The Use of Simulation To Develop Speaking Skills For Third Year Fast Track Students at Faculty of English Language Teacher Education Ulis - Khúc Kim Lan - Qh.1.e

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

KHUC KIM LAN
THE USE OF SIMULATION TO DEVELOP

SPEAKING SKILLS FOR 3RD- YEAR FAST TRACK
STUDENTS AT FACULTY OF ENGLISH
LANGUAGE TEACHER EDUCATION, ULIS, VNU
AS PERCEIVED BY TEACHERS AND STUDENTS
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF BACHELOR OF ARTS (TEFL)
SUPERVISOR: MRS. VU TUONG VI, MA
Graduation Paper 2010

ACCEPTANCE
I hereby state that I: Khuc Kim Lan, class 06.1.E1, being a candidate for
the degree of Bachelor of Arts ( TEFL) accept the requirements of the
University relating to the retention and use of Bachelor's Graduation Paper
deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited
in the library should be accessible for the purposes of study and research, in
accordance with the normal conditions established by the librarian for the
care, loan or reproduction of the paper.
Signature
KHUC KIM LAN

Hanoi, 4th May 2010

ACKNOWLEDGEMENTS
First of all, I would like to send my deepest thanks to Mrs. Vũ Tường

Vi, my supervisor, for her encouragement, guidance and her critical
comments, without which I could not have finished my thesis. She also
offered me great help in terms of ideas and materials.
My appreciations are also extended to Mrs. Dang Thi Kim Anh and
Mrs. Nguyen Minh Hue, lecturers of Faculty of English Teacher Education,
ULIS, VNU who provided me a lot of useful materials and suggestions for
my research.
I would like to thank students of class 071E1, 071E20, 061E1 who
helped me pilot as well as fulfill the questionnaires and the interviews.
And finally, I would like to express my gratitude to my family and
friends for the continued spiritual support they have given me during the
writing of this paper.

ABSTRACT
The context of international integration and development has attached
increasing importance to communication in general and oral communication in
particular. Oral communication skills or speaking skills therefore have become
the focus of language teaching as far as the objectives of English course of the
Faculty of English Language Teacher Education, ULIS, VNU are concerned.
With a lot of advantages, simulation is considered one of the most potential
activities to help students promote their speaking skills.
As one of the first attempts to explore the effectiveness of using simulation
in speaking classroom for a specific group of learners, namely 3rd- year Fast
Track students, this paper sheds light on both the students' perception on the
advantages and difficulties as well as teachers’ exploitation and suggestions for
utilizing this kind of activity. Additionally, by identifying the hindrance, the
paper provides several pedagogical suggestions for further exploitation of
simulation in the given context.
For the achievements of these purposes, 49 third year Fast track students
and two teachers were involved in completing the questionnaire. To enhance the
quality of information collected from the questionnaire, the interview was also
employed to help the researcher examine and provide more details to the
findings.
The results of this research show many positive signs in students'
perception of the importance of speaking skills as well as the way to exploit
simulation so that they can maximize the benefits of this activity. In this paper,
many aspects of speaking skills are confirmed to be achieved by studied students
when they participate in this activity, though there are some aspects that were
chosen by a small number of participants. Secondly, difficulties in the process of
implementing a simulation as well as some valuable suggestions were discovered
with a concrete analysis.

TABLE OF CONTENTS
CONTENTS Page
Acknowledgements i
Abstract ii
Table of content iii
List of figures, tables and abbreviations v
CHAPTER 1: INTRODUCTION 1
1.1. Statement for the problem and the rationale for the study 1
1.2. Aims and objectives of the study 3
1.3. Significance of the study 4
1.4. Scope of the study 5
1.5. An overview of the rest of the paper 5
CHAPTER 2: LITERATURE REVIEW 7

2.1. Key concepts 7
2.1.1. The communicative approach 7
2.1.1.1. An overview of communicative language teaching (CLT) 7
2.1.1.2. Communicative competence under the light of the 10
communicative approach
2.1.2. Speaking skills 14
2.1.2.1. An overview of speaking skills 14
2.1.2.2. The importance of speaking skills in L2 teaching and 15
learning context
2.1.2.3. The communicative approach to teaching and learning 16
speaking skills
2.1.3. Simulation 20
2.1.3.1. Definition of simulation in L2 teaching and learning context 20
2.1.3.2. Characteristics of simulation 20
2.1.3.3. Advantages of simulation 23
2.1.3.4. Disadvantages of simulation 24
2.1.3.5. Simulation model for 3rd year Fast Track students 26
2.2. An overview of related studies 27
2.2.1. An overview of related studies worldwide 27

2.2.2. An overview of related studies in Vietnam 29
CHAPTER 3: METHODOLOGY 31
3.1. Selection of subjects 31
3.2. Data collection instruments 32
3.2.1. Questionnaire 32
3.2.1.1. Questionnaire for students 32
3.2.1.2. Questionnaire for teachers 35
3.2.2. Interview 35
3.3. Data collection procedures 37
3.3.1. Piloting 37
3.3.1.1. Piloting the questionnaire 37
3.3.1.2. Piloting the interview 37
3.3.2. Main procedures 37
3.4. Data analysis procedures 37
37
CHAPTER 4: RESULTS AND DISCUSSION 40
CHAPTER 5: CONCLUSION 63
5.1. Summary of the findings 63
5.2. Contributions of the research 65
5.3. Limitations 66
5.4. Suggestions for further studies 67
References
Appendices

LIST OF TABLES, DIAGRAMS, FIGURES AND
ABBREVIATIONS
Picture 1: Components of communicative competence

Figure 1: The times participants taking part in the simulation
Figure 2: Aspects of speaking proficiency students can gain (as perceived
by themselves)
Figure 3: Interviewers' difficulties in the preparation stage for the
simulation
Figure 4: Interviewees' difficulties in the preparation stage for the
simulation
Figure 5: Interviewers' difficulties in performing in the simulation
Figure 6: Interviewees' difficulties in performing in the simulation
Figure 7: Recommendations for the preparation stage
Figure 8: Suggestions for the performance in the simulation
Diagram 1: The chronological evolution of Celce- Murcia at al’s model
ELT: English Language Teaching.

ULIS-VNU: University of Languages and International Studies, Vietnam
National University, Hanoi.
L2: Second language learning.
CLT: Communicative Language Teaching

CHAPTER 1
INTRODUCTION
This chapter states the problem and the rationale of the study, as well
as the aims, objectives and the scope of the whole paper. Above all, it is in
this chapter that the research questions are clearly stated to work as clear
guidelines for the whole research.
1.1. Statement of the problem and the rationale for the study
The ever growing need for good communication skills in English has
created a huge demand for English around the world. The past few decades
have witnessed a radical methodological change in English language
teaching. Since its appearance in the late 1960s, Communicative Language
Teaching (CLT) has been widely applied in language teaching. This
method’s goal is to aim at teaching “communicative competence” including
not only grammatical competence but also sociolinguistic, discourse and
strategic competence (Canale& Swain, 1980, cited in Lyu, p5).
In the light of this approach, English is looked on as an international
means of communication. The context of international integration and
development has attached increasing importance to communication in
general and oral communication in particular. Oral communication skills or
speaking skills, therefore have become the focus of language teaching as
far as the objectives of English course of the Faculty of English Language
Teacher Education, ULIS are concerned.
Together with Listening, Reading and Writing, Speaking is considered
one of the most important skills in teaching and learning a foreign
language. According to Mackey (1997) “Oral expressions involves not
only the use of the right sounds in the right patterns of rhythm and

intonation but also the choice of word and inflections in the right order to
convey the right meaning.(cited in Bygate, 2000, p5). We use speaking
skills as according to the Advanced Oxford Dictionary, speaking helps us
“express or communicate opinions, feelings, ideas, etc, by or as talking
and it involves the activities in the part of the speaker as
psychological, physiological (articulator) and physical (acoustic) stages.”
(p129). Under the light of CLT principles, speaking skills have a more
crucial role as they have to help students enhance their communicative
competence.
In second language teaching and learning context, among various

kinds of activities applied in teaching speaking, simulation is defined as “a
structured set of circumstances that mirror real life and participants act as
instructed” (Dougill, 1987, cited in Wan Yee Sam, p7). In another
approach, Jones (1982, cited in Yeonhwan, p13) defines simulation as
reality of function in a simulated and structured environment. Simulation
provides many advantages, such as reduction of anxiety, increase in
positive feelings, and improved self-confidence (Crookall & Oxford, 1990,
cited in Doris, 1999, p23).
Obviously, with a lot of advantages as listed above, simulation is

considered one of the most potential activities to help students promote
their speaking skills. In a recent survey that the author of this paper
conducted on January, 2010, 89% of 3rd year Fast track students have
admitted that simulation is an interesting activity and 85% showed that it is
an effective way to help students develop their speaking skills. These
statistics have opened a promising picture that it is highly recommended to
make full use of simulation.

In the situation of Faculty of English Language Teacher Education,
ULIS, the facts have shown that only in the syllabus for 3rd- year Fast track
students is there an official speaking activity, namely Simulation, which
earns high assessment (15%) besides Presentation and Debate activity. This
activity is only applied officially for 3rd year Fast Track students as only
those who have enough knowledge and English language ability to take
part in Simulation. This fact raises a question in the researcher’s mind that
whether or not 3rd year Fast track students can better their speaking ability
through the activity, and if this activity can be implemented in other classes
of different years. Moreover, up to now, there has been little research on
this field.
All the above reasons have inspired the researcher to conduct a

rd
research on “The use of simulation to develop speaking skills for 3 -
year Fast Track students at Faculty of English Language Teacher
Education, ULIS, VNU as perceived by teachers and students”. This is
a serious examination into the current situation of using Simulation in
speaking class for 3rd- year Fast track students to see whether this activity
has really become an effective speaking activity or not. It also hopes to
discover not only the advantages of using Simulation, the difficulties in
implementing Simulation but also the suggestions to maximize its
effectiveness in enhancing students’ speaking skills.
1.2. Aims and objectives of the study
The study firstly aims at researching the advantages of using

simulation, to be more specific, the aspects of speaking proficiency that
students can gain when implementing simulation in speaking class for 3rd
year Fast Track students. Then, the difficulties in preparing and performing
in the simulation are expected to discover. Lastly, the recommendations of

utilizing Simulation in speaking class for 3rd year Fast track students at
Faculty of English Language Teacher Education, ULIS, VNU are detected.
In brief, these objectives can be summarized into four research questions as
follows:
1. Which aspects of speaking proficiency under the communicative

approach can 3rd year Fast track students gain through simulation as
perceived by students themselves?
2. Which aspects of speaking proficiency under the communicative
perceived by teachers?
3. What are the difficulties facing 3rd year Fast Track students at
Faculty of English Language Teacher Education, ULIS in both the
preparation stage and the performance in the simulation to develop their
speaking skills as perceived by themselves?
4. What are the recommendations suggested by teachers and students
to overcome the difficulties in taking part in the simulation to enhance
speaking skills for 3rd year Fast track students, Faculty of English Language
Teacher Education, ULIS?
1.3. Significance of the study

Once having completed, this research will serve as an investigation
into the exploitation and the effects of using simulation for 3rd year Fast
Track students in speaking classes. Therefore, it can be beneficial for
students, teachers as well as researchers who are interested in this topic.
To be specific, in the first place, teachers can consult this to be more
aware of their students’ attitudes towards simulation activity in terms of the
advantages they can gain and the difficulties they have to encounter during
the preparation and the performance stage. Hence, teachers can have
various ways to adjust their teaching methods and refer the most useful
strategies and guidelines to enhance students’ speaking skills and interest in
speaking lessons as well.
Secondly, students, accordingly, can indirectly benefit from the
research in that they are completely able to choose the most effective and
appropriate suggestions to improve their speaking skills.
Finally, researchers who have an interest in this topic can refer to this
research for a reliable and update source of information for further studies
on related issue.
1.4. Scope of the study
It is the fact that Simulation is one of the most effective speaking

activities in speaking classroom. However, due to the limitation of time
and human resources, this paper only attempts to research on a small
group of participants, namely 3rd-year Fast track students, Faculty of
English Teacher Education, ULIS, VNU as in the syllabus there is an
official speaking activity called Simulation besides presentation and
debate which is only designed for 3rd- year Fast track students with the
guidelines. Added to this, the researcher does not expect to study on the
application of simulation in different fields in general for instance
technology, economics, politics, etc. but specifies in English language
teaching and learning in particular. Last but not least, the paper does not
try to cover all the four skills in teaching and learning a second language,
but focuses merely on speaking skills.
1.5. An overview of the rest of the paper
The rest of the paper includes four chapters as follows:

Chapter 2 – Literature review – provides the background of the study,
including definitions of key concepts, and discussions of related studies.
Chapter 3 – Methodology – describes the participants and instruments of

the study, as well as the procedure employed to carry out the research.
Chapter 4 – Data analysis and discussion – presents the data collected in

details and then analyses major patterns found in the data collected
according to the three research questions
Chapter 5 – Conclusion – summarizes the main issues discussed in the

paper, the limitations of the research, several pedagogical
recommendations concerning the research topic as well as some
suggestions for further studies.
Following this chapter are the References and Appendices.
Summary
In this chapter, the researcher has revealed the following points:
(1) Statement and rationale for the study
(2) Aims and objectives of the study
(3) Scope of the study
(4) Significance of the study
(5) An overview of the rest of the paper
Generally, these elaborations have not only justified the major contents
and structure of the study but also worked as the guidelines for the rest of
the paper.

CHAPTER 2
LITERATURE REVIEW
This chapter, as its name suggested, provides a brief review of the

literature related, specifically the background and a number of studies
related to the research topic. Initially, key terms such as Communicative
Language Teaching method (CLT) and communicative competence or
speaking skills and simulation will be defined together with their sub-
related issues such as the characteristics, the importance of simulation in
L2 learning and teaching. Finally, a brief review of the related studies will
disclose the research gap and hence, justify the aims and objectives of this
research paper.
2.1. Key concepts
2.1.1. The communicative approach
2.1.1.1. An overview of the communicative approach
The origins of Communicative language Teaching (CLT) were found

in the changes in the British language teaching tradition dating from the
late 1960s. At that time, a reaction to traditional language teaching
approaches began and soon spread around the world as older methods such
as Audiolingualism and Situational Language teaching fell out of fashion.
The centrality of grammar in language teaching and learning was
questioned, since it was argued that language ability involved much more
than grammatical competence. “While grammatical competence was
needed to produce grammatically correct sentences, attention shifted to
the knowledge and skills needed to use grammar and other aspects of
language appropriately for different communicative purposes such as

making requests, giving advice, making suggestions, describing wishes
and needs, and so on. What was needed in order to use language
communicatively was communicative competence.” (as cited in Richards,
J.C, 2006, p9)
As CLT method is a great issue which still attracts a lot of research
from scholars around the world, the followings expect to equip readers with
the most basic knowledge of CLT. They are merely the summaries of some
of the main features in CLT approach, namely: the goal of CLT, the
objectives, the learners’ roles and teachers’ roles in CLT and the materials
that are often used in CLT.
In terms of the approach, the communicative approach in language
teaching starts from a theory of language as communication. The goal of
language teaching is to develop according to what Hymes (1972) referred
to as “communicative competence”. This term will be studied carefully in
the following sub part.
Regarding to the objectives of communicative language teaching
method, Piepho (1981) (as cited in Richards, J.C & Rodgers, T.S, 1996,
p12) has shown his point of view as follows:
an integrative and content level (language as a means of expression)
a linguistic and instrumental level (language as a semiotic system
and an object of learning)
an affective level of interpersonal relationships and conduct
(language as a means of expressing values and judgments about
oneself and others)
a level of individual learning needs (remedial learning based on error
analysis)
a general educational level of extra-linguistic goals (language
learning within the school curriculum)

As the emphasis of communicative language teaching is on the
process of communication, rather than mastery of language forms, it leads
to different roles for learners from those found in more traditional second
language classrooms. Breen and Candlin (1980, as cited in Richards &
Rodgers, 1996, p35) describe the learners’ roles within CLT in the
following terms:
“The role of learner as negotiator- between the self, the learning
process, and the object of learning- emerges from and interacts with the
role of joint negotiator within the group and within the classroom
procedures and activities which the group undertakes. The implication for
the learner is that he should contribute as much as he gains, and thereby
learn in an interdependent way
Along with learner roles, teacher roles have been emphasized by
Breen and Candlin (1980) as well.
The first role is to facilitate the communication process between all
participants in the classroom, and between these participants and the
various activities and texts.
The second role is to act as an independent participant within the
learning-teaching group.
The third role for the teacher is that of researcher and learner, with
much to contribute in terms of appropriate knowledge and abilities, actual
and observed experience of the nature of learning and organizational
capacities. (as cited in Richards, J.C & Rodgers, T.S, 1996, p36)
In terms of materials in CLT, task-based materials are one of the most
popular and effective types of materials in promoting communicative
language use. In task based materials, a variety of games, role plays,
simulations and task- based communication activities have been prepared
to support CLT classes. These typical activities are in the form of one- of-
a- kind items: exercise handbooks, cue cards, activity cards, pair-
communication practice materials, and student- interaction practice
booklets. In pair communication materials, there are typically two sets of
materials for a pair of students, each set containing different kinds of
information. Sometimes the information is complementary, and the
partners must fit their respective parts of the “jigsaw” into a composite
whole, and partners must fit their relationships for the partners (e.g., an
Interviewer and an interviewee). Still others provide drills and practice
material in international formats.
It is obviously seen that this is the most concise and complete
summary of CLT main features which answer many questions about CLT
method.
2.1.1.2. Communicative competence in the light of communicative
approach
As mentioned above, CLT’s goal is to help learners achieve
communicative competence, which caught a lot of scholars’ attention.
The concept of “communicative competence” was first introduced by
Hymes in 1972 in response to Chomsky’s concept of grammatical
competence and continued to be developed by Canale and Swain (1980),
Canale (1983) etc.( cited in To, 2008, p29).
Here are four components of communicative competence classified by
Savignon 1972, 1983, 1987; Canale and Swain 1980; Canale 1983; Byram
1997.

