iii
BINH ĐỊNH DEPARTMENT OF EDUCATION AND TRAINING
TUY PHUOC NO. 1 HIGH SCHOOL
A STUDY ON SOME WAYS TO ENHANCE THE
10
th
FORM
STUDENTS' ACTIVENESS IN LEARNING
ENGLISH THROUGH SOME LEARNING
ACTIVITIES IN THE ENGLISH TEXTBOOK Name: Nguyen Bui Thuy Linh, M.A.
School’s name : Tuy Phuoc No.1 High School
Tuy Phuoc, April 2012
iii
TABLE OF CONTENTS
Page
LIST OF TABLES iv
LIST OF FIGURE v
PART A : INTRODUCTION
I. The Statement of This Problem………………………………………………1
1. The Reality of The Problem Requiring The New Solution to solve……………1
2. The Meaning and Effect of the New Solution………………………………….2
3. The Scope of the Study 2
II. Method and Procedure 3
1. Literature review and theoretical background 3
1.1. Literature Review 3
1.2. Theoretical Background 3
1.2.1. Overview of Communicative Approach 4
1.2.1.1. Theories of Communicative Approach 4

II.1 : Findings and discussion 23
2.1.1.Students' Activeness in Learning English …………………………………23
2.1.1.1. Students' Attitudes towards English Language Learning 25
2.1.1.2. 10
th
Form Students' Involvement in the Lesson 25
2.1.1.2.1. Students' Involvement in the Lesson 29
2.1.1.2.2. Reasons for students not involving in Classroom Activities 29
2.1.1.2.3. Students' Willingness for Communication and Discussion the tasks with
others 30
2.1.1.2.4. Frequency of Finding Chances to Practise English inside and outside
Classroom 31
2.1.2.The Implementation of the Learning Activities in the English Textbook.31
2.1.2.1. The Learning Activities Developed in the English Textbook 32
2.1.2.2. The Frequency of Organizing the Learning Activities in the English
Textbook 36
4
2.1.3.The Influence of the Learning Activities in the English Textbook
on Students' Activeness 38
2.1.4. Teacher's Role and Classroom Atmosphere in Enhancing Students'
Activeness in English Language Learning 41
2.1.4.1. Teacher's Role and Characteristics in Enhancing Students' Activeness in
English Language Learning 41
2.1.4.2. The Influence of Classroom Atmosphere on Students' Activeness in
English Language Learning 48
II.2 : Implications for enhancing students' activeness in learning English …49
2.2.1 Textbook Renovation 49
2.2.2. Making Writing Activities much more Meaningful and Interesting 52
2.2.3. Improving the Teacher's Classroom Management 53
2.2.4 Other Suggestions 55

Tuy Phuoc High School and Quoc Hoc High School and to investigate the learning
activities in the English textbook which contribute an important role in enhancing
students' activeness in learning English. That is the reason why I choose the topic "A
study on some ways to enhance the 10
th
form students' activeness in learning English
through some learning activities in the English textbook for my experience initiative.
2. The Meaning and Effect of the N ew Solution
"Active learning has a long and distinguished history. Again and again the idea
of learners getting involved in the learning process instead of passively receiving
information from an instructor has been considered the essence of education. No doubt
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good teachers have always known that learning is enhanced when students get
involved to discover, manipulate or personalize information"[22].
Active learning connects it to mental activity in another sense: it refers to the
extent to which the learner is challenged to use his or her mental abilities while
learning. Thus active learning on the one hand has to do with decisions about learning
and on the other hand making active use of thinking.
Active learning can be more attractive for learners than more passive forms of
learning because they can become more motivated and interested when they have a say
in their own learning and when their mental activity is challenged. Being involved in
the decisions about learning they can connect to their prior knowledge and their own
needs and interests. In finding out things independently, they can follow their own
interests and motivation. In the process they can learn to make decisions and take
responsibility. Moreover, active learning is important because of opportunities for
learning to learn. Students can learn how to learn by practising how to do it. Giving
them responsibility for parts of the decisions that can or should be made is one way to
teach them how to learn. In earlier times, one thought that learning to learn and active
learning were for the elite. Only the best students were expected to learn actively. For
the weaker students highly structured forms of teaching were to be preferred, so was

