“EM GIỜ ĐÂY CÓ THỂ CHỦ ĐỘNG THAM GIA CÁC CUỘC TRÒ CHUYỆN KHÁC NHAU” - TIẾNG NÓI CỦA NGƯỜI HỌC NGOẠI NGỮ VỀ VIỆC ÁP DỤNG HƯỚNG TIẾP CẬN DẠY TIẾNG ANH DOGME TRONG HỌC NÓI TIẾNG ANH
Nội dung chính của bài viết
Tóm tắt
Hướng tiếp cận dạy tiếng Anh Dogme (Dogme ELT) có thể tăng khả năng sử dụng ngôn ngữ đích của người học một cách tự nhiên và hiệu quả. Tuy nhiên, hướng tiếp cận này chưa được nghiên cứu ở nhiều ngữ cảnh khác nhau. Nghiên cứu này sử dụng phương pháp hỗn hợp lồng ghép để khảo sát nhận thức của học sinh về tác động của hướng tiếp cận Dogme ELT đối với việc học nói tiếng Anh. 90 học sinh của một trường phổ thông được chọn theo mẫu thuận tiện tham gia trả lời bảng khảo sát, trong số đó có 10 học sinh tình nguyện tham gia phỏng vấn. Dữ liệu định lượng được phân tích thông qua phần mềm SPSS, và dữ liệu định tính được phân tích theo hướng phân tích nội dung. Kết quả cho thấy học sinh đánh giá hướng tiếp cận Dogme ELT là hiệu quả trong việc học nói tiếng Anh, cụ thể là tăng sự sẵn sàng tham gia nói, nâng cao mức độ tham gia các hoạt động nói, dành nhiều thời gian hơn cho việc luyện tập nói, và cải thiện năng lực nói tiếng Anh. Nghiên cứu đưa ra một số giá trị sư phạm liên quan đến việc áp dụng hướng tiếp cận Dogme ELT trong việc phát triển kỹ năng nói của học sinh học ngoại ngữ và làm phong phú thêm trải nghiệm học ngôn ngữ cho học sinh.
Từ khóa
hướng tiếp cận Dogme, học sinh, tác động, phương pháp hỗn hợp, kỹ năng nói
Chi tiết bài viết
Tài liệu tham khảo
Abdalgane, M., Musabal, A., & Ali, R. (2023). Utilizing Dogme approach to promote EFL learners’ oral skills at the tertiary level. Theory and Practice in Language Studies, 13(1), 100-107. https://doi.org/10.17507/tpls.1301.12
Amalia, S. N., Widiati, U., Rachmajanti, S., Anugerahwati, M., & Waluyo, B. (2024). Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context. Studies in English Language and Education, 11(3), 1333-1354. https://doi.org/10.24815/siele.v11i3.34942
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. https://doi.org/10.1016/j.sbspro.2016.10.043
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language (4th ed.). National Geographic Learning. https://www.eltngl.com/products/9781111351694
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc. https://scirp.org/reference/referencespapers?referenceid=2895169
Cuervo Vera, P. (2021). Impact of Dogme ELT methodology on sixth-grade students’ Willingness to Communicate in speaking activities. [Master thesis, Universidad Veracruzana]. https://cdigital.uv.mx/items/060a62ab-c224-4ab7-8bb0-11898c9b2dda
Daguiani, M. (2022). Developing students’ speaking skill through “Dogme ELT” teaching approach a case study of second year students at the department of English. [Doctoral dissertation, Biskra Université de Batna 2]. http://dspace.univ-batna2.dz/handle/123456789/186
Dwijayani, I., & Musigrungsi, S. (2022). Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles. Studies in English Language and Education, 9(2), 501-520. https://doi.org/10.24815/siele.v9i2.23566
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. https://books.google.com.vn/books/about/Task_based_Language_Learning_and_Teachin.html?hl=sr&id=coO0bxnBeRgC&redir_esc=y
Ghazal, S., & Singh, S. (2014). Teaching unplugged: Applications of Dogme ELT in India. International Journal of English Language Teaching Studies, 2(1), 141-152. https://www.academia.edu/6251010/Teaching_Unplugged_Applications_of_Dogme_ELT_in_India_by_Sadeqa_Ghazal_and_Dr_Smriti_Singh
Gökmen, M. F. (2024). Enhancing English conversational skills in Dogme ELT approach: A self-regulation perspective. Dil Eğitimi ve Araştırmaları Dergisi, 10(2), 577-601. Retrieved from https://www.ceeol.com/search/article-detail?id=1338270
Janfeshan, K., Sharhan, A. N., & Janfeshan, M. M. (2023). The plausibility of applying Dogme language teaching approach in Iranian EFL classes from teachers’ perspective. Cultural Arts Research and Development, 3(2), 39-48. https://doi.org/10.55121/card.v3i2.116
Jeyaraj, J. S. (2017). Dogme ELT practice for enhancing conversation. ROOTS: An International Journal of Multidisciplinary Researches, 4, 321-326.
