PART ONE: INTRODUCTION I RATIONALE OF THE STUDY Today learning English is very important because it is the only language that truly links the whole world together English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is about billion English is the dominant business language and it has become almost a necessity for people to use English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English Its importance in the global market place therefore cannot be understated, learning English really can change people’s life Many of the world’s top films, books and music are published and produced in English Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding Most of the content produced on the internet (50%) is in English So knowing English will allow people to access an incredible amount of information which may not be otherwise available! Communication skills are essential for a successful career, satisfying relationships and a personal sense of accomplishment Communication is seen every day through TV commercials, interaction with the person opening a door for people and listening to the CEO of their company speak Effective communication empowers people, provides clear direction and increases productivity Without it, people lose motivation and the inability to make a decision, and they become angry because their messages are not understood In fact, many Vietnamese students who have good professional knowledge, but can’t use English well don’t get good jobs So, English is the first and the most important standard for workers who want to work not only at foreign companies but also at national ones Since English is a foreign language in our country, most students especially high school students are not familiar with it (Hetrakul, 1995) Kavin Hetrakul also said that they use English more frequent only inside the class and less frequent outside the class Whereas, students have limited time to learn English in class, and they still not have enough encouragement to practice English outside the class in order to get familiar with English This case brings a problem that make high school students have difficulties to communicate in English When teachers come into class to teach a lesson to improve students’ communication skills They follow their textbook and give great examples to illustrate their points and have plenty of practice worksheets – but no matter what they there are always many students who just don't get it What is going wrong? Why aren't they getting through? The answer may well lie in their students' learning styles Learning styles have been studied for decades and there are several models that have been proposed by various researchers While the finer distinctions are still debated, most authorities in the field generally agree upon four basic learning styles: auditory learners, visual learners, kinesthetic learners, and tactile learners Therefore, in this study I present some kinesthetic activities which I have used successfully with classes of different sizes and levels to improve the students’ communication skills II AIMS OF THE STUDY I the research to know about the fact of teaching and learning communication skills in Nhu Thanh High School more clearly This study also investigates whether some kinesthetic activities can have positive impact on process among students and can develop their communication skills or not Bearing in mind, I decide the research with title “ Using some kinesthetic activities to improve the students’ English communication skills at Nhu Thanh High School III RESEARCH QUESTIONS This study aims at finding answer to the following research question: How can some kinesthetic activities help the students at Nhu Thanh High School improve their communication skill? The question has been addressed to two of the classes (A1, A6) that I have been teaching in Nhu Thanh High School with the aim to examine how some kinesthetic activities affect the process of communication here IV SCOPE OF THE STUDY This study does not aim to teach any skill in a systematic way, because it is experience not for teaching but for practice The study investigates giving some kinesthetic activities to help students practice so that they can improve their communication skill V METHODS OF THE STUDY In this study, I use some research tools to collect and analyze the needed data Recording is used to record the process of giving some kinesthetic activities The second tool used in this study is interviews with students at the end of the research to study whether using some kinesthetic activities is really suitable for them or not Surveying through the answer sheets is used to know the practical situation of teaching and learning English communication skill PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW I OVERVIEW OF KINESTHETIC CTIVITIES Great ideas originate in the muscles” – Thomas Edison Kinesthetic learning is a learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations People with a preference for kinesthetic learning are also commonly known as "do-ers A great deal of information exists regarding the different means by which students learn new concepts Although visual, auditory and kinesthetic learning are the most commonly listed learning styles, little attention has been given to kinesthetic learning This is especially true at high school where the format favors verbal and visual learners Here we make a tentative argument for the value of including kinesthetic learning activities in classes as a vehicle for teaching concepts It is important to make clear how our working definition of kinesthetic learning may be different from