they mention student engagement as students' involvement and active participation in
learning activities. They suggest the most frequently used measure of student
engagement is the amount of time that a student engaged in learning tasks. They also
refer to some techniques to promote active engagement and success rate among
students.
In addition, in "Language teaching methodology", David Nunan introduces some
characteristics of the "good" language learners, and mention learning styles and
learning strategies that mainly focus on learner as well.
Regarding students' activeness, some Vietnamese writers such as Dang Thi Kiem
(2003) and Nguyen Van Vien (2003) also mention students' activeness through reading
comprehension and pairwork and groupwork activities.
Although active learning has been mentioned in a number book, there has so
far not been any study discussing how to enhance the activeness of high school
students at grade 10.
1.2 . Theoretical Background:
1.2.1. Overview of communicative approach:
8
1.2.1.1. Theories of communicative approach:
The origins of communicative language teaching (CLT) are to be found in
the changes in the British language teaching tradition dating from the late 1960s. CLT
is best considered an approach rather than a method. It is a theory of language teaching
that starts from a communication model of language and language use. Because of the
focus on communicative activities and the concentration on language as a means of
communication, such an approach has been called the communicative approach
[9,P.4]. It mainly focuses on communicative proficiency rather on merely the mastery
of structures. In learning and teaching activities, the range of exercise types and
activities compatible with a communicative approach is unlimited, provided that such
exercises enable learners to attain the communicative objectives of the curriculum,
engage learners in communication and require the use of such communication
processes as information sharing, negotiation of meaning and interaction.

teacher's means for providing learners with whole - task practice in the classroom is
through various kinds of communicative activity, structured in order to suit the
learners' level of ability.
* They improve motivation.
The learner's major objective is to take part in communication with others.
Their motivation to learn is more likely to be sustained if they can see how their
classroom learning is related to this objective and helps them to achieve it with
increasing success. Also, most learners' conception of language is as a means
communication rather than as a structural system. Their learning is more likely to
make sense to them if it can build on this conception rather than contradict it.
* They allow natural learning.
Language learning takes place inside the learner and, as teachers know how
to frequent frustration, many aspects of it are beyond their pedagogical control. It is
likely, in fact, that many aspects of language learning can take place only through
natural processes which operate when a person is involved in using the language for
communication. Activity (inside or outside the classroom) is, therefore, an important
part of the total learning process.
* They can create a context with supports learning.
Communicative activity provides opportunities for positive personal
relationships to develop among learners and between learners and teachers. These
relationships can help to "humanize" the classroom and to create an environment that
supports the individual in his efforts to learn. [15,pl7-18]
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1.2.2. Learner- centered Approach
Today, the dominant view of language teaching and learning favors a great
amount of student-centered learning instead of the traditional teacher-dominated
classroom. "The learner-centered approach is based on the principle that learning is
totally determined by the learner. As teachers we have an influence what we teach, but
what learner learn is determined by the learner alone" [12]. Along with this view,
Nunan (1991) sees that a learner-centered approach is based on the belief that learners

- Determine their own targets and assignments and how best to achieve these
through discussion with the teacher
- Work individually
- Work in groups, in pairs and cooperate with others
- Read information for themselves
- Evaluate their own learning, their efforts as well as the process they go
through to achieve a goal
- Use strategies to overcome communication breakdown
- Use negotiated strategies
- Develop specific skills in speaking, listening, reading and writing
In addition, placing students at the center of learning requires important shifts in
our teaching. According to Harmer [1991:35], "Language teaching is not just about
teaching language, it is also about helping students to develop themselves". Teachers
no longer merely present and explain topics. Instead, they guide learners' efforts to
develop their own understanding. Arthur Combs (1965) assumed that all behavior of a
person is the direct result of his field of perception at the moment of his behaving.
From this assumption, we can see that the way a person perceives himself or herself is
of paramount importance and that a basic purpose of teaching is to help each student to
develop a positive self-concept. The role of teacher is, therefore, required as facilitator,
encourager, helper, assister, colleague, friend of his students. Teacher should be
sensitive, sincere and willing to meet the needs of students when necessary
"Give a man a fish, you feed him for one day
Teach a man how to fish, you feed him for a lifetime"
(Chinese proverb)
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In this proverb, we can see that if a man is given a fish, he will have enough
food for one day but if he is taught to fish he will have enough food for all his life.
In the same way, if learners only depend on teachers and receive knowledge
passively, they will not learn the language well. However, if teachers give learners
a chance to do individually, teach them how to work with themselves, they will

