SKKN Motivating and enhancing students' english speaking ability at Quy Hop 2 high school by applying small group projects at home

Nội dung tóm tắt: SKKN Motivating and enhancing students' english speaking ability at Quy Hop 2 high school by applying small group projects at home

1. III. CONCLUSION 1. Summary My research "Motivating and enhancing students' English speaking ability by applying small group projects at home" was conducted at Quy Hop 2 High School from school year 2020-2021 to school year 2021-2022. A small group project at home environment provides students with opportunities to develop their abilities to adapt and change methods to fit new situations. Further, students have greater opportunity to learn real Communication associated with seeking information from any resource such as Internet. The results seem consistent with our hypothesis that small group project method can help students to improve speaking skills. This measure creates opportunities for students to practice speaking, motivate them in speaking practice, attracts them to the subject to gradually improve their quality, and helps students perfect their knowledge, promote creativity, dynamism, develop skills of collaboration, problem solving and self-regulation in learning, thereby improving self- control in learning, improving speaking ability, actively participate in their learning process under the support organization of teachers. 2. Recommendation I originally assumed that speaking skill in learning a language is more important than any other ones and taking advantage of small group project measure probably produces new English speakers. Now many linguistics and ESL teachers agree on that students learn to speak in the second language by “interacting”. We should know that it is necessary for us to apply small group project at home on effectively speaking development and motivating students in learning. After analyzing all activities carried out in the class and the results’ progress, I have some requirements for both students and teachers. To students: * English students must practice speaking many times before delivering any composition in order to clarify their ideas about the message they want to give to the listeners and correct some possible mistakes. * Students do not have to be afraid of asking any question to the teacher. He/she is the one that will help them to understand the different topics and clarify doubts. * Students must try to make peer reviews with their classmates. That is a great method of sharing perspectives to correct mistakes. * Students must try to manage the time and coordinate to fulfill the mission. 48 | P a g e
2. To teachers: * English professors should apply a different methodology in class at the moment of verifying the lack of understanding on the students' part, reinforce those techniques that present difficulties and solve students' problems and doubts. * English teachers must provide a supportive environment where students can feel comfortable, to share opinions and to have a better teaching and learning process. * Teachers must clarify the students what is expected about the subject, provide enough information and ideas to speak about, give and adequate feedback and not programmed texts. Just in that way students will create good compositions and with the time they will improve their speaking skills. * Teachers must center the students' subtopics on current topics or let them choose their own subtopics. In that way students will be more comfortable and interested in what they are talk about. * Teachers should help the students to discover their own errors through different exercises, examples or dynamics. I hope that doing small group projects at home will be applied on much more topics with association of many classes and this measure will be applied not only in our school but also in other schools in Nghe An province and others provinces. This study shows the effectiveness of conducting a project in English classrooms and some ways to assess students’ work in the hope to develop students’ presentation skill. Hope to receive comments from my colleges! Many thanks to spend your time on this study! Quy Hop, March 20th, 2022 Writer Tran Thi Loc 49 | P a g e
3. APPENDIX APPENDIX 1 QUESTIONNAIRES Class : Question 1: How is the speaking lesson? Very exciting Exciting Normal  Boring Very boring  Question 2: Did you get more chances to speak in English during the lesson? Yes No Question 3: Please tick () the level of agreement that most accurately reflects your opinion about this lesson. What are your Neither Strongly Strongly problems Agree agree nor disagree agree disagree facing? disagree Lack of vocabulary lack of self- confidence afraid of making errors no ideas about what to say Question 4: What did you think really help you to talk during the lesson? Please rank all those options below in order from 1 to 4 Rank Interesting Speaking Teacher’s Classmates speaking topic instruction activities 1 2 3 4 50 | P a g e