previous work First, the term “active learning” already means something to the education community and may include instructor demonstrations, brainstorming, reflections and minute papers The version of kinesthetic learning considered here is a sub-set of active learning where students will be out of their seats and quite literally active Second, the term “kinesthetic learning” is in common use in some education circles Within those circles, the focus is typically on learning a manual skill or refining muscle coordination students must learn to build physical structures, often using their hands to perform complex tasks II WHAT IS KNOWN ABOUT KINESTHETIC LEARNING Below I summarize some of the work that has been conducted on the effectiveness of kinesthetic learning: Jean Piaget – All of the most basic facts about the world are first discovered through physical means As the brain matures, facts are abstracted and related to other concepts Although the ability to abstract a concept and make complex connections between concepts are considered to be signatures of a mature mind, humans learn best by doing something concrete first, and then abstracting to more general concepts Feldman and McPhee – “Kinesthetic learners are most successful when totally engaged with a learning activity They acquire information fastest when participating in a science lab, drama presentation, skit, field trip, dance, or other active activity Because of the high numbers of kinesthetic learners, education is shifting toward a more hands-on approach and other ‘props’ are incorporated into almost every school subject, from physical education to language arts Hands-on teaching techniques are gaining recognition because they address the challenging needs of kinesthetic learners, as well as the diverse needs of auditory and visual learners Muneera Spence - Visual learners account for around 30% of the population and auditory learners account for around 25% of the population Kinesthetic learners may account for as much as 45% of the population Howard Gardner – Intelligence is a multifaceted quality that cannot be measured by a single score on a test Furthermore, some types of intelligence are not even located in the brain For example, an understanding of space and motion is a distinct kind of intelligence that is useful to the athlete, dancer, martial artist and engineer Despite the lack of data in the engineering education field, some educators, such as those in dance, graphic arts, and communications, use kinesthetic learning daily In a study on graphic arts education, where one would expect a high percentage of visual learners, it was estimated that 45% of students were categorized as kinesthetic learners Furthermore, kinesthetic activities have been found to be effective in special adult populations, such as the blind and deaf It should be noted, however, that these fields place emphasis on refining muscle memory and conditioning responses Two studies in English and Computer Science, however, did use kinesthetic learning to teach concepts Virginia Zimmerman guides students in developing dance steps that correspond to the rhythm of a poem The purpose is to highlighting the use of meter and structure by different authors, and point out how they sometimes violate the structure for effect A small group of computer science faculty have also been building a repository of kinesthetic learning III WHAT IS A KINESTHETIC LEARNER? Kinesthetic learning is a learning style of students that learn best by discovering and experiencing These students prefer physical activities that involve getting out of their seat, moving around and touching things The best time to use kinesthetic activities in the classroom is after teaching a new topic Whether it’s a vocabulary lesson or a lecture on sentence structure, using these activities is a great way to get students practicing the new English skill and is also a great way for teachers to check for understanding IV CHARACTERISTICS OFKINESTHETIC LEARNERS - They use their hands to speak; they make lots of gestures and describe things with their hands or even their entire body - They enjoy working with their hands, so crafts are a must in the classroom - They need to move, and touch For this reason, they are better suited to activities with Total Physical Response - They need frequent breaks - They have excellent hand-eye coordination CHAPTER 2: PRACTICAL SITUATIONS I METHODS OF THE STUDY The research is done qualitatively in the context of two English classes (Class A6 and A1 – Applying the Experimental English Curriculum of the National Foreign Languages 2020 Project - At the beginning of school year 2015-2016 at Nhu Thanh High School ) In this survey, I use the survey questionnaire for students This survey is designed to collect information for the study on “An investigation into the Reality of teaching and learning English communication skill at Nhu Thanh High School II THE REALITY OF TEACHING AND LEARNING ENGLISH COMMUNICATION SKILLS AT NHU THANH HIGH SCHOOL The whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research However, due to the limit of the study, I only focus to collect information from the learning engagement of two classes (A6 and A1) during this process as the data for analysis Below is the survey of the practical situation of learning English Communication skill at Nhu Thanh High School Survey no.1 Practical Situation of learning English communication Skill at Nhu Thanh High School Questions for students How difficult is the English communication skill in new curriculum? What is your idea about improving English communication skill