[13]
To learn something well, it helps to hear it, see it, ask questions about it and
discuss it with others. Above all, students need to do it by themselves, try out skills
and do assignments that depend on knowledge they already have or must acquire.
Silberman also states that "When learning is active, students do most of the work.
They use their brain studying ideas, solving problems and applying what they learn.
Active learning is fast -paced, fun, supportive and personally engaging" [13]
In addition, in an active learning environment, students individually are
encouraged to engage in the process of building their own mental models from the
information they are acquiring. In such an environment students become active
participants who engage in a dialogue with their teacher.
Moreover, active learning is an approach to learning that involves the student
as his/her own teacher and involves putting students in situations which force them
to read, speak, listen, think and write [24]. In an active learning, knowledge is
directly experienced, constructed, acted, tested or revised by the learner working
together in and outside of class. Most important, to be actively involved, students
must engage in higher - order thinking tasks as analysis, synthesis, evaluation of
information within the context, students also are expected to do things and think
about what they are doing. [24]
Mark Grabe and Cindy Grabe (1996) reported that "active learning is a more
effective learning approach. When a student functions in an active role, he manipulates
information to construct personal understanding when we advocate specific learning
tasks, we do so bases on these tasks providing meaningful opportunities for students to
think, solve problems and apply their knowledge. When students play a more active
role in their own learning, there is a need of changing teacher's role from "dispenser of
knowledge" to "facilitator of learning". One assumption behind such a shift is that
learning is accomplished by the student and that the teacher's role is to consider how to
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assist students. A second assumption is that academic work extends beyond the mere
storage of information.

- Make errors work
- Use linguistic knowledge, including knowledge of their first language in
mastering a second language
- Let the context (extra linguistic knowledge and knowledge of the world ) help
them in comprehension
- Learn to make intelligent guesses
- Learn chunks of language as whole and formalized routines to help them
perform beyond their competence
- Learn production techniques (e. g techniques for keeping conversation
going)
- Learn different styles of speech and writing and learn to vary their language
according to the formality of the situation.
[3, p57-58]
1.2.4. Factors influencing student's English learning
It is supposed that high motivation and deep interest are the two mains elements
promoting learner's language learning.
1.2.4.1. Motivation
In a language classroom, some students are successful at language learning,
others are not. It is the question that we should take it into consideration. Many
researchers consider motivation as one of the most influential factor on student's
learning and they emphasize the role of it.
According to Harmer [1991:3] "Motivation is some kinds of internal drive that
encourage somebody to pursue a course of action". In fact, motivation refers to
students whose willingness engages in lesson and learning activities and their reasons
for doing so.
Haycraft [1978: 6] also considers motivation as "the student's desire or need to
learn -the driving force that makes him work hard, pay attention and it is an important
contribution to student's progress and achievement. The role of motivation is,
therefore, very important to student's success. If learners perceive a goal, they will be
strongly motivated to do whatever necessary to reach that goal.

teacher's personality are the two areas that most of the people mentioned. It is clear
that teachers need to do everything possible to create a good rapport with their
17
students. Hence, the teachers should be fair, fun and understand their students. They
can also encourage learners' confidence to take part in negotiating for meaningful
classroom communicative activities and create an interesting and enjoyable class. All
in all, the qualities of a teacher are necessary providing intrinsic motivation.
Extrinsic motivation can be affect by culture of the target language community
and the attitude towards the language and learning experience [Harmer]. Students wish
to integrate themselves into that culture and have desire for a better job, position or
status. Moreover, for students who are successful have positive attitude towards
language learning than those who fail in their study. We have been taking about
motivation. The next section will deal with the learners' interests which are believed to
affect students' language learning.
1.2.4.2. Interest.
According to Donough (1994) "Interest is often regarded as a major element in
the teachers' store of motivational tactics: If the pupils' interest is aroused,
perseverance may be increased".
Along with Donough, Sax (1997) also defined "an interest is a preference for
one activity over another". This definition emphasizes interests involve the selection
and ranking activities along a like - dislike dimension and involve activities or
behaviors engaged in by individuals
[23, P.476].
According to Super and Crites (1962) quoted by Sax, interests are divided in to
three types depending on the method employed to evoke responses:
The first is expressed interest. This kind of interest is defined as a statement of a
preference for one activity over another. This is the simplest and most direct way of
obtaining information about interests. However, sometimes individuals express this
kind of interest in an activity solely for its shock value.
The second is manifest interest: "The behavior demonstrated by an individual

to help learners develop self - efficacy - the success must be on tasks learners perceive
to be meaningful and worthwhile, success on trivial tasks does little to create feelings
of competence and self - efficacy.
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- Challenge:
Lepperand Hodell (1989) believe that challenge is an essential component of
intrinsically motivating activities. A sense of challenge is needed if students are to
experience feelings of satisfaction competence persistence and control.
- Task comprehension:
From the success and challenge we mentioned above, to be motivated learners must
expect to succeed and must believe that what they are learning is important and
valuable. Challenge helps promote a sense of value; value is also enhanced when
students understand both what they are supposed to be learning and why they earning
it. If students are to be motivated, teacher should teach things that are worth learning
(Good and Brophy, 1997).
1.2.5.2. Instructional variables: Developing interest in learning activities.
In learning activities, interest is very important. According to Krapp, Hidi and
Renninger (1992) quoted by Eggen and Kauchak Interest like engagement, has been
linked to learner attention, comprehension, elaboration and the seeking of additional
information. From an instructional perspective, Stipek (1996) stated that a motivated
student can be viewed as " someone who is actively engaged in the learning process".
But how to promote and maintain active engagement?. Eggen and Kauchak suggested
that teachers have to think about engagement using the concept of Interest. In order to
increase learner interest, our goal is to initially capture student's attention and then
maintain their involvement in the learning activity
[7, P.431].
Some following ways to increase interest:
* Introductory focus; Attracting student's attention.
Eggen and Kauchak (1999) defined introductory focus "which attracts student
attention and provides a framework for the lesson". It capitalizes on the effects of

