BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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ISO 9001 :2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGÔN NGỮ ANH
Sinh viên
: Hoàng Thị Thanh Tâm
Giảng viên hướng dẫn : ThS Bùi Thị Mai Anh
HẢI PHÒNG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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HOW ENGLISH CLUBS CAN BE HELPFUL FOR HPU
ENGLISH MAJORS IN IMPROVING SPEAKING SKILL
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
Ngành: Ngôn Ngữ Anh
Sinh viên:
Hoàng Thị Thanh Tâm
Lớp:
NA1804
Giảng viên hướng dẫn:
ThS Bùi Thị Mai Anh
HẢI PHÒNG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Hoàng Thị Thanh Tâm
Mã SV: 1412751107
Lớp: NA1804
Ngành: Ngôn ngữ Anh
Tên đề tài: How English Clubs can be helpful for HPU English Majors in
improving Speaking Skill.
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
(về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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1. Các số liệu cần thiết để thiết kế, tính toán.
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2. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên: Bùi Thị Mai Anh
Học hàm, học vị: Thạc sĩ
Cơ quan công tác: Trường Đại học Dân lập Hải Phòng
Nội dung hướng dẫn: How English Clubs can be helpful for HPU English
Majors in improving Speaking Skill.
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày 22 tháng 03 năm 2019
Yêu cầu phải hoàn thành xong trước ngày 14 tháng 06 năm 2019
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Người hướng dẫn
Hoàng Thị Thanh Tâm
Bùi Thị Mai Anh
Hải Phòng, ngày … tháng … năm …
Hiệu trưởng
GS.TS.NGƯT Trần Hữu Nghị
QC20-B19
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên: Bùi Thị Mai Anh
Đơn vị công tác: Trường Đại học Dân lập Hải Phòng
Họ và tên sinh viên: Hoàng Thị Thanh Tâm Chuyên ngành: Ngôn Ngữ Anh
Nội dung hướng dẫn: …………………………………………………………………………….
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1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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2. Đánh giá chất lượng đồ án/ khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T.T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B19
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên:
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Đơn vị công tác: ………………………………………………………………………………………..
Họ và tên sinh viên: ………………………………. Chuyên ngành: ………………………..
Đề tài tốt nghiệp: ………………………………………………………………………………………
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viên chấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm …
Giảng viên chấm phản biện
(Ký và ghi rõ họ tên)
ABSTRACTS
Along with the demand of global integration, learning foreign languages for
international communication has become more and more vital to Vietnamese
students. Therefore, English speaking skills is an indispensable course in
English language curriculum at tertiary level. However, it is not easy for
English learners in this context to achieve their fluency and proficiency in
English speaking skill due to certain internal and external factors. Therefore,
this study is to investigate challenges of speaking skills faced by English-
majored at Hai Phong Privates University. The data obtained from the
questionnaire with 60 students. The findings show that students first-year faced
both internal and external challenges, especially the latter ones regarding the
limitation of English speaking environment and extracurricular activities.
Possible measures are proposed to tackle such challenges in helping students
speak English more effectively. The study also show some benefits of English
Club in improving student’s Speaking Skill.
ACKNOWLEDGEMENTS
I am very grateful to Dr. Tran Thi Ngoc Lien, the Dean of Foreign Languages
Department and all of my beloved teachers whose helpful lectures on the field of
valuable knowledge have enlightened the arguments in this study.
I would like to express my deepest gratitude to my supervisor, Bui Thi Mai
Anh, M.A for her invaluable guidance and encouragement she gave me
throughout my study. My supervisor always stood by me and supported me. In
my heart, she is not only a good teacher but also a sister who is always by my
side.
I would like to thank my friends at Hai Phong Privates University for their
kind assistance during the time I collected data for the study.
I take this opportunity to express my indebtedness to my parents, my siblings
who have constantly inspired and encouraged me to complete this research.
Finally, I wish to thank my readers for their interest and comments on this
study.
