USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

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Nội dung chi tiết: USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRAN THI NGANUSING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOLSTUDENTS’ SPEAKING ABILITYMASTER’S THE

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY ESIS IN EDUCATION4MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYMajor: Teaching English to Speakers of Other Languages (TESOL)Code: 60140111MASTER’

S THESIS IN EDUCATIONSupervisor: Dr. Tran Thi Ngoc YenNghe An, 2017First of all, I would like to express my deep gratitude to Dr. Tran Thi Ngoc Yen, w USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

ho directly supported and encouraged me during (he preparation of (his study. I am truly grateful to her for her professional advice, invaluable suppo

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

rt and guidance she offered to help me carry out the study.I would also like to thank to (he students of (he (WO classes I worked with in order to gat

MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRAN THI NGANUSING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOLSTUDENTS’ SPEAKING ABILITYMASTER’S THE

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY special heartfelt appreciation to my parents without whose unceasing support, patience and understanding I could not have been able to complete my stu

dy.ABSTRACTThe main goal in this study is to find out if using minimal responses has any effect on EFL learners’ speaking ability. In order to achieve USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

the mentioned goal, a study was carried out among forty 10th graders 10 at a high school in Ha Tính province. The participants were divided into two

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

groups, each of which had 20 students. One served the control group and the other treatment group. Before the treatment, all participants did a genera

MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRAN THI NGANUSING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOLSTUDENTS’ SPEAKING ABILITYMASTER’S THE

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY treatment to measure the participant’s speaking fluency and accuracy. The collected data were analyzed in terms of fluency (number of words per minute

) and accuracy (number of errors per 100 words). The data indicated that the students’ speaking fluency and accuracy improved to a great extent than t USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

hat of the control group. Based on the findings, some implications for teaching English speaking were proposed. Limitations of the study were also poi

USING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOL STUDENTS’ SPEAKING ABILITY

nted out and further research was suggested.Page

MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRAN THI NGANUSING MINIMAL RESPONSES TO IMPROVE EFL HIGH SCHOOLSTUDENTS’ SPEAKING ABILITYMASTER’S THE