Using communicative classroom activities to support EFL students’ oral presentation an action research project at nguyen trai ba dinh high school in hanoi

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VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES BÙITHỊ THỦY Bùi Thị Thủy ENGLISHLANGUAGE USING COMMUNICATIVE CLASSROOM ACTIVITIES TO SUPPORT EFL STUDENTS’ ORAL PRESENTATION: AN ACTION RESEARCH PROJECT AT NGUYEN TRAI-BA DINH HIGH SCHOOL IN HA NOI MA THESIS IN ENGLISH LANGUAGE COURSE:2017 – HA NOI, 2019 VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Bùi Thị Thủy USING COMMUNICATIVE CLASSROOM ACTIVITIES TO SUPPORT EFL STUDENTS’ ORAL PRESENTATION: AN ACTION RESEARCH PROJECT AT NGUYEN TRAI-BA DINH HIGH SCHOOL IN HANOI Field: English Language Code: 8220201 Supervisor: Nguyễn Thị Việt Nga, Ph.D HA NOI, 2019 DECLARATION BY AUTHOR I, Bùi thị Thủy, certify that the thesis entitled “Using communicative classroom activities to support EFL students’ oral presentation: An action research project at Nguyen Trai-Ba Dinh High School in Hanoi” is the result of my own research for the Degree of Master of Arts in English language I confirm that this thesis has not been submitted for any other degrees The research reported in this thesis was approved by Graduate Academy of Social Sciences Author’s Signature Bùi Thị Thủy Approved by SUPERVISOR Nguyễn Thị Việt Nga, Ph.D Date: ………………………… i ACKNOWLEGDEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort I would like to express my sincere thanks to the many people who made it possible First of all, I would like to express my heartfelt gratitude to my M.A thesis’s supervisor, Dr Nguyễn Thị Việt Nga for her kind consultation, invaluable encouragement as well as thorough correction in the process of completion Without her helpful guidance, this study would not have been achieved Next, I would like to convey my sincere appreciation and thanks to Mr Đặng Nguyên Giang and the staff of the Department of Foreign Languages, Graduate Academy of Social Sciences for granting me the honor of writing this thesis as well as their assistance and most valuable comments Specially, millions of my special thanks go to the teachers and students of Nguyen Trai- Ba Dinh High School who participated in this study for their kind and patient co-operation and encouragement They helped provide me with valuable data for the study so that I could have a better view of activities in presentation task in English speaking classes at Nguyen Trai- Ba Dinh High School in Ha Noi Finally, I am deeply indebted to my family for their sympathy and support during all the time I was studying for M.A degree at Graduate Academy of Social Sciences Without their unconditional love and sincere contribution, I could not have overcome my difficulties and concentrated on my studies ii TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEGDEMENTS ii ABSTRACT vi LIST OF TABLES .vii LIST OF FIGURES & CHARTS .viii LIST OF ABBREVIATIONS ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and Objectives of the Study .2 1.3 Research Questions .3 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Research Methods .3 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Communicative Competence 2.2 Communicative Language Teaching 2.3 Communicative Activities 2.3.1 Definition of Communicative Activities .8 2.3.2 Characteristics of Communicative Activities 2.4 Oral Presentation .10 2.4.1 General Understanding of Oral Presentation 10 2.4.2 Skills/ Sub-skills Involved in Oral Presentation 12 2.4.3 The Problems Faced by Students When Doing Oral Presentation 15 2.4.4.2 Organization of the Presentation 19 iii 2.4.4.3 Presentation Skills 20 2.4.4.4 Performing Self Reflections 21 2.4.5 Evaluating and Assessing an Oral Presentation 22 2.5 Classroom Communicative Activities to Support Oral Presentation 23 2.6 Previous Studies 27 2.7 Summary 29 CHAPTER 3: METHODOLOGY .30 3.1 Research Design 30 3.1.1 Definitions of Action Research 30 3.3.2 Action Research Procedures 33 3.2 The Context of the Study 35 3.3 Participants 36 3.3.1 The Researcher- Teacher 36 3.3.2 The Teachers 37 3.3.3 The Students .37 3.4 Procedures of the Current Study 38 3.4.1 Diagnosing (week 1-2) .39 3.4.2 Planning (before the beginning of week 3) 39 3.4.3 Acting and Observing (from Week to Week 16) 40 3.4.4 Reflecting (Week 17- 18) 41 3.5 Data Collection Instruments 42 3.5.1 Diagnosing 42 3.5.2 Acting and Observing 45 3.6 Data Collection .49 3.7 Data