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THE EFFECTS OF ORAL QUIZZES ON HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING ENGLISH AND SPEAKING ABILITY. Rất nhiều nghiên cứu cho thấy việc kiểm tra kỹ năng nói tiếng Anh đã góp phần thúc đẩy động cơ học nói và khả năng nói tiếng Anh của học sinh. Trong một khảo sát ở trường trung học phổ thông (THPT) Trần Văn Bảy, giáo viên và học sinh khối 11 cũng đề nghị rằng việc kiểm tra kỹ năng nói nên được áp dụng với mục đích tăng cường động cơ học nói và khả năng nói tiếng Anh của học sinh. Trong khi đó, trong phân phối chương trình của THPT không có tiết nào dành cho việc kiểm tra kỹ năng nói tiếng Anh. Vì vậy, nghiên cứu này được tiến hành để tìm hiểu tác động của việc kiểm tra kỹ năng nói trong giờ học lên động cơ học kỹ năng nói và khả năng nói tiếng Anh của học sinh. Bên cạnh đó, đề tài này cũng khảo sát mối tương quan giữa động cơ học nói và khả năng nói tiếng Anh của học sinh.
Luận văn Thạc sĩ với đề tài: “THE EFFECTS OF ORAL QUIZZES ON HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING ENGLISH AND SPEAKING ABILITY” học viên Nguyễn Hà Thanh Vân thực báo cáo Hội Đồng Chấm Luận Văn thông qua Thư ký Ủy viên (Ký tên) (Ký tên) GV phản biện GV phản biện (Ký tên) (Ký tên) Cần Thơ, ngày……… tháng ……… năm …… Chủ tịch hội đồng (Ký tên) DECLARATION The thesis entitled “The Effects of Oral Quizzes on High School Students’ Motivation in Learning Speaking English and Speaking Ability” is conducted under the supervision of Dr Thai Cong Dan, at Department of Foreign Languages, School of Social Sciences & Humanities, Can Tho University I hereby declare that the information reported in the present paper is the result of my own work, except where due reference or citation is made The current thesis has not been accepted for any other degree or diploma Supervisor Researcher Thái Công Dân, Ph.D Nguyễn Hà Thanh Vân iv ACKNOWLEDGEMENTS The present study has been completed with the support and encouragement of many people I am deeply indebted to all of those who have contributed to the success of my study First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Thai Cong Dan, at Department of Foreign Languages, School of Social Sciences & Humanities, Can Tho University During the time I was conducting the present research, he provided me with useful materials and precious advice I would like to extend my special thanks to Dr Pham Thi Hong Nhung and Dr Ngyen Van Loi who are insightful in their invaluable suggestions and hints which help improve the quality of the current thesis I wish to express my sincere thanks to all my lecturers of the Master Program at Can Tho University for their useful knowledge and whole-hearted instructions I am grateful to my colleagues, teachers of English in Tran Van Bay high school, for completing and delivering the survey questionnaires to the eleventh grade students I am extremely thankful to Ms Son Kim Le for her dedication in working as a co-examiner in the oral tests I deeply acknowledge to all the eleventh grade students in Tran Van Bay high school for participating in my survey I owe a special note of gratitude to the students in Class 11A1 and Class 11A5 for their enthusiastic participation in the present research I am deeply indebted to my classmates, Ms Tran Thi Truc Ly, Ms Le Ngoc Van Thuy, and Ms Vo Thi Ngoc Thuy, for their devotion in giving useful ideas and comments on my research instruments I also wish to extend my sincere v appreciation to M.A Quach Tan An for providing me with useful materials and M.A Lam Hai Khanh for assisting me to import the data Last but not least, I would like to thank my parents who were always by my side, shared difficulties and encouraged me during the time I was carrying out the study In fact, the thesis could not be completed successfully without their financial and sentimental support vi TABLE OF CONTENTS Declaration iv Acknowledgements v Table of contents vii List of tables .xii List of figures xiii Tóm lược xiv Abstract .xv CHAPTER 1: INTRODUCTION…………………………………………… ….1 1.1 Rationale……………….