Hai Phong, May 2019
Tâm
Hoàng Thị Thanh Tâm
TABLE OF CONTENTS
Abstracts…………………………………………………………………………………………. i
Acknowledgements
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Table of contents
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List of photos
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List of tables ……………………………………………………………………………………. v
PART I: INTRODUCTION
1.1. Rationale of the study
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1.2. Aim of the study and Research questions ……………………………………… 2
1.3. Scope of the study ……………………………………………………………………… 2
1.4. Method of the study……………………………………………………………………. 2
1.5. Organization of the study ……………………………………………………………. 2
PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Speaking: An overview …………………………………………………………….. 4
1.1.1. Definition of speaking
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1.1.2. Speaking Skills
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1.1.3. The significance of speaking
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1.2. Speaking in English Club …………………………………………………………. 7
1.2.1. Starting an English club ………………………………………………………….. 8
1.2.2. The principles of a successful English club ………………………………… 8
1.2.3. Practical Activities in English Club …………………………………………… 9
1.3. HPU English Club ……………………………………………………………………. 11
CHAPTER 2: THE STUDY
2.1. Data collection
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2.1.1. Survey questionnaires ……………………………………………………………… 14
2.1.2. Subject and setting ………………………………………………………………….. 14
2.2. Data analysis ……………………………………………………………………………. 14
2.2.1. Table 1
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2.2.2. Table 2
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2.2.3. Table 3
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2.3. Summary ………………………………………………………………………………….. 19
CHAPTER 3: BENEFITS OF ENGLISH CLUB FOR HPU ENGLISH
MAJORS IN IMPROVING SPEAKING SKILL
3.1. The problems and limitations
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3.2. Some methods ………………………………………………………………………….. 24
3.3. Improving speaking skill with English club ………………………………….. 37
3.4. Summary ………………………………………………………………………………….. 39
PART III: CONCLUSION
1. Conclusion
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2. Limitations and suggestions for further study…………………………………… 40
REFERENCES ………………………………………………………………………………. 42
LIST OF PHOTOS
Photo 1. The club attracted a lot of students
Photo 2. Joining the Club, you have the opportunity to practice your English
speaking skills
Photo 3. Outdoor activities of the club
LIST OF TABLES
1. Table 1: The students’attitude towards speaking skills
2. Table 2: The problems of the first year students in speaking English
3. Table 3: What the first year students have done to improve speaking skills in
English.
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PART I: INTRODUCTION
1.1. Rationale of the study
Master of English as a second or foreign language comes down to how well
a student speaks. He may write well, for example get high marks on tests, or
even have an accent nearly identical to a native speaker, but if he cannot express
ideas, opinions or instructions clearly in a conversation, he could not be called
proficient. Language is for communication after all, and that primarily calls
speaking. Nowadays, foreign languages in general and English in particular are
necessary to students in Vietnam. High command of foreign languages helps
students so much in finding jobs. For students of foreign languages, after
finishing schools they are required to be able to understand what others say and
to express themselves in various situations. Since labor market now tends to
offer more and more opportunities for those who can communicate well, the
ability to communicate fluently and effectively has been of great importance to
foreign language students. To learn foreign languages in general and English in
particular well, learners are supposed to be good at four skills: listening,
speaking, reading and writing. Listening and Speaking are closely related as
without expressing one’s ideas correctly, the communication cannot be a
successful one. Therefore, when learning English, people have to learn how to
speak effectively.
Basing on certain knowledge about Hai Phong Private University students
gained through four years of experience as a student, I find that Hai Phong
Private University students like other learners experience a number of
difficulties in their speaking skill due to their limited vocabulary, background
knowledge, lack of self-confidence and so on and that leads to ineffectiveness
when they conduct oral activities.
Because of that, I decide to do a study entitled How English Clubs can be
helpful for HPU English Majors in improving Speaking Skill.
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1.2. Aim and Objectives of the Study
This study will point out the problems that students face and highlight the
benefits of participating in English Clubs to help improve the problems
mentioned process of learning Speaking Skill.
In order to achieve the aforementioned aim, the researcher has set the following
specific objectives:
1. Introducing theoretical background of Speaking Skill
2. Giving clear and detailed methods of improving speaking skills when
participating in English clubs
1.3. Scope of the study
The present study focuses on improving the English majors speaking skill at
HPU. In fact, there are lots of various techniques to study English
communication. It requires much of time and effort. However, due to the
limitation of time, resources and knowledge of mine as well as some other
conditions, this study was carried out to find out the reality of learning English
speaking for the English majors. Thus, the result of study is limited only to
those students participating in this study and these findings may impact the
generalization to the all of students and they can also be the references for
anyone who wants to practice English speaking.
1.4. Method of the study
To complete this study, a variety of methods have been employed:
– Concerned materials including reference books on teaching methodology
have been carefully studied and analyzed.
