Professional Documents
Culture Documents
Research paper
Difficulties met by English teachers and blind
students at Nguyen Dinh chieu secondary school
in organizing and involving in speaking activites
and solutions
Acknowledgement
Firstly, we would like to send our warmest thanks to our supervisor, Ms. Vu
Tuong Vi for her valuable comments and encouragement throughout our
researching process. Secondly, we are grateful to Mr. Pham Huu Quy,
Principal of Nguyen Dinh Chieu secondary school – Hanoi and three teachers
of English at the studied school for their effective co-operation in the study.
Thirdly, we also would like to thank the students of all eight classes at
Nguyen Dinh Chieu secondary school, especially eight interviewed students
for providing us with helpful and detailed information related to the research.
Last but not least, we would like to send our special thanks to our families and
friends for their considerable encouragement during the research.
Hanoi, November 29th 2009
Researchers
2
Abstract
Lacking the visual sense, blind and visually impaired people can use
only the oral language to communicate with other fully sighted ones in their
daily lives. Therefore, with the aim of helping the blind students socialize with
foreigners and putting their English in reality, English speaking skill started to
receive some attention from the authority and teachers in Nguyen Dinh Chieu
school, a special school for blind students. As one of the first attempts to
explore the difficulties of both teachers and students in speaking activities,
this paper shed its light on both teachers and students’ perception of these
problems. In addition, some suggested solutions to these challenges from the
teachers and students are fully exploited in this study. Based on these
hindrance and solutions, the paper also justifiably offer some pedagogical
suggestions and contribution for further study on teaching speaking for blind
students in the future. For the accomplishment of the paper, all of the 3
English teachers as well as 8 randomly chosen blind or visually impaired
students are supposed to take part in two different sets of interview and all the
classes are observed by the researcher for further information. In the stage of
analysis, the researchers realize that not only the lack of motivation but also
the poor facility quality including lack of the transcription for every word
challenges the speaking activities process. As a result, to help blind students
more involved in speaking activities in class, more effort of motivating
students from the teachers as well as investment from the charity and authority
should be made in the future.
3
Table of contents
Acknowledgements
Abstract 3
Chapter 1: Introduction
4
2.1.2.3. Blind and visually impaired students
at Nguyen Dinh Chieu secondary school 19
2.1.3. Speaking activities 20
2.1.3.1. Practical situation 21
2.1.3.2. Guessing games 21
2.1.3.3. Information gathering activity 21
2.1.3.4. Jigsaw activity 22
2.1.3.5. Discussion 23
2.1.3.6. Role play 23
2.1.3.7 An opinion sharing activity 23
2.1.3.8. Reasoning gap activity 24
2.1.3.9. Prepared talks 24
2.1.4. Difficulties 25
2.2. Related Studies 28
Chapter 3: methodology
3.1. Participants 34
3.1.1. Teachers 34
3.1.2. Blind students 35
3.2. Instruments 35
3.2.1. Observation scheme 35
3.2.2. Interviews 37
3.3. Data collection procedures 38
3.4. Data analysis methods and procedures 39
5
4.1. What are the difficulties that teachers of English at Nguyen
Dinh Chieu secondary school encounter when organizing speaking
activities for blind students, as perceived by the teachers? 41
4.1.1. Characteristics of the class 41
4.1.2. Facilities 43
4.1.3. Tutorials 44
4.1.4. Students’ awareness 45
6
Chapter 5: conclusion
References 65
Appendices 68
7
Chapter 1: Introduction
This initial chapter elucidates the research problems and justifies the
rationales for the study. Afterwards, four research questions, the aims, scope
as well as the methods of the study are presented. Finally, the chapter provides
an overview of the rest of the paper to orientate the readers throughout the
study.
8
teaching materials, and students’ shyness in communicating, etc., four English
skills, especially speaking English is just integrated as some extra activities in
English classes in general and in blind students’ classes in particular.
Therefore, investigating in speaking English lessons seems to be out of reach
especially in Vietnamese current situation. (Nguyen, 2009, p.1)
In addition, not much research on teaching English to the blind has been
carried out until now, which is a considerable disadvantage to people with
visual limitations. With the aim of helping these miserable people, the
researchers have decided to conduct a study on “difficulties met by teachers
and blind students at Nguyen Dinh Chieu secondary school in organizing
and involving in English speaking activities and solutions”.
9
The second worth reading study is an article “Teaching English to
Blind and Visually Impaired Pupils” by Anna Maria Aiazzi (2007). This study
lists out many challenges of teaching the blind students from the objective
difficulties such as expensive books of Braille which are difficult to be found
to the subjective ones coming from the visual limitations of the students
“teachers cannot use images, drawings or pictures to teach English, or
anything implying the visual code, such as blackboards”. Nevertheless, this
study seems to be more of personal experiences rather than a research with in-
depth investigation.
First and foremost, the study aims to explore the difficulties in organizing
and participating in English speaking activities of teachers and blind students
at Nguyen Dinh Chieu secondary school. Subsequently, the paper is
purporting to address practical solutions which would possibly be applied to
raise the effectiveness of developing learners’ speaking proficiency.
10
1. What are the difficulties that teachers of English at Nguyen Dinh Chieu
secondary school encounter when organizing speaking activities for
blind students, as perceived by the teachers?
3. What are the difficulties that blind students at Nguyen Dinh Chieu
encounter when participating in speaking activities in class, as
perceived by the students?
11
1.5. Scope of the study
Supporting the reliability and feasibility of the paper, the size of samples
will be put in strict consideration. The total of 3 English teachers and 8 blind
students will be invited to take part in semi-structures interviews.
1.6. Methodology
12
In addition to in-class observations, several interviews would be employed
to clarify and confirm some data found in the observations, as well as to add
more information if necessary. These interviews would be conducted among 3
English teachers and 8 randomly-picked students of each grade (2 students per
grade).
The language of the interview would be in Vietnamese for students (as
they are not supposed to be competent in English) and either simple English
or Vietnamese for teachers. Technical terms (if any) would be carefully
clarified for participants to easily understand the interview questions, and to
make sure that no misunderstandings may occur among them.
After that, the data collected would be analyzed and then demonstrated to
for comparison and interpretation.
1.7. Organization:
whole study, including the definitions of key terms, as well as the concise
interpretations and analysis of the data. Besides, the discussion referring back
13
to the literature review in the research area was also included to show the
limitations of the research was also pointed out before some suggestions for
further studies are made. Following this chapter are the references and
Appendices
Summary
studies, the researcher has stated the rationale behind this study. Besides, the
significance, scope and organization of the whole paper were provided in this
very first chapter. In brief, this chapter acts as a general guideline for the
14
Chapter 2: Literature review
The chapter, as its name suggests, sheds light on the literature related to this
study, thereby helping to lay the concrete foundations for the development of
the succeeding parts of the paper. Initially, the related key terms would be
defined. Following the definitions of key terms will be a comprehensive
review of related studies to disclose the research gap which will be filled to a
certain extent by the present study.
Nguyen Dinh Chieu secondary school was founded in 1982. Since then,
it has been virtually the only place for students with blindness or serious
visual impairment in Hanoi to receive formal education. This school
provides education for both normal students and the blind ones with the
appreciable attempts to integrate blind children into an ordinary school of
normal peers. From grade 6 to 9, there are 9 classes, each class consists
of over 40 students, in which 3 to 5 are blind.
The facility of the school meets the standards for basic Vietnamese
secondary classrooms with one blackboard, 20 to 25 student tables, one
teacher table, two fans and lights. There are no projectors, computers or
any high technology teaching aids. Microphone sometimes can be
provided by teachers to raise the effective level for their lessons. The
15
classroom setting follows the type “rows of tablet-arm chairs” when in
pair, students sit into four rows, facing the blackboard and the teacher
table. The blind do not have special or fixed spots in every class, they
seat with their normal classmates.
2.1.2. Tutorials
16
staffs, purporting to help these students catch up with their peers in normal
official classes which often take place in the morning. Regarding the English
tutorials, there are two classes each week, the duration of each class is around
45 minutes. There are no assigned rooms for the tutorials, class location is
changed continuously, depending on the teachers, the students and other
surrounding factors. The number of students for each class is also unfixed as
their demand in learning is different in time. At Nguyen Dinh Chieu school,
there are three English teachers and they all take part in the program. Their
students in the extra classes are also their official students in the morning
classes. The content of the lessons are flexible in accordance with the student
needs. Usually, teachers tend to help students revise what have been taught in
the morning classes so that they will not stay behind their classmates.
Sometimes, new lessons can be carried beforehand to make it more
convenient for the blind to follow the lessons in their next classes.