Picture 1: Components of communicative competence
As can be seen from the figure above, communicative competence

comprises grammatical competence, discourse competence, sociocultural
competence, and strategic competence.
The main features of each aspect of communicative competence can
be understood as follows, basing on the study of many famous scholars in
the studied field.
Grammatical competence refers to sentence-level grammatical forms,
the ability to recognize the lexical, morphological, syntactical and
phonological features of a language and to make use of those features to
interpret and form words and sentences. One demonstrates grammatical
competence not by stating a rule but by using a rule in the
interpretation, expression, or negotiation of meaning.

Discourse competence is concerned not with isolated words or phrases
but with the interconnectedness of a series of utterances or written
words or phrases to form a text, a meaningful whole. The text might be a
poem, an e-mail message, a sportscast, a telephone conversation, or a
novel. Discourse competence is also the knowledge of rules regarding the
cohesion (grammatical links) and coherence (appropriate combination of
communicative functions) of various types of discourse ( e.g., use of
appropriate pronouns, synonyms, conjunctions, substitution, repetition,
making of congruity and continuity, topic-comment sequence, etc.)
Sociocultural competence: the mastery of sociocultural rules of
appropriate use of L2; that is, how utterances are produced and understood
in different sociolinguistic contexts (e.g., understanding of speech act
conventions, awareness of norms of stylistic appropriateness, the use of a
language to signal social relationships, etc.)
Strategic competence: the mastery of verbal and nonverbal
communication strategies in L2 used when attempting to compensate for
deficiencies in the grammatical and sociolinguistic competence or to
enhance the effectiveness of communication (e.g. paraphrasing how to
address others when uncertain of their relative social status, slow speech
for rhetorical effect, etc.) (as cited in Savignon, S.J, 2002, p 9-10)
Later on, Celce-Murcia et al (1995) added one more aspect of
communicative competence, which is known as actional competence.
Actional competence is defined as the ability to match actional intent
with linguistic form based on the knowledge of language functions and
knowledge of speech act sets.( To, 2009, p40)
The chronological evolution of Celce- Murcia et al’s model can be
seen in the following diagram:

Canale and Swain Canale Celce-Murcia, Dornyei
(1980) (1983) and Thurrell (1995)
Grammatical Grammatical Linguistic

competence competence Competence
Strategic Strategic Strategic

competence competence competence
Sociocultual Sociocultural Sociocultural

competence competence competence
Actional
competence
Discourse Discourse
competence competence
Diagram 1: The chronological evolution of Celce- Murcia at al’s

model(cited in To 2009, p39)
Although there are some differences in the way different scholars
classified communicative competence, all of them always consider
discourse competence is the core of communicative competence.

For the sake of clarity and consistency, this paper will refer to Celce-
Murcia et al's (1995) classification whenever the term ‘communicative
competence’ is mentioned.
In sum, only gaining linguistic competence can not fulfill the goal of
CLT method. Therefore, teaching English in general, teaching Speaking in
particular need to help students gain all of the five aspects of
communicative competence under the light of the communicative
approach. Simulation, one of the most effective classroom activities also
has to consider this mission.
2.1.2. Speaking skills in second language teaching and learning
2.1.2.1. An overview of speaking skills
There are different ways to define speaking skills, among which
Mackey (2001) summarized oral expression as follows:
“Oral expressions involves not only the use of the right sounds in the
right patterns of rhythm and intonation but also the choice of words and
inflections in the right order to convey the right meaning.( cited in Bygate,
2000, page 5)
In his book, Mackey also recommended some of the activities for oral
practice, such as:
1. information gap activities
2. communication games
3. simulations
4. project-based activities
There are also very good educational reasons to practice speaking
during a lesson as he emphasizes that: first of all, speaking activities can
reinforce the learning of new vocabulary, grammar or functional language
and second, speaking activities give students the chance to use the new
language they are learning

Lastly, speaking activities give more advanced students the chance to
experiment with the language they already know in different situations and
on different topics.
In another research, Brown and Yule (1983) have pointed out the
functions of speaking which are classified into 2 main functions known as
interactional functions of speaking (in which it serves to establish and
maintain social relations) and the transactional functions (which focus on
the exchange of information) (as cited in Richards, p2)
When mentioning speaking skills, it is a shortcoming if "spoken
English" is not noted. In his study, Roger (2003) has pointed out the
characteristics of spoken English, to be specific, it is when " interlocutors
sharing the immediate context within which the dialogue takes place, hence
much information is implicit and assumed" (Collins and Hollo, 2000, cited
in Roger, p3) Moreover, this author also cited a statement of Bygate (2000)
in his research that " A leaner's speaking competence is determined by his
success in conducting a conversation. Success in conversation is more
likely if the grammar, syntax, lexis and discourse patterns used are familiar
to, accurate and appropriate for all the interlocutors"(Roger, p5)
2.1.2.2. The importance of speaking skills in L2 teaching and learning
context
Speaking, along with other three skills including reading, listening and
writing help learners learn a language most effectively. Good speaking
skills help people communicate the fastest and the most effectively.
According to Flohr and Paesler (2006), speaking skills are the most
important ones in learning a foreign language. They also emphasize that
"the focus in learning a foreign language is on communication activities
and expressive abilities and the goal is to become a fluent speaker". (p6)
According to the Advanced Oxford Dictionary, speaking helps us
“express or communicate opinions, feelings, ideas, etc, by or as talking
and it involves the activities in the part of the speaker as
psychological, physiological (articulator) and physical (acoustic) stages.”
(p129)
Moreover, when discussing on the approach to teaching speaking,
they cite a statement in Bygate's book, which is " Approaches to the
teaching of speaking in a foreign language reflect the understanding of at
least two phenomena: the nature of speaking in a second language; and
how people learn" (Bygate, 2000, p563, cited on p6, Flohr and Paesler,
2006)
In general, speaking serves as an indispensible skill for any learners in
learning a foreign language.
2.1.2.3. The communicative approach to teaching and learning
speaking skills
Under the CLT principles, learning and teaching speaking has
different characteristics. This issue has caught many linguists' attention as
well.
In their analysis of the theoretical base of communicative language
teaching, Richards and Rogers (2001, p161) offer the following
characteristics of teaching speaking under communicative view of
language:
1. language is a system for the expression of meaning
2. the primary function of language is for interaction and
communication
3. the structure of language reflects its functional and
communicative areas
4. the primary units of language are not merely its
grammatical and structural features, but categories of functional and
communicative meaning as exemplified in discourse

This analysis shows how easily speaking skills can be accommodated
within this particular view of language. In their paper, they mention that
when they ask students to use the spoken language in the classroom and
require them to take part in a process that not only involves a knowledge of
target forms and functions, but also a general knowledge of the interaction
between the speaker and listener in order that meanings and negotiation of
meanings are made clear. For example, listeners may give the speakers
feedback so as whether or not the listener has understood what the speaker
has just said. The speaker will then need to reformulate what was just aid in
order to get the meaning across a different way.
Recently, To et al (2009) has suggested the aspects of speaking
proficiency basing on the framework of communicative competence under
CLT approach as follows:
Lexis and grammar: the use of number of common lexical, especially
to perform certain language functions such as agreeing, disagreeing,
expressing surprise, approval, etc.
Connected speech: i.e. common phenomenon in spoken interactions
in which sounds are modified (assimilation), omitted (elision), added
(linking r) or weakened (through contractions and stress pattering).
Effective speakers thus need to be able not only produce individual
phonemes (as I would have gone) but also to use connected speech
(I’ve gone)
Expressive devices: native speakers of English change pitch and
stress of particular parts of utterances, or vary volume and speed to
convey meanings beyond their words, especially in face-to-face
communication. Students need to recognize and deploy some of such
features and devices in the same way if there are effective
communicators

Compensating language: effective speaking benefits from the
language of negotiation that we use to seek clarification and to show
the structure of what we are saying. Speakers also need to know
when and how to take the floor, how to keep a conversation going,
how to terminate the conversation, and how to clear up
communication breakdown as well as comprehension problems.
Language processing: effective speakers need to be able to process
language in their own heads and put it into coherent order so that it
comes out in forms that are not only comprehensible but also convey
the meaning that are intended. One of the main reasons for including
speaking activities in language lessons is to help students develop
habits of rapid language processing in English.
Interacting with others: most speaking involves interaction with one
or more participants. This means that effective speaking involves a
good deal of listening and understanding of how the other
participants are feeling and a knowledge of how linguistically to take
turns or allow others to do so.
Real time information processing: the ability to process the
information others tell us the moment we get it. The longer it takes
or allows others to do so.
Socio linguistic knowledge: competence which involves knowing
what is expected socially and culturally by users of the target language.
Understanding the sociolinguistic side of language helps learners know
what comments are appropriate, know how to ask questions during
interaction, and know how to respond nonverbally according to the purpose
of the task. For instance, in some Asian cultures, paying a compliment to
someone obligates that person to give a negative answer such as "No. It is
not so good", and so on in order to show "modesty", whereas n North

American culture such a response might be both inappropriate and
embarrassing.(cited on p170, 171)
Roger (2003) shared some similar ideas about speaking skills when he
summarized in his research that "Competent English speakers also display
an ability to negotiate meaning (cited in Nunan 1991). Conversation often
requires phrases of negotiation and re-negotiation as interlocutors attempt
to make their intentions or meaning clear."(cited on p7). It was also stated
in this paper that " Learners lack the full repertoire of negotiative functions
and strategies that native English speakers possess like clarification
requests, expressing opinions, making requests, expressing reactions to
other utterances as well as including input on indirect speech as (e.g. "I
wonder if you could..."( cited on p7). Moreover, discourse management is
another key sub-skill learners should acquire as he stressed on his paper.
That is to say, when achieving those above mentioned aspects of
speaking proficiency, it also means that students can achieve the goal of the
communicative approach, which is “communicative competence”. In other
words, students have to develop those aspects of speaking skills in order to
gain communicative competence to match the purpose of the syllabus.
Moreover, as 3rd year Fast Track students are assumed to be advanced
students in English. Thus, it is highly recommended that the speaking
activities in general, simulation in particular must help them to achieve the
aspects which have been mentioned precedely. As those above aspects of
speaking proficiency are chosen basing on the framework of
communicative competence, they fully reflect the aspects of competence as
well. For instance, lexis and grammar, connected speech, expressive
devices are considered to belong to linguistic competence. Meanwhile,
compensating language, language processing, real-time information
processing is a part of discourse competence. The other aspects including
interacting with others belong to strategic competence. Finally, the last
aspect, namely sociolinguistic knowledge refers to socio-cultural
competence.
So as to get the clarity and consistency, this paper will refer to To et
al. (2009) clarification whenever the term "aspects of speaking proficiency"
is mentioned.
2.1.3. Simulation
2.1.3.1. Definition of simulation in L2 teaching and learning context
There are a lot of definitions on the term “simulation”, among which

Dougill and Jones’ (1987) are the very first researchers in this field.
According to Dougill, “Simulation can be defined as a structured set of
circumstances that mirror real life and participants act as instructed”(p21).
Meanwhile, Jones (1982) in his own research defines simulation as

reality of function in a simulated and structured environment. This
definition shows three essential elements in simulations: reality of function,
simulated environment, and structure.
The two definitions agree in that simulation “mirror real life” and
“reality of function in a simulated and structured environment”, which
means that simulation is not real life, it is only a type of simulating real life
in a simulated environment.
2.1.3.2. Characteristics of a simulation
In simulation, the roles of students in simulations are classified into 3

major categories, namely:
(1): taking the functional roles such as reporter, survivor, or customer

as a participant, etc.
(2): stepping into the event, and

(3) shaping the event, carrying out their duties and responsibilities.(as
citied on Lyu, Y, 2006, p13)
Jones, also further states that reality of function is the key concept in
simulation. (cited on Lyu,2006, p13)
Moreover, "in order to fulfill the essential condition of being a

simulated environment, there must be no contact between the participants
and the world outside of the classroom (Jones, 1982, p5). In other words,
when an office in a company is the setting for a simulation, we do not
provide a real office or a building, yet we create a simulated environment
representing the office that is outside of the classroom by arranging some
desks with other props like a computer, office materials, and so on. (...)
One thing that needs to be kept in mind is that only the environment is
simulated but the behavior of a participant is real.
Behavior is not controlled and the participants bring to the situation

their own skills, experience and knowledge. Additionally, simulation is
often a problem-solving activity to which the student brings his own
personality, experience and opinions (Livingstone, 1983, p26, cited in By
gate 2000). It involves being oneself or someone else in a simulated real-
life situation. Authenticity and credibility are important elements in
simulation. Often documents and materials of validity and even realia to fix
the setting are used to make the simulation as true to life as possible.
A simulation generally is divided into three phrases: firstly, a stage for

giving the participants necessary information; secondly, the problem
solving discussions, and thirdly follow- up work. Herbert and Sturtridge
(1979, cited in Bygate 2000, p81) illustrate this in their diagram of
structure of a simulation as follows:

Information input Linguistic input
Language work based Classroom practice
on the task of the language of
Phase 1 The role- cards (if discussion and
any) essential lexis
The background to the
task
= = = = = = = = == = == == = == = = = == = = = = = = = = = = == =
Phase 2 = = = discussions
Sub-group
Discussion of the task
= = = = = = = = = = = = == = = = = = = = = = =
Follow- up
Phase 3
Further work arising
from the discussions
Follow- up
Feed back and evaluation
session
Immediate remedial work
Diagram2: The structure of a simulation