https://www.researchgate.net/publication/337111426_Dogme_ELT_Practice_for_Enhancing_Conversation
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press. https://books.google.com.vn/books/about/Beyond_Methods.html?hl=et&id=zFUvFP6e4iMC&redir_esc=y
Larsen-Freeman, D. (2013). Techniques and principles in language teaching (3rd ed.). Oxford University Press. https://books.google.com.vn/books/about/Techniques_and_Principles_in_Language_Te.html?id=pO2dBgAAQBAJ&redir_esc=y
MacIntyre, P. D., Baker, S., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 28(2), 369-88. https://doi.org/10.1017/S0272263101003035
Meddings, L., & Thornbury, S. (2017). Teaching unplugged: Dogme in English language teaching. Delta Publishing. https://books.google.com.vn/books/about/Teaching_Unplugged.html?id=zoxQDwAAQBAJ&redir_esc=y
Nguyen, N. Q., & Bui, H. P. (2020). The Dogme approach: A radical perspective in second language teaching in the post-methods era. Journal of Language and Education, 6(3), 173-184. https://jle.hse.ru/article/view/10563/12363
Nunes, V. T., & Faciola, R. A. (2023). A Dogme-based approach to conversation classes. Peer review, 5(21), 236-257. https://www.academia.edu/download/106174315/A_Dogme_based_approach_to_conversation_classes.pdf
Pimentel, J. L. (2010). A note on the usage of Likert Scaling for research data analysis. USM R&D Journal, 18(2), 109-112. https://www.researchgate.net/publication/344595421_A_note_on_the_usage_of_Likert_Scaling
Sarani, A., & Malmir, A. (2019). The effect of Dogme language teaching (Dogme ELT) on L2 speaking and willingness to communicate (WTC). Journal of English Language Teaching and Learning, 11(24), 261-288. https://www.researchgate.net/publication/343818698_The_Effect_of_Dogme_Language_Teaching_Dogme_ELT_on_L2_Speaking_and_Willingness_to_Communicate_WTC
Sayed, O. H. (2016). Teaching unplugged: Does it have the potential to improve EFL students’ speaking skills in a writing class? Journal of Research in Curriculum, Instruction and Educational Technology, 2(3), 93-125. https://www.researchgate.net/publication/330679911_Teaching_Unplugged_Does_it_have_the_Potential_to_Improve_EFL_Students'_Speaking_skills_in_a_Writing_Class
Tran, T. Q., & Duong, T. M., (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(6), 1-17. https://doi.org/10.1186/s40862-018-0048-0
Tran, T. Q., & Seepho, S. (2016). EFL learners’ attitudes toward intercultural communicative language teaching and their intercultural communicative competence development. Journal of English Studies, 11, 1-40. https://so04.tci-thaijo.org/index.php/jsel/article/download/73301/59015
Thornbury, S. (2005). Dogme: Dancing in the dark? https://rb.gy/kakehi
Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Macmillan. https://books.google.com.vn/books/about/An_A_Z_of_ELT.html?id=JTOKngEACAAJ&redir_esc=y
Thornbury, S. (2013). Dogme: Hype, evolution, or intelligent design? The Language Teacher, 37(4), 100–123. https://rb.gy/na9jhr
Thornbury, S., & Meddings, L. (2001). Dogme and the coursebook. Modern English Teacher, 11(1), 36-40. https://rb.gy/lgzj4n
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210. https://doi.org/10.1080/09588221.2010.538701
Waluyo, B., & Bakoko, R. (2022). Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand. Studies in English Language and Education, 9(1), 45-61. https://www.academia.edu/download/79689707/21090_77499_2_PB.pdf
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
Amalia, S. N., Widiati, U., Rachmajanti, S., Anugerahwati, M., & Waluyo, B. (2024). Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context. Studies in English Language and Education, 11(3), 1333-1354. https://doi.org/10.24815/siele.v11i3.34942
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. https://doi.org/10.1016/j.sbspro.2016.10.043
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language (4th ed.). National Geographic Learning. https://www.eltngl.com/products/9781111351694
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc. https://scirp.org/reference/referencespapers?referenceid=2895169
Cuervo Vera, P. (2021). Impact of Dogme ELT methodology on sixth-grade students’ Willingness to Communicate in speaking activities. [Master thesis, Universidad Veracruzana]. https://cdigital.uv.mx/items/060a62ab-c224-4ab7-8bb0-11898c9b2dda
Daguiani, M. (2022). Developing students’ speaking skill through “Dogme ELT” teaching approach a case study of second year students at the department of English. [Doctoral dissertation, Biskra Université de Batna 2]. http://dspace.univ-batna2.dz/handle/123456789/186
Dwijayani, I., & Musigrungsi, S. (2022). Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles. Studies in English Language and Education, 9(2), 501-520. https://doi.org/10.24815/siele.v9i2.23566
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. https://books.google.com.vn/books/about/Task_based_Language_Learning_and_Teachin.html?hl=sr&id=coO0bxnBeRgC&redir_esc=y
Ghazal, S., & Singh, S. (2014). Teaching unplugged: Applications of Dogme ELT in India. International Journal of English Language Teaching Studies, 2(1), 141-152. https://www.academia.edu/6251010/Teaching_Unplugged_Applications_of_Dogme_ELT_in_India_by_Sadeqa_Ghazal_and_Dr_Smriti_Singh
Gökmen, M. F. (2024). Enhancing English conversational skills in Dogme ELT approach: A self-regulation perspective. Dil Eğitimi ve Araştırmaları Dergisi, 10(2), 577-601. Retrieved from https://www.ceeol.com/search/article-detail?id=1338270
Janfeshan, K., Sharhan, A. N., & Janfeshan, M. M. (2023). The plausibility of applying Dogme language teaching approach in Iranian EFL classes from teachers’ perspective. Cultural Arts Research and Development, 3(2), 39-48. https://doi.org/10.55121/card.v3i2.116
Jeyaraj, J. S. (2017). Dogme ELT practice for enhancing conversation. ROOTS: An International Journal of Multidisciplinary Researches, 4, 321-326.