– A survey questionnaire was conducted to the first year English majors at HPU
to gather information and evidence for the study
In addition to make the data collected more reliable and authentic,
qualitative method and observation were applied with two instruments: an
informal interview
All the comments, remarks, recommendations and conclusion provided in
the study were based on the data analysis of the study.
1.5. The organization of the study
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This study consists of three parts:
Part I, Introduction, includes the rationale to the study, the research questions
and the scope of the study. Next, the design of the study is also presented.
Part II, The study consists of three chapters:
Chapter 1, Literature review, presents a review of related literature that
provides the definition of speaking, Speaking Skills, The significance of
speaking, Speaking in English Club and information about HPU English Club.
Chapter 2 is the main part of study, including data collection and analysis.
Chapter 3 is some methods to be good at Speaking English and benefits of
English Club in improving Speaking Skill.
Part III of the study is Conclusion, limitations and suggestions for further study
are mentioned in this part.
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PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Speaking: An overview
1.1.1. Definition of speaking
Speaking is the ability to pronounce articulation of sounds or words for
expressing, stating and delivering thoughts, ideas and feeling. Meanwhile,
Brown (1994) and Amir (2010) and Astuti (2010) say that speaking is an
interactive process of constructing meaning that involves producing and
receiving and processing information. So, it can be concluded that speaking is
an ability to communicate orally to other people with the aim to express their
ideas and feelings.
Additionally, Nunan (1991) supported that speaking is the same as oral
interaction which are conventional ways of presenting information, expressing
our ideas and thought in our mind. Nunan (1991) also quoted that “To most
people, mastering the art of speaking is the single most important aspect of
learning a second of foreign language and success is measured in term of the
ability to carry out a conversation in the language.”
Speaking is one of the four basic skills in learning foreign language besides
listening, reading, and writing. It has been taught since the students entered a
Junior High School however it is not easy for the students to communicate in
English. They have to think more often when speaking English.
Among those language skills, speaking is unfortunately in many ways
treated as an undervalued skill. Maybe it is because we can almost all speak, so
we take the skill too much for granted. The phenomenon that most language
teacher emphasize their teaching in the mastery of grammar is the clearest
evidence. They seem to forget that speaking also deserves attention as much as
literary skill.
Despite that fact it is taken for granted, speaking is very important in
people’s everyday life. As Bygate (1987) states that speaking is the vehicle:
“par excellence” of social solidarity, of social making of professional
achievement a d of business. It is through their way of speaking that people are
most frequently judged. In addition to that speaking is also a medium through
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which much language is learnt, including English. To speak is not merely
uttering sequences of words in their correct pronunciation. One is said to be a
good speaker provided he manages to deliver what is in his mind well and to
make his audience understand him.
Literally, to speak means to say words to say or to talk something about
something, to have a conversation with somebody; to address somebody in
word etc. While speech means the power of action of speaking a manner or way
of speaking.
Furthermore, speaking is the term that the writer uses for verbal
communication between people. When two people are engaged in talking to
each other, the writer is sure that they are doing communication.
Communication between people is an extremely complex and ever changing
phenomenon. There are certain generalizations that we can make about the
majority of communicative events and these have particular relevance for the
learning and teaching process.
People do communication for some reasons. Jeremy Harmer (2002) states the
reasons as follows:
(1) They want to say something. What is used here is general way to suggest
that the speakers make definite decisions to address other people. Speaking
may, of course, be forced upon them, but we can still say that they feel the need
to speak, otherwise they would keep silent.
(2) They have some communicative purpose. Speakers say things because they
want something to happen as a result of what they say. They may want to charm
their listeners; to give some information, to express pleasure; they may decide
to be rude or flatter. To agree or complain. In each of these cases they are
interested in achieving this communicative purpose what is important the
message they wish to convey and the effect they want it to have.
(3) They select from their language store. Speakers have an infinite capacity to
create new sentences. In order to achieve this communication purpose, they will
select (from the “store” of language they prosses) the language they think is
appropriate for this purpose.
There will be a desire to communicate on the part of the students and they
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will also have a communicative purpose. Where the students are involved in a
drill or in repetition. They will be motivated the need to reach the objective of
accuracy. The emphasis is on the form of the language. A teacher should be in
creating procedures of teaching in order that the objective is reached.