2.1.2.3. Evening tutorials
In the evenings, blind and visually impaired students at this school also
receive tutorials by students from Hanoi University of Technology. During the
time working with these undergraduates, the blind and visually impaired
students can raise any questions related to all the subjects they learn, not
restricted to only English.
17
sight power and whether he/she has got serious problems with their eyes
can be determined by examining their visual acuity. Therefore, it is
necessary to understand what “visual acuity” means before turning to
other terms in this research.
18
though does provide the researchers with an overall understanding of the
concept, seems to be too broad and general. Therefore, this research will
adopt a more detailed definition from Wikipedia the free
encyclopedia:“Vision loss or visual loss is the absence of vision where it
existed before, which can happen either acutely (i.e. abruptly) or
chronically (i.e. over a long period of time). Various scales have been
developed to describe the extent of vision loss based on visual acuity”
19
Another scale was also developed in the International Classification of
Diseases(1977) by the World Health Organization, in which vision loss
is categorized into three types: normal vision, low vision and blindness.
For the sake of clarity and consistence, the researchers would like to
adopt the range by the Visual standards report prepared for the
International Council of Ophthalmology at the 29th International
Congress of Ophthalmology (2002).
There are about 30-40 blind and visually impaired students studying at
Nguyen Dinh Chieu secondary school-Hanoi every school year.
According to the school’s principal and teachers, all of the students are in
the state of “near-total vision loss” and “total vision loss” (number 6 &7
in the aforementioned Range of Vision Loss). These students are
integrated into eight classes (grade 6 grade 9) of fully sighted
students. They are equipped with course books in Braille of the same
contents with their classmates. Most of the blind students live in the
dormitory in Nguyen Dinh Chieu secondary school, where they often
receive extra lectures by teachers/volunteers for further understandings
of the lessons they learn in class.
Speaking is the act of using your speech organs to make sounds in response to
certain situations (Oxford advanced learners dictionary). According to Levelt
(1989), it is also “one of our most complex cognitive, linguistic, and motor
20
skills” (p.32). Especially, because of its importance, the role of speaking
needs to be highly concerned when developing E language proficiency for
Vnese secondary Ss.
Nevertheless, due to the fixed schedule for the secondary English program, it
is impossible to carry out full-time English speaking lessons for our high
school students. This means that speaking activities have to be integrated into
English lessons as a whole to support students’ proficiency. In short, teachers
need to look for short but effective speaking activities to be held in class. For
instance, simple personal questions may produce more opportunities for
students to practice dealing with daily conversations, reading out loud a
passage would promotes pronunciation revision, or creating a conversation
based on a given text can help students be more familiar with communicative
situations (Unit 1, English 8 course book), etc.
21
One student volunteers to come to the board and see one object, one famous
person, or one picture, etc. Other students work in groups and pairs to make
yes/no questions. The volunteering student will answer only “yes or no” until
the correct answer is found.
English 6 (p74): work in pairs. Look at the pictures. Choose one of the
houses. Don’t tell your partner which house. Ask questions to find
which house your partner chooses.
“In a jigsaw activity, each partner has one or a few pieces of the “puzzle” and
the partners must cooperate to fit all the pieces into a whole picture” (Huong
et al., 2009)The picture can be not only a picture but also a narrative story or
even a photo, etc.
22
2.1.4.5. Discussion
In role plays, students are assigned roles and put into situations that they may
eventually encounter outside the classroom. Because role plays imitate life, the range
of language functions that may be used expands considerably. Also, the role
relationships among the students as they play their parts call for them to practice and
develop their sociolinguistic competence. They have to use language that is
appropriate to the situation and to the characters. (Trask, 1982:32)
23
English 7 In a group of four, ask your friends what they like doing in
their free time. Make a list of your group’s favourite leisure
activities (p.65)
English 8 - Unit 10: Word with a partner. Think of ways we can reduce
the amount of garbage we produce. The words in the box may
help you. (p.89)
“Involves deriving some new information from given information through the process of
inference or deduction and the perception of relationships or patterns. The activities
necessarily involve comprehending, and conveying information” (Huong et al., 2009)
24
Plays into a Vietnamese English classroom is untraditional and may be time-
consuming, it is not widely applied by Vietnamese secondary teachers.
2.1.5. Difficulties
25
decided to follow that classifying criterion which divides difficulties of
learning English into objective and subjective difficulties through out the
research.