https://www.researchgate.net/publication/337111426_Dogme_ELT_Practice_for_Enhancing_Conversation
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press. https://books.google.com.vn/books/about/Beyond_Methods.html?hl=et&id=zFUvFP6e4iMC&redir_esc=y
Larsen-Freeman, D. (2013). Techniques and principles in language teaching (3rd ed.). Oxford University Press. https://books.google.com.vn/books/about/Techniques_and_Principles_in_Language_Te.html?id=pO2dBgAAQBAJ&redir_esc=y
MacIntyre, P. D., Baker, S., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 28(2), 369-88. https://doi.org/10.1017/S0272263101003035
Meddings, L., & Thornbury, S. (2017). Teaching unplugged: Dogme in English language teaching. Delta Publishing. https://books.google.com.vn/books/about/Teaching_Unplugged.html?id=zoxQDwAAQBAJ&redir_esc=y
Nguyen, N. Q., & Bui, H. P. (2020). The Dogme approach: A radical perspective in second language teaching in the post-methods era. Journal of Language and Education, 6(3), 173-184. https://jle.hse.ru/article/view/10563/12363
Nunes, V. T., & Faciola, R. A. (2023). A Dogme-based approach to conversation classes. Peer review, 5(21), 236-257. https://www.academia.edu/download/106174315/A_Dogme_based_approach_to_conversation_classes.pdf
Pimentel, J. L. (2010). A note on the usage of Likert Scaling for research data analysis. USM R&D Journal, 18(2), 109-112. https://www.researchgate.net/publication/344595421_A_note_on_the_usage_of_Likert_Scaling
Sarani, A., & Malmir, A. (2019). The effect of Dogme language teaching (Dogme ELT) on L2 speaking and willingness to communicate (WTC). Journal of English Language Teaching and Learning, 11(24), 261-288. https://www.researchgate.net/publication/343818698_The_Effect_of_Dogme_Language_Teaching_Dogme_ELT_on_L2_Speaking_and_Willingness_to_Communicate_WTC
Sayed, O. H. (2016). Teaching unplugged: Does it have the potential to improve EFL students’ speaking skills in a writing class? Journal of Research in Curriculum, Instruction and Educational Technology, 2(3), 93-125. https://www.researchgate.net/publication/330679911_Teaching_Unplugged_Does_it_have_the_Potential_to_Improve_EFL_Students'_Speaking_skills_in_a_Writing_Class
Tran, T. Q., & Duong, T. M., (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(6), 1-17. https://doi.org/10.1186/s40862-018-0048-0
Tran, T. Q., & Seepho, S. (2016). EFL learners’ attitudes toward intercultural communicative language teaching and their intercultural communicative competence development. Journal of English Studies, 11, 1-40. https://so04.tci-thaijo.org/index.php/jsel/article/download/73301/59015
Thornbury, S. (2005). Dogme: Dancing in the dark? https://rb.gy/kakehi
Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Macmillan. https://books.google.com.vn/books/about/An_A_Z_of_ELT.html?id=JTOKngEACAAJ&redir_esc=y
Thornbury, S. (2013). Dogme: Hype, evolution, or intelligent design? The Language Teacher, 37(4), 100–123. https://rb.gy/na9jhr
Thornbury, S., & Meddings, L. (2001). Dogme and the coursebook. Modern English Teacher, 11(1), 36-40. https://rb.gy/lgzj4n
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210. https://doi.org/10.1080/09588221.2010.538701
Waluyo, B., & Bakoko, R. (2022). Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand. Studies in English Language and Education, 9(1), 45-61. https://www.academia.edu/download/79689707/21090_77499_2_PB.pdf
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079