…………………………………… ……… .1 1.2 Research objectives……………………………………………… 1.3 Research questions……………………………………………………….4 1.4 Research hypotheses…………………………………………………… 1.5 Significance of the study…………………………………………………5 1.6 Organization of the study……………………………………………… CHAPTER 2: LITERATURE REVIEW…………………………………………7 2.1 Oral quiz…………… ……………………………………………… 2.1.1 Definition of oral quiz………………………………………… 2.1.2 Benefits of oral quiz…………………………………………….8 2.1.3 Characteristics of quizzes versus tests………………………….9 2.1.4 Possible challenges in testing speaking skills and solutions… 10 2.2 Motivation………………………………………………………………12 2.2.1 Definition of motivation………………………………………12 2.2.2 Types of motivation………………………………………… 13 2.2.3 The roles of motivation in language learning……………… 15 2.2.4 The ways to enhance students’ motivation in speaking classes… …………………………………………………………… 15 vii 2.3 Speaking ability……………………………………………………… 17 2.3.1 Definition of speaking ability……………………………… 17 2.3.2 The roles of speaking ability in language learning………… 18 2.3.3 Components of good speaking ability…………………………18 2.3.4 Criteria for assessing speaking ability……………………… 20 2.3.5 Techniques for testing oral ability……………………………20 2.4 The effects of oral testing on students’ motivation in learning speaking… …………………………………………………………………………23 2.5 The effects of oral testing on students’ speaking ability……………… 25 2.6 The correlation between students’ motivation in learning speaking and speaking ability……………………………………………………27 2.7 Summary of the literature and justification of the current study……….31 CHAPTER 3: RESEARCH METHODOLOGY……………………………….33 3.1 Research design ……………………………………………………… 33 3.2 Participants …………………………………………………………… 34 3.2.1 Teachers 34 3.2.2 Students……………………………………………………… 34 3.3 Material 35 3.4 Research instruments………………………………………………… 35 3.4.1 Main instruments 36 3.4.1.1 Motivation questionnaires……………………………36 3.4.1.2 Oral tests…………………… 38 3.4.1.3 Interview questions……………………… 41 3.4.2 Supplementary instrument 42 3.5 Procedures of data collection and those of oral quiz implementation …………………………………………………… 42 3.5.1 Procedures of data collection 43 3.5.2 Oral quiz implementation process 46 CHAPTER 4: RESEARCH RESULTS…………………………………… … 49 viii 4.1 Research question 1: Do oral quizzes enhance high school students’ motivation in learning speaking English…………………….49 4.1.1 Findings from the pre-questionnaire and the postquestionnaire on the participants’ motivation in learning speaking English ……49 4.1.2 Findings from the interview on the participants’ motivation in learning speaking English 53 4.2 Research question 2: Do oral quizzes increase high school students’ speaking ability? .56 4.2.1 Findings from the pre-oral test and the post-oral test on the participants’ speaking ability .56 4.2.2 Findings from the interview on the participants’ speaking ability 59 4.3 Research question 3: Is there a correlation between high school students’ motivation in learning speaking and speaking ability? 61 4.3.1 Findings from the motivation questionnaires and the oral tests on the correlation between students’ motivation in learning speaking English and their speaking ability .62 4.3.2 Findings from the interview on the correlation between students’ motivation in learning speaking English and their speaking ability 64 CHAPTER 5: DISCUSSIONS AND CONCLUSIONS……………………… 66 5.1 Discussions .………………………………………………… 66 5.1.1 Theoretical framework of the study ………………………… 66 5.1.2 Summary of the research results .67 5.1.3 Discussions of the findings 69 5.1.3.1 The effects of oral quizzes on the participants’ motivation in learning speaking English 69 5.1.3.2 The effects of oral quizzes on the participants’ ix speaking ability 73 5.1.3.3 The correlation between the participants’ motivation in learning speaking English and their speaking ability 75 5.1.4 Pedagogical implications 77 5.1.5 Limitations of the study ……………80 5.1.6 Suggestions for further research 81 5.2 Conclusions …………………………………………………………81 REFERENCES ………………………………………………………………… 83 APPENDICES……………………………………………………….…… 94 Appendix A survey on students’ motivation in learning speaking English and speaking ability Questionnaire for grade eleven students …… ………………………… .94 Appendix Bảng câu hỏi dành cho học sinh khối 11…………………… 97 Appendix A survey on students’ motivation in learning speaking English and speaking ability Questionnaire for EFL teachers …… 100 Appendix Extrinsic motivation……………………………………… 103 Appendix Intrinsic motivation ………………….