Analysis 49 3.8 Summary 50 CHAPTER 4: FINDINGS AND DISCUSSIONS 51 iv 4.1 Data Collection and Analysis from Survey Questionnaire 51 4.1.1 Survey Questionnaire for Teachers 51 4.1.2 Survey Questionnaire for Students 56 4.2 The Data from the Speaking Test and English-Speaking Observation 59 4.3 The Data from the Students’ Opinions through Communicative Activities 64 4.4 Discussions of the Findings 66 CHAPTER 5: CONCLUSION 69 5.1 Recapitulation 69 5.2 Concluding Remarks 70 5.3 Implications 71 5.3.1 Application of Communicative activities 71 5.3.2 Practical Tips for Teachers 72 5.4.1 Limitations 74 5.4.2 Suggestions for Further Studies 74 REFERENCES 75 APPENDIX I APPENDIX III APPENDIX V APPENDIX .VI APPENDIX VIII APPENDIX .IX APPENDIX .XI APPENDIX 8: XII APPENDIX 9: XIV APPENDIX 10: XX v ABSTRACT This thesis has made attempts to examine: (1) the attitudes of the 10 th graders and the teachers at Nguyen Trai- Ba Dinh High School towards communicative activities in speaking lessons, (2) if the use of communicative activities could support the students in doing oral presentation tasks Specially, an action research project was carried out with the participation of 40 students in Grade 10A8 at Nguyen Trai- Ba Dinh High School in Hanoi The study lasted 18 weeks and involved some data instruments namely questionnaire, pre-test, observation, post-test The data collected in the initial stage showed that the obstacles of doing oral presentation tasks mainly came from the teaching methods and the differences of students’ English abilities, which resulted in differences in their attitude to speaking lessons An action plan of applying communicative classroom activities was implemented The data collected in the action stage pointed out that the students’ oral presentation was improved and the positive changes in their attitude toward speaking classes were also witnessed after the intervention vi LIST OF TABLES Table 1: A distinction between non- communicative activities and communicative ones Table 2: Assessing Speaking Performance- Level B1 (CEFR) Table 3: Procedures of the study Table 4: Frame of Questionnaire for Teachers Table 5: Frame of Questionnaire for Students Table 6: A comparison of Mean Score on Pre-Test and PostTest by Three Raters Table 7: A comparison of the Speaking Observation in Each Lesson Plan Table 8: The Mean Score of the Students’ Opinions toward Communicative Activities vii LIST OF FIGURES & CHARTS Figure 1: Action Research Cycle Chart 1: Category of the Questionnaire for Teachers Chart 2: Category of the Questionnaire for Teachers Chart 3: Category of the Questionnaire for Teachers Chart 4: Category of the Questionnaire for Teachers Chart 5: Category of the Questionnaire for Students Chart 6: Category of the Questionnaire for Students Chart 7: Category of the Questionnaire for Students Chart 8: Category of the Questionnaire for Students viii Grammar & Vocabulary Total score VII APPENDIX English Speaking Ability Evaluation □Pre- test □Post- test Student……………………………Rater……………………Date: ………… Score Category Behavior (Communication) Fluency Grammar & Vocabulary Total score: …… VIII APPENDIX The three raters’ scores in English Speaking Test Student Ra 10 11 12 13 14 15 16 17 18 19 20 21 IX 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Mean X APPENDIX Speaking Observation Form Lesson plan:……………………… Time……… Date…… Class… Performance Learner is active to use English during the lesson Learner enjoys speaking Learner is self-confident to make conversation among their friends Learner provides ideas in classroom Learner asks some questions about the task Learner tried to edit himself while using language Learner uses sentences while using language The speech of leaner’s speech seems to be slightly affected by language problems Learner uses appropriate vocabulary and idioms to make oral presentation 10 Learner pronounces clearly APPENDIX 8: Students’ Opinion Form The researcher would like to ask for your cooperation in providing useful information for the thesis, M.A (Teaching English as a Foreign Language) Please be ensured that your information will be kept strictly confidential Please check (v) the appropriate column according to your opinion Thank you for your cooperation 5= strongly agree, 4= agree, 3= uncertain 2= disagree, 1= strongly disagree Communicative interesting for me Communicative activities help me to speak English Communicative activities help me develop my English pronunciation Communicative