Download Luận văn How to maximize part-Time students’ involvement in English speaking lessons
In order to make the study more reliable and more convincing, the researcher attended a class at HP FLC.
Unit: 18 – Where have all the fans gone?
Class: C1a2c3
Time allowance: 90 minutes
Date: March 5, 2008
In this class, the teacher carried out activities as follows:
First of all, she asked students to read the text for about 15 minutes.
Then she asked them about the new words and structures in the reading text.
After that she wrote those new words on the board and explained the meanings and the ways of using structures, which took about 25 minutes.
Next, she called some students to make sentences using the given words and structures, which took about 10 minutes.
Finally, she gave them a topic of football for discussion. This activity was given 40 minutes, the rest time of the lesson.
However, in the view of the researcher, the topic was rather interesting but difficult for students to discuss.
With the type of the activity, the teacher did some following steps:
Step 1: gave them 10 minutes to work in pairs
Step 2: called 4 students to speak their opinion about football, which took about 13 minutes
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4. Method
The major method used in this study is the Quantitative one to fulfill the aims of the study. The data analysis comes from the 2 following sources.
The C level part – timer student and the teacher respondents at HP FLC.
All considerations, comments, assumptions, suggestions and conclusions provided in the study based on the analysis of the statistic data collected from Questionnaire Survey and Observation.
Chapter 4: Data Analysis and Interpretation
The main source of data is derived from the answers of the two questionnaires. Questionnaire 1 (for learners) and Questionnaire 2 (for teachers) are included in Appendix 1 and Appendix 2.
1. Data analysis from Learners‘ Questionnaire
The questionnaire for the learners consisting of 14 questions was designed and delivered to 80 learners to ensure the reliability and validity of the data collection.
1.1 Learners ‘assessment of topics based on course book “Streamline English-Destinations” (Question 1).
Figure 1: Learners ‘assessment of topics based on course book
“Streamline English-Destinations”
As shown in Figure 1, only 10.4% of the surveyed students state that topics based on course book “Streamline English-Destinations” are interesting, and 18% of respondents consider topics to be all right whereas most of the surveyed (56%) say that the topics are boring and 15.6% of the total suppose that the topics are not interesting at all.
From the results shown in Figure 1, topics based on the course book can be said not to be interesting enough to attract students’ attention in speaking lessons. Therefore, the necessity for the teachers is to provide learners with interesting topics or appropriate speaking activities and so on to motivate them to get involved in speaking lessons.
Learners’ reluctance degree in speaking lessons (Question 2)
Figure 2: Learners’ reluctance degree in speaking lessons
Figure 2 shows that the number of surveyed learners often feel reluctant to get involved in English speaking lessons accounts for 51.7% while 18.4% of the participants are sometimes reluctant to speak. Only 15.3% of the surveyed are rarely reluctant to get involved in speaking lessons, and 14.6% of the total do not feel reluctant to involve in speaking lessons at all.
It can be concluded that most of the learners feel reluctant to speak in speaking lessons due to many reasons, and one of those is that topics are not interesting to learners.
Factors making learners reluctant to speak in speaking lessons (Question 3)
Figure 3: Factors making learners reluctant to speak in speaking lessons
As clearly stated from Figure 3, up to 46.4% of the respondents suppose that uninteresting lessons are one of many factors deterring their involvement in speaking lessons, whereas 21.5% of the participants say that boring teaching method make them reluctant to speak. Besides, subjective factors have a certain influence on their interest in speaking lessons such as feeling shy only accounts for 17.5 and not being accustomed to speaking in front of other people makes up 14.6%.
Factors affecting learners in speaking lessons (Question 4)
Figure 4: Factors affecting learners in speaking lessons
The result in Figure 4 shows that teachers’ English speaking affects a great deal to learners’ involvement in speaking lessons. The number of surveyed learners supposing that teachers use too much English in English speaking lessons accounts for 38%, while 36% of the learners state that teachers speak too fast. A very small number of the participants think that teachers speak too much Vietnamese in English speaking lessons (15%), and 11% of the total say that teachers speak too slowly.
