Learning guides in speaking English in in-class and out-of-class activities for Vietnamese freshman students in the Thai Nguyen University system

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn

i

LEARNING GUIDES IN SPEAKING ENGLISH IN IN-CLASS AND

OUT-OF-CLASS ACTIVITIES FOR VIETNAMESE FRESHMAN

STUDENTS IN THE THAI NGUYEN UNIVERSITY SYSTEM

A Dissertation Presented to

The Faculty of Graduate School

Batangas State University

Batangas City, Philippines

In partial Fulfillment of the

Requirements for the Degree of

Doctor of Philosophy

Major in English

By

Van Thi Quynh Hoa (Flower)

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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i

ABSTRACT

Title: Learning Guides in Speaking English in In-class and

Out-of-class Activities for Freshman Students in the Thai Nguyen

University System.

Author : Van Thi Quynh Hoa (Flower)

Course : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Amada Banaag

Summary

This study was undertaken to determine the level of English

language performance and the extent of participation of students in in￾class and out-of-class activities of the freshman students in the Thai

Nguyen University system to propose learning guides in speaking

English both for in-class and out-of-class activities.

The respondents of the study were four hundred (400) students

also from these universities who served as respondents.

Specially, the study sought to answer the following questions:

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1. What is the level of English language performance of the

students? 2. What is the extent of participation of students in in-class

activities which require speaking in English? 2.1 listening; 2.2 speaking;

2.3 reading and 2.4 writing? 3. To what extent do students‘ engage in

the following out-of-class activities? 3.1 contests; 3.2 clubs; 3.3 sports;

3.4 games and 3.5 entertainment? 4. Is there any significant difference

between the extent of participation in in-class and that of out-of-class

activities? 5. In which among in-class and out-of-class activities do

teachers find communication barriers? 6. What learning guide in

speaking English both for in in-class and out-of-class activities may be

proposed?

The hypothesis of the study is no significant difference between

the extent of participation in in-class and out-of-class activities

In order to analyze the data gathered: Weighted mean was used

to determine the levels of language performance of the students and the

extent of participation of using English in in-class and out-of-class

activities.

Dependent sample t-test was utilized the significant difference

between the extent of participation of student in in-class activities and

out–of–class activities.

The study was revealed that the level of English language

performance of freshman students of Thai Nguyen University System

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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iii

was on the average only. Additionally, the extent of participation of

using English in in-class activities was high on reading and speaking;

there was a moderate extent of participation on entertainment as a form

of out-of-class activities; the performance of the students in using

English in in-class activities is better than in out-of-class activities;

writing was deliberate as communication barriers in terms of in-class

activities while joining clubs was noticed on out-of-class activities and a

proposed learning guide was formulated to enhance students English

speaking.

With the result of the study, the following recommendations are

given. First, the faculty may use verbal and non-verbal cues to

encourage participation. Second, English Lecturers may undergo

training and must be equipped with modern teaching methodologies so

as to increase the effectiveness of English language teaching. Third,

students should be encouraged to watch and listen to English news like

CNN, BBC, DD news etc… and English serials/movies in TV/Radio so

as to learn right pronunciation of various words and develop their

listening skill. Fourth, Students should be given enough practice to face

interviews by conducting mock interviews in schools and colleges so as

to build their confidence in spoken communication. Dramatization

technique can be used to improve spoken English skill. Fifth, students

should be encouraged to write letters to their friends in English.

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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Motivate them to use complete English words to communicate using

SMS by mobiles phones outside the college hours so as to improve

written communication skill of the students and a proposed learning

guide may be used to enhance students‘ ability to speak in English.

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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ACKNOWLEDGMENT

The writer extends her sincerest thanks and appreciations to those people

who in one way or another have helped make this piece of work a reality.

Dr. Dang Kim Vui, President of Thai Nguyen University, for establishing

the international cooperation relationship between BSU and TNU.

Dr. Hoang Bich Thao, Director for International Training Center,

for his assistance and for supporting the researcher a chance to gain

professional growth through completion of this study.

The Panel of Examiners, for their honest and meaningful

comments and recommendation to go on with this research work.

Dr. Amada Banaag, her adviser and mentor, who drained all her effort

and her best during the entire preparation and revision of this study.

To the Rectors of the University, for his permission to conduct

the research at Thai Nguyen Universities.

To the students who served as her respondents for their

assistance and collaboration in providing information necessary for the

completion of the study.

To her husband and her children, for inspiring her fulfill her dream.

To her ever dearest friends, and relatives who in one way or

another, gave her encouragement and remarkable support.

V.T.Q.H

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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vi

DEDICATION

With pride and honor,

This piece of work is lovingly dedicated

To her beloved parents, her loving husband

and to her children

V.T.Q.H

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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vii

TABLE OF CONTENTS

Page

ABSTRACT..............................................................................................i

ACKNOWLEDGMENT............................................................................v

DEDICATION .........................................................................................vi

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

LIST OF FIGURES................................................................................xii

CHAPTER

I. THE PROBLEM....................................................................1

Introduction ................................................................................1

Statement of the Problem......................................................5

Scope, Delimitation and Limitation .....................................6

Significance of the Study .......................................................7

II. REVIEW OF LITERATURE..................................................i

Conceptual Literature .............................................................8

Research Literature...............................................................39

Several studies were reviewed by the researcher in

order to come up with a strong foundation for the

present study...........................................................................39

Synthesis ..................................................................................43

Theoretical Framework .......................................................47

Conceptual Framework ........................................................48

Hypothesis of the Study .......................................................62

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Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

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Definition of Terms ................................................................62

III. RESEARCH METHOD AND PROCEDURE ....................64

Research Environment.........................................................64

Research Design....................................................................66

Subjects of the Study............................................................67

Data Gathering Instruments................................................69

Data Gathering Procedure ..................................................71

Statistical Treatment of Data ..............................................73

IV. PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA..................................................................................i

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

..................................................................................................i

Summary ................................................................................143

Findings ..................................................................................145

Conclusions ...........................................................................148

Recommendations...............................................................149

BIBLIOGRAPHY

APPENDICES

A. Questionnaire on In-Class and Out-Of-Class

Activities of Vietnamese Freshman Students in the

Thai Nguyen University System ...............................167

B. Test on English Language Performance of

Vietnamese Freshman Students..............................173

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C. Validation Letter of the Questionnaire for Students

............................................................................................180

D. Letters of Request to the Head of the Colleges ....181

E. Documents for Validation of Questionnaires and

Test in...............................................................................185

F. Photographs of the Study Sites ..........................186

G. Photographs of the Approval Test Administration of

the Head of Colleges................................................

H. Photographs of the Student Respondents ................

CURRICULUM VITAE

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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x

LIST OF TABLES

Table Title Page

1. Distribution of Student Samples by Colleges............................................68

2. Level of English Language Performance of the Students .......................75

3. Extent of Participation of Students in In-Class Activities in Terms of

Listening...............................................................................................78

4. Extent of Participation of Students in In-Class Activities in Terms of

Speaking ..............................................................................................81

5. Extent of Participation of Students in In-Class Activities in Terms of

Reading................................................................................................84

6. Extent of Participation of Students in In-Class Activities in Terms of

Writing ..................................................................................................86

7. Summary Table on the Extent of Participation of Students in In-Class

Activities ...............................................................................................89

8. Extent of Participation of Students in Out-Of-Class Activities in Terms of

Contests ...............................................................................................90

9. Extent of Participation of Students in Out-Of-Class Activities in Terms of

Clubs ....................................................................................................92

10. Extent of Participation of Students in Out-Of-Class Activities in Terms of

Sports ...................................................................................................94

11. Extent of Participation of Students in Out-Of-Class Activities in Terms of

Games..................................................................................................96

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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12 .Extent of Participation of Students in Out-Of-Class Activities in Terms of

Entertainment ......................................................................................99

13. Extent of Participation of Students in Out-Of-Class Activities ............ 101

14.Difference Between the Extent of Participation in In-class and Out-of￾class Activities................................................................................... 103

15. Difficulty Encountered in In-class Activities in Terms of Listening...... 106

16. Difficulty Encountered in In-class Activities in terms of Speaking...... 108

17. Difficulty Encountered in In-class Activities in terms of Reading........ 109

18. Difficulty Encountered in In-class Activities in terms of Writing .......... 111

19. Summary Table on the Difficulty Encountered in In-class Activities .. 111

20. Difficulty Encountered in Out-Of-Class Activities in Terms of Contest....113

21. Difficulty Encountered in Out-Of-Class Activities in Terms of Clubs.... 114

22. Difficulty Encountered in Out-Of-Class Activities in Terms of Sports. 116

23. Difficulty Encountered in Out-Of-Class Activities in Terms of Games ...117

24. Difficulty Encountered in Out-Of-Class Activities in Terms of

Entertainment ................................................................................... 119

25. Summary Table on the Difficulty Encountered in Out-Class Activities

........................................................................................................... 120

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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xii

LIST OF FIGURES

Figure Title Page

1. English language performance, extent of participation

in in-class and out-of-class activities towards proposed

learning guides ………………………………………………….50

THAI NGUYEN UNIVERSITY

Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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1

CHAPTER I

THE PROBLEM

Introduction

English language is a global language which is used for

communication with native-speakers and non-native-speakers in the

world, especially in the education sector, all university students need it

in their studies in order to search information and obtain knowledge.

With this, a lot of the universities throughout the world need to include

English language as one of their educational tool requirements as it is

the central language of communication in all sectors of society.

Due to requirements including increasing foreign companies,

expanding international trading relations and the growing tourist industry

and number of students undertaking overseas study, English is now

taught not only in general education levels and university levels but also

in most foreign language centers. This means that the needs and

requirements of English language learners have changed. In the past,

students only wanted to be good at grammar and gain as much

vocabulary as possible so that they could read, understand and even

write in English. Nowadays, English is needed for daily communication

and employment.

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Socialist Republic of Vietnam

BATANGAS STATE UNIVERSITY

Republic of the Philippines

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Students who enter university lacking the English competency

necessary to pursue their studies effectively can suffer anxiety,

frustration, de-motivation and an inability to engage with the learning

process. Professional courses that involve work placements, such as

education, pharmacy and nursing, can be particularly problematic and

result in high levels of student stress and even expulsion if they are

unable to meet the communicative demands involved. Students facing

these kinds of situations may ultimately opt to withdraw from their

studies, a decision which can carry with it the stigma of ―failure within

their families and/or cultures and thus represent a source of real

trauma. Equally, those for whom language competence is not an issue

can and do become frustrated as they see their own progress as being

hampered by students who, they may feel, should not be enrolled in

degree programs if they do not have the language skills needed to cope

and keep up. Such feelings intensify when, as tends to happen,

students cluster together for course tasks and activities or receive

―special attention in the form of credit-bearing English courses their

native-speaker peers sometimes perceive as soft options. For their part,

lecturers can feel awkward and confounded by students who struggle

with the language, sometimes opting to ignore them and/or simply

directing them to learning advisers in the hope that they will be able to

― address the concern.