at your school? What you think of your skill classes at Nhu Thanh High School? What you think of the materials used for teaching skills at Nhu Thanh High School? Does your teacher give you any active activities to improve your communication skills? A Too easy 5% B Not difficult 10% C Difficult 30% Very essential 12% Essential 16% Not essential 47% Really interesting 3% Interesting 7% Boring 41% D Really difficult 55% really Not essential at all 25% Really boring 49% Difficult and Difficult but C Interesting boring interesting and stimulating 51% 8% 9% Easy boring 32% Always 2% Never 72% Sometimes 4% Rarely 22% and From the survey number 1, we can see that communication skills are rarely improved at Nhu Thanh High School, this may not make it attractive to learners as a classroom activity The students often see communication as hard work, boring, unrewarding Moreover, students don’t know how to learn English and improve communication skills effectively CHAPTER 3: RECOMMENDATIONS TO IMPROVE THE STUDENTS’ ENGISH COMMUNICATION SKILLS I RECOMMENDATIONS According to the data analysis from the survey, it can be personally concluded that the most important feature that makes my students to engage more in the lesson is the kind of assessment which forces them to learn although the meaningfulness of tasks also more or less affect the level of engagement the most meaningful tasks to my students are tasks that can help them to pass the tests at the end of the semester not tasks that give them reasons to communicate as I expected Therefore, I have given them some kinesthetic activities to improve my students’ communication skill II PRACTICAL SOLUTIONS Kinesthetic actions seem to originate the holistic right side of the brain Verbal language is left-hemisphere based (Promislow, 1999) Physical warm-ups involved both hemispheres They may be a way to help learners use both sides of their brains in a more integrated way Physical movements encourage our bodies to manufacture endorphin (the chemical that contributes to “runner’s high”) and dopamine, which helps us see patterns and learn faster (Snell, 1980, cited in Promislow, 1999.) On a more general level, doing physical activities together may just get people working together Our students spend hours sitting in their desks every day A few minutes up and moving seems to get them more attentive, move involved And these are fun There are lots of kinesthetic activities available For this , I have concentrated on some that have learners physically moving around the room Also, I am focussing on those that have a specific, spoken language aspect Games for Kinesthetic Learners That Love to Move These types of games are always class favorites and along with reviewing material, it encourages team building and critical thinking Jeopardy This game is great for reviewing a lot of different subject matter before a comprehensive test It also encourages teamwork and critical thinking, while giving the students a chance to build confidence and practice their speaking skills What You Need: An internet connection or PowerPoint A projector Set Up: Prepare a jeopardy board filled with questions on the subject matter being reviewed You can this on PowerPoint Split the students into even groups of four, five or six (This number can be adjusted according to the number of students in the classroom For the ideal playing situation, there should be 4-6 groups.) How to Play: After class has been split into groups, the first group chooses a subject matter and point value Read the corresponding question aloud, and then everyone has the opportunity to raise their hand to answer the question The first hands up get to answer and if they are right, their group receives the designated amount of points and also gets to pick the next question If they get the question wrong, then their team loses the points and another group gets a chance to answer The group with the most points at the end of the game wins! Note: Make sure that the students rotate the spokesperson in the group so that everyone gets English speaking practice! Fly Swat The Fly Swat game works best for vocabulary review, and is great to play at the end of a lesson introducing new subject matter You can also use this game to help students with understanding synonyms, antonyms, and homonyms What You Need: Two fly swatters PowerPoint or a whiteboard A projector (if using PowerPoint) Set Up: Using PowerPoint (or simply write on the board), prepare a slide filled with vocabulary words sprawled all over the page Have a series of definitions and questions about those vocabulary words prepared to read to the students To make it extra fun, write the words on pictures of flies! Split the class in half and get ready for a great time How to Play: Each team sends up one person to the front of the classroom and they are each given a fly swatter Read the question aloud, and then the first student to swat the answer on the board wins the round! Telephone Telephone is a game that will help develop your students’ English listening skills It also helps students practice word pronunciation and enunciation of sounds that they’re not used to making So Telephone encourages listening and comprehension skills, while still allowing students to get a little bit of speaking practice in there, too! What You Need: A class full of ears! Set Up: Have all of the students sit or stand in a straight line or a circle How to Play: Make up a phrase or sentence and whisper it in the first student’s ear That student then whispers the phrase to the next person, and so on and so forth If anyone would like the phrase repeated