One well - known simulation for language teacher to consult is “the
Canbian Educational Aid Project” (Herbert and Sturtridge, 1979, cited in
Bygate 2000, p83)
First of all, the participants are introduced to the country and given
facts about the national and educational background. They read information
sheets and listen to recorded tapes to build up a fuller picture. In this
example there is a maximum of nine role cards so groups of up to nine are
formed, each with a chairman, and each student with a role card. Students
from different groups with the same role card prepare their positions before
the role play starts. The simulation groups then try to resolve the problem,
starting from the positions outlined on their role cards. Results may be
reported orally or in writing.
It is certain that everything activity has both two sides, simulation is
not exceptional. Followings are the advantages and disadvantages of a
simulation in L2 context as summarized by Wan (1990)
2.1.3.3. Advantages of a simulation
In terms of advantages, Simulation:
1. Stimulates authentic conversations
Simulation activities stimulate authentic learner-to-learner
conversational interaction (Richards, 1985). The activities also develop
conversational competence among second language learners.
2. Is a fluency activity
It is where opportunities arise for the learner to use language freely
and creatively.
3. Is suitable for consolidation
Since simulation activities are more practice/revision activities than
teaching activities, they are useful and more suitable for consolidating and
practising aspects of conversational proficiency than teaching new forms.
4. Creates sensitivity and a sense of awareness
Simulation brings the outside world into the classroom. This could
have affective effects in terms of social interaction and cultural awareness.
5. Increases motivation
Simulation prompts mental and bodily activity. The activities require
active participation. Concentration is also often required and it is not easy
for a student to stay passive for long. Situations are created for the students
to use the language meaningfully and this would motivate the students
towards participation. The less motivated students will be gradually drawn
into the activity when they see the rest of the group having a good time.
6. A break from routine
The use of simulation activities is a break from the usual textbook
teaching and the 'chalk and talk' method of the teacher. The students have
opportunities to mix around and to act out different roles. The atmosphere
in the classroom is less formal and this can reduce tension.
7. Prepare students for real life and unpredictability
Real life situations and communication are unpredictable. A student
may learn all the correct forms of communication but may not know when
to use them appropriately. Simulation provides opportunities to react to
these situations and to give the students a taste of real life. (cited on p7-8)
Nevertheless, shortcomings are unavoidable. Following are some of the
main disadvantages of a simulation:
2.1.3.4. The disadvantages of simulation
1. Activity is artificial
The situations sometimes were artificial and not relevant to the needs
of the students.
2. Activities are difficult to monitor
With so much activity both physical and verbal going on, it is
sometimes difficult for the teacher to monitor a student's performance.
There is the fear among teachers that the students are having too much fun
and that no learning is taking place.
3. Causes embarrassment
In some situations, especially among adult learners, simulation
activities cause a lot of embarrassment, awkwardness and very little
spontaneous language use. The choice of appropriate roles for different
students is thus very important.
4. Encourages incorrect forms
Since the teacher is not encouraged to correct mistakes immediately so
as not to discourage students, this provides opportunities for learners to
produce and practise ungrammatical and inappropriate forms.
5. Has cultural bias
According to Richards (1985), this activity is more suited for learners
from cultures where drama activities and learner - directed activities in
teaching is common. In cultures where the teacher-dominated classroom is
still the norm, the learners may not respond willingly to the activities.
6. Spontaneity is lost
Very often the students get too caught up with WHAT to say. They
hesitate to choose their words and do not interact spontaneously.
7. Timing lessons is difficult
The teacher has to spend a lot of time in preparation work especially
for simulations. He is not able to predict the amount of class time that will
be taken to carry out the activity since the ability of each class varies.
8. Activities may not be suitable for all levels
Role-play and simulation involve a lot of conversation and discussion.
Thus it may not be very suitable for low proficiency students who do not
have the necessary communicative competence to carry out the activity.
These activities would be more suitable for intermediate and advanced
learners.
(cited on p9)
2.1.3.5. Simulation model for 3rd year fast track students
There are many different formats of simulations. Yet, in the Speaking
syllabus for 3rd year Fast track students- Faculty of English language
Teacher Education, ULIS, there is a detailed guideline format for this
activity.
The following definition of simulation, the guidelines and criteria of
assessments are provided by the teachers in Fast Track Group, Faculty of
English Language Teacher Education, ULIS (updated in 2010).
First of all, simulation is known as "a group of speaking task, in which
two students act as employers, two students act as short- listed candidates
to the advertised post. The simulation is in the format of a job interview".
In this simulation, the duty of the candidates is to "promote
themselves" while the employers' task is interviewing and/or assigning
tasks before making decision on the recruitment.
Moreover, it is in the guidelines that the procedures are clearly stated.
There are two stages in implementing a simulation, namely the preparation
and the simulation. First of all, in the preparation stage, groups have to
send their topic, outline, materials to teacher for comments and approval
two weeks before the simulation. Secondly, in the simulation, there are
three main parts, namely: the introduction, the interviews and the role-play.
In the introduction, two employers provide background information
about their company, requirements for the candidates, and the selection
process and outcome.
In the interviews: the employers interview one candidate at a time
while the other candidate waits outside.
In the last part, known as role- play, each candidate is required to act a
role. In this part, there is a situation that needs to be solved by the

candidates either individually or altogether depending on choice of the
interviewers in different simulations.
Going along with the format of a simulation is the criteria for the
feedback and assessment. The assessment includes the self reflection from
students after finishing a simulation, the feedback from class and teacher's
final assessment.
The guidelines also enclose a list of topics for students to consult,
such as: recruiting an MC for the weather forecast program on VTV8, a
food caterer for a wedding, an actress for new TV series, or a teacher for an
international kindergarten, etc.
2.2. An overview of related studies
2.2.1. An overview of related studies worldwide
2.2.1.1. Simulation in educational context
The issue of using simulation in educational context has attracted
many linguists' attention for a long time.
The definition, the advantages and disadvantages of using simulation
in educational context are clearly shown very soon in many papers, such as:
"The utilization of simulation in teacher preparation" by Peck (1971) and
in "Educational simulation/Gaming" by Twelker, Layden (1972). The only
difference is that Twelker pointed out some characteristics of using
simulation in teachers training while the other one showed a basic distinct
features of simulation and game by giving a table of comparisons between
simulation and gaming with 12 criteria, for instance: the dependability of
learning outcomes, the ease of adaption, degree of teacher centeredness,
peer interaction, and so forth.
Regretfully, both of these two papers only showed the theories about
simulation in general without applying it into practice to testify the real
effectiveness of this activity for a specific group of learners.
2.2.1.2. Simulation in L2 teaching and learning context.
Traditionally, some of the first studies of this field can be listed, such
as:
"An investigation in adult learning to determine if simulation enhance
communication skills" written by Brozik (2000, p15) not only focused on
using simulation in teaching specking skills but on communication skills as
well. A brief background for simulation was indicated in this paper as well
as a clear methodology when using the adults as participants and a
persuasive presentation of result.
After that there also witnessed a paper which is known as "Simulation
and Second/ Foreign Language learning: Improving communication skills
through simulations" by Lyu (2006). This paper obviously indicates a
complete understanding of CLT method and communication skills. It is in
this research that many useful suggestions are shown, such as the
suggestions on how simulations can be used in EFL class of basic level,
intermediate level and advanced level. This paper could not be more
complete if it focused on a specific group of learners to examine the
effectiveness of the suggestions the researcher had pointed out previously.
Hence, it is a limitation as only theory is mentioned in the paper, which, to
some extent, reduces the liability and validity of the outcome.
To bridge this gap, "Using simulation in an ESL Classroom: a
descriptive analysis", written by Jung and Levitin (2006), pointed out both
the theories and practice to testify the effectiveness of simulation by
describing a typical courtroom simulation that was used in English in a
program called EIC. It also provides information concerning the
preparations for the activity, the simulation itself, and the students'
responses to and the perceptions of the activity. The participants are the
government officials and their English levels ranged from low beginner to
low advanced. The instruments that are used in this paper are questionnaire
and observation with the video camera. After that all the information are
analyzed in detail. It can be seen that the results of this study is of great
reliability and practicality.
It is the fact that a lot of research have touched upon the issue of using
simulation in L2 teaching and learning. Yet, there still remains a gap as no
previous research agreement on using simulation for a group of students
whose major is English in a foreign language university.
The creation of this research hopes to become one of the first attempts
to bridge this deficiency.
2.2.2. An overview of related studies in Vietnam
Referring to the current situation in Vietnam, it is unlucky that few
studies have explored the topic of applying simulation activity to develop
speaking skills for students. More specifically, in Faculty of English
Language Teacher Education, ULIS, VNU, in a research on " Role play and
simulations as used in developing speaking skills for 1st year Students of
English Department- CFL- VNU", Tran (2003) was one of the first pioneers
of the field when she investigated the advantages of using role play and
simulation in teaching speaking skills for 1st year students. However, she
merely compares the similarities and difficulties between role play and
simulation without investigating deeply whether it is really effective in
developing students' speaking skills when applying those methods or not.
Later on, another research also touched the same issue called
"Common classroom activities to help develop speaking skills for students
of Foreign language gifted Hanoi high school" by Nguyen (2006). Among
the most common classroom activities in speaking class, she did mention
simulation with its advantages and disadvantages. However, again, no
intensive research has been studied to testify the effectiveness of using
simulation in a specific majority of participants. Moreover, the only
instrument that she applied in her research was the questionnaire, which
could not show a reliable result.
This fact prompted the researcher to conduct this study to help fill the
gap and hopefully to serve as an updated and reliable reference about
applying simulation in speaking classrooms for teachers and students

CHAPTER 3
METHODOLOGY
This chapter provides a detailed picture of the methodology of this
study by describing and explaining the selection of subjects, the data
collection instruments (including questionnaire and interview), the
procedures of data collection as well as data analysis.
3.1. Selection of subjects
As stated in the title of this research paper, 32 third year Fast track
students from two classes 071E1 and 071E20, Faculty of English Language
Teacher Education, HULIS, VNU were chosen as participants of the study.
Moreover, as the researcher needed more data, respondents who used to be
3rd-year Fast track students, namely 17 students of 061E1- 4th year Fast
track students were singled out to make the statistics more valid and
reliable. Moreover, 2 teachers were chosen as well. Therefore, there were
51 participants in total.
For the questionnaires, there were two kinds of questionnaire for
teachers and students. Two teachers and all 49 above- mentioned
participants were asked to give their responses.
For the interview, there were also two sets of interviews for students
and teachers. First of all, 5 students out of 49 participants from 2 classes,
namely 071E1 and 071E20 were chosen provided that all of them stated in
the questionnaires that they had difficulty in implementing a simulation.
Moreover, the participants had to meet the criteria, to be more specific, one
student had experience playing as interviewer, one played as an
interviewee, one played as both interviewer and interviewee, and two
others took part in more than two simulations. The purpose of choosing
those participants was that different participants had different points of

view about the role(s) they played. Additionally, for those who took part in
more than one simulation, the situation was different from the ones who
only participated in just one simulation in terms of the experience, the
knowledge and the improvements they gained after each simulation. Above
all, by implementing that, the researcher would gain different points of
view from different participants about the same items with the same
questions.
Secondly, two teachers who had experience in teaching simulation for
3rd year Fast track students were chosen in the interview. The purpose was
getting various points of view from different teachers.
As the lack of time and human resources, not all third - year Fast track
students could participate in the interview as well as the teachers in Fast
track group.
In sum, thanks to the carefully considered selection of participants
described above, a high reliability and validity could be expected from the
findings of the whole paper.
3.2. Data collection instruments
3.2.1. Questionnaire
3.2.1.1. Questionnaire for students
Questionnaires, as Brown (2001) defined as " any written instruments
that present respondents with a series of questions or statements to which
they are to react either by writing out their answers or selecting them
among existing answers" (cited in Mackey and Gass, 2005, and p92). This
instrument was singled out in this paper as it is "one of the most common
methods of collecting data on attitudes and opinions from a large group of
participants" and it "allows researchers to gather information that learners
are able to report about themselves, such as their beliefs and motivation
about learning or their reactions to learning" (Mackey and Gass, 2005, p92-
93).
The questionnaire aimed at answering the four research questions:
(a) Which aspects of speaking proficiency under the communicative
(b) Which aspects of speaking proficiency under the communicative
perceived by teachers?
(c) What are the difficulties facing 3rd year Fast Track students at
Faculty of English Language Teacher Education- ULIS in both the
preparation stage and the performance in the simulation to develop their
speaking skills as perceived by themselves?, and
(d) What are the recommendations suggested by teachers and studied
students to overcome the difficulties in taking part in the simulation to
enhance speaking skills for 3rd year Fast track students, Faculty of English
Language Teacher Education- ULIS?
The first five questions in the questionnaire were not used to seek the
answers for four research questions, yet searching for students' evaluations
of the importance of speaking skills as well as simulation. The result of
these questions would reinforce the rationale for the researcher to conduct
this study. To be more specific, the first three questions asked about
participants' opinion about the importance of speaking skills as well as
simulation. Meanwhile, question 4 asked about the number of simulation
that participants took part in. Its purpose was to identify if they performed
better or worse than in different simulations. Added to this, different
participants with different times participating in the simulation would lead
to different evaluations and points of views. Meanwhile, question 5 asked
about the role(s) that participants played in the simulation as it was possible
that there were some students who played only one role but the others had a
chance to play different roles. As a result, their judgments were not alike.
All of the first five questions were closed- ended questions. The first
question was a type of Likert scale which asked participants to choose only
one level.
Then, question 6 asked about the aspects of speaking proficiency,
whose answers were also the answers for research question one, which is
"Which aspects of speaking proficiency under the communicative approach
can 3rd year Fast track students gain through simulation as perceived by
students themselves?" This question was designed following the multiple
choice style. Each aspect of speaking proficiency was an option. In this
case, participants were allowed to choose more than one option.
Next, question 7 served as the link to the next one, namely question 8
and 9 about the difficulty in implementing a simulation. It was a Yes- No
question. In this situation, if the students did not have any difficulty in
implementing a simulation, they would stop there. In contrast, the others
who had difficulty in the preparation stage or the performance or both of
the two stages would move to answer the next questions.
Question 8 asked about the difficulties in preparing a simulation,
whereas question 9 asked about which of the performance.
These two questions played the role of answering the research
question two, which is: "What are the difficulties facing 3rd year Fast Track
students at Faculty of English Language Teacher Education-ULIS in both
the preparation stage and the performance in the simulation to develop their
speaking skills as perceived by themselves?" They were multiple choice
questions which were divided into two categories, namely for interviewers
and interviewees. Moreover, the researcher added two more clarification
questions, namely "Others (Please specify)". Those questions hope to
figure out more opinions from the participants.