4. APPENDIX 2 PROJECT TEAMWORK PLAN Project Name: Team Members: Product: Due Date: Person responsible Timeline Task Comment (A responsible person must (An expected (Activities need (Comments are be identified for each action completion to be done) optional.) step) date) 1. 2. 3. 4. 5. 6. APPENDIX 3 GUIDELINES ON ORAL PRESENTATION Name of the Project: Names of the Group members: 1. 2. 3. 4. 5. 6. I. INTRODUCTION 1. Group members 2. Introducing name of project 51 | P a g e
5. II. CONTENT A. Purpose B. Activities C. Person in charge D. Possible difficulties E. Effects III. CONCLUSION 1. Concluding the contents 2. Giving some key values IV. QUESTIONS AND ANSWERS Answer questions related to the topic from the teacher and the audience. APPENDIX 4 CHECKLIST FOR POSTER/POWERPOINT/VIDEO Project: Group: Teacher: Class: YES (√) MARKING CRITERIA / COMMENTS NO (X) NAME OF THE ACTION PLAN PROJECT Have you had a group leader? Have your leader assigned tasks to all members? PREPARAT ION Have your group listed tasks and plans that you intend to do? 52 | P a g e
6. Have you searched the information from magazines, newspapers, the Internet, or libraries? Have you taken your own photos of your community? Have you compiled, evaluated, and synthesized the relevant information? Are illustrated picture/ photos eye- catching meaningful, and understandable Handwriting on the poster is neat and easy to read? DESIGN Does your poster/PowerPoint/video include: - Title of the project? - Name of group members? - Main contents APPENDIX 5 ORAL PRESENTATION RUBRIC Topic: Group: CATEGORY 4 3 2 1 SCORE Shows a Shows a Shows a Does not full good good seem to Content understandi understandi understandi understand ng of the ng of the ng of parts the topic topic. topic. of the topic. very well. Clear speech Speaks Speaks Speaks Often and clearly and clearly and clearly and mumbles or pronunciatio distinctly distinctly distinctly cannot be 53 | P a g e
7. n all (100- most (89- about 74- understood 90%) the 75%) the 60% of the OR time, and time, but time. mispronoun mispronoun mispronoun Mispronoun ces more ces no ces 1, 2, or 3 ces no more than 7 words. words. than 5 words. words Facial Facial Facial Very little expressions expressions expressions use of facial and body and body and body expressions language language language are or body generate a sometimes used to try language. Eye-contact strong generate a to generate Did not Confidence interest and strong enthusiasm, generate enthusiasm interest and but seem much about the enthusiasm somewhat interest in topic with about the pretended. topic being the others. topic with presented the others. Student is Student The student Student completely seems pretty is somewhat does not prepared prepared but prepared, seem at all Preparation and has might have but it is prepared to fully needed a clear that present. rehearsed. couple more rehearsal rehearsals. was lacking. Student can Student can Student can Student can fully answer the answer answer only answer the audience’s some of the 1 of the Discussion audience’s questions, audience’s audience’s questions but rather questions questions slowly Total score / 20 54 | P a g e
8. APPENDIX 6 Summary of the number of students self-assessing on the implementation of small group projects at home Full name: Class: Criteria 1 2 3 4 5 1. Doing small group projects at home helps me practice speaking and practicing English much more effectively than the traditional presentation method. 2. Develop self-study ability through group projects. 3. Practice my pronunciation better 4. Improve my ability to talk about topics 5. Improve my vocabulary 6. More self-confident in speaking English in front of others. 7. Speak English without afraid of making errors 8. Enhance my creativity by presenting projects in diverse and attractive formats. 9. Develop collaboration skills, technology skills and teamwork responsibilities during project implementation. 10. Hope the project-based teaching method to be replicated in many other lessons. 55 | P a g e
9. REFERENCES [1] Buck Institute for Education - What is PBL? [2] Edutopia, March 14, 2016 - Project-Based Learning. [3] Giao Duc publisher – 2007- Tieng Anh 10, 11, 12 [4] Jeremy Harmer - Teaching speaking- How to teach English 2nd Edition [5] Jeremy Harmer Longman - Speaking-The practice of English Language Teaching [6] Nguyễn Văn Cường (2006), Một số vấn đề chung về đổi mới PPDH ở trường THPT – dự án phát triển GDTHPT. [7] Nguyễn Thị Bích Thủy (2010), “Phương pháp giáo dục chủ đề project”, Tạp chí Giáo dục, (250), tr.28-30 [8] Patton, A. (2012). Work that Matters: The teacher's guide to project based- learning - Paul hamlyn foundation. [9] Railsback, J. (2002) - Dạy học theo dự án: Tạo hứng thú cho việc học. Portland [10] Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo về chương trình giáo dục phổ thông môn tiếng Anh. [11] Thornbury - Scott (2000)- How to Teach Speaking. New York: Longman [12] TS. Lưu Thu Thủy - Phương pháp dạy học theo dự án - thuộc Viện KHGD Việt Nam [13] is PBL.htm [14] 56 | P a g e