to them, students can say “Operator!,” but this can only be done once per person At the end of the game it’s always really funny to see how different the phrase turns out! Note: A more competitive alternative to play this game is to split the class into two teams and see who gets closest to the original phrase! Song Puzzle For this game, you’ll need to select a song and print out the lyrics with enough space between lines such that you can easily cut the lyrics into strips Separate students into small groups of two or three and give each group a complete set of the lyric strips Then play the song over and over, while the groups try to organize the lyrics into the correct order The first group to organize the lyrics correctly wins the game After the students have all figured out the correct order of the lyrics, sing them aloud as a class together! Doing song puzzles reinforces sentence order and helps students with their fluency of speech Story Telling Memory Game In this fun game, students should begin by sitting in a circle The first person (this can be you, but it does not have to be) starts the story with a fragment like “It was a dark and stormy night,” and then the next person has to repeat what the first person said and add a phrase of their own For example, “It was a dark and stormy night and no one was around.” Keep going around the circle until someone messes up! Students love this game because they get to work together to be creative with their imagination Teacher could have someone write down the story, and then hang it up in the classroom for students to remember and get a good laugh! Telling stories as a class benefits students in countless ways Fostering creativity encourages English learners to use words that they don’t use on a daily basis, and formulating a story allows students to practice sentence structure in an informal and non-intimidating way! This is for you What You Need: get a few soft objects that are easy to throw and catch How to Play: - On the board, write, “This is for you, (name).” “Thank you, (name) “ - Students stand in circles of 10-15 Start by going around the circle Everyone introduces themselves - Give one stuffed animal a student She reintroduces herself (“I’m Mai.”) Then she says, “This is for you, (name) “ and throws it to that student - That student says, “Thank you, Mai I’m Emi This is for you, (name).” and throws it to another student * It is a good idea to have them make sure everyone has gotten the animal once before there are repetitions There will be times they don’t know someone’s name They just look at that student and gesture that they need help with the name That person says her name -Once everyone has received and thrown the stuff animal once, the fun begins Ask them to follow the trail – they throw it to the same person Introduce the second and third stuffed animal Leave a few seconds delay between each one They continue to say, “This is for you, (name).” “Thank you, (name).” each time they throw it -Then suggest a bit of silence They continue to throw the animals but the only think about the names They don’t say them This silent period really helps them concentrate on the names Variation At this point, make it a free for all They see how many names the remember They call out the names and try to get that person’s attention (Mai! This is for you!”, When they do, the toss the animal to that person The animals no longer follow a trail Creative chaos! • At the end, give everyone a minute or two to look around the circle and see how many people’s names they know Circle action game What You Need:(Optional)One soft object (like the stuffed animals above) for each group of 8-12 How to Play: - On the board, write “I’m (name) I like ” “You’re (name) You like ” - Students work in groups of 8-12 Give the animal to one person He introduces himself and says something he likes (“I’m Hoa I like skiing.”) As he says what he likes, he makes a gesture demonstrating it For example, he moves his body as if he was skiing or uses two fingers flying down a mountain to represent a skier Then he throws the object to the next speaker (If there is no object, he just points to the next speaker.) -The next speaker must repeat the first speaker’s information and the gesture before adding her own information and gesture (“You’re Hoa You like skiing I’m Lan I like listening to hip-hop.”) She adds a gesture such as a hip-hop dance movement or something to show listening to music She throws the object to the next person who has to remember and repeat both Hoa’s information and Lan’s 10 - The game continues Everyone has to remember each person’s information and each gesture: #2 remembers #1 #3 remembers #1 and #2 #4 knows #1, #2 and #3 #4 knows 1-2-3-4, etc If someone forgets (no problem It will happen.), the person gives a hint by showing the gesture That is often enough to help the speaker remember the name as well as the thing he likes If not, the person can give the information, either by speaking aloud or by mouthing the information silently (like lip-reading) * Variation: Unlike the activities mentioned above, you may want to have some people get a second turn before everyone has had a first This way everyone keeps paying attention They might get called on again! Mirrors How to Play: - Tell the students what the topic they will talk about is “Plans for the weekend”, “things you did last weekend,“ or similar, personalized topics work best - (Optional) Give them a minute or two to think about what they want to say (a bit of silent planning time goes a long way in increasing how much they will say.) - Students work in pairs