Last but not least, question 10 asked about the recommendations,
serving as the answers to the third research question, that is "What are the
recommendations suggested by teachers and studied students to overcome
the difficulties in taking part in the simulation to enhance speaking skills
for 3rd year Fast track students, Faculty of English Language Teacher
Education, ULIS?" The format of this question is the same as in the
previous questions, namely multiple choice questions and is added with
two clarification questions and separated into categories which are called
suggestions for the preparation stage and for the performance.
3.2.1.2. Questionnaire for teachers
This questionnaire had a small difference from the one for students as
it based on the research questions as well. As stated in the research
questions, only question two and three asked about teachers' perceptions,
hence the questionnaire would focus to answers those items.
This questionnaire had four questions. The two first ones asked about
teachers' viewpoint on the importance of speaking skills as well as the
effectiveness of applying simulation in speaking classroom for third year
Fast Track students. The third question, similar to the one for students, was
used to seek for teachers' judgments and confirmation on which aspects of
speaking proficiency students could achieve through simulation. Last but
not least, the fourth question searched for teachers' suggestions to help
students maximize the effectiveness of using simulation.
3.2.2. Interview
Mackey and Gass (2005) have emphasized that "Interviews are
associated with survey-based research, as well as being a technique
used by many researchers." (p173). Therefore, interview was chosen
as one of the effective methods in this paper. Specifically, semi-
structured interviews were applied as "researcher uses a written list of

questions as a guide, while still having the freedom to digress and probe for
more information" (Mackey, Gass, p173). What is more, these two authors
also inserted that: "In unstructured interviews, no list of questions is used.
Instead, interviewers develop and adapt their own questions, helping
respondents to open up and express themselves in their own terms and at
their own speeds" (p173)
For those above advantages, two sets of semi-structured interviews
were used in this study to exploit further information from the two teachers
and a group of five representative students from the 49 students after they
had completed the questionnaires. All the interviews were recorded and the
most important pieces of information were noted down on the spot.
The interview guidelines for students were different from those for
teachers basing on the research questions.
First of all, there were five interviews with students. The questions in
these interviews based on the result of the questionnaire that they had
completed. The researcher asked for more explanations about the answers
that were not clear enough, especially in the clarifications questions, which
is called "Others, please specify". There was a small difference in the
questions for different participants, yet all the clarification questions were
asked for all the participants.
Secondly, as only the second and third research question asked about
teachers' opinions and recommendations, there are three main questions
were used in the interview guidelines for teachers, for example "Which
aspects of speaking proficiency do you think your students can gain
through simulation?", "What are your recommendations to help students
overcome the difficulties in preparation stage for a simulation?" and "What
are your recommendations to help students overcome the difficulties in
performing in the simulation?" Furthermore, before answering the
questions, teachers were allowed to look at the result of the questionnaire
regarding to the difficulties students had to overcome when implementing a
simulation. Thank to this, teachers easily gave the suggestions and
solutions for each difficulty of the students.
3.3. Data collection procedures
3.3.1. Piloting
3.3.1.1. Piloting the questionnaire
The process was implemented by the piloting phase whereby the
questionnaire was tested in a sample of five random third - year Fast track
students. They filled in the first version of the questionnaire and based on
the item analysis, the wording of some items had been modified before the
final version was delivered.
3.3.1.2. Piloting the interview
The piloting process of interviewing was similar to conducting the
questionnaire. However, only two participants were chosen in this process
provided that the interview questions could be kept confidential to other
participants. Some wordings were also modified to suit the research's
purpose.
3.3.2. Main procedures
At first, the revised questionnaires were distributed among 49 students
of 3rd year Fast track program. The researcher collected the questionnaires
right after the participants had finished answering the questions.
In the next phrase, the researcher interviewed the participants one by
one in a room and in the campus on different dates.
After all the interviews had been conducted, the data collection
process finished and the data were ready to be analyzed.
3.4. Data analysis procedures
All the data gathered from questionnaires and interviews contributed
to answering the four research questions. Both statistical and interpretative
methods were used.
Data obtained from questionnaires in the form of scores, after being
calculated and classified, were transcribed into tables and chart in order to
reflect the proportion of each option and described in details.
Seven interviews were analyzed together with the notes the researcher
took during the interviews basing on the interview guideline questions.
Besides facts and figures, some detailed descriptions were pointed out to
find more comprehensive and thorough answers to four research questions.
All the names of the participants taking part in the interviews were coded.
To be more specific, there are five participants for student interviewees,
who are respectively interviewee A, interviewee B, interviewee C,
interviewee D and interviewee E. The two last participants are teacher
interviewees, in turn interviewee F and interviewee G.
Finally, data collected from questionnaires and interviews, after being
classified and quantified as explained above, were compared and contrasted
to find out the similarities, the gaps as well as the observed manifestations
Summary: In this chapter, the researcher aims at justifying the

methodology of the study. The participants were randomly chosen to
guarantee the generalization of the whole population as much as possible.
Questionnaire and interview were employed as the instruments for data
collections. More specifically, both of them were designed to answer four
research questions and the interviews were planned to check and intensify
the result of the questionnaires. Elaboration has also been given to the data
analysis methods and process. The results from such analysis are going to
be presented in the next chapter.

CHAPTER 4
RESULTS AND DISCUSSIONS
In this chapter, all the data collected from the questionnaire and
interview will be revealed and discussed in detail. This chapter will show
the presentation and discussion of results and implications. More
specifically, data collected from two different methods will be integrated to
support and complement each other all in the forms of answers to the four
research questions. It is noteworthy that the connection between these
findings and other related studies in the literature will also be discovered
to underline the similarities as well as the new findings on the research
topic.
4.1. Background of students' attitudes towards the importance of

speaking skills and simulation
Before coming to the discussion of results for each research question,
the results for the first 5 questions in the questionnaire will be analyzed
even though they are not used to answer the research questions, they play a
crucial role in supporting the rationale of this study.
To be more specific, 96% of the proportion of the participants agreed
that speaking skill is the most important skill, in other words, is more
important in comparison with the other three skills, namely listening,
reading and writing skill. The interviewees A, B, D also added that
nowadays, learning English under the communicative approach, speaking
skills are much more important as good speaking skills help learners
communicate well and effectively. This result supports the study a lot as its
purpose is on speaking skills.

For the second and third question, 89% of the total proportion found
simulation interesting and 85% out of the total rate of participants agreed
that simulation activity helps them develop their speaking skills effectively
because after taking part in each simulation, they improved a lot. What they
could gain will be revealed in the answers for question 6 in the
questionnaire. This idea is agreed by the teachers as well. All of the
teachers taking part in the questionnaire confirmed that simulation useful in
helping develop speaking skills for students.
Question 4 and 5 were used for only one reason, which is to find out
how many simulations and which roles they have taken part in. this result
was used to choose the participants who took part in the interviews.
The chart below will show the result:
15%
45% once
twice
more than twice
40%
Figure 1: The times participants taking part in the simulation

From the chart it can be seen that nearly half of the participants have
taken part in the simulation once, while more than half have experienced
two times and more than two times.
Question 7 asked about whether or not students had difficulty in
implementing simulation to develop their speaking skills. The result was
that 96% of the whole participants admitted that they had to face many
obstacles in both the preparation and the performance in the simulations.
This result was also one of the factors that support this paper as it raised an
issue that needed to be taken into consideration and called for the solutions.

4.2. Which aspects of speaking proficiency under the communicative
In order to collect the data for this research question, question 6 in the
questionnaire asks the participants to choose any aspects of speaking
proficiency they think they can gain through simulation activity. It was also
possible for them to choose no option or all the options.
The bar chart below shows the results of the questionnaires that are
converted into the percentage (%).
H. socio-linguistic
knowledge
49%
G. socio-linguistic
40% knowledge
85% F. interacting with
others
Aspects of 53% E. language processing
speaking
skills 53%
D. compensating
68% language
11% C. expressive devices
15%
B. connected speech
A.lexis and grammar

0% 50% 100%
Figure 2: Aspects of speaking proficiency Students can gain (as

perceived by themselves)

It can be obviously seen from the bar chart that the involved students
can gain all the 8 aspects of speaking proficiency, however different
aspects own different proportions.
85% of the respondents said that they could improve their ability of
interacting with others accounts for the largest proportion. Many further
explanations were pointed out from the interviews. Four out of five
respondents who took part in the interviews showed that they could gain
this skill and learn by themselves. For instance, interviewee A emphasized
that:
"As an interviewee I have to interact with your partner to produce an
effective simulation, and the same for interviewers, moreover both
interviewers and interviewees have to interact with each other as well. Not
only the interviewers have to give questions one by one, but sometimes they
have to encourage and stimulate the candidates".
It can be inferred from these statements that when taking part in the
simulation, the participant has learnt how to interact with the other partners
flexibly, not only how to ask questions but also knows how and when to
encourage interviewees. Meanwhile, interviewee B inserted another sign of
interaction skill to illustrate this issue from her own viewpoint:
"At the moment I think I have talked too much, and I wanted to give
the floor to my partner another interviewer) and said like "Can you help
me with this part?"
This example shows the participants' good interaction skill when she
could cooperate with the other partner in an appropriate moment and she
can control the situation very well instead of dominating the partner.
Another interesting example of interacting skills was added by interviewee
E when she said:
"I have to interact with the candidates and my partner (another
interviewer). First I have to interact with the other interviewer, I can not
jump up into the other's mouth and I have to wait until she ends her part,
her speech. And for the candidates I try to be patient, not interrupting the
candidate suddenly and not showing my boredom".
For this case, the participant showed that she knew how to interact
with the others and control the situation. From what she said, it can be
inferred that she knew when to use politeness in interacting in the
simulation and she has achieved the skill of "listening and understanding of
how the other participants are feeling" as defined in To et all's viewpoint
(2009), as cited in the previous chapter ( Literature review)
Closely following the above skill is the skills of using expressive
devices, which accounts for 68% of the total. Referring back to the
literature review, good use of expressive devices means learners know how
to "change pitch and stress of particular parts of utterances, or vary
volume and speed to convey meanings beyond their words, especially in
face-to-face communication. This point was clearly clarified in the
interviews when 3 out of 5 participants said they can gain this skill. For
instance, the following example is extracted from the conversation with
interviewee B in which she said:
"When I was an Interviewer, I had to introduce about a company, the
job descriptions and the rounds the candidates must attend. And when
introducing about the company I had to raise my voice to involve the
audience, to attract them to the company because I was advertising.
However when I come to the interviewing part, my voice is unnecessary to
be high as I did in the introduction part. It should be lowered and I should
show the formality in interviewing interviewers"(interviewee B).
She also stressed that she realized and learned by herself once
observing the others' performance. The same situation happened to
interviewee E, when she showed an example that:

"It happens in the situation part, I have to take part in a role play and
solve the problems. And it is the first time I have to try to be angry, because
I am the customer of the restaurant, and there is a flight in my cup of coffee
so I have to pretend to be angry and criticize on the restaurant, and I have
to express a lot of my emotions, my feelings. I have to raise my voice many
times, and I even have to scream."
In other words, from their own evaluation, the participants have
known how and when to raise their voice, to change volume and stress and
pitch to achieve effective communication when they participating in the
simulation.
For other aspects, the chart pointed out that more than half of the total
number of participants chose "compensating language" (the ability to
show the structure of what we are saying, ability to show when and how to
take the floor, how to keep a conversation going, etc- To et al, 2009) and
"language processing"( in other words, the ability to process language in
their own head and put it into coherent order and habit of rapid English
processing process- To et al 2009), which coincidentally have the same
percentage, namely 53%. Meanwhile, only two out of 5 participants chose
these skills in their interviews. For instance, interviewee E clarified that
"Before the simulation, I had to prepare some common structures I
will speak in the simulation. However there are some simulations that I
hadn't expected. And it's the time for me to use other structures; in general
I can control what I am going to say".
Added to this, interviewee D revealed an example of language
processing skill from her own experience and knowledge, which is "as an
interviewer, when the interviewee answered my question, I had to be very
attentive to think what she was trying to express and put the information in
a comprehensive way to give feedbacks right away, even though there were
some sentences I could not catch what she intended to convey."
It can be implied from the interview that this participant can use the
structures in an effective way and can control her conversation very well.
Moreover, all of the participants who chose this aspect confirmed that they
learned those skills from simulation, by observing other peers and improve
themselves from teachers' comments for their peers.
Coming closely is sociolinguistic knowledge, which accounts for
49%. This competence as already mentioned in the literature review of the
research "involves knowing what is expected socially and culturally by
users of the target language, which helps learners know what comments
are appropriate, how to ask questions during interaction and how to
respond nonverbally, etc". Two out of five participants taking part in the
in-depth interviews chose this skill, as they gave some examples to
illustrate:
"uhm... I just think of the knowledge of the ways we behave
appropriately, when to give comments. For example when I give comments
to the candidates, I use the "sandwich model", it means I give comments of
good points first, and then the weakness is later. Well, I think this way is
more effective and sensible". (interviewee A)
Moreover in another interview, one interviewee shared that " this time
I must know the suitable words to give comments to interviewee, and I
know when I should encourage them or to put more pressure on them. For
example in the problem- solving part, it's very challenging. And I warn that
it is not easy to deal with. And I put more pressure on them and if the
interviewee says "I am very nervous", I will say that "ok, I can see you did
a good job and you get a lot support from the audience". So I must choose
the suitable words for each situation." (interviewee B).
It can be understood that these two participants can apply the skill
appropriately in different situations. Meanwhile, the other three participants

thought that they could not gain this skill as they did not realize this skill
clear enough and how much they could learn this skill.
Having a smaller percentage is "real- time information processing",
namely 40%. The situation was the same when only two participants out of
five admitted they could gain this skill. They mentioned that within a very
short period of time to think, they had to process the information and gave
feedbacks very quickly, even sometimes, they did not have any time to
consider. One typical example that has been extracted from the interview
with interviewee B:
"When I am interviewing the interviewee, I asked her some questions
and she gave the answers and after she finished her answers, I must know
something to give comments to her and conclude her answers and move to
the next part. And that's the moment I must process the information I got".
Interviewee E also shared the same opinions when she mentioned that
"Before I asked the candidates, I didn't know the answers, I had to
concentrate on what they were saying because in some situations I have to
give comments on the candidates right away. Of course I have difficulty in
listening to someone, it is the first time I was forced to process the
information and respond immediately"
Accounting for the smallest percentage are option A, namely "lexis
and grammar" with 15% and B called "connected speech" with 11%. From
the in-depth interviewees, one participant who did not choose this skill
explained that "I think simulation is used to practice impromptu speaking,
so the other skills, such as "lexis and grammar" and "connected speech"
are somehow not noticeable. I try to speak fast and fluently but still make
some grammar mistakes. So I think I can not improve the lexis and
grammar in simulation"(interviewee C).
Furthermore, the fact is that it is hard for both teachers and students to
evaluate how well students can learn the connected speech in simulation.
Thus, this explanation, to some extent, is logical and acceptable. Sharing
the same opinion, as a result, many participants taking part in the
questionnaires as well as all participants who joined in the interviews did
not choose these two aspects.
In sum, from the chart it can be seen that all of the aspects of speaking
proficiency were chosen, which means students can gain all of them.
However, among the 8 aspects, "interacting with others" earn the highest
percentage and outnumbers the other aspects, which also means the most
students can gain this skill. Going along with that are "expressive devices",
" compensating language", " language processing" and " sociolinguistic
knowledge".
4.3. Which aspects of speaking proficiency can third- year Fast Track
students gain through simulation as perceived by teachers?
From the questionnaires, one teacher chose all the options while the
other only chose 6 out of 8 aspects, which are:
A. lexis and grammar
C. expressive devices
D. compensating language
F. interacting with others
G. real- time information processing
H. sociolinguistic knowledge
Detailed explanations were revealed in the in-depth interviews. For
example, when asked about why the interviewee chose option A ( lexis and
grammar), she answered " In the simulations, candidates sometimes had to
discuss with each other to solve some tasks designed by the interviewers, so
they can develop language functions such as agreeing, disagreeing,
expressing surprise, approval, etc."(Interviewee G)

Another example, the reason why interviewee F chose "expressive
devices" was "In the simulations, candidates sometimes had to discuss with
each other to solve some tasks designed by the interviewers, so they can
develop this skill. They knew when and how to raise their voice or change
the volume appropriately, especially in the problems- solving part"
For option H "socio linguistic knowledge", both of the two
respondents stated that some of their students can achieve this skill by
themselves, while some others got comments from teachers and improved
in the following simulation.
When asked about the criteria for evaluation, both teachers admitted
that they had the simulation marking rubrics for the interviewers and
interviewees. Teachers would base on that to give comments and feedbacks
to students.
It can be inferred that students can improve this skill through
simulation.
It is a coincidence that both the students and teachers agreed in most
of the options they chose, for instance, option A, D, F, and H, respectively
are expressive devices, compensating language, interacting with others
and sociolinguistic knowledge.
Though there were some disagreements in the skills teachers and
students evaluate, in general, what students can achieve have been
confirmed by the teachers. In other words, it can be admitted that
simulation was a useful activity for students to enhance their speaking
skills.
4.4. What are the difficulties facing 3rd year Fast Track students at ED-
HULIS in both the preparation stage and the performance in the
simulation to develop their speaking skills as perceived by themselves?
4.4.1. Difficulties in the preparation stage
Though at the first sight, it appears to readers that there is no
relationship between the preparation stage and the performance in the
simulation to develop students' speaking skills as there is little English oral
communication among the learners. Yet, in fact this stage provides learners
time to prepare the structures, the ideas as well as the readiness to produce
a speech. That is to say, the preparation stage directly affects the
effectiveness of a simulation. Without preparation, students can hardly
implement effectively.
A. Interviewers' difficulties
There are four options in the question 8 of the questionnaire, not
including option E "Others". It is a multiple choice questions in which the
participants can choose more than one option. The result is illustrated as in
the chart below.
D. in making the interview
questions
28%
Types of difficulties
C. in designing the situations

for the interviewees
87%
1
23% B. in searching for the
interesting and appropriate
materials and information
85% related to the themes and
topics
A. in choosing the interesting
topics
0% 20% 40% 60% 80% 100%
Figure 3: Interviewers' difficulties in the preparation stage

