IMPROVING ENGLISH SPEAKING SKILLS FOR MATH-MAJORED STUDENTS THROUGH EXTRA SPEAKING ACTIVITIES – A STUDY AT A HIGH SCHOOL FOR THE GIFTED IN VIETNAM

Abstract

This research investigates the effectiveness of extra speaking activities (ESAs) in improving students’ English speaking skills at Le Quy Don High School for the Gifted in Danang, Vietnam (LQDHS). The study seeks to examine the perceptions on, and attitudes toward, the implementation of ESAs amongst a group of math-majored students at LQDHS. In the research, a quantitative approach with a Classroom Action Research design was used. The population consists of 26 Grade 10 math-majored students which consists of 24 male students and 02 female students. Data were collected through observation, speaking tests, and questionnaires. The speaking tests were carried out in three stages: pre-test, treatment, and post-tests with two cycles. Different speaking teaching techniques were adopted, including group discussion, public presentation, debating, and role-play. After each activity, constructive feedback and corrections from the teacher and peers were provided. The results show that the implementation of ESAs significantly improved the students’ speaking in terms of accuracy and fluency. In addition, many students engaged more actively in class activities after joining ESAs. Most students showed positive perceptions and attitudes toward ESAs.