨY SỰ TƯƠNG TÁC CÓ HIỆU QUẢ TRONG LỚP HỌC TIẾNG ANH TẠI TRƯỜNG THPT NINH CHÂU Trong lớp học Tiếng Anh, bạn có tham gia vào tương tác lớp học không? a Luôn b Thường xuyên c Thỉnh thoảng d Không Trong lớp học Tiếng Anh, tương tác khiến bạn cảm thấy thoải mái nhất? a Học sinh – học sinh b Giáo viên – học sinh c Học sinh – học Trong lớp học tiếng Anh, bạn chủ yếu a Tương tác với giáo viên b Tương tác với bạn ngồi gần c Hoạt động d Tương tác với giáo viên bạn lớp Giáo viên thường sử dụng hoạt động để tạo tương tác lớp học tiếng Anh mà bạn thích? a Hoạt động cá nhân b Hoạt động cặp 57 c Hoạt động nhóm Những hoạt động tương tác giáo viên sử dụng lớp học Tiếng Anh mà bạn thích? a Điều tra lớp học b Hội thoại c Đối thoại – vấn d Hoạt động điền khuyết e Các trò chơi f Ý kiến khác: …………………………………………………………… Giáo viên có thường làm để giúp bạn tham gia vào tương tác lớp học cách có hiệu quả? a Giáo viên cho lớp hoạt động theo nhóm lớn nhỏ khác tùy theo nhiệm vụ (task) b Giáo viên khuyến khích học sinh tham gia vào tương tác cách đặt câu hỏi, sử dụng tranh ảnh từ khóa cần thiết giúp học sinh trả lời dễ dàng c Giáo viên kết hợp với công nghệ thông tin để tạo không gian động lớp học, lôi học sinh vào tiết học d Giáo viên yêu cầu học sinh trình bày hoạt động nói sau hoạt động nhóm e Ý kiến khác: …………………………………………………………… Những hoạt động giáo viên tổ chức có giúp bạn tham gia vào tương tác lớp cách có hiệu không? a Rất hiệu b Hiệu c Ít hiệu d Không hiệu e Không có ý kiến 10.Các bạn tham gia vào tương tác lớp học Tiếng Anh nào? 58 a Rất nhiệt tình b Nhiệt tình c Ít nhiệt tình d Không nhiệt tình e Không có ý kiến 11.Những khó khăn bạn thường gặp phải việc tham gia vào tương tác lớp học tiếng Anh? a Cảm thấy không tự tin vốn từ vựng, ngữ pháp b Cảm thấy ngại ngùng trước giáo viên bạn bè tương tác c Hạn chế thời gian d Ý kiến khác: …………………………………………………………… 12 Bạn có đề nghị với giáo viên để giúp bạn tham gia cách hiệu vào tương tác lớp học,? 59 APPENDIX TEACHERS’ INTERVIEW QUESTIONS What kind of classroom interaction you often use in your English class? What are the activities you use in the English classroom to promote effective interaction? Do your students enjoy class activities? Why you think so? How important is classroom interaction? What are difficulties you encounter when using techniques to promote effective classroom interaction? What are students’ views about your teaching activities? What are your suggestions to promote better classroom interaction in the English class? 60 APPENDIX STUDENTS’ INTERVIEW QUESTIONS What kind of classroom interaction does your teacher often use in the English class? What are the activities does your teacher use in the English classroom to promote effective interaction? Do you enjoy class activities? Why you think so? How often you take part in classroom? And how? How important is classroom interaction? What are difficulties you encounter when participating in classroom interaction? What are your suggestions to promote better classroom interaction in the English class? 61 APPENDIX CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH (Vietnamese version) Giáo viên thường sử dụng mô hình tương tác lớp học tiếng Anh? Giáo viên thường sử dụng hoạt động để tạo tương tác lớp học tiếng Anh? Bạn có thích hoạt động giáo viên không? Vì sao? Bạn có thường xuyên tham gia vào tương tác lớp học Tiếng Anh không? Nếu có cách nào? Theo bạn, tương tác lớp học có quan trọng không? Vì sao? Bạn thường gặp khó khăn việc tương tác với giáo viên bạn lớp? Bạn có đề nghị với giáo viên để giúp bạn tham gia cách hiệu vào tương tác lớp học? 62 APPENDIX CLASSROOM OBSERVATION SHEET Unit: Period: Lesson: Teacher’s name: Class: Student’s number: Stages Teacher’s activities Students’ activities 63 Comments