Learners’ difficulties in speaking lessons (Question 5)
Figure 5: Learners‘ difficulties in speaking lessons
As shown in Figure 5, 18% of the participants think that finding ideas for the given topic is one of difficulties deterring their involvement in speaking lessons, while up to 41% of the total suppose that finding words is the main reason preventing them from performing their speaking tasks. Poor pronunciation also contributing a not small percentage accounts for 26%. And 15% of the respondents seem to be affected by mother-tongued inference in speaking lessons.
In summary, through the data collected from Figure 3, 4 and 5, it can be concluded that there is a variety of factors that make the learners unwilling to speak or affects their involvement in speaking lessons including: subjective factors from the learners themselves such as finding ideas, finding words, poor pronunciation ect and objective ones such as uninteresting lessons, teaching method and so on…
Teachers’ talking time in speaking lessons (Question 6)
Figure 6: Teachers’ talking time in speaking lessons
The information obtained from Figure 6 indicates that teachers always take much time explaining in speaking lessons (70%). Only a small minority (10%) does not do so. And 20% of the respondents think that their teachers talk enough.
Teachers’ mistakes correction for learners in speaking lessons (Question 7)
Figure 7: Teachers’ mistake correction for learners in speaking lessons
The statistics provided from Figure 7 show that most of the learners (72.5%) respond that their teachers interrupt them and correct their mistakes immediately, whereas 18.3% of them state that their teachers wait until they finish and then correct their mistakes. And only 9.2% of the participants say that their teachers do not correct their mistakes and encourage them to speak until they finish. It is amazing to see that none of the teachers only listen to learners and do nothing with their mistakes.
It can be said, from the above-mentioned statistics (Figures 6 and 7), that the way of correcting mistakes done by the teachers is inappropriate. In addition, the amount of time taken by the teachers in speaking lessons is not proper. Most of the teachers talk too much. Consequently, learners’ taking time is limited. This proves that teaching method here in Hai Phong Foreign Languages Centre still focuses on accuracy and forms, not on fluency and content.
Learners’ attitude towards teachers’ activities (Question 8)
Figure 8: Learners’ attitude towards teachers’ activities
It can be seen from Figure 8, 27% of the surveyed learners say that activities designed by their teachers are interesting to them while up to 51% of the surveyed show their little interest in their teachers’ activities in speaking lessons. And a not small number of the participants (22%) are not interested in the activities designed by their teachers at all.
The data collected from Figure 8 indicates that activities utilized by teachers are not interesting enough to draw learners’ attention and encourage them to get involved in speaking lessons.
It can be said that speaking activities designed by the teachers play a very significant role in encouraging students to speak in speaking lessons. Teachers should invest more time and effort to design activities suitable to learners’ ability.
Teachers’ activities to encourage learners to speak (Question 9)
Figure 9: Teachers’ activities to encourage learners to speak
The data from Figure 9 clearly shows that role-play is an activity mostly used by teachers because 43% of the surveyed learners reveal the fact. Other activities such as interviewing holds 13%, using games for speaking accounts for 16% and questioning takes up 28%.
Role-play can be considered to be a popular activity utilized by most teachers in order to encourage learners to talk in speaking lessons. However, the other mentioned activities should be used flexibly by teachers in speaking lessons.
1.10 Teachers’ activities before each discussion topic (Question 10)
Figure 10: Teachers’ activities before each discussion topic
As shown in Figure 10, up to 43% of the respondents state that their teachers let them discuss the given topic themselves. However, 32% of the participants say that their teachers provide them with new words relating to the topic and 18% of the surveyed suppose that their teachers give them main ideas about the topic. And only 7% of the learners say that their teachers divide them in to pair and group before each given topic.
1.11 Teachers’ attitude toward learners’ presentation (Question 11)
Figure 11: Teachers’ attitude toward learners’ presentation
It can be seen from Figure 11, 49 % of the participants say that their teachers give them good comment after their presentation although their performance is not really good. Only 9% of them state that their ...
Download miễn phí Luận văn How to maximize part-Time students’ involvement in English speaking lessons
In order to make the study more reliable and more convincing, the researcher attended a class at HP FLC.
Unit: 18 – Where have all the fans gone?
Class: C1a2c3
Time allowance: 90 minutes
Date: March 5, 2008
In this class, the teacher carried out activities as follows:
First of all, she asked students to read the text for about 15 minutes.
Then she asked them about the new words and structures in the reading text.
After that she wrote those new words on the board and explained the meanings and the ways of using structures, which took about 25 minutes.
Next, she called some students to make sentences using the given words and structures, which took about 10 minutes.
Finally, she gave them a topic of football for discussion. This activity was given 40 minutes, the rest time of the lesson.
However, in the view of the researcher, the topic was rather interesting but difficult for students to discuss.
With the type of the activity, the teacher did some following steps:
Step 1: gave them 10 minutes to work in pairs
Step 2: called 4 students to speak their opinion about football, which took about 13 minutes
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
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Tóm tắt nội dung:
ce and open-ended questions. The questionnaires take 15 minutes to fill in before being collected. After that the responses to each question were calculated and converted into percentage for analysis and discussion.4. Method
The major method used in this study is the Quantitative one to fulfill the aims of the study. The data analysis comes from the 2 following sources.
The C level part – timer student and the teacher respondents at HP FLC.
All considerations, comments, assumptions, suggestions and conclusions provided in the study based on the analysis of the statistic data collected from Questionnaire Survey and Observation.
Chapter 4: Data Analysis and Interpretation
The main source of data is derived from the answers of the two questionnaires. Questionnaire 1 (for learners) and Questionnaire 2 (for teachers) are included in Appendix 1 and Appendix 2.
1. Data analysis from Learners‘ Questionnaire
The questionnaire for the learners consisting of 14 questions was designed and delivered to 80 learners to ensure the reliability and validity of the data collection.
1.1 Learners ‘assessment of topics based on course book “Streamline English-Destinations” (Question 1).
Figure 1: Learners ‘assessment of topics based on course book
“Streamline English-Destinations”
As shown in Figure 1, only 10.4% of the surveyed students state that topics based on course book “Streamline English-Destinations” are interesting, and 18% of respondents consider topics to be all right whereas most of the surveyed (56%) say that the topics are boring and 15.6% of the total suppose that the topics are not interesting at all.
From the results shown in Figure 1, topics based on the course book can be said not to be interesting enough to attract students’ attention in speaking lessons. Therefore, the necessity for the teachers is to provide learners with interesting topics or appropriate speaking activities and so on to motivate them to get involved in speaking lessons.
Learners’ reluctance degree in speaking lessons (Question 2)
Figure 2: Learners’ reluctance degree in speaking lessons
Figure 2 shows that the number of surveyed learners often feel reluctant to get involved in English speaking lessons accounts for 51.7% while 18.4% of the participants are sometimes reluctant to speak. Only 15.3% of the surveyed are rarely reluctant to get involved in speaking lessons, and 14.6% of the total do not feel reluctant to involve in speaking lessons at all.
It can be concluded that most of the learners feel reluctant to speak in speaking lessons due to many reasons, and one of those is that topics are not interesting to learners.
Factors making learners reluctant to speak in speaking lessons (Question 3)
Figure 3: Factors making learners reluctant to speak in speaking lessons
As clearly stated from Figure 3, up to 46.4% of the respondents suppose that uninteresting lessons are one of many factors deterring their involvement in speaking lessons, whereas 21.5% of the participants say that boring teaching method make them reluctant to speak. Besides, subjective factors have a certain influence on their interest in speaking lessons such as feeling shy only accounts for 17.5 and not being accustomed to speaking in front of other people makes up 14.6%.
Factors affecting learners in speaking lessons (Question 4)
Figure 4: Factors affecting learners in speaking lessons
The result in Figure 4 shows that teachers’ English speaking affects a great deal to learners’ involvement in speaking lessons. The number of surveyed learners supposing that teachers use too much English in English speaking lessons accounts for 38%, while 36% of the learners state that teachers speak too fast. A very small number of the participants think that teachers speak too much Vietnamese in English speaking lessons (15%), and 11% of the total say that teachers speak too slowly.
Learners’ difficulties in speaking lessons (Question 5)
Figure 5: Learners‘ difficulties in speaking lessons
As shown in Figure 5, 18% of the participants think that finding ideas for the given topic is one of difficulties deterring their involvement in speaking lessons, while up to 41% of the total suppose that finding words is the main reason preventing them from performing their speaking tasks. Poor pronunciation also contributing a not small percentage accounts for 26%. And 15% of the respondents seem to be affected by mother-tongued inference in speaking lessons.
In summary, through the data collected from Figure 3, 4 and 5, it can be concluded that there is a variety of factors that make the learners unwilling to speak or affects their involvement in speaking lessons including: subjective factors from the learners themselves such as finding ideas, finding words, poor pronunciation ect and objective ones such as uninteresting lessons, teaching method and so on…
Teachers’ talking time in speaking lessons (Question 6)
Figure 6: Teachers’ talking time in speaking lessons
The information obtained from Figure 6 indicates that teachers always take much time explaining in speaking lessons (70%). Only a small minority (10%) does not do so. And 20% of the respondents think that their teachers talk enough.
Teachers’ mistakes correction for learners in speaking lessons (Question 7)
Figure 7: Teachers’ mistake correction for learners in speaking lessons
The statistics provided from Figure 7 show that most of the learners (72.5%) respond that their teachers interrupt them and correct their mistakes immediately, whereas 18.3% of them state that their teachers wait until they finish and then correct their mistakes. And only 9.2% of the participants say that their teachers do not correct their mistakes and encourage them to speak until they finish. It is amazing to see that none of the teachers only listen to learners and do nothing with their mistakes.
It can be said, from the above-mentioned statistics (Figures 6 and 7), that the way of correcting mistakes done by the teachers is inappropriate. In addition, the amount of time taken by the teachers in speaking lessons is not proper. Most of the teachers talk too much. Consequently, learners’ taking time is limited. This proves that teaching method here in Hai Phong Foreign Languages Centre still focuses on accuracy and forms, not on fluency and content.
Learners’ attitude towards teachers’ activities (Question 8)
Figure 8: Learners’ attitude towards teachers’ activities
It can be seen from Figure 8, 27% of the surveyed learners say that activities designed by their teachers are interesting to them while up to 51% of the surveyed show their little interest in their teachers’ activities in speaking lessons. And a not small number of the participants (22%) are not interested in the activities designed by their teachers at all.
The data collected from Figure 8 indicates that activities utilized by teachers are not interesting enough to draw learners’ attention and encourage them to get involved in speaking lessons.
It can be said that speaking activities designed by the teachers play a very significant role in encouraging students to speak in speaking lessons. Teachers should invest more time and effort to design activities suitable to learners’ ability.
Teachers’ activities to encourage learners to speak (Question 9)
Figure 9: Teachers’ activities to encourage learners to speak
The data from Figure 9 clearly shows that role-play is an activity mostly used by teachers because 43% of the surveyed learners reveal the fact. Other activities such as interviewing holds 13%, using games for speaking accounts for 16% and questioning takes up 28%.
Role-play can be considered to be a popular activity utilized by most teachers in order to encourage learners to talk in speaking lessons. However, the other mentioned activities should be used flexibly by teachers in speaking lessons.
1.10 Teachers’ activities before each discussion topic (Question 10)
Figure 10: Teachers’ activities before each discussion topic
As shown in Figure 10, up to 43% of the respondents state that their teachers let them discuss the given topic themselves. However, 32% of the participants say that their teachers provide them with new words relating to the topic and 18% of the surveyed suppose that their teachers give them main ideas about the topic. And only 7% of the learners say that their teachers divide them in to pair and group before each given topic.
1.11 Teachers’ attitude toward learners’ presentation (Question 11)
Figure 11: Teachers’ attitude toward learners’ presentation
It can be seen from Figure 11, 49 % of the participants say that their teachers give them good comment after their presentation although their performance is not really good. Only 9% of them state that their ...