2.1.5.2. Classification of difficulties
2.1.5.2.1. Subjective difficulties
Firstly, in order to categorize the results of the present research in the later
chapters, it is necessary to make clear about the concept of “subjective
difficulty”. The term “subjective” is defined by the Oxford Advanced
Learner’s Dictionary as “existing in somebody’s mind rather than in the real
world”. In a similar vein, the American Heritage Dictionary of the English
Language (2000) also provides a definition of “subjective”, in which this
adjective means “belonging to, proceeding from, or relating to the mind of the
thinking subject and not the nature of the object being considered”. Although
there are certain differences between the two mentioned definitions in terms
of wording, it is observed that the two agree in considering “subjective” as
relating to the mind of the thinking subject, not the real world. Therefore,
combining with the definition of “difficulty” provided previously, the term
“subjective difficulty” can be understood as the problems related to the mind
of a thinking subject, a specific person/group of persons, and not the ones
caused by the real world. Accordingly, the border between “subjective
difficulty” and “objective difficulty” is heavily dependent on who the thinking
subject, or in other words, who the specific person/group of persons is.
Specifically, in the case of visually impaired students’ difficulties, the
thinking subjects are the visually impaired students; the difficulties related to/
caused by these students, therefore, are considered subjective difficulties
while one related to/caused by other factors from the real world like teachers,
tutors, facilities,etc. are considered objective ones. For the case of teachers’
26
difficulties, this way of distinguishing between subjective difficulties and
objective ones also works. To be more exact, in this case, the teachers are the
thinking subject, difficulties related to/caused by them are the subjective
difficulties and ones related to other factors are the objective ones.
As it can be clearly seen from the two definitions above, there are two
conditions for a matter, a thing or an opinion to be “objective”: it is a real fact
and it is independent of people’s beliefs or feelings.
27
considered as objective ones, since those difficulties are real and independent
of their beliefs and feelings.
The challenges with tutors or teachers can be divided into two main points.
The first challenge is tutors are always the fully-sighted people, most of whom
often neither understand the blind situation nor devote their time to getting
literary in accessing the Braille formats for only Blind people. As a result, it is
suggested that the literate blind people should be trained to become teachers.
28
The second one is tutors experienced no special training to teach blind
students, which is quite similar to NDC school situation where these teachers
have to teach not only the blind students but also the normal ones. The
suggested solution is “educate staff members in mainstream, community-
based programs about the literacy capabilities and needs of blind and visually
impaired people”. Although each stated challenge is followed immediately by
a solution, it seems not to satisfy every reader because of the
unreasonableness and vagueness of the solutions. The first solution is too
difficult to implement due to the fact that there are not enough literate blind
people to be trained as teachers. The second one is also unsatisfactory because
understanding about literacy capabilities and needs of blind students could not
help much with teaching them in class.The second challenges come from the
tutees. Many objective factors such as lack of information about the program,
specialized help, or racial discrimination from the citizens and other
subjective ones like their complex about different situations or suspicion of
the program’s benefit, etc. hinder these blind people from taking part in the
programs designed to meet the needs of sighted people. The recommendation
to these problems is to provide brochures which have been translated into the
immigrants’ language about the benefits and services of program. However,
this solution seems to find only one piece of the whole picture, which means
dealing with only the subjective factors especially their suspicion of the
program but can not cover other objective onesIn addition to the two
mentioned challenges with tutors, tutees and programs, there is only one small
part discussing the in-class problems “challenges and responses when serving
tutees”. However, in fact, this part of the journal focuses on only how they
teach the blind students with some special teaching techniques in general but
29
not come into details about the real difficulties tutors and tutees face in class
when applying these techniques.
Another study on this research topic is the article named "Teaching English
for blind and visually impaired pupils" (Aiazzi, A., (2008). This article does
mention many difficulties and mistakes in teaching and learning English,
which come from teachers, students and other factors such as learning
facilities and environment. Teachers' common mistakes when teaching blind
students would likely be: regularly mentioning verbs like "watch", "see",
"look", which discourage blind students as they become conscious about their
disability; forgetting the gap between normal students and visually impaired
ones when teachers follow the speed which is too fast for blind students;
heavily relying on the oral code to teach blind students as they possibly
misunderstand and misinterpret the messages. In terms of difficulties,
teachers cope with many problems such as: they cannot use pictures and
images, or other visual aids to teach blind students, they have to pay more
30
attention to visually impaired ones as they need more careful and special
instructions, as well as encouragement; last but not least, most of teachers are
not systematically trained to teach visually impaired learners, thus their
teaching methods may still be inappropriate. Additionally, blind students have
many difficulties of their own when they are visually disabled and obsessed of
their disability. Besides, the problems also come from learning environment
when normal students are not very cooperative with blind ones, or from the
poor-equipped facilities like lack of Braille books or special teaching aids. All
of these factors lead to the current problematic situation of teaching blind
learners.