They stand, facing each other One is the speaker and the other is the mirror The speakers talk about the topic, using a lot of gestures as the speak Mirrors listens The also imitate all the gestures, reversing them as a mirror would (i.e., if the speaker moves her left leg, the mirror moves his right) The mirror can ask questions * Beginners might find it difficult to mirror actions, listen and ask questions at the same time In that case, you might ask them just the mirror actions and listening They wait until after the activity to ask two or three questions Variation: Crazy mirrors Instead of mirroring the action, the mirror does an opposite action For example, the speaker raises her right arm, the mirror could lower is left art The speaker touches her head, the mirror touches his leg, etc(RB) That’s true/ that’s a lie       How to Play: - Each student thinks of two sentences about himself One is true and one is false Both sentences should be believable but not information that other people know Of course, interesting information (I rode an elephant once.) is more fun than everyday stuff (I don’t like spinach.) - On the board write, “I don’t believe…” “You’re right.” “Sorry, you’re wrong.” - Introduce two gestures for the game Crossing one’s arms in front of your chest to make a big X means “wrong” or “not true.” Joining your arms above your head to make a big circle that goes around your head means “That’s right.” - Everyone stands and walks around at random Everyone finds a partner In each pair, one person says both of his sentences The partner decides which she thinks is a lie, and says, “I don’t believe…” (e.g., “I don’t believe you rode an elephant.” making the “X” gesture If she was correct, the speaker makes the 11 “O” gesture and says., “You’re right I didn’t…(ride an elephant).” If she was incorrect, the speaker makes the “X” gesture and says, “Sorry, your wrong.” - Then the other person says her sentences and the partner guesses - When they have finished, they find new partners and continue Variation: When someone guesses incorrectly, it often means the information was usual or surprising You can ask the speakers to add two or three extra pieces of information (“I rode an elephant two years ago I was in Thailand I went there with my friend.” ) 10 Fonfs (Focus on forms) These activities are among the easiest to plug into your lesson because the connect to specific grammar points, functions or vocabulary sets ABC race Language focus: Various Examples: 1st conditional (ABC picnic): If you bring the (apples) , I’ll bring the (bananas) “Going to” future (Trip around the world.) We’re going to go to (Australia) Then we’re going to visit Bangkok Nouns: I have an album You have a baseball How to Play: - Write the target structure on the board - Explains the situation and the task For example, for the first conditional, tell the students that they are going on a picnic This is an “ABC picnic” which means they have to take one thing that starts with every letter of the alphabet – one think that starts with A, one that starts with B, etc all the way to Z) * Actually, you might want to leave out the letter “X” – no one takes a xylophone to a picnic - Students work in pairs The stand and face each other One partner holds his hands in front of him, palms up The other partner says the target sentence (If you bring the apples, I’ll bring the bananas.) and slaps the first partner’s hands - The first partner says the next sentence That sentence includes the second item from the previous sentence (bananas) and a new item that starts with “c” (If you bring the bananas, I’ll bring the chocolate.) and slaps the partners hands - They continue until they get to Z III SOME PRACTICAL EXAMPLES AFTER USING KINESTHETIC ACTIVITIES IN THE EXPERIMENTAL CURRICULUM AT NHU THANH HIGH SCHOOL 12 Example : CIRCLE ACTION GAME English 11- the experimental curriculum Unit 7- Further education Period: speaking Exercise 5: Discuss your choices and preferences for further education Preparation: (Optional)One soft object (The eleventh graders were discussing their choices and preferences for further education) On the board, write “I’m (name) I like Because ” “You’re (name) You like Because ” 13 Students work in groups of 4-5 Give the animal to one person He introduces himself and says types of further education he likes “I’m Thao Van I like “cloud” learning Because i can save the time and money” Then she throws the object to the next speaker The next speaker must repeat the first speaker’s information and add her own information “You are Thao Van you like cloud learning Because you can save the time and money” “I’m Nga I like career-based course Because i need some skills for getting a job first.” The game continues Everyone has to remember each person’s information If someone forgets (no problem It will happen) Example : Using That’s true/ that’s a lie English 11- the experimental curriculum Unit 9- Cities of the future Period: Listening Exercise 5: Which viewpoint you agree with, the optimistic or pessimistic? Provide your reasons 14 (The eleventh graders were discussing which viewpoint they agree with) What to Each student thinks of two sentences about two viewpoint Ex: - In the future, governments have no effective ways to control pollution - in the future, Renewable energy will replace fossil fuels On the board write, “You’re right.” “I don’t believe…” “Sorry, you’re wrong.” Introduce two gestures for the game Crossing one’s arms in front of your chest to make a big X means “wrong” or “not true.” Joining your arms above your head to make a big circle that goes around your