According to the BBC World Service radio there are some of the common
problems which people face when they are learning to speak English. If
someone wants to become a more fluent speaker of English, and at some of the
skill it is needed for effective communication. There are six important things
considered to be useful in speaking. In order to have self – confidence fluency
and accuracy, finding the right words keeping the listeners interested and
sounding natural are required.
It is clear that students should be careful in choosing words and styles in
communication. Somebody who wants to speak English well, she has to know
the ways of speaking English. Speaking is really different from writing. In
speaking, broad vocabularies, having interaction with listeners and can speak
English well as native speakers do.
1.1.2. Speaking Skills
Speaking skill is the ability to use the language in oral form. In junior and
senior high schools this skill is limited to the ability to conduct a simple
conversation on some subject (e.g. expressing regret, gratitude, agreement,
offer, certainty, etc). Among the four skills, speaking skill is a difficult one to
assess whit precision, because speaking is a complex skill to acquire.
Speaking skill is a matter which needs special attention. No matter how great
an idea is, if it is not communicated properly, it cannot be effective. Oral
language or speaking is an essential tool for communicating, thinking, and
learning powerful learning tool. It shapes modifies, extends, and organizes
thought. Oral language is a foundation of all language development and,
therefore, the foundation of all learning. Through speaking and listening,
student learns concepts, develop vocabulary and perceive the structure of the
English language essential components of learning. Students who have a strong
oral language base have an academic advantage. School achievement depends
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on students’ ability to display knowledge in a clear and acceptable form in
speaking as well as writing.
In communicating with other people, it is important to know whether the
situation is formal or informal. Besides, it is also important to know that the
language, in this case English, can be standard or non standard so that they are
able to communicate effectively. In speaking English as a foreign language the
speaker obviously has to try to speak it in the way the native, speakers do. In
order to be able to speak English better, it is important for him to learn all of the
four skills in English and matter English phonetic as well, because it is very
helpful to learn the language quickly and successfully. The use of language or
speaking skill is a matter of habit formation.
1.1.3. The significance of speaking
Zaremba (2006) indicates that while reading and listening are considered to
be the two receptive skills in language learning and use, writing and speaking
are the other two productive skills necessary to be integrated in the development
of effective communication. Of all the four macro English skills, speaking
seems to be the most important skill required for communication. Zaremba
(2006) also explains that speaking skill or communication skill are usually
placed ahead of work experience, motivation, and academic credentials as
criteria for new recruitment for employment. Students who study English as a
foreign language (EFL) usually have limited opportunities to speak English
outside the classroom. This might be one reason for teachers to provide more
situations and activities for students to strengthen their speaking competence.
Speaking for special communication usually occurs in contexts where speaking
performance is conducted for an audience in differing circumstances.
The principles of public speaking are also intertwined with the development
of speaking for special communication. When a speech involving an audience is
taken into consideration, the act of speaking is considered to be more
complicated than general everyday conversation and a number of other skills are
therefore included in the speaking delivery process, e.g. choosing topics,
organizing thoughts, tailoring the message, and adapting to listener feedback.
1.2. Speaking in English Club
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There are many reasons why English clubs can help learners of all ages and
levels improve their English. The most important reason is that they offer
learners a chance to practice English by actually speaking it.
There are other advantages, too. English clubs are less formal than a classroom
setting. Many learners find them more fun than usual English classes. They also
let learners practice English in more real-life situations. This can increase a
learner’s desire to practice and learn on their own.
1.2.1. Starting an English club
Step1 – Finding club members:
The first step in starting an English club is to find club members. There are
different ways to do this.
English club is open for anyone to join, you can use the internet to find
members. Websites such as Facebook or official website of school are great
places to announce club meetings and communicate with members.
Step 2 – Find a meeting location:
The location of your club will affect how many people come to your
meetings. First, how easy is it for members to find and get to the location? It is a
good idea to find a large place in your school. Second, it is important to find a
location that is safe. You want your members to feel comfortable as they are
arriving and leaving.
Step 3 – Holding your first meeting
The third step is to hold your first meeting. The first meeting is important for
every English club. It is a good idea to use the first meeting as a chance to talk
with members about logistics. This includes how often and where the club will
meet, whether or not there will be membership fees, and how the club
leadership will work.
1.2.2. The principles of a successful English club:
1. A good English club should be participant-centred. Some strategies to
achieve this are:
– Encourage participants to bring in their own content.
– Ask participants questions about their lives.
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– Divide participants into small groups to discuss questions or to do activities.