activities help me improve my English ability in doing oral presentation tasks Communicative activities help me improve my grammar and vocabulary Communicative activities help me have fun in the class I have more confidence to speak after I practise communicative activities in class I have more chance to participate in class activities Communicative activities help me think more analytically in English 10 Communicative activities help me speak English more fluently and correctly Total score XIII APPENDIX 9: Lesson Plan SPEAKING LESSON PLAN UNIT 3: MUSIC LESSON 4: SPEAKING Teacher: Bui Thi Thuy Textbook: English 10 New (10-year program) Time: 45 minutes Class: 10 A8 at Nguyen Trai- Ba Dinh High School A Aims and Objectives: By the end of the lesson, students will be able to: B - Talk about TV shows - Present their shows to the class - Complete the table with the notes from each show - Make a list of details about their shows Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Stages/ Time Teac Warm- Name the p up (7’) - Divide groups - Stick compe XIV Ask each group to nominate - Show representatives to go to the Vietnam Idol blackboard to write the names The Way to the Olympia’s Peak of the competitions Ring the Golden Bell Beauty Contest The group with more correct - answers is the winner (This activity Who Wants to Be a involves using Millionaire? English for the purpose to find out the names of the competitions It also creates a desire to communicate Students communicate with others to find out the answers to win the game.) - Answer T’s questions (Students’ answers may vary)  Lead-in: -Ask Ss questions: + How often you watch TV contest shows? What are your favorite shows? + What you think about Vietnam Idol and Who Wants to Be a Millionaire? XV - Today’s speaking lesson will help you know more about these shows - inform the class of the lesson Activity (10’) objectives : shows - write Talkin the board and to the TV blu - give Ss tim blurbs - pre-teach so celebrity pane including fam VNR Record recording com ( Teacher’s using langua - elicit comm and get Ss t names of som to Vietnam Id - ask Ss to complete the (These crea communicati communicati table) - call on some on the board a suggest the fa table (They contribute th - draw Ss’ Activity instructions - get Ss to rea (12’) and understand th - ask Ss to wo write down imaginary TV - call on som details about board - elicit comm This cooperative activity Activity - ask Ss to work in pairs to - work in pairs to discuss (15’) discuss, and come to an agreement on the facts used for their - give presentation combined imaginary TV shows XVII - have Ss the (This encourages students to be rehearse presentation in front of the class creative and contribute their They should focus on learning ideas This also makes students tips for their presentations - make sure Ss understand the tips work independently off the and apply them for their teacher presentations - read the information and ask if In this activity students determine what they want to write and say.) Ssunderstandthewords presentation, eye contact, and beforehand - give time for Ss to rehearse before their presentations In case there is a shortage of time, let this activity be prepared at home, and the presentation will be done during the next class Tips for presentations + smile, make eye contact + speak clearly, not too quickly + keep notes on small note cards E Homework (1’): - - Teacher summarizes the main point and assigns homework: Students, at home, have to write a few sentences expressing their opinions on one of the game shows mentioned in the last activity above and exercises in Workbook  Comments/ Feedbacks: XVIII ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… …… XIX APPENDIX 10: Unit 3: Music- Lesson: Speaking (English 10 New) XX ... Using communicative classroom activities to support EFL students’ oral presentation: An action research project at Nguyen Trai- Ba Dinh High school in Hanoi to find out the solutions, and, to help... GRADUATE ACADEMY OF SOCIAL SCIENCES Bùi Thị Thủy USING COMMUNICATIVE CLASSROOM ACTIVITIES TO SUPPORT EFL STUDENTS’ ORAL PRESENTATION: AN ACTION RESEARCH PROJECT AT NGUYEN TRAI- BA DINH HIGH SCHOOL. .. Using communicative classroom activities to support EFL students’ oral presentation: An action research project at Nguyen Trai- Ba Dinh High School in Hanoi is the result of my own research for the
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