The chart shows that option C owns the highest percentage, namely
87% of the total proportion. Coming right closely is option A with 85%.
This means a majority of the participants have problems in designing the
situations for the interviewees and choosing the topics or the jobs to recruit.
The two other options have much smaller percentage, which are 13% for
option D and 11% for option B. In some questionnaires and interviews, the
participants also chose option E "Others" with another difficulty, which is
designing and choosing appropriate requirements for the answers for the
interview questions as well as the suggested solutions for the situations.
(Anonymous participant)
Further detailed explanations for each option were revealed in the in-
depth interview. First of all, in terms of the difficulties in choosing the
suitable and interesting topic, followings are the lists of opinions from the
participants about why they thought choosing the topic was not an easy
task and they gave their own opinions for an "interesting and suitable topic"
as well (please note that the quotes from students are only examples, more
can be seen in the Appendices):
- when we work together, we come up with many different topics, more
ideas make us more confused(...) An interesting topic, uhm, I think it must
be real, related to real life, but something challenging, that's good because
it can test ourselves and challenge our knowledge. ( interviewee A)
- I think it must be not too familiar, not too strange. For example some
topics including a tutor, a teaching assistant or doing a part time jog as a
cashier, something like that, something familiar to us. But when I recruit a
director, and it will be a strange situation, with high qualification, and we
are not skilled enough to deal with the questions in that situation
(interviewee B)
- it should be suitable to our level, and secondly it should be related to
our major, for example, my major is translating, so some jobs like
translator or interpreter will be suitable. ( interviewee D)

In general, most of the participants find choosing the topics that are
suitable for the assigned themes difficult as they had to choose the ones that
required being close to their life, their majors, their interest, etc.
B. Interviewees' difficulties
There are two options in the questionnaire for this issue. Both of them
were chosen. The chart below will show the result.
B. in writing CVs
85%
1
A. in searching for the
suitable information 15%
for the topic
0% 50% 100%
Figure 4: Interviewees' difficulties in the preparation stage for a

simulation
It can be shown from the chart that the proportion of writing CVs
outnumbers the other choice. Three out of five interviewees found writing
CVs difficult as well. Interviewee B admitted that "a good CV must show
off your ability as much as possible, but for a lower position, if you boast
too much, it will be unsuitable. And with that CV, you should apply for
higher information. And in contrast, if you apply for a high position, but
you are too modest when you show very little information about yourself,
you may fail".
No participant chose option C "Others" both in the questionnaire and
the interviews.

4.4.2. Difficulties in performing in the simulation
A. For interviewers
The result is shown in the chart below:
E. in interacting with
45% the partner
13% D. in giving comments
Types of for each candidate
32%
difficulties C. in asking candidates
11% questions
B. in expressing ideas
4%
clearly and effectively
A. in pronunciation
0% 20% 40% 60%
Figure 5: Interviewers' difficulties in performing in the simulation

The chart has shown that more participants have difficulties in
interacting with the partners. Coming next are the participants' difficulties
in asking candidates questions and giving comments for each candidate.
Only 11% of the total percentage of participants shows they have the
difficulty in expressing ideas and only 4 % admitted they have problems
with pronunciation.
The interviews also reveal some further explanations for those
difficulties. Following is one typical case:
Interviewee B pointed her problems in interacting with the partner, to

be more specific, she said "sometimes my partner and I (we are both
interviewers) talk at the same time. And at that time, I tried to stop but
sometimes she talked too much, I must stop her. And I also had difficulty in
role- playing part. At that moment there will be interaction between

interviewees and interviewers. If we can not guess the interaction from the
interviewees, we maybe put in a passive situation"
Meanwhile, interviewee D shared - "for example, sometimes the
interview makes me bored, and moreover giving comments somehow like
criticizing others. I don't know how to give the most sensible comments in
order not to hurt others but now I change a little bit, so the problem is not
very serious now"
B. For interviewees
Following is the result:
E. forgetting to be in a simulation
and act as students in real life
28%
D. being confused in interacting
55%
with the partner
Types of difficulties 53%
C. being nervous and unconfident
49% when facing challenging
questions in selling yourself part
11% B. in expressing ideas clearly and
effectively
0% 10% 20% 30% 40% 50% 60% A. in pronunciation
Figure 6: Interviewees' difficulties in performing in the simulation
In is accidentally that the result for option A"difficulty in

pronunciation" accounts for a small percentage, namely 11%, which is
quite similar to which for the interviewers. This result provides a positive
sign that very few students have problems with pronunciation, even though
there still exists some exceptional cases, such as: "pronunciation is my
weakness, because I have a habit of pronouncing some sounds from my
experience in high school, and now it digs into my brain (...) for example, I

have problems with the ending sounds "s", and "z". (interviewee E) She
also added that she realized her mistakes from her teacher's comments. She
also revealed her problems when giving comments to the candidate
"sometimes the interview makes me bored, and moreover giving comments
somehow like criticizing others. I don't know how to give the most sensible
comments in order not to hurt others but now I change a little bit, so the
problem is not very serious now"
There are more difficulties in the performance that were added in the
questionnaires from the anonymous participants, as follows:
forgetting some make up information in CV
in responding to the questions and situations
in dealing with some challenging situations ( beyond the capacity of
students)
in giving prompts, logical answers
in dealing with some technical terms of the jobs applied
4.5. Recommendations to overcome the difficulties in both preparation
stage and performance in the simulation.
4.5.1. Recommendations for preparation stage
A. From students

D. all interviewers and interviewees
should rehearse carefully before coming
to the simulation
89%
87% C. interviewers and interviewees should

prepare themselves some unexpected
Suggestions questions and situations before taking
85% part in the simulation
B. topics and situations should be

53% commented by teachers beforehand
A. more familiar themes and topics

0% 20% 40% 60% 80% 100% should be applied
Figure 7: Recommendations for the preparation stage from students

It is clearly pointed out from the chart that a majority of the
participants chose suggestion B, C and D. That is to say, many suggestions
listed in the questionnaire, to some extent, can do some goods as the advice
for the participants from the author of this paper' own experience. Option
A, namely "more familiar themes and topics should be applied", though
was not preferred by a majority, still was chosen by more than half of the
participants.
The participants also added more useful suggestions, as listed below:
students should go into real life to experience more interviews
because sometimes the interviews in real life are not
complicated as in the simulation
interviewers should think some possible solutions for the
questions as well as the situations.
interviewees should think some possible situations before they
take part in the simulation
Interviewers and interviewees should pay attention in non
verbal communication as well to be as much professional as
possible.
Not only in the questionnaires but in the interviews, the participants
provided more explanations and suggested many recommendations as well,
specifically:
Interviewee A
rehearse before the simulation: "Especially for the interviewees, they
should rehearse advertising themselves carefully. Otherwise, they
may make some mistakes in both grammar and expressing ideas
clearly. And they will fail to attract the interviewers as well as the
audience"
Interviewee B
choosing the topics: "There are some fields that we can consider,
such as entertainment, an MC for example, manager for a music
band, manager of a fashion shop"
topics and situations should be commented by teachers beforehand:
"I think it is a good idea as from teacher's comments, we can revise
or change something"
advertise special things to attract the interviewers: "for example,
some awards they get during their career and the experience or
some challenging situations they have dealt with"
Interviewee C
choosing the topics/ jobs to recruit: "hospitals and health, spiritual
life, besides entertainment, economics in the schedules should be
considered"
topics and situations should be commented by the teacher
beforehand: "I think it's necessary because she can give us some
comments and suggests some activities"
Interviewee D
topics and situations should be commented by the teacher
beforehand: "because our teacher has much more experience and
she will know which situation is appropriate, which one is too
challenging, or she can suggest some activities to test the
candidates"
Interviewee E
perform professionally and using expressive devices appropriately
"I think in the role play, students should put themselves in the
situation. For example, there's a flight in my cup of coffee. If I am
not angry and do not raise my voice, the interviewers can not
evaluate that performance. And I think that candidates should
perform as much professionally as possible"
writing a CV: "If the candidates find it difficult, they can consult
some templates in the websites, there are a lot of model CVs. But for
the information and the knowledge, the candidates should do a
research on it and I think that it takes a lot of time and it needs
patience a lot"
B. From teachers
The results have shown that:
More familiar themes and topics should be applied
The topics and situations should be evaluated by the teachers
beforehand to make sure that they are sound and feasible topics.
Both interviewers and interviewees should prepare for
themselves some unexpected questions and situations before
taking part in the simulation.
Both interviewers and interviewees should rehearse carefully
before coming to the simulation
4.5.2. Suggestions for the performance in simulation
A. From students
The chart below shows the result:
100% 87%
80%
60% 53% 49%
34%
40%
20%
0%
Suggestions
D. interviewers and interviewees should process the information quickly before giving the response to reduce
pronunciation mistakes as well as have good ideas expressions
C. interviewers and interviewees should be calm and listen to the partner in order to interact smoothly and effectively
B. interviewers should advertise the most basic and special information to attract the audience
A. interviewers should not ask interviewees too personal and irrelevant questions
Figure 8: Suggestions for the performance in the simulation from

students
It can be shown from the chart that alternative D, namely
"interviewers and interviewees should process the information quickly
before giving the response to reduce pronunciation mistakes as well as
have good ideas expressions" earns the highest percentage, which is 87%,
outnumbers the other three options. Going along with that are option C
with more than half choice from the participants, and B, about nearly half
of the total amount of the participants. Owning the smallest percentage is
option A "interviewers should not ask interviewees too personal and
irrelevant questions"

Besides the recommendations listed in the questionnaires, the
participants also inserted many other recommendations which are of high
value. Some of them are summarized as the followings:
• candidates should be calm, confident, give enough basic and
valuable information relevant to show his strength. This suggestion
emphasizes on expressing ideas skill.
• interviewers should give clear and brief explanations or
guidelines for each situation because sometimes the situations seem to be
very complex and uneasy to understand. This is a piece of advice for
expressing ideas as well.
+ pay attention in non verbal communication as well to be as
professional as possible. This suggestion focuses on socio linguistic
knowledge when learners learn when and how to use appropriate nonverbal
communication.
B. From teachers
Option C and D were chosen by the two teachers. Meanwhile, A and
B were not chosen by teacher F. She also added that " for alternative A
(interviewers should not ask too personal questions), it depends on the
purpose of each certain interview, sometimes asking about personal details
will be helpful for the employers to know more about the candidates. So,
again, it depends on each situation)
For option B (Interviewees should advertise the most basic and
special information to attract the audience), the same interviewee stated
students have already done that.
Other recommendations from teachers were pointed out clearly below:
Teacher F
Interviewers as well as interviewees should find the authentic materials on
websites. For example, they can find the authentic materials to design

questions for the interviewees. And for the interviewees, again, they can
find some suggestions to answer the questions from the interviewers.
Teacher G:
The situations in part 2 should be more specific (some situations were too
broad and it was impossible for interviewees to solve within a few minutes).
It was these teachers that gave valuable advice as well. For instance:
"Interviewees should imagine that they were being interviewed by the
real interviewers and they try to act as best as they can" (Teacher F)
"For the interviewers, the questions should be real life questions, and
for the situations and every part of the simulation, it should be like
authentic, useful for them" (Teacher F)
Summary: The chapter has provided detailed answers to the four

research questions based on an intensive presentation of data collected
from the survey questionnaire and interview. These findings have laid the
foundation for the pedagogical implications in the final chapter.

CHAPTER 5
CONCLUSION
Previous chapters have thoroughly elaborated the introduction, the

literature, the discussions and the results of the research. Finally, this
concluding chapter will summarize and evaluate the outcomes of the whole
paper by summing up the findings, the contributions of the paper, the
limitations as well as several suggestions for further studies.
5.1. Summary of findings

Generally speaking, this research paper has acquired some major
discoveries in the practice of using simulation in teaching speaking for 3rd
year Fast Track students, Faculty of English Language Teacher Education,
ULIS, VNU.
First and foremost, the study indicates that speaking skills have great
importance and they play a crucial role in helping learners to communicate
well. Added to this, simulation is confirmed to be an interesting and
effective speaking activity which provides useful help for students to
develop their speaking skills.
Through exhaustive analysis and discussion of data collected from

interviews, questionnaires, significant findings concerning the research
questions were revealed as follows:
The study has discovered the aspects of speaking proficiency gained

by the studied students as perceived by students themselves as well as
evaluated by the teachers. Among all the aspects, interacting with others,
expressive devices", "compensating language", "language processing"

and "sociolinguistic knowledge earned the most proportion from the
respondents. It can be further implied from this result that by taking part in
simulation, students can achieve and improve many aspects of
communicative competence, namely discourse competence, socio-cultural
competence, a part of linguistic competence, and strategic competence.
That is to say, simulation has played a great role in enhancing students to
develop speaking skills as well as to gain many aspects of communicative
competence, the goal of CLT method.
Besides, also based on students' opinions and evaluations, some of the
typical difficulties have been discovered, such as: difficulties in choosing
the topics and designing the situations for the candidates (for the
interviewers), and in writing CVs (for the interviewees).
Last but not least, many useful suggestions have been pointed out and
depicted from both the studied students and the teachers so that speaking
teachers can be aware of the benefits of simulation activity and therefore
try to improve the teaching methods to enhance the English speaking
environment. Some of the most typical suggestions can be named are
"more familiar themes and topics should be applied" to attract the
candidates as well as the audience; topics and situations should be
commented by teachers beforehand; interviewers and interviewees should
prepare themselves some unexpected questions; and situations and
rehearse carefully before taking part in the simulation and (in the
preparation stage); and for the performance of the simulation, some most
helpful advice are including: interviewers should advertise the most basic
and special information to attract the audience, interviewers and
interviewees should be calm and listen to the partner in order to interact
smoothly and effectively, interviewers and interviewees should process the
information quickly before giving the response to reduce pronunciation
mistakes as well as have good ideas expressions.
All in all, the results of this research have supported many points in
the theories in the chapter of Literature review, for instance, the aspects of
speaking skills, the characteristics of a simulation, its advantages and
shortcomings and so forth. It is also indicated in the results that besides the
advantages achieved from simulation activity, it still remains a lot of
shortcomings, specifically, there are many difficulties that students have to
face when implementing this kind of activity which need to be more
noticeable by both teachers and students in order to reduce the obstacles
and maximize the effectiveness of this activity.
5.2. Contributions of the research and pedagogical implications
First of all, this research has disclosed many advantages and
difficulties when implementing a simulation as well as provided teachers
and students a lot of useful suggestions. Thanks to that, teachers can
improve the format of the simulation, and students can create their own
styles to participate in simulation so as to enhance their speaking skills the
most effectively. Moreover, this finding can become one of the useful
references for teachers of different classes when they want to apply this
activity for students of lower levels.
Secondly, a clear and brief summary of CLT method has been
elaborated to equip teachers and students concerned if they want to broaden
their knowledge of this field.
Next, the research also equips students with basic interviewing skills
and experience when facing to the real interviews after having graduated
from university, which, to some extent, can help students become more
confident in the interviews.
Next, the research creates chances for both teachers and students to
widen knowledge of different fields, not only related to their majors but of

other fields of life, for instance economics, entertainment, health,
psychology, nursing, etc.
Moreover, there are two pedagogical implications that can be taken
into consideration, which are it is advisable for the teachers that they
should give more comments beforehand for students when they hand-in the
topics as well as give more concrete feedbacks right after students'
performance so as to help students see their progress after each simulation.
5.3. Limitations
Despite the researcher' notable efforts, certain limitations are
unavoidable in which they can be seen in the paper as a result of some
unexpected problems.
First and foremost, as stated in the first chapter, the scope of this
research is 3rd year Fast Track students and some from 4th year Fast Track
programs, who have experience in implementing simulation. However, the
time and human resources limit enabled the researcher to conduct the
survey questionnaires more groups of students from the previous
generation in order to generalize the result reliably.
Secondly, in regard to the methodology, it was another restriction
when the researcher could not interview all the students who took part in
the questionnaires as well as some other teachers who have experience in
teaching simulation for 3rd year Fast Track students. Therefore, only five
students and two teachers participated in the in-depth interviews.
Last but not least, the aspects of speaking skills provided in the
questionnaires, to some extent, are general, which somehow obstructs
students in giving a detailed response. As a result, it limits the feasibility of
the research as well.
However, generally, in the data analysis, some details and illustrations
found in the interviews and relevant references were attached to equip
readers a clear depiction of studied speaking skills.
5.4. Suggestions for further studies
As this paper has remained many limitations, hence suggestions for
further studies are necessarily mentioned.
First of all, as cited in the two first research questions that the results
would base on studied students' perceptions about the aspects of speaking
skills they can obtain or the difficulties they have to encounter when
implementing simulations. Further studies should research on the
perception of teachers as well, so that the results can become more reliable
as it is teachers who will give the most objective judgments and comments.
Secondly, classroom observation method should be applied to have
reliable and detailed evaluations whether students really gain the skills or
not.
Thirdly, the interviews are recommended to apply for all the
participants who took part in the survey questionnaires in order to get the
most concrete and reliable results.
Moreover, another research can use the idea of comparing and
contrasting the similarities, differences as well as the effectiveness of role
play and simulation in developing speaking skills, as even now it still
remains a controversial topic about the distinct features between these two
activities.