…… 104 Appendix Questionnaire on students’ motivation in learning speaking English (pilot)………………… …………………….… 105 Appendix Bảng câu hỏi động học kỹ nói tiếng Anh học sinh (thử nghiệm) ………………………………………… 110 Appendix Questionnaire on students’ motivation in learning speaking English ……………………… …………………………… 115 Appendix Bảng câu hỏi động học kỹ nói tiếng Anh học sinh …………………………… 120 Appendix 10 Oral test…………………………………………………… 124 Appendix 11 Marking scale………………………………………… … 126 Appendix 12 Marking sheet …………………………………………… 128 x Appendix 13 Interview questions……………………………………… 130 Appendix 14 Câu hỏi vấn……………………….………………….131 Appendix 15 Interview transcription…………………………………… 132 Appendix 16 A typical lesson plan with the implementation of oral quizzes… …………………………………………………………… 139 Appendix 17 Model of the researcher’s journal……………………… 148 Appendix 18 Typical researcher’s journals……………………………….149 Appendix 19 Raw calculations of the questionnaires………………… 153 Appendix 20 Raw calculations of the extrinsic and intrinsic motivation questionnaires……………………………… ………… 162 Appendix 21 Raw calculations of the oral tests……………………… 166 Appendix 22 Raw calculations of the correlation……………………… 170 xi LIST OF TABLES 1Table 3.1: Characteristics of the participants 35 2Table 3.2: Characteristics of the interviewees 41 3Table 3.3: The procedures of the study 43 4Table 4.1: Participants’ motivation in learning speaking English 51 5Table 4.2: Paired-Samples T-Test on the mean scores of participants’ motivation in the pre-questionnaire and the post-questionnaire .51 6Table 4.3: Participants’ speaking ability before and after the intervention .57 7Table 4.4: Paired-Samples T-Test of the mean scores 58 8Table 5.2: Summary of the correlation between the participants’ motivation in learning speaking English and their speaking ability 68 xii Paired-Samples T-Test of the pre-extrinsic and the pre-intrinsic motivation questionnaires Paired Samples Statistics Pair Mean 3.2750 3.1949 MEANPQEX MEANPQIN N Std Error Mean 04505 05958 Std Deviation 36323 48036 65 65 Paired Samples Correlations N Pair MEANPQEX & MEANPQIN Correlation 65 Sig .402 001 Paired Samples Test Mean Paired Differences Std 95% Confidence Std Error Interval of the Deviation Mean Difference Lower Pair MEANPQEX MEANPQIN 0801 47154 05849 163 -.0367 t Sig (2tailed) df Upper 1970 1.370 64 175 Paired-Samples T-Test of the post-extrinsic and post-intrinsic motivation questionnaires Paired Samples Statistics Pair Mean 3.2519 3.3397 MEANPOQE MEANPOQI N 65 65 Std Error Mean 05216 06189 Std Deviation 42057 49898 Paired Samples Correlations N Pair MEANPOQE & MEANPOQI Correlation 65 Sig .560 000 Paired Samples Test Mean Paired Differences Std 95% Confidence Std Error Interval of the Deviation Mean Difference Lower Pair MEANPOQE MEANPOQI -.0878 43669 05416 164 0204 Sig (2tailed) df Upper -.1960 t -1.621 64 110 APPENDIX 21 RAW CALCULATIONS OF THE ORAL TESTS Reliability of the pilot oral test ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) PILOTTP1 PILOTTP2 PILOTTP3 Mean Statistics for SCALE Mean 65.1316 Cases 23.2105 22.7105 19.2105 PILOTTP1 PILOTTP2 PILOTTP3 Std Dev 7.6764 8.7113 9.3986 38.0 38.0 38.0 N of Variables Variance 552.0633 Std Dev 23.4960 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 41.9211 42.4211 45.9211 293.1558 238.0882 243.9666 Item-total Statistics PILOTTP1 PILOTTP2 PILOTTP3 Alpha if Item Deleted 7608 8856 7485 8796 7630 8948 Reliability Coefficients N of Cases = Alpha = 38.0 N of Items = 8937 165 Reliability of the pre-oral test ****** Method (space saver) will be used for this analysis ****** R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) Mean Statistics for SCALE Mean 83.4308 Cases 28.4923 28.8923 26.0462 PRE.T.P1 PRE.T.P2 PRE.T.P3 Std Dev 10.5299 11.1399 11.7705 65.0 65.0 65.0 Variance 1034.2490 N of Variables Std Dev 32.1597 Item-total Statistics Scale Mean if Item Deleted 54.9385 54.5385 57.3846 PRE.T.P1 PRE.T.P2 PRE.T.P3 Scale Variance if Item Deleted 492.0899 472.0649 443.6154 Corrected ItemTotal Correlation 9232 9050 9118 Reliability Coefficients