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Figure: A model for promoting students motivation by Eggen and Kauchak [7,p.429]
1.2.6. Overview of learning activities.
1.2.6.1. Prominent features of learning activities.
In Teaching principles and practice (1994), according to Brophy and Alleman
(1991) quoted by Cole and Chan define "learning activities as anything that students
are expected to do, beyond getting input through reading or listening in order to learn,
practice, apply, evaluate or in any other ways respond to curricular content"[2, P.256].
In the classroom, teachers organize learning activities for students with the purpose of
stimulating student interest and enhancing learning. Appropriate learning activities
extend student knowledge and understanding of relevant subject matter. They provide
students with useful learning experiences and opportunities to consolidate their
learning. Most teachers agree that assigned tasks are an important useful means of
promoting learning. This part will examine how learning activities may best be used to
promote learning.
1.2.6.2. Classification.
It is not enough to introduce a range of different activities into lessons. In
general, learning activities can be grouped into two distinct types according to Cole
and Chan (1994):
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* Guided practice activities;
Those teachers - led activities in which students are rehearsing or practicing new
concepts or skills with constant prompting, checking for understanding and corrective
feedback from the teacher. Guided practice activities involve students in constant
interaction with the teacher or other students and typically require extensive assistance
from the teacher. In these activities, students imitate the teacher's modeling, respond
orally to the questions, practise a skill, receive immediate feedback and correct their
own errors under the direction of the teacher. Guided practice activities are conducted
in the classroom in large or small groups following teacher's explanation or
demonstration of subject major to be learned. These activities aim to provide students

- Set easy tasks for those students who consistently have difficulty with regular
classroom work.
- Prescribe challenging work tasks for ability students.
- Make appropriate changes if students experiment difficulty with any
particular aspect of a work task.
[2, p.275-278]
2. Measures Implemented and Time to Create This Solution
This part deals with the methodology of the study. The first part is concerned
with the research design and procedures. The second part discusses methods of data
collection and data collection procedures. The final part is devoted to the selection of
samples for document study, the classroom observation and the questionnaire.
2.1.Research design and procedures.
2.1.1. Research design:
This research was replied on the quantitative and qualitative approach.
2.1.2. Research Procedures:
In this study, the following steps were involved:
Firstly, for the theoretical background, a number of related books and internet
materials were collected and processed.
Secondly, for data collection, a survey was carried out by means of document
study, classroom observation and questionnaires for teachers and students at Tuy
Phuoc 1 High School and Quoc Hoc High school.
Thirdly, the data collected was quantitatively analyzed to discuss the research
questions
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2,2.Methods of data collection:
As mentioned in the previous parts, the paper aims to some ways to enhance 10
th
form students' activeness in learning English through some learning activities in the
English textbook. The learning activities in this textbook are certainly performed in the
classroom. In order to get the reliable data, the study is decided to employ the

Questions 6 to 7 are to study he influence of some learning activities in the English
textbook on heir students' activeness. And the last 4 question (8-11) deal with how
teacher's role and classroom atmosphere affect students' English learning, and
suggestion for enhancing students' activeness.
Finally, classroom observation was considered as a subordinate method but very
useful way to collect the data. Real behaviors of the students and teachers were noted
down. In this study, observation was carried out at 8 classes at Tuy Phuoc 1 High
School and Quoc Hoc High school. During my observation, some criteria were set so
that my work would be carried out more effectively. They are as follows:
1. Students' attitudes towards learning English
_ Paying attention to teacher's teaching
_ Raising hands to contribute ideas to lesson frequently
_ Answering teacher's questions
_ Involving in learning activities
_ Discussing with each other
_ Working individually, in pairs or in small groups
2. Teacher's activities in the class.
_ Does teacher use interesting helpful topic?
_ Does teacher visit and give advice when students are in group discussion?
_ Does teacher praise / encourage students when they work?
_ Does teacher give students helpful instructions?
_ Does teacher interrupt students when they make errors?
_ Does teacher give any compliments?
_ Does teacher often give feedback?
_ Does teacher often organize cooperative learning?
_ Are students interested in learning activities?
2.3. Population of the data collection: