making students active in level b2 speaking skills …. pham thi vinh... · teaching setting b2 ....
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6th Annual International Conference on TESOL “ RESPONDING TO THE CHALLENGES OF TEACHING ENGLISH FOR COMMUNICATION”
From Action to ASEAN: An Action Research Professional Development Project for Vietnam
MAKING STUDENTS ACTIVE IN LEVEL B2 SPEAKING SKILLS LESSONS ----- ------ ------- ------ ------ ------ ----
By: MA. Pham Thi Vinh Hien Nghe An College of Education Vietnam
Teaching setting
B2
Challenges
•English major students graduated from colleges qualify level B2 at CEFR . •FCE certificate has been selected in Nghe An province.
FLD – Nghe An College of Education
Speaking Syllabus Semester 1: 40 periods ( 30 hours)
Speaking Syllabus Semester 2: 20 periods ( 15 hours)
Problem, Literature review, Possible solutions, Plan of action 1
2
3
Implementation of plan in the classroom
Interpretations and Reflections
Observation and data collection
Plans for the future
PRESENTATION OVERVIEW
Stage 1: My Plan What are the problems? What are the possible solutions? What is the plan of action?
Identification of Problems Lack of knowledge background Lack of language knowledge Difficult topics in the syllabus
Students participate inactively Students are not willing and
confident to present in front of class.
PLAN
Possible Solutions Research brainstorming in pre-speaking stage
• Mind-maps • Pictures Research role play in while-speaking stage
PLAN
Literature Review Brainstorming Mind-maps To represent ideas visually and aid of the brainstorming "free
association" process. To stimulate the generation and analysis. To access intelligence and allow rapid expansion and
exploration of an idea in note form. (Tony Buzan 2011) Pictures To create a rich source of inspiration To evoke the biggest variety of responses To let student imagination roam
(Brian Cullen 1998)
PLAN
Literature Review Role play Role play is a communicative technique which develops a
student’s language, which promotes interaction in the classroom, and which increases motivation Encourage peer learning and sharing the responsibility
Ladousse, G. P. (1976) Role - play is one of the most common types of communicative
output activities. In these activities, students must work together to develop a plan, resolve a problem, or complete a task.
Role-play can be grouped into two forms: scripted and unscripted role- play
Donn Byrne (2001)
PLAN
Research questions PLAN
How to make students active in level B2 speaking skills lessons?
How does role play influence on student
participation in while-speaking stage ?
Is brainstorming a necessary and useful
technique in pre-speaking stage?
To implement brainstorming on mind-maps and pictures in pre-speaking stage.
To use role play in while-speaking stage. Participants : 5 EFL teachers and 90 third-year
major students. Assessment measurements: qualitative and
quantitative method Duration: 3 months Place: FLD Nghe An College of Education
PLAN Plan of action
Stage 2: My Action What did I implement in my teaching?
Implementation
ACT
FCE test Mind – maps ( Pre-speaking)
Pictures (Pre-
speaking)
Role play ( While-speaking)
Part 1 √ √
Part 2 √ √ √
Part 3 √ √ √
Part 4 √ √
Brainstorming on mind-maps ACT
On the board
Social media
Brainstorming on mind-maps ACT
On papers Software
Description of Role play ACT
PAPER 5 FRAMES TEST 1
Part 3
Part 4
Demo Unit 5: Speaking – Part 1
Role play
Presentation Feedback
Brainstorming on pictures ACT 1. What is this a picture of? 2. What are the main similarities and differences between two pictures? 3. What are the two or three most important things in the pictures? 4. Why you think the people chose each particular type of holiday? 5. Which holiday activity is more challenging, and why? 6. Which holiday would you enjoy more and why?
Role play
Presentation Feedback
A/I B/I
PART 3 Brainstorming on pictures
Stage 3: My Observations
An overview of Data Collection
Action Research
Subjects
5 EFL teachers
90 the third-year
major students
Data collection Instruments
Interview Question-naire
Classroom observatio
n
Data collection Observe
Initial questionnaire
FCE examination (72%) Participation: active (10%), quite active
(22%), inactive (68%) Presentation: unwilling speaking out
(81%) Difficulties: lack of vocabulary and
structures (72%), knowledge background (77%), time exceeding (89%)
Topics: Difficult (42%) quite difficult (34%)
Observe
Result comparison
0102030405060708090
100
ActiveParticipation
Willingspeaking out
Accurate Vocab& Structure
Right time
30 30 20
40
100
60
80
60
Initial Observation Follow-up Observation
Observe
Brainstorming has a positive effect on student participation. Observe
0% 0%
20%
40%
40%
Strongly disagree
Disagree
Not sure
Agree
Strongly agree
Role play increases student interaction in while-speaking stage. Observe
0% 0% 0%
40%
60%
Strongly disagree
Disagree
Not sure
Agree
Strongly agree
Stage 4: My Reflections
What are my interpretations of the data? Was my plan effective?
Success? Observation result • Student’s active participation:30% up to 100%
students. • Speaking out: 30% up to 60% students. • Using accurate vocabulary and language
structures : 20% up to 80% students . • Completing speaking parts on time : 40% up
to 60% students. Questions • Brainstorming: 80% agree and strongly agree • Role play: 100% agree and strongly agree
Reflect
Brainstorming
Generate many ideas within a specified time Activate student’s existing and new knowledge. Have a strong positive effect on classroom
atmosphere and student behavior Provide a context, related vocabulary and
language structures for speaking tasks. >>>> an effective technique for preparation in
pre-speaking stage
Reflect
Role play
Create comfortable, cooperative, and purposeful classroom atmosphere.
Make students speak out in class actively. Increase student's talk and motivate lower
learners. Enhance student interest, involvement and
confidence Promote student – student interaction.
Reflect
Re-plan Re-plan
Pre- speaking
While- speaking
How can I give positive feedback for speaking tasks?
REFERENCES Buzan, T.( 2011). Learn to Mind map. Website Cullen, B.(1998). Brainstorming before speaking
task. Tesol Journal. Garder, R.C. (1982). Language Attitudes and
Language Learning. Edward Arnold. Ladousse, G.P. (1996). Role – play: A Resource Book
for Language Teachers. Maley, Alan: Oxford University Press.
Ur, P. (1996) A course in language teaching: practice and theory. Cambridge: Cambridge University Press.
Wallace, Michael ( 1998). Action Research for Language Teachers. Cambridge UP