head means “That’s right.” Everyone stands and walks around at random Everyone finds a partner In each pair, one person says both of his sentences The partner decides which she thinks is a lie, and says, “I don’t believe…” e.g., “I don’t believe - In the future, governments have no effective ways to control pollution ” making the “X” gesture If the speaker agrees, then makes the “O” gesture and says: “You’re right, in the future, Renewable energy will replace fossil fuels” Then the other person says her sentences and the partner guesses When they have finished, they find new partners and continue Example 3: Using “Song Puzzle” English 11- the experimental curriculum Unit 9- Cities of the future Period: Listening Exercise : Listen again and complete the summaries of the two viewpoints For this game, Teacher needs to print out the sentences Separate students into groups and give each group a complete set of the two viewpoint strips 15 Then play the cassette player over and over, while the groups try to organize the sentences into the correct order After the students have all figured out the correct order of the sentences, Report them aloud as a class together! (The eleventh graders were discussing organizing the sentences into the correct order) (One eleventh grader was reporting them aloud) 16 CHAPTER 4: RESULT In conclusion, using kinesthetic activities is an efficient way to teach English in the classroom This way I get the best results in the classroom It arises students’ motivation Kinesthetic games prepare students for life and they acquire positive social attitudes They teach sharing, helping each other and working as a team A student learns by doing, living, trying and imitating So this kind of learning is lasting During these activities some feelings such as the pleasure of winning and the ambition of losing may arise This gives to the teacher an idea about student’s character So games are must-have activities for hardworking teachers Moreover, The result of testing skills has increasingly improved The following is the result chart of class A6 and class A1: Class Before using kinesthetic activities Excellent Good Fair Poor (%) (%) (%) (%) After using kinesthetic activities Excellent good Fair Poor (%) (%) (%) (%) 10,3 14,3 49,2 30,7 5,8 18,3 45 36,7 16 49 31,5 3,5 23,4 50,1 26,5 33,7 39,8 16,2 A6 10 A1 34 41,8 14,2 PART THREE: CONCLUSION AND SUGGESTION I CONCLUSION The idea of kinesthetic learning as a sub-set of active learning has received very little attention from the education community The small quantity and quality of data that does exist is largely outside the community Although the author will continue to explore the use of kinesthetic activity during lessons, future research should be conducted to first develop measures to assess kinesthetic learning in classrooms and second to use those measures to develop best practices II SUGGESTION Learners with kinesthetic preferences learn through active movements and experiences Activities such as playing, puppetry, drama, acting and designing ensures involvement of the learners Thus, it is also important to manage the students during such activities Some effective strategies used to involve unmotivated students during activities are: 17 - Motivate the students by giving attention and reward, avoid punishment - Students should be provided with option to choose activities for learning a particular concept - Grades can be allotted depending on the participation by using score rubrics - Activities chosen should encourage all the students to succeed and feel that have accomplished learning through an activity - Every student has to be given equal opportunity to participate - Cooperative activities can be organized and positive feedback can be given to encourage teamwork in a class Some effective strategies used to manage hyper motivated students are: - Encourage the students to organize body movement during activities - Regular monitoring of the students - Appropriate and accurate directions have to be given for any activity - Before involving the students in the activity, the consequences of the task going out of control has to be clearly explained The Headmaster’s identification Thanh Hoa, the second of May, 2016 I ensure that this study has been written by me The writer Bui Thi Tu 18 REFERENCES Begel A., Garcia D and Wolfman S., "Kinesthetic Learning in the Classroom", ACM SIGCSE Bulletin, v 36, n 1, March 2004 Glass, S “The Uses and Applications of Learning Technologies in the Modern Classroom: Finding a Common Ground Between Kinesthetic and Theoretical Delivery”, Information Analyses 070 2003 Wolfman, S and Bates R., "Kinesthetic Learning in the Classroom", J Computing Sciences in Colleges, v 21, n 1, p 203-206, October 2005 Zimmerman, V “Moving Poems: Kinesthetic Learning in the Literature Classroom”, Pedagogy 2.3 409-412 2002 Sivilotti, P A G and Pike, S M “The suitability of Kinesthetic Learning Activities for Teaching Distributed Algorithms ACM SIGCSE Bulletin 39:1 362-366 2007 19 ... develop their communication skills or not Bearing in mind, I decide the research with title “ Using some kinesthetic activities to improve the students’ English communication skills at Nhu Thanh High. .. investigation into the Reality of teaching and learning English communication skill at Nhu Thanh High School II THE REALITY OF TEACHING AND LEARNING ENGLISH COMMUNICATION SKILLS AT NHU THANH HIGH SCHOOL. .. English Communication skill at Nhu Thanh High School Survey no.1 Practical Situation of learning English communication Skill at Nhu Thanh High School Questions for students How difficult is the English