REFERENCES
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English language teachers. p5-6. Retrieved on 16th January 2010 from
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eaking+skills+in+ELT&lr=&ei=ickdS8-
XMqnUkgSrlMSmCQ&cd=1#v=onepage&q=speaking%20skills%20in%2
0ELT&f=false
Brozik, D. (1999). An investigation in Adult Educational Learning to
determine if Simulations enhance Communication skills. Master thesis
Bygate, M. (2000). Speaking. Oxford university press. Pp5-24
Flohr, S & Paesler, P. (2006). Teaching listening and Speaking. P6.
Retrieved on 24th, February 2010 from
http://books.google.com.vn/books?id=W02vZVya2QQC&printsec=frontco
ver&dq=susanne+Flohr&cd=4#v=onepage&q&f=false
Jim, F. (1986). A review of simulation in Teacher Education Training.
Paper presented at the Annual meeting of the Mid- south Educational
Research Association.
Jones, K. (1995). Simulations – A handbook for teachers and trainers. (3rd
ed). 1995. Retrieved on 15th January 2010 from
http://books.google.com/books?id=vq89AAAAIAAJ&printsec=frontcover
&dq=simulations+in+language+teaching&ei=5R4CS7fxIIKmkATxiLXiDg
#v=onepage&q=simulations%20in%20language%20teaching&f=false
Jung, C.S.Y & Levitin, H. (2002). Using a simulation in an ESL classroom:
A descriptive analysis. Simulation & Gaming 2002, Vol 33, p367.
Kamiya, M.( 2006). The role of Communicative competence in L2 learning.
p65

Kurfwan, D .G & Phillips, I.M. (1970). Using Simulation to involve
Students: Instructor’s Guide and Participant’s manual. Teaching
Procedures for the New Social studies.
Hamilton, J.B et al.(1977). Professional teacher education module series.
Employ simulation teaching techniques. Module C-5 of Category C-
institutional Execution
Lyu, Y.( 2006). Simulations and Second /Foreign Language Learning:
Improving communication skills through simulations. p13-15. University of
Toledo. Master thesis.
Mackey, A & Gass, S. M. (2005). Second language research. Lawrance
erlbaum associates publishers, p92- 93, p173
Nguyen. T. Q. (2006). Common classroom activities to help develop
speaking skill for students of Foreign Language gifted Hanoi high school.
BA Thesis.
Oxford Advanced Learner's Dictionary. (5th ed). Oxford University Press.
p1129.
Peck, R. H. (1971). The utilization of simulation in teacher preparation.
Bureau of Educational Personnel Development, Washington DC.
Richards, J. C. (2006). Communicative Language Teaching Today.
Cambridge University press. p9
Richards, J.C & Rodgers, T.S. (1996). Communicative language teaching
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Roger, A.E.M. (2003). Teaching the speaking skill to Japanese students
part 1: Construct and Practice, p3-5. Thesis.
Salleh, L.M. (2001). Communicative competence: a Malaysian Perspective
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Savignon, S.J. (2002). Interpreting Communicative Language Teaching.
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A Communicative Approach .The English Teacher. Vol XIX. University of
Malaya p7-9. Retrieved on 12th January from
http://www.melta.org.my/ET/1990/main8.html

APPENDIX 1
QUESTIONNAIRE
(FOR STUDENTS)
I am Khuc Kim Lan from Class 061E1. I am conducting a research on
rd
“Simulation as used to develop speaking ability for 3 - year Fast Track
students at English Department, HULIS, VNU” so I would like you to
help me by completing this questionnaire. This is not a test so there is no
“right” or “wrong” answers and you do NOT even have to write your
name on it. Please give your answers sincerely as only this will guarantee
the success of the investigation. Thank you very much for your kind
cooperation!
=================
1. In your opinion, circle the level of importance of speaking skill in

comparison with the other three skills: reading, listening, and writing:
1 2 3
More important As important as Less important
2. How do you find simulation activity in speaking class?

A. very interesting
B. interesting
C. not very interesting
D. boring
E. very boring
3. How effective do you think simulation can help you develop your
speaking skills?
A. very effective
B. effective
B. not very effective
B. ineffective
4. How many simulation(s) did you participate in?

A. once
B. twice
C. more than twice
5. Which role (s) did you play in the simulation?

A. only interviewer

B. only interviewee
C. both interviewer and interviewee
6. In your opinion, which of the following aspects of speaking

proficiency can you gain through simulation activity? You can choose
MORE THAN ONE option.
A. lexis and grammar (the use of a number of common lexical, especially

to perform language functions such as agreeing, disagreeing, expressing
surprise, approval, etc.)
B. connected speech (i.e. assimilation, elision, added ( linking r) or

weakened through contractions and stress patterning)
C. expressive devices (the change of pitch and stress or vary volume and
speed to convey meanings beyond their words)
D. compensating language (ability to show the structure of what we are

saying, ability to know when and how to take the floor, how to keep a
conversation going, etc.)
E. language processing (ability to process language in their own heads and

put it into coherent order and habit of rapid English language processing)
F. interacting with others ( good deal of listening and understanding of

how the other people are feeling and a good knowledge of how
linguistically to take turns or allow others to do so)
G. real- time information processing (ability to process the information

other tells us the moment we get it)
H. sociolinguistic knowledge (competence which involves knowing what

is expected socially and culturally by users of the target language. This
competence helps learners know what comments are appropriate, how to
ask questions during interaction and how to respond nonverbally, etc.)
7. Do you have any difficulties in preparing and performing in the

simulation?
A. Yes
B. No
If Yes, move to the next question. If No, please stop here.

8. Which of the following difficulties you have to face during the
preparation for a simulation. You can choose MORE THAN ONE
option:
For interviewers:
A. In choosing the interesting and suitable topics/ jobs to recruit
B. In searching for the interesting and appropriate materials and
information
C. In designing the situations for the interviewees
D. In making the interview questions
E. Others (Please
specify)……………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………
For interviewees:
A. in searching for the suitable information for the topic
B. In writing CVs because they are not your real information
C. Others: (please
specify)……………………………………………………..
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………….
9. Which of the following difficulties you have to face when performing

in the simulation?
For interviewers:
A.
In pronunciation
B.
In expressing ideas clearly and effectively
C.
in asking candidates questions to know more about candidates
D.
in giving comments for each candidate
E.
in interacting with the partner
F.
Others: (please
specify)……………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………….

For interviewees:
A. In pronunciation
B. In expressing the ideas clearly and effectively
C. Being nervous and unconfident when facing challenging questions in
the selling yourself part
D. Being confused in interacting with the partner in the problem-solving
and decision- making part.
E. Forgetting to be in a simulation and act as students in real life
F. Others: (Please
specify)……………………………………………………..
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………
10. What are your recommendations to overcome all the difficulties in
implementing Simulation and maximize its effectiveness to improve
your speaking skills?
I. In the preparation stage:

A. More familiar themes and topics should be applied
B. The topics and situations should be evaluated by the teachers
C. Both interviewers and interviewees should prepare for themselves
some unexpected questions and situations before taking part in the
simulation.
D. Both interviewers and interviewees should rehearse carefully before
coming to the simulation.
E. Others: (please specify the reasons as well)
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
…………………………
II. In the performance
A. Interviewers should not ask interviewee too personal questions.

B. Interviewees should advertise the most basic and special information
to attract the audience
C. both interviewers and interviewees should be calm to listen to and
observe each other so that they can interact smoothly and effectively.

D. interviewers and interviewees should process the information quickly
have good ideas expressions
E. Others (please specify the reasons as well)
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………
The end!
Thank you again for your kind support!

APPENDIX 2
QUESTIONNAIRE
(FOR TEACHERS)
I am Khuc Kim Lan from Class 061E1. I am conducting a research on
“Simulation as used to develop speaking ability for 3rd- year Fast
Track students at English Department, HULIS, VNU” so I would like
you to help me by completing this questionnaire. This is not a test so there
is no “right” or “wrong” answers and you do NOT even have to write
your name on it. Please give your answers sincerely as only this will
guarantee the success of the investigation. Thank you very much for your
kind cooperation!
1. In your opinion, circle the level of importance of speaking skill in

comparison with the other three skills: reading, listening, and writing:
1 2 3
More important As important as Less important
2. How effective do you think simulation can help your students

develop their speaking skills?
A. very effective
B. effective
B. not very effective
B. ineffective
3. In your opinion, which of the following aspects of speaking

proficiency can your students gain through simulation activity? You
can choose MORE THAN ONE option.
A. lexis and grammar (the use of a number of common lexical, especially

to perform language functions such as agreeing, disagreeing, expressing
surprise, approval, etc.)
B. connected speech ( i.e. assimilation, elision, added ( linking r ) or

weakened through contractions and stress patterning)
C. expressive devices ( the change of pitch and stress or vary volume and
speed to convey meanings beyond their words)

D. compensating language (ability to show the structure of what we are
saying, ability to know when and how to take the floor, how to keep a
conversation going, etc.)
E. language processing (ability to process language in their own heads and

put it into coherent order and habit of rapid English language processing)
F. interacting with others ( good deal of listening and understanding of

how the other people are feeling and a good knowledge of how
linguistically to take turns or allow others to do so)
G. real- time information processing (ability to process the information

other tells us the moment we get it)
H. sociolinguistic knowledge (competence which involves knowing what

is expected socially and culturally by users of the target language. This
competence helps learners know what comments are appropriate, how to
ask questions during interaction and how to respond nonverbally, etc.)
4. What are your recommendations to help your students maximize the

effectiveness of implementing simulation to improve their speaking
skills?
I. In the preparation stage:
A. More familiar themes and topics should be applied
B. The topics and situations should be evaluated by the teachers
C. Both interviewers and interviewees should prepare for themselves
some unexpected questions and situations before taking part in the
simulation.
D. Both interviewers and interviewees should rehearse carefully before
coming to the simulation.
E. Others: (please specify the reasons as well)
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………
II. In the performance
A. Interviewers should not ask interviewees too personal questions.

B. Interviewees should advertise the most basic and special information
to attract the audience

C. Both interviewers and interviewees should be calm to listen to and
observe each other so that they can interact smoothly and effectively.
D. Interviewers and interviewees should process the information quickly
have good ideas expressions
E. Others (please specify the reasons as well)
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……
The end!
Thank you again for your kind support!

APPENDIX 3
INTERVIEW 1- INTERVIEWEE A
DATE: 12th, March, 2010
Interviewer: Hi, are you ready with the interview?

Interviewee: Yes, I am ready now.
Interviewer: Ok, the first question, in your opinion, speaking skill is the
most important skill, why do you think so?
Interviewee: Well, because even you can write something well, you can
not express ideas well, as a result, communication is not effective.
Interviewer: And you find simulation interesting, in which way?
Interviewee: Simulation brings us chance to role play, and it gives us than
chance to overcome some simulated situation in real life.
Interviewer: Ok, now move to question 6, about aspects of speaking
proficiency, you circle 5 out of 8 aspects. The first option you choose is "
expressive devices", so can you gain this skill by yourself or from your
teachers' and your peers' comments and suggestions?
Interviewee: Yeah, from both my teachers and peers' comments, and after
that I realize my mistakes and improve it.
Interviewer: And I want to ask you about the aspect "interacting with
others". Can you give me one example?
Interviewee: oh yes, this one is very clear, as an interviewee you have to
interact with your partner to produce an effective simulation, and the same
for interviewers, moreover both interviewers and interviewees have to
interact with each other as well. Not only the interviewers have to give
questions one by one, but sometimes they have to encourage and stimulate
the candidates.

Interviewer: And about "sociolinguistic knowledge". Can you give one
example to illustrate this point?
Interviewee: Well, let me think...uhm... I just think of the knowledge of the
ways we behave appropriately, when to give comments. For example when
I give comments to the candidates, I use the "sandwich model", it means I
give comments of good points first, and then the weakness is later. Well, I
think this way is more effective and sensible.
Interviewer: yeah, thank you. Now move on to the difficulty you have to
face during the preparation stage. First about choosing the topic. What can
you say about this? Can you be more specific?
Interviewee: Yes, when we work together, we come up with many
different topics, more ideas make us more confused
Interviewer: In your opinion, what is a 'sound, interesting" topic or carrier
to recruit?
Interviewee: uhm, I think it must be real, related to real life, but something
challenging, that's good because it can test ourselves and challenge our
knowledge.
Interviewer: Now come to the difficulty in the performance stage. You
add one more option "be as much professional as possible". Can you
explain more about this point?
Interviewee: For example, we should improve our body language,
postures, gestures.
Interviewer: Thank you, and for "expressing ideas clearly and
persuasively" ?
Interviewee: Yeah, because within a very short period of time to think,
sometimes we make some mistakes, or we know what we should say but
the way we express somehow can make others misunderstood, and it
affects the fluency as well.

Interviewer: Ok, move to the last question about the recommendations.
You circle "prepare some unexpected situations and questions" right?
Interviewee: Yes, because it is a good ideas. We can expect and prepare
ourselves some solutions before coming to the real simulation. It will make
us more confident.
Interviewer: And " rehearse carefully before taking part in the simulation'?
Interviewee: Yes, of course. Especially for the interviewees, they should
rehearse advertising themselves carefully. Otherwise, they may make some
mistakes in both grammar and expressing ideas clearly. And they will fail
to attract the interviewers as well as the audience.
Interviewer: Ok, do you have any other recommendations?
Interviewee: Well...I think that's all.
Interviewer: Thank you very much!