N of Cases = Alpha = 65.0 N of Items = 9583 166 Alpha if Item Deleted 9325 9433 9406 Reliability of the post-oral test ****** Method (space saver) will be used for this analysis ****** R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) Mean Statistics for SCALE Mean 101.2462 Cases 34.8000 34.6154 31.8308 POST.TP1 POST.TP2 POST.TP3 Std Dev 10.0300 10.7829 11.0462 65.0 65.0 65.0 N of Variables Variance 922.5635 Std Dev 30.3737 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 66.4462 66.6308 69.4154 453.6572 410.4865 397.3091 Item-total Statistics POST.TP1 POST.TP2 POST.TP3 Alpha if Item Deleted 8620 9059 9157 9495 9153 9083 Reliability Coefficients N of Cases = Alpha = 65.0 N of Items = 9490 167 Descriptive statistics of the pre-oral test Descriptive Statistics N MEANPRET Valid N (listwise) Minimum 10.00 65 65 Maximum 47.67 Mean 27.8103 Std Deviation 10.71991 Mean 33.7487 Std Deviation 10.12458 Descriptive statistics of the post-oral test Descriptive Statistics N MEANPO.T Valid N (listwise) Minimum 12.33 65 65 Maximum 49.33 Paired-Samples T-Test of the mean scores of participants’ speaking ability in the pre-oral test and the post-oral test Paired Samples Statistics Pair Mean 27.8103 33.7487 MEANPRET MEANPO.T N Std Error Mean 1.32964 1.25580 Std Deviation 10.71991 10.12458 65 65 Paired Samples Correlations N Pair MEANPRET & MEANPO.T Correlation 65 Sig .786 000 Paired Samples Test Mean Paired Differences Std 95% Confidence Std Error Interval of the Deviation Mean Difference Lower Pair MEANPRET MEANPO.T 5.9385 6.84143 84858 168 4.2432 Sig (2tailed) df Upper 7.6337 t -6.998 64 000 APPENDIX 22 RAW CALCULATIONS OF THE CORRELATION Correlation between students’ motivation in learning speaking English and their speaking ability before the intervention Correlations MEANPREQ MEANPREQ Pearson Correlation Sig (2-tailed) N MEANPRET 242 052 65 65 Pearson Correlation 242 Sig (2-tailed) MEANPRET 052 65 65 N Correlation between students’ motivation in learning speaking English and their speaking ability after the intervention Correlations MEANPO.Q MEANPO.Q Pearson Correlation Sig (2-tailed) N MEANPO.T MEANPO.T 478(**) 000 65 65 478(**) 000 65 Pearson Correlation 65 Sig (2-tailed) N ** Correlation is significant at the 0.01 level (2-tailed) Correlation between students’ extrinsic motivation in learning speaking English and their speaking ability before the intervention Correlations MEANPQEX MEANPQEX Pearson Correlation Sig (2-tailed) N MEANPRET MEANPRET 125 322 65 65 Pearson Correlation 125 Sig (2-tailed) 322 65 65 N 169 Correlation between students’ intrinsic motivation in learning speaking English and their speaking ability before the intervention Correlations MEANPQIN MEANPQIN MEANPRET 281(*) 023 65 65 281(*) Pearson Correlation Sig (2-tailed) N MEANPRET Pearson Correlation Sig (2-tailed) 023 65 65 N * Correlation is significant at the 0.05 level (2-tailed) Correlation between students’ extrinsic motivation in learning speaking English and their speaking ability after the intervention Correlations MEANPOQE MEANPOQE MEANPO.T 441(**) 000 65 65 441(**) Pearson Correlation Sig (2-tailed) N MEANPO.T Pearson Correlation Sig (2-tailed) 000 65 N 65 ** Correlation is significant at the 0.01 level (2-tailed) Correlation between students’ intrinsic motivation in learning speaking English and their speaking ability after the intervention Correlations MEANPOQI MEANPOQI N ** Correlation is significant at the 0.01 level (2-tailed) 170 65 Sig (2-tailed) 001 Pearson Correlation 65 404(**) N MEANPO.T MEANPO.T 404(**) 001 65 Pearson Correlation Sig (2-tailed) 65 ...DECLARATION The thesis entitled ? ?The Effects of Oral Quizzes on High School Students’ Motivation in Learning Speaking English and Speaking Ability? ?? is conducted under the supervision of Dr Thai Cong... language learning and oral testing plays an important part in increasing students’ motivation in learning speaking English and their speaking ability However, in the context of high school in Vietnam,... 4.3.1 Findings from the motivation questionnaires and the oral tests on the correlation between students’ motivation in learning speaking English and their speaking ability .62 4.3.2 Findings