An action research on developing speaking skill
through oral presentations with reference to the
coursebook “Talk time” for the second-year
non-major students at Hanoi University of
Industry
Nguyễn Thị Tâm
University of Languages and International Studies
M.A Thesis: English teaching methodolody, Code: 60 14 10
Supervisor: Dinh Hai Yen, M.A
Year of graduation: 2012
Abstract: In an attempt to develop speaking skill for the second-year nonEnglish
majored students at HaUI using oral presentations, this study
addresses 3 issues: (1) students’ attitudes toward the use of oral
presentations in their English lessons; (2) the impacts of using oral
presentations on students’ performance; (3) students’ suggestions so that
oral presentations could be effectively applied at HaUI. To collect the data
for the thesis, three instruments were employed: the questionnaire for the
students, the teacher’s observation sheet and the students’ journals.
Research findings showed that the students were actually highly positive in
their beliefs about benefits and usefulness of doing oral presentations as a
learning activity. It was revealed that oral presentations were beneficial to
help students enhance their performance in speaking lessons. In addition,
the students also offered some suggestions for the teacher and their friends
so that oral presentations would be more successful. Based on the findings,
some implications would be given for both the teacher and the students. I
do hope that this study will be useful to both teachers and students of preintermediate
level in teaching and learning speaking skill.
Keywords: Tiếng Anh ; Kỹ năng nói; Thuyết trình
Content
PART A: INTRODUCTION
1. The rationales of the study
Obviously, English is one of the most important and powerful languages in the world. In
Vietnam, Ministry of Education and Training has put more emphasis on teaching and
learning foreign languages, especially English than ever before. With the recognition of
the importance of developing speaking skill for students, Hanoi University of Industry
has implemented a new program which lasts four semesters and focuses on teaching
English extensively for communication. The coursebook “Talk time” has been used for
the fourth semester to help students master their speaking and listening skills.
Experiencing one term teaching this book last year, the researcher encountered quite a
few problems in terms of the syllabus and the low English proficiency of the students. In
addition, after making reference to the other teachers who also teach this coursebook, the
author found out that all of classes still applied teacher-centred approach to the teaching
and learning of English. As a result, teacher talking time was much greater than student
talking time in class. Consequently, students’ speaking ability is not good enough. To
solve her own problems and give the students a chance to work independently and
practise their English speaking skill, the author would like to do a small research on “An
action research on developing speaking skill through oral presentations with reference to
the coursebook “Talk time” for the second-year non-major students at Hanoi University
of Industry”.
2. The scope and significance of the study
This study mainly focuses on the impacts of oral presentations on the second year
students’ performance in English lessons. Besides, their attitudes towards making oral
presentations in class are also one of the concerns of the study. After that, some
suggestions to help students improve the effectiveness of their presentations and speaking
skills are offered.
The study involves the participation of 42 second year non English-majored students of
Faculty of Accounting at Hanoi University of Industry (HaUI). They have experienced
four semesters studying English at this university.
Conducting this study in a very specific context, I hope that, to some extent, the effective
integration of oral presentations will make my students’ speaking and presentation skills
much better and the current situation of teaching and learning English with the
coursebook “Talk time” at HaUI will be generally improved.
3. The aims of the study
This study is designed to bring a new air into English classes for the second-year students
at HaUI. In general, it has three purposes. Firstly, it is to investigate the impacts of oral
presentations on the students’ performance in English lessons. Secondly, it aims at
finding students’ attitudes towards the use of oral presentations in the classroom. Finally,
it is to provide the teachers with some suggestions to make best use of oral presentations
in their teaching with a view to better their students’ speaking skill.
4. Methods of the study
The theoretical background of the study is based on the theories and ideas presented in
many books and articles published by various writers on language teaching in general and
oral presentations in particular.
This study employs three data collection instruments including questionnaire, students’
journals and observation sheet.
5. The design of the study
The study consists of 3 parts:
Part A, introduction,
Part B, development, includes 4 chapters:
• Chapter 1, literature review,
• Chapter 2, methodology,
• Chapter 3, results and discussion,
• Chapter 4, implications and suggestions,
Part C, conclusion,
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter briefly presents the previous and current literature on speaking skill and oral
presentations. Besides, it also describes how oral presentations help improve students’
speaking skill in an ESL classroom.
1.1. Speaking skill
1.1.1. Definitions of speaking
1.1.2. Approaches to speaking
1.1.3. Differences between spoken and written language
1.1.4. The importance of teaching speaking skill
1.1.5. Types of classroom speaking performance
1.2. Oral presentations
1.2.1. Definitions and characteristics of oral presentations
1.2.2. The importance of oral presentation skills
1.2.3. Types of oral presentations
1.2.4. Procedure for using oral presentations as a class activity
1.3. Sub-conclusion
CHAPTER 2: METHODOLOGY
This chapter provides background information about action research, the current situation
of teaching and learning English of non English-majored students with the coursebook
“Talk time” and a description of the methodology employed to collect data for the study.
2.1. Action research
2.1.1. Definitions and characteristics of action research
2.1.2. Why action research?
It is necessary to do researches into classrooms to improve and develop teaching and
learning. Teachers need to know what is exactly happening in their classes, what students
are thinking, why they are reacting in the way they do, what aspects they need to focus on
and how they should change in these aspects and then they will know what is beneficial
to their students.
As a teacher, the author does not have an ambition to change and solve big problems of
the university or the education system. This study addresses her own problem in her
teaching and this kind of research gives her opportunity to better understand, and
therefore, improve her own teaching practices. It also provides her with alternative ways
of viewing and approaching her teaching questions and problems and with new ways of
examining her own teaching practices.
2.1.3. Phases in action research
2.1.3.1. Diagnosing
In English lessons, the author found that the students were quite passive in their learning.
They did not contribute actively to the lessons and they often kept quite. It seemed to her
that she spoke almost all the time in class. It was clear that teacher-centred approach was
still applied to the teaching and learning English in HaUI in general and in this class in
particular. As a result, the students’ speaking ability is not good.
2.1.3.2. Action planning
To solve her own problems, the author worked out several alternative ways which could
be applied in this context to improve her students’ speaking skill and give them
opportunity to work independently and responsibly. They are role-play activity,
discussion activity, information-gap activities, oral presentations... Finally, she decided to
choose oral presentations as a learning activity to help her solve her problem.
2.1.3.3. Taking action
Students were required to make presentations in class in groups of three on one of the
topics in the coursebook.
• They chose the group members at the first period of the course.
• The teacher provided a list of topics for them to choose or they could choose their
own topics which they were interested in but it had to be related to the lesson and agreed
by her.
• Each presentation was allowed to give in about 15 minutes. In other words, each
presenter had 5 minutes for their part of presentation.
• Each representative of the groups drew the lots to decide which topics they would
make their presentations on.
• Students could use the computer and the projector equipped in the classroom. It
meant that they had to prepare PPT slides for their presentations.
The teacher devoted the first period to give students detailed instructions on how to
prepare for the presentation, how to entrust tasks for each member of the group to ensure
that all of them had to raise their voice in their presentation, and how to make an effective
presentation, in which presentation skills were discussed. More importantly, she told
them about the criteria for their performances (see Appendix 2). She had to make sure
that all of the students understood exactly what they had to do by asking them some
questions to check.
A unit which consisted of two different topics (see table 2) would be learned in 6 periods:
3 on Monday morning and 3 on Wednesday morning. The procedure of a presentation
was carried out as follows. A group made presentation on a topic relating to the lesson
and then some minutes were spent on asking and answering questions and discussion.
Students w