APPENDIX 4
INTERVIEW 2- INTERVIEWEE B
DATE: 12th March 2010
Interviewer: Hi, I have some questions for you. I see from the
questionnaire that in your opinion speaking skill is the most important skill.
So why do you choose that?
Interviewee: Because when you contact with someone, you communicate
with someone, speaking skill is the first impression that others can judge
you, especially for a teacher when students attend a lecture, uhm, even
though they haven’t known about the content of the lecture but the voice,
the intonation, the words the lecturer speaks out is the first impression for
them
Interviewer: Ok, you also said that simulation activity is very interesting
and effective to help you develop speaking ability.
Interviewee: Yes
Interviewer: And move to the question 6 on the questionnaire, here I list 8
aspects of speaking proficiency. You know that you are at year 3 of
university, and you are expected to achieve speaking proficiency. And you
chose 6 out of 8, the first is lexis and grammar, expressive devices, it is the
change of pitch and stress or vary volume and speed to convey meanings
beyond their words. How do you know that you gain this skill? From
teacher’s feedback, your peers’ feedback or you realize by yourself?
Interviewee: when I was an Interviewer, I had to introduce about a
company, the job descriptions and the rounds the candidates must attend.
And when introducing about the company I have to raise my voice to
involve the audience, to attract them to the company because I was
advertising. However when I come to the interviewing part, my voice is

unnecessary to be high as I did in the introduction part. It should be
lowered and I should show the formality in interviewing interviewers
Interviewer: So you can realize by yourself?
Interviewee: Yes
Interviewer: And compensating language, the ability to show the structure
of what we are saying, so you realize on your own, right?
Interviewee: uhm, before the simulation, i had to prepare some common
structures I will speak in the simulation. However there are some
simulations that I hadn't expected. And it's the time for me to use other
structures; in general I can control what I am going to say.
Interviewer: uhm, and about interacting with others, can you give me an
example?
Interviewee: When I am an interviewer, uh, yeah, for example at that
moment I think I talked too much, and I wanted to give the floor to her, and
said something like "Can you help me with this part?"
Interviewer: and "real- time information processing", the ability to process
the information other tells us the moment we get it?
Interviewee: uhm, for example when I am interviewing the interviewee, I
asked her some questions and she gave the answers and after she finished
her answers, I must know something to give comments to her and conclude
her answers and move to the next part. And that's the moment I must
process the information I got.
Interviewer: ok I see, and the last aspect is "sociolinguistic knowledge".
Can you give me one example?
Interviewee: yes, this time I must know the suitable words to give
comments to interviewee, and I know when I should encourage them or to
put more pressure on them. For example in the problem- solving part, it's
very challenging. And I warn that it is not easy to deal with. And I put
more pressure on them and if the interviewee says "I am very nervous", I
will say that " ok, I can see you did a good job and you have got a lot
support from the audience". So I must choose the suitable words for each
situation.
Interviewer: thank you. And you admitted that you had difficulty in both
the preparation stage and the performance in the simulation. For example n
the preparations stage, you find it difficult to choose the interesting topic.
How can you say about it?
Interviewee: for example i must choose the topic that i know something
about it. If the topic is so strange to me, and it can not involve the audience
as well as the candidates and myself.
Interviewer: in your opinion, what is an "interesting topic", what are the
criteria for "interesting"?
Interviewee: yeah, I think it must be not too familiar, not too strange. For
example some topics including a tutor, a teaching assistant or doing a part
time jog as a cashier, something like that, something familiar to us. But
when I recruit a director, and it will be a strange situation, with high
qualification, and we are not skilled enough to deal with the questions in
that situation
Interviewer: thank you, now go on. The second difficulty is in searching
for the interesting and appropriate materials and information
Interviewee: yeah, most of the information we must make up and look for
the information. For example when i have the topic about entertainment, an
MC in particular, i must search for what an MC has to do in his job.
Interviewer: so what is "appropriate information"?
Interviewee: suitable for the topic, the knowledge of the audience, the
candidates
Interviewer: ok, and in designing the situation for the interviewees,

Interviewee: I think it is the most difficult thing. I have to choose the one
that is not very easy, but not very challenging. And it must test the
candidates' knowledge and reaction and their behaviors.
Interviewer: yep, and also in making the interview questions
Interviewee: well, actually in this part we can ask many questions, like
"what do you think of the company? What's the most difficult experience
you have ever had? Etc. but the difficulty is that the questions must show
the candidates' knowledge and ability and the candidates must think for a
while before they give the final answers.
Interviewer: now for the interviewees in the preparation stage. You circle
"in writing CVs". Can you clarify it?
Interviewee: a good CV must show off your ability as much as possible,
but for a lower position, if you boast too much, it will be unsuitable. And
with that CV, you should apply for a higher position. And in contrast, if
you apply for a high position, but you are too modest when you show very
little information about yourself, you may fail.
Interviewer: ok, now, for the performance. Firstly for interviewers, you
find difficulty in interacting with your partners? Can you be more specific?
Interviewee: yeah, for example, sometimes my partner and I (we are both
interviewers) talk at the same time. And at that time, i tried to stop but
sometimes she talked too much, i must stop her. And i also had difficulty in
role- playing part. At that moment there will be interaction between
interviewees and interviewers. If we can not guess the interaction from the
interviewees, we maybe put in passive situation.
Interviewer: so what is your recommendation, your solution for this
problem?
Interviewee: maybe good at guessing the ability of the candidate, how she
can solve the problem so that we can give the comments, the evaluation.

Interviewer: how can you (the interviewers) give the evaluation to the
interviewees?
Interviewee: in the role play, everything comes suddenly, and we have to
say something immediately, so there's no discussion between us.
Interviewer: ok, for the interviewees in the performance, the first difficulty
is expressing the ideas clearly and effectively?
Interviewee: from the previous semester, but now I don't think so.
Interviewer: it means you have improved that?
Interviewee: yes.
Interviewer: Go on, 'being nervous and unconfident when facing
challenging questions in the selling yourself part"?
Interviewee: Yes, because I don't have any ideas at that time and we pause
a lot.
Interviewer: in your opinion, what are the reasons for being nervous and
unconfident?
Interviewee: Because of the lack of idea, lack of knowledge, sometimes
the interviewers are too strict, serious
Interviewer: Any more difficulties or is that all?
Interviewee: uhm....I think that's all.
Interviewer: Ok, now come to the recommendations, first for the
preparation stage, you circle A "more themes and topics that are familiar to
students should be applied". What are the "familiar topics" in your point of
view?
Interviewee: there are some fields that we can consider, such as
entertainment, an MC for example, manager for a music band, manager of
a fashion shop, some other themes like economics and politics, but to be
honest I'm not very interested in them
Interviewer: "the topics and situations should be evaluated by the teachers
beforehand to make sure that they are sound".
Interviewee: yeah, all the times we hand in all the situations and the
materials but the teacher gave comments to us not always but sometimes
when there are serious problems. However, I think it is a good idea as from
teacher's comments; we can revise or change something.
Interviewer: for the performance, "interviewers should choose the most
suitable questions to ask interviewees". In your opinion, what is a "suitable
question"?
Interviewee: yeah, the candidate should answer something and it must be
some how equal to their knowledge.
Interviewer: "interviewees should advertise the most basic and special
information to attract the audience"?
Interviewee: yes, for example, some awards they get during their career
and the experience or some challenging situations they have dealt with.
Interviewer: what else? Other recommendations?
Interviewee: I think the interaction should be considered, when we
understand each other well, we will find the process smooth and find the
solution easily
Interviewer: how can you have good interaction?
Interviewee: I think flexibility is the key factor here. For example, when
one interviewer is saying, the other should keep silent. And if the solution
is good enough, interviewers do not need to say too much.
Interviewer: right, ok, is that all?
Interviewee: I think that's all.
Interviewer: thank you very much!
APPENDIX 5
INTERVIEW 3 - INTERVIEWEE C

Interviewer: Hi, are you ready?

Interviewee: Yes
Interviewer: The first question, why do you think speaking is the second
most important skill?
Interviewee: Yes, because I think when we listen well, we can speak well,
so I choose speaking skill is the second most important skill.
Interviewer: Right. And you find simulation activity is interesting and
effective, right? Move to the next issue. For the aspects of speaking
proficiency, I list 8 aspects of speaking proficiency here because you know
that you are now at year 3 of the university, so you are assumed to have
proficient speaking ability. You circle "expressive devices", "compensating
language" and "interacting with others". What can you say about this?
Interviewee: Well, I think simulation is used to practice impromptu
speaking, so the other skills, such as "lexis and grammar" and "connected
speech" are somehow not noticed and I try to speak fast and fluently but
still make some grammar mistakes. So I think I can not improve the lexis
and grammar in simulation.
Interviewer: Ok, so can you give me an example of compensating
language?
Interviewee: For example when I was an interviewee, I had to persuade
that I am a good employee so I try to express clearly, and..that is.
Interviewer: And what's about "interacting with others"?
Interviewee: Yeah, because there are 3 parts in a simulation, the 1st is CV
introducing, the 2nd is situation, and the last is problem- solving, and in this
part we often have the role play, so it's good to help develop interacting
skill.

Interviewer: Ok, now the next question is about the difficulty you have to
face. Can you explain more why you find designing the situation difficulty?
Interviewee: For example in my group, 2 interviewers designed too easy
situations, and the candidates act differently, and there are no criteria to
evaluate
Interviewer: In your opinion, what can be called a good, sound situation?
Interviewee: Well, I think the situation must check the candidates' ability
and knowledge that suits the position that he/ she applied for.
Interviewer: The next question, you find writing CVs difficult and
complicated. Can you be specific?
Interviewee: Yeah, it's the part that I spend a lot of time preparing, and
because it's not my own information and experience, I have to make up. I
am not sure whether it suits the position I apply for or not.
Interviewer: Ok, do you have any other difficulties?
Interviewee: Well, I think that's all. The others I have explained in the
questionnaire.
Interviewer: For the difficulty in the performance. You say you are
nervous and unconfident when facing challenging questions. Why so?
Interviewee: well, it's my weakness. When I have to speak fast in front of
class, in front of many people, without thinking I often make some
mistakes and I am nervous.
Interviewer: So have you found the solution?
Interviewee: Well, I am searching for the solution, I think maybe I should
forget the audience and be attentive to answer the questions from the
interviewers, and try to speak as much as possible, and think I am doing the
job well.
Interviewer: Alright, what about the recommendations, I just want you to
clarify, for example "about the familiar topics should be applied". In your
opinion, what can be called the familiar topics?
Interviewee: For example, hospital and health, spiritual life
Interviewer: And "the teacher should evaluate and comment the situations
beforehand"?
Interviewee: Yep, I think it's necessary because she can give us some
comments and suggests some activities.
Interviewer: So besides the recommendations listed here, do you want to
add any other suggestions?
Interviewee: Well, I think that's enough.
Interviewer: Alright. Thank you very much for joining in this interview.

APPENDIX 6
INTERVIEW 4 - INTERVIEWEE D
Interviewer: Hi, can we start the interview now?

Interviewee: Yes
Interviewer: Ok the first question, you say that in your opinion speaking
skill is the second most important skill, right? Why do you think so?
Interviewee: Yes, I choose speaking skill is the second most important
skill because I think listening is more important. I think there has a
relationship between listening and speaking, reading and writing but I think
firstly if we want to speak well, you have to listen, to understand well.
Interviewer: Next question, you find simulation is not very effective?
Interviewee: Because I think the role of the interviewees is not effective.
Sometimes in the interview I can not remember all the information I make
up in the CV because it is not real.
Interviewer: Does it really affect the effectiveness of the simulation in
general?
Interviewee: Well, I think, one of the most important characters in the
simulation is the promotion of the interviewees but when they can not
remember their experience they wrote in the CV, it will reduce the
effectiveness.
Interviewer: Any other reasons?
Interviewee: Well, I had a chance to observe the real interviews and I see
that it is not as complex as in the simulation in university, too many steps
and complicated situations.
Interviewer: Thank you, and about the aspects of speaking proficiency.
You know that you are at grade 3 of university and you are assumed to gain
proficient speaking skills. I can see that you circle four aspects: lexis and

grammar, connected speech and expressive devices and language
processing. What about other aspects? You can not gain those skills in the
simulation right?
Interviewee: Well, actually for language processing, as an interviewer,
when the interviewee answered my question, I had to be very attentive to
think what she was trying to express and put the information in a
comprehensive way, even though there were some sentences I could not
catch what she intended to convey. And for other skills, I can find the in
debate activity.
Interviewer: Coming to the difficulty. You said that you have difficulty in
choosing the interesting topics. In your opinion, what are the criteria for an
interesting topic?
Interviewee: Well, it should be suitable to our level, and secondly it should
be related to our major, for example, my major is translating, so some jobs
like translator or interpreter will be suitable.
Interviewer: What about the suggested jobs for those who are specify in
teaching?
Interviewee: uhm...for example recruiting a lecturer, teaching assistant
Interviewer: And the second difficulty is designing the situations. Can you
give be more specific?
Interviewee: I have just one chance to be an interviewer. And at that time I
choose an easy position to become a volunteer in the Vietnamese museum
of ethnology, and everyone finds it easy.
Interviewer: Have you ever seen a very difficult situation that the
candidates have no idea about?
Interviewee: Well, for example one candidate wrote in her CV that she can
sing and draw, she makes up the experience but in the simulation, when the
interviewers ask her to draw a duck or a chicken, she can not draw. That's a
funny experience.
Interviewer: And for the interviewees, you find it challenging to write a
CV because it's not your own experience and information. Why do you
think so?
Interviewee: yeah, because sometimes I do not really understand the
position I chose, and I can not remember all the information in write in the
CV because it is artificial.
Interviewer: Now move on to the difficulty in the performance in the
simulation, first for the interviewers, you say you have difficulty in
pronunciation. Can you give me an example?
Interviewee: Actually it is quite normal when making some mistakes, but
because sometimes I am not confident, then I make some pronunciation
mistakes.
Interviewer: And another difficulty is in responding the interviewers'
questions?
Interviewee: Yes, in some parts, I do not understand clearly about the job I
apply, and the information I search in the internet does not match with what
the interviewers have found, so sometimes my answers c an not satisfy the
interviewers.
Interviewer: Thank you, and for interviewees, you choose B " forgetting to
be in the simulation and act as a student in real life"
Interviewee: Yeah, at that time I was very nervous and I didn't know what
to say, then I answered " I'm sorry, I have no idea about this".
Interviewer: uhm...and move to the last question, about recommendations.
You circle "more themes and topics that are familiar to students should be
applied" well, it is clear now because you have mentioned already, in other
words, the topics should be close to real life and your major right? And the
topics, the situations should be evaluated and commented by the teacher
beforehand. Why do you think that?

Interviewee: Yes, because our teacher has much more experience and she
will know which situation is appropriate, which one is too challenging, or
she can suggest some activities to test the candidates.
Interviewer: uh huh. And you also suggest that students should experience
some real interviews to know what they really are in real life. Can you
explain more about this?
Interviewee: Because I have some experience in interviewing, and I think
it's not as complex as in the class. I did interview as a tour guide of an
organization, or a volunteer, and assistant for VTV6. They give us some
videos to test us translating.
Interviewer: Ok, do you have any other recommendations?
Interviewee: Well, I think I have mentioned clearly in the questionnaire.
And I think that's all.

APPENDIX 7
INTERVIEW 5- INTERVIEWEE E
Date of interview: 12th, March 2010
Interviewer: Hi, are you ready with the interview?

