Hiệu quả của việc sử dụng giáo cụ trực quan để phát triển kỹ năng nói cho học sinh lớp 12 tại trường THPT Cẩm Phả

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI DUONG

THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE

SPEAKING SKILLS FOR THE 12TH GRADERS

AT CAM PHA HIGH SCHOOL

(Hiệu quả của việc sử dụng giáo cụ trực quan để phát triển kỹ năng nói cho

học sinh lớp 12 tại trường THPT Cẩm Phả)

M.A. THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2019

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI DUONG

THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE

SPEAKING SKILLS FOR THE 12TH GRADERS

AT CAM PHA HIGH SCHOOL

(Hiệu quả của việc sử dụng giáo cụ trực quan để phát triển kỹ năng nói

cho học sinh lớp 12 tại trường THPT Cẩm Phả)

M.A. THESIS

(APPLICATION ORIENTATION)

Field: English Linguistics

Code: 8220201

Supervisor : Dr. Nguyen Thi Huong

THAI NGUYEN – 2019

i

DECLARATION

I hereby certify that no part of the thesis has been copied or reproduced by me from

any other person’s work without acknowledgement and that the thesis is originally

written by me under strict guidance of my supervisor.

Quang Ninh, September 20th 2019

Trainee

Nguyen Thi Duong

This study was approved by

ii

ACKNOWLEDGEMENTS

The thesis could not have been completed without the help of many people to

whom I am indebted.

First of all, I am greatly indebted to Dr. Nguyen Thi Huong, my supervisor,

for her invaluable guidance, comments, criticisms, corrections and for her kindly

constant encouragement during the course of writing this thesis.

Second, I would like to thank all lecturers at Foreign Languages Department,

Thai Nguyen University for their valuable teaching and tremendous assistance that

have enlightened my study path.

Third, I am grateful to my colleagues at Cam Pha high school for their

constructive suggestions about this research. Without their help and cooperation, the

research would have been made impossible.

I also would like to give my special thanks to the students at Cam Pha high

school who have actively participated in my study.

Last but not least, my sincere thanks go to my family, my classmates at the

Master Course Class, my friends, especially my husband, who also encourages and

shares the hardship with me.

These people deserve all the credit. I highly appreciate all their support and

contribution.

Nguyen Thi Duong

iii

ABSTRACT

This study is an attempt to investigate the use of visual aids in teaching

speaking to 12 graders at Cam Pha high school. The main purposes of the study are

to find out: the current English speaking teaching and learning situation at Cam Pha

high school; activities and techniques of teaching with visual aids applied by

teachers and students’ preferences; the difficulties in learning and teaching English

speaking and then give some suggestions for teachers to stimulate students in

speaking and overcome the difficulties they have to face with in teaching speaking

English for students. The study adopts action research approach, with the use of

mixed research methods involving both qualitative and quantitative data. Two

hundred 12th grade students and four teachers took part in the study. The findings

show that the use of visual aids significantly enhanced students’ interest and

engagement in speaking skills. Students also reported their improvement in various

aspects of speaking skills. The study proposes implications and suggestions for

using visual aids in improving speaking skills.

iv

TABLE OF CONTENTS............................................................................................

DECLERATION.........................................................................................................i

ACKNOWLEDGEMENT..........................................................................................ii

ABSTRACT.................................................................................................................iii

TABLE OF CONTENTS............................................................................................iv

CHAPTER 1: INTRODUCTION............................................................................ 1

1.1 Rationale of the study ....................................................................................... 1

1.2 Aims and objectives of the study ...................................................................... 2

1.3. Research questions............................................................................................... 2

1.4. Scope of the study ................................................................................................ 2

1.5. Significance of the study...................................................................................... 3

1.6. Design of the study ........................................................................................4

CHAPTER 2: LITERATURE REVIEW................................................................ 5

2.1 Speaking skills .................................................................................................. 5

2.1.1 Mỉco and macro skills of speaking .............................................................. 6

2.1.2 Fluency and accuracy................................................................................. 7

2.2 Teaching speaking............................................................................................. 7

2.2.1 Teaching and learning speaking skills ....................................................... 7

2.2.2 Principles for designing speaking techniques............................................ 8

2.2.3 Problems in learning speaking ................................................................... 9

2.3 Visual aids........................................................................................................... 10

2.4 Roles and functions of visual aids in language teaching and learning ............... 14

2.5 Use of visual aids in language teaching and learning ......................................... 15

2.6. Previous studies.................................................................................................. 17

v

2.7. Summary ........................................................................................................... 18

CHAPTER 3: METHODOLOGY......................................................................... 19

3.1 Research method............................................................................................. 19

3.2 Research design............................................................................................... 20

3.2.1.Students........................................................................................................ 23

3.2.2. Teachers ...................................................................................................... 23

3.2.3. Research procedure ..................................................................................... 24

3.3. Data collection instruments................................................................................ 27

3.3.1. Questionnaire .............................................................................................. 27

3.3.2. Observation ................................................................................................. 28

3.3.3.Interviews..................................................................................................... 30

3.4. Data analysis ...................................................................................................... 30

3.5. Validity and reliability ....................................................................................... 32

CHAPTER 4: FINDINGS AND DISCUSSIONS................................................. 34

Questionnaires........................................................................................................... 34

4.1.1.The reality of the current learning speaking English .................................. 34

4.1.1.1. Students’ purposes of learning speaking English ................................ 34

4.1.1.2.Students’ assessment on the importance of speaking English .............. 35

4.1.1.3 students' opinions towards speaking activities...................................... 35

4.1.1.4. Students’ frequency of speaking English in speaking class................. 36

4.1.1.5 Causes of students' reluctance to speak in class.................................... 37

4.1.2 Students' attitudes towards using visual aids in the speaking lesson............... 38

4.1.3 Teachers' attitudes towards using visual aids in speaking lesson .................. 42

4.2. Observations.................................................................................................... 45