– Give participants opportunities to express themselves creatively in English, for
example, through drama, poetry or storytelling. Alternatively, give them
opportunities to explore visual communication, for example art or dance, with a
post-performance discussion in English.
2. A good English club plays and important social role
An English club can be a chance to meet new people and make new friends
(both for both moderators and participants). This can be incredibly important for
students studying English abroad, for example. Try to arrange the schedule so
that there is time for people to stay and talk afterwards.
3. A good English club gives people freedom
Students often appreciate the freedom from syllabi, exams and learning
objectives. Teachers usually appreciate this too!
4. A good English club is rooted in the community.
Organize visits to local places or interest, or invite people from the local
community in to talk to your participants.
5. A good English club is fun
Fun and enjoyment are elusive qualities. They happen when people are not
looking for them. With regard to English clubs, it is almost impossible to
predict in advance whether the activities planned will ‘click’ or not. Like a good
teacher, an English club moderator should be flexible and intuitive, abandoning
activities that fall flat, and embracing the spontaneous and unplanned.
1.2.3. Practical Activities in English Club
The following section suggests practical activities suitable for an English
club. Three different types of activity are presented: discussions, online
activities and activities for a themed English club.
1. Discussions
Having discussions based on a pre-determined theme often works well.
Participants can work in pairs, small groups or can talk together as a whole
group and discuss questions. For example:
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“Children and Childhood”
– What games did you play as a child? Can you remember how to play them?
– What was your favourite TV programme or book when you were growing up?
If possible, show a clip or read an extract of it to the group (perhaps at the next
club). How does it make you feel when you see or read it again?
– What is your earliest childhood memory?
– Who is the youngest person you know?
– Have you ever wished you were a child again? Why/why not?
– Talk about a time you (or someone you know) did something very naughty as
a child. Were any adults angry?
2. Online Activities
If your participants can get online, then a whole wider world can open up for
your English club. This activity is one of my favourites:
“Music and Memory”
Participants choose a piece of music that reminds them of a happy time in
their life. (It does not need to be a piece of music with English lyrics.) They
prepare a presentation describing:
– The song
– The place
– The people
– The time and the situation it reminds them of
– What makes the piece of music special for them.
Participants can then take turns to play their songs, either from the playlist
on their mobile devices or streamed off YouTube, and give their presentations.
3. Theme of English Clubs
English clubs have a theme, organizing a different activity related to that
theme for each time the group meets. This generally works best when the club
has a core of members who attend relatively frequently. Below are a few ideas
for a club with the theme of books.
“English book club”
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– Participants bring in a book they are reading (or have read recently) and give a
short talk to the group about it.
– Participants ‘pitch’ their favourite book to the group. The other members
decide how good they think the pitch was and say whether it makes them want
to read the book.
– The moderator distributes a range of different books from the school library.
– Participants look at the cover only, and discuss the following questions:
• Would you read this book? Why/why not?
– Participants then read the first two or three pages and discuss these questions:
• What is the book about?
• Have you changed your mind about reading the book?
• How effective is it to ‘judge a book by its cover’?
1.3. HPU English Club
For the purpose of organizing a useful playground for students of Hai Phong
Private University to practice English speaking skills, HPU English Club was
established, organized periodically and received the response, participation only
students in the school but also members of other English clubs in the city.
Time: 14:00 every Thursday afternoon.
Location: Room C101 – lecture hall of Hai Phong Private University .
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The club attracted a lot of students
All club activities are very simple, close to the students and announced at the
previous activity. Therefore, members at different levels can easily grasp the
content and be more proactive and creative in thinking and participating in club
activities. In addition, advocacy games related to living topics are scientifically
designed; vocabulary, proverbial sentences or even a vividly illustrated story…
With the criterion of “learning, playing, learning”, HPU English Club always
wants to create for students a truly comfortable playground, free to share views,
exchange and learn from each other.
Joining the Club, you have the opportunity to practice your English speaking skills
The new point of HPU English Club is to have 2 additional activities: Group
learning (Tutoring) and Learning activities associated with social activities
(Service Learning). With group learning activities, students are divided into
groups of 5–7 people at different levels with the main purpose of exchanging
and helping each other with knowledge and skills to speak English. Learning
activities associated with social activities are a new form of learning in the
world but still quite new in Vietnam. Students will participate in social activities
such as volunteering, charity work at disabled centers, young villages, nursing
homes, etc. The study programs will be applied appropriately to help you
students practice the knowledge they have learned in class into practice.