Interviewee: Yes
Interviewer: From the questionnaire, you choose speaking skill is the
second most important skill.
Interviewee: Yes, because fist of all you have to listen well, only after
listening well, you can speak well.
Interviewer: Yes, number 2, 3 are very clear, you find simulation
interesting and effective. I find it clear. And the next question about the
aspects of speaking proficiency. You know that you are at year 3 of the
university, and you are in Fast track program, so you are expected to gain
proficient speaking ability. And you choose 4 out of 8 aspects, which are
"expressive devices". How do you know you can gain this skill, from your
teacher's comments, your peers' or you realize by yourself?
Interviewee: Yeah, thank you for your question. I realize from my peers'
comments and realize by myself.. It happens in the situation part, I have to
role play and solve the problems. And it is the first time I have to try to be
angry, because I am the customer of the restaurant, and there is a flight in
my cup of coffee so I have to pretend to be angry and criticize on the
restaurant, and I have to express a lot of my emotions, my feelings. I have
to raise my voice many times, and I even have to scream.
Interviewer: Yeah. That's an interesting story. And about " compensating
language' it means the ability to show the structures of what you are saying,
how and when to take the floor. You achieve by yourself or your teachers
teach you?
Interviewee: mostly I realize and improve by myself.

Interviewer: yeah. And for option F "interacting with others". Can you
give me one specific example?
Interviewee: uhm, I have to interact with the candidates, my partner. First I
have to interact with the other interviewer, I can not jump up into the
other's mouth and I have to wait until she ends her part, her speech. And for
the candidates I try to be patient, not showing my boredom, not interrupting
the candidate suddenly, that is the kind of interaction
Interviewer: And for G " real time information processing", in other words
it is the time we process the information the others tell us the moment we
get it
Interviewee: of course, before I asked the candidates, I didn't know the
answers, I had to concentrate on what they were saying because in some
situations I have to give comments on the candidates right away. Of course
I have difficulty in listening to someone, it is the first time I was forced to
process the information and respond immediately.
Interviewer: And you admitted that you have difficulty in both the
preparation and the performance right? And you find it difficult to choose
the interesting topic. In your opinion, what is an interesting topic?
Interviewee: Yes, of course we are assigned the themes, but we have to
narrow down the themes to find the topic. I think it's quite difficult, for
example the theme is economics, but we can not recruit a CEO because to
become a CEO, the candidates have to search a lot of information to get the
economical knowledge even though it is a very interesting job. So for such
a theme like economics, we can find the job that is both simple and
interesting
Interviewer: so what are the criteria for an interesting topic or a job?
Interviewee: uhm, I think there is something related to our major, for
example in the theme communication, we recruited an English MC, but we
can not choose the singer, it is difficult
Interviewer: thank you. And what's about the difficulty in designing the
situation for the candidates?
Interviewee: well, I think there are some requirements for the situation.
First it should be designed to check the ability of the candidate; second it
should be interesting enough to attract the audience. And the situation
should be related to the themes and has a suitable time restriction
Interviewer: What about writing a CV?
Interviewee: Actually I haven't played as an interviewee, but if the
candidates find it difficult, they can consult some templates in the websites,
there are a lot of model CVs. But for the information and the knowledge,
the candidates should do a research on it and I think that it takes a lot of
time and it needs patience a lot
Interviewer: next question, you admitted that you have difficulty in
pronunciation
Interviewee: yes, pronunciation is my weakness, because I have a habit of
pronouncing some sounds from my experience in high school, and now it
digs into my brain
Interviewer: For example?
Interviewee: Yeah, for example, I have problems with the ending sounds
"s", and "z",
Interviewer: so you realize by yourself or from your teacher's and your
peers' comments?
Interviewee: My teacher, especially in the simulation, when I have to
speak fast and without thinking, I forget the ending sounds.
Interviewer: And in giving comments for each candidate, for example?
Interviewee: For example, sometimes the interview makes me bored, and
moreover giving comments somehow like criticizing others. I don't know
how to give the most sensible comments in order not to hurt others but now
I change a little bit, so the problem is not very serious now.
Interviewer: Ok, and the last question will be related to the
recommendations. You choose D "both interviewers and interviewees
should search for different types of information related to the job they are
applying for". Do you have any other recommendations in the preparation
stage?
Interviewee: I think that's all.
Interviewer: What's about recommendations for the performance?
Interviewee: I think in the role play, students should put themselves in the
situation. For example, there's a flight in my cup of coffee. If I am not
angry, the interviewers can not evaluate that performance. And I think that
candidates should perform as much professionally as possible

APPENDIX 8
INTERVIEW 6- INTERVIEW TEACHER F
Interviewer: Good afternoon! Are you ready for the questions?

Interviewee: Yes
Interviewer: The first question, I just want to confirm about the options you
chose in the questionnaire. For question 3, you chose A "lexis and
grammar". Can you be more specific?
Interviewee: Well, I chose that because in the simulations, candidates
sometimes had to discuss with each other to solve some tasks designed by
the interviewers, so they can develop language functions such as agreeing,
disagreeing, expressing surprise, approval, etc. I see that my students can
achieve and improve this skill a lot. Their vocabulary is widened much.
Interviewer: What about other aspects, for example, the ability to interact
with other and real time processing? Or the ability to use expressive
devices? Can you give me an example?
Interviewee: Yeah, for example in the simulation, they knew when and
how to raise their voice or change the volume appropriately, especially in
the problems- solving part.Another example, the interviewers have to
interact with the interviewees and interviewers, I mean their partners as
well. So when they observe others, they can learn this skill. Moreover,
when I give comments for one student, others can learn it and improve a
lot. And this is the same for other options I chose. My students have gained
much progress, especially for the second time.
Interviewer: Do you have any criteria to evaluate your students'
performance?

Interviewee: Of course, we have. You can take a look at the simulation
marking rubrics for both interviewers and interviewees. We have clear
criteria.
Interviewer: Ok, next I would like you to look at the question number 8 in
the questionnaire, which is about the difficulties students have to face
during the performance stage for a simulation. Many students said that they
have the difficulty in designing the situations for the candidates. So in your
opinion, what are the criteria for a good situation?
Interviewee: Yeah, you can find the answer by looking at the simulation
marking rubic for the criteria.
Interviewer: Yeah, I will look at it again. And the next question, a
majority of students found writing CVs difficult as those CVs are not their
own information; they don't know how to make it attractive. In your
opinion, what can be called a good CV?
Interviewee: I think a good CV is the one that you can sell yourself best,
and it has a relevant writing style, language use. And actually I think we
have a lot of model CVs for students. And...they have learnt about how to
write a CV in the previous year, so I don’t think that they have any excuses
to say they don’t know how to write a CV.
Interviewer: Thank you. And for the performance of simulation, some of
them admitted that they find it difficult to express their ideas clearly and
persuasively because they lack time to think carefully. So what are your
suggestions?
Interviewee: I think my suggestion is that they should rehearse many times
and I think for anyone in the first time taking part in the simulation,
mistakes are unavoidable, so practice many times to get familiar with this
type of activity.

Interviewer: Some participants say that in the simulation, the interviewees
often solve the problems individually, so they don't have to interact with
the partner, is it true?
Interviewee: Yes, for some. I think it depends on the design of activity by
the interviewers
Interviewer: Some of students have difficulty in interacting with partners.
What are your recommendations?
Interviewee: Well it's the way the interviewers have to do to choose the
best candidates by observing through the whole simulation.
Interviewer: And the last question. About your recommendations to help
students to overcome all the difficulties in both the preparation stage and
the performance. You can have a look at the questionnaire and give me
some examples.
Interviewee: Yes, let me see. For the preparation stage, more familiar
topics should be applied.
Interviewer: I mean "familiar" are the topics that are closed to life and
their career.
Interviewee: Yes...ah, it's a good idea. Moreover, the topics and the
situations should be commented and evaluated by the teachers beforehand.
Well, I do it always. Uhm...and I agree that both interviewers and
interviewees should prepare by themselves some unexpected questions and
situations before taking part in the simulation. Yep, it is very important.
And...both interviewers and interviewees should rehearse carefully before
coming to the simulation. I do agree I think it's very clear.
Interviewer: Do you have any other recommendations for the preparation
stage?
Interviewee: uhm, I think that for both interviewers and interviewees, they
should find the authentic materials on websites. For example, they can find
the authentic materials to design questions for the interviewees. And for the
interviewees, again, they can find some suggestions to answer the questions
from the interviewers.
Interviewer: Yeah, is that all?
Interviewee: Yes
Interviewer: What about the recommendations for the performance?
Interviewee: Well, for the interviewees, they should rehearse before going
to class, and they should imagine that they were being interviewed by the
real interviewers and they try to act as best as they can, and for the
interviewers, well, again I think they should have a good preparation, I
mean the way the design the questions should be real life questions, and for
the situations and every part of the simulation, it should be like authentic,
useful for them. I think that's all I think about.
Interviewer: Yes, thank you very much for joining in this interview.

APPENDIX 9
INTERVIEW 7- INTERVIEWEE: TEACHER G
Interviewer: Hi, thank you for joining in this interview. Are you ready?
Interviewee: Yes
Interviewer: ok, here we go. Look at the questionnaire first, this thesis
focuses on using simulation to develop speaking skills for 3rd year Fast
Track students. So I list 8 aspects of speaking proficiency, which aspects
do you think your students can achieve?
Interviewee: well, as I chose in the questionnaire, my students can gain all
these skills as when taking part in the simulation, they have to use all of
those skills. Moreover, because simulation requires real-life language use
and it requires them to make use of all the resources they have and seek
others to fulfill the task.
Interviewer: among the 8 aspects, more of them choose expressive devices
(C). Students also add that they realize and improve by themselves. What
do you think about this? Can you see the improvement in their
performance?
Interviewee: You mean the aspects in question 6 of the questionnaire?
Interviewer: Yes
Interviewee: Yeah I think my students did improve quite a lot as they
proceeded. Most of the time they were able to recognize their weaknesses
and I can see that through their reflection
Interviewer: Yes
Interviewee: However, there are other factors contributing to their
development as well, for example, I did incorporate some sort of training in

voice inflection within class hours, based on the weaknesses identified in
my students' performance
Interviewer: yes
Interviewee: They also got many helpful comments from their peers and
myself.
Interviewer: Okay
Interviewee: Does that answer your question?
Interviewer: Very supportive. And do you have any criteria for the
evaluation?
Interviewee: Yes, I have the simulation marking rubrics. You can consult
it.
Interviewer: Thank you. Do you think the evaluation checklist helpful?
Interviewee: Of course, it is updated and we base on that to give marks for
students.
Interviewer: Next question, 93% of them choose interacting with others.
They can learn a lot from the simulation, but a problem is that some of the
participants said the interviewees are interviewed individually so there's no
interaction with their partner. Is it true?
Interviewee: Yes, in a job interview, there's no partner, but they did
interact with the interviewers
Interviewer: Yes, ok next question
Interviewee: Ok
Interviewer: Related to Question 8, about difficulty. Participants said they
prefer familiar topics, such as about entertainment or related to their career
like teaching or interpreting. Can you suggest some other topics?
Interviewee: Well, we have a list of themes under which they will conduct
simulations
Interviewee: You can find the list of topics in the course outline

Interviewer: Some say that they have difficulty in designing the situations
for interviewees and in making interview questions
Interviewee: Actually I've come up with some ideas to try out next year.
Maybe at the beginning of the semester we'll elicit some topics that
students are more interested in and put them in the course schedules rather
than assigning them a list of topics like we did this semester
Interviewer: how about designing the situation? In your opinion, what is a
good situation?
Interviewee: I'm afraid your last question is too large to answer
Interviewer: You can list the most typical criteria for a good situation
Interviewee: Designing situations is and will be a difficult task for students
because they are not real employers, additionally as they said they lack
background knowledge of some topics. We do not aim at a simulation that
can be like real job interviews. We aim at creating opportunities for our
students to develop their skills and knowledge. So any simulation that
creates lots of opportunities for development and that shows students'
development can be seen as a good one, in my way of assessment
Interviewer: What if it is a too strange situation when the interviewees
have no idea, they can not say anything?
Interviewee: In fact none of my students had been in such situation
Interviewer: Alright, thank you, and next, some students suggest all the
topics and situations need to be evaluated by teachers beforehand. Did you
always do that?
Interviewee: They are required to send the topics, outline and situations to
me one week in advance for approval. But some of them just forgot to do
so. When they sent materials in, of course I checked and commented on
them

Interviewer: Yes, and next, some of Ss suggest to observe the real job
interviews, and ask experience from the real person in the real job to gain
experience, like ask the experience of an MC. Do you share the same idea?
Interviewee: Maybe it's a good idea, as long as they are allowed to
observe a real interview.
Interviewer: And the last one, please look at the last question in the
questionnaire. Do you share the same ideas with the recommendations in
the questionnaire? And do you have any other recommendations?
Interviewee: About your last question, I agree with A, recommend students
send their prepared materials in for teachers checking before hand, and the
situations in part 2 should be more specific (some situations were too broad
and it was impossible for interviewees to solve within a few minutes), D is
already in place. For the performance, let me see. A (interviewers should
not ask too personal questions), Well, it depends on the purpose of each
certain interview, sometimes asking about personal details will be helpful
for the employers to know more about the candidates. So, again, it depends
on each situation). For option B (Interviewees should advertise the most
basic and special information to attract the audience), actually my students
have already done that.
Interviewee: I also recommend students rehearse more carefully
Interviewer: Yes, some students say they feel nervous
Interviewee: Yes, some, and mostly because they are not very well-
prepared
Interviewee: Ok, any other questions?
Interviewer: How to interact smoothly with the partner? Some said they
don't know how, and they talk at the same time?
Interviewee: That happened, but I guess the solutions differ from one
situation to another. But I think in general, if they are better prepared, they
can avoid that
Interviewer: Well it is the last question. Thank you very much for
spending your time.

The Use of Simulation To Develop Speaking Skills For Third Year Fast Track Students at Faculty of English Language Teacher Education Ulis - Khúc Kim Lan - Qh.1.e

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The Use of Simulation To Develop Speaking Skills For Third Year Fast Track Students at Faculty of English Language Teacher Education Ulis - Khúc Kim Lan - Qh.1.e

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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

KHUC KIM LAN

THE USE OF SIMULATION TO DEVELOP

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

SUPERVISOR: MRS. VU TUONG VI, MA

Graduation Paper 2010

KHUC KIM LAN

Graduation Paper 2010

First of all, I would like to send my deepest thanks to Mrs. Vũ Tường

Graduation Paper 2010

Graduation Paper 2010

CHAPTER 2: LITERATURE REVIEW 7

Graduation Paper 2010

Graduation Paper 2010

Picture 1: Components of communicative competence

ELT: English Language Teaching.

Graduation Paper 2010

Graduation Paper 2010

In second language teaching and learning context, among various

Obviously, with a lot of advantages as listed above, simulation is

Graduation Paper 2010

All the above reasons have inspired the researcher to conduct a

1.2. Aims and objectives of the study

The study firstly aims at researching the advantages of using

Graduation Paper 2010

1. Which aspects of speaking proficiency under the communicative

1.3. Significance of the study

1.4. Scope of the study

It is the fact that Simulation is one of the most effective speaking

1.5. An overview of the rest of the paper

The rest of the paper includes four chapters as follows:

Graduation Paper 2010

Chapter 3 – Methodology – describes the participants and instruments of

Chapter 4 – Data analysis and discussion – presents the data collected in

Chapter 5 – Conclusion – summarizes the main issues discussed in the

Following this chapter are the References and Appendices.

Graduation Paper 2010

This chapter, as its name suggested, provides a brief review of the

2.1. Key concepts

2.1.1. The communicative approach

2.1.1.1. An overview of the communicative approach

The origins of Communicative language Teaching (CLT) were found

Graduation Paper 2010

Graduation Paper 2010

Graduation Paper 2010

As can be seen from the figure above, communicative competence

Graduation Paper 2010

Graduation Paper 2010

Grammatical Grammatical Linguistic

Strategic Strategic Strategic

Sociocultual Sociocultural Sociocultural

Diagram 1: The chronological evolution of Celce- Murcia at al’s

Graduation Paper 2010

Graduation Paper 2010

Graduation Paper 2010

Graduation Paper 2010

Graduation Paper 2010

There are a lot of definitions on the term “simulation”, among which

Meanwhile, Jones (1982) in his own research defines simulation as

2.1.3.2. Characteristics of a simulation

In simulation, the roles of students in simulations are classified into 3