However, this article still has some gaps which are not effectively healed
throughout the study. First, all the difficulties mentioned are common in
teaching for blind students in general, not specifically teaching English. It
would be better if some typical features of teaching English, as well as typical
problems of teaching English for blind students are studied to make the
research more thorough and deep into the matter. Second, the age of blind
students are not specifically mentioned, because the difficulties may varied
among different ages. Third, the classification of visual loss is not studied
clearly, since students of different level of visual loss have different
difficulties, thus require different teaching methods and treatment from
teachers.
If the first study digs deeply into the difficulties of teachers and blind students,
the second study, whose title is "Teaching English to blind student" (Seng, C.,
2004), focuses on some tips and solutions to the related problems. In this
article, the author does give some advice for teachers to bear in mind when
teaching blind students. First, the teacher should understand the background of
31
students, such as the reason why they become blind and the level of their
blindness. Second, teachers should make full use of the Braille documents, but
if there is a shortage of them, they should use other techniques like recording
the reading texts, reading the texts out loud, or using computer software with
sound technology to help blind students understand the lesson. Third, teachers
should remember to say out the instructions in class, or utilize other sensory
codes except from visual code because the blind students cannot see the
pictures, the words on board or the screen. Lastly, teachers should encourage
the sighted students to help the impaired ones so that they can be more
willingly and involved in classroom activities.
However, some tips provided in this article cannot be applied widely in many
learning contexts. For example, the tip of using computer high technology like
computer software would likely to become infeasible in many areas where the
teaching classrooms are not well-equipped; or the tip of encouraging sighted
students to help the blind ones may have counter-effects since it may distract
the normal students, or may cause depression in blind ones.
Summary
The chapter has laid the theoretical background for the whole study through
defining key terms and reviewing related studies. Particularly important is the
definition of visual loss and the presentation of speaking activities exploited at
secondary school in Vietnam in general. Also, brief evaluation of related
studies on the difficulties of teachers in teaching blind students has revealed
the gap which is going to be bridged in this research.
32
Chapter 3: Methodology
33
The previous chapter has provided the basic theoretical background for the
paper. Continue the line, this chapter underlines the practicality of the
research by presenting the method by which it was carried out. In detailed,
this method is discussed through four sub headings, namely participants,
instruments, data collection procedures and data analysis.
3.1. Participants
The process of data collection would involve both the teachers of English and
the blind students at Nguyen Dinh Chieu secondary school as follows:
3.1.1. Teachers
34
time teaching English to the blind students would greatly contribute to the
study. Secondly, the teachers are in charge of different grades and classes at
Nguyen Dinh Chieu secondary school, their experience with students of
different age, English competency, characters and perhaps different causes of
blindness would provide useful and varied information for the research.
As the obstacles the blind students encounter when taking part in speaking
activities are also the expected outcomes of the study, the participation of the
blind students plays a vital role in this research. Hence, the observation
process was carried out in eight classes (6A, 6B, 7A, 7B, 8A, 8B, 9A, 9B)
where blind students are learning. In addition, under the light of “simple
random sampling”, 8 blind students from eight classes of different grade and
English competency took part in the interview session of the research.
3.2. Instruments
For the validity and reliability of the study results, our research is conducted
under the combination of the two data collection methods: observation and
interview.
35
helps us partly answer the first and second research questions with some
surfaced difficulties such as blind students could not hear clearly because of
the noisy class, or teachers have some problems with louder, etc. Secondly,
observation method is applied with the aim of collecting some raw data about
the behaviors of the teachers and students in speaking activities from which
we can find out some problems for deeper investigation in the following
interview part.
Our tally sheet, which is included in the Appendix 1, is divided into three
main parts: types of activities, teachers’ activities and Blind students’
activities. The first part lists out various types of speaking activities based on
the literature review to see in each lesson how speaking activities are
exploited by teachers and how many times these activities are integrated to
promote students’ speaking competency. The second part about teacher’s
activities is split into two smaller categories in a chronological order: giving
instruction and holding activities, in which we tend to find out how teachers
apply visual aids and audio aids to teach the whole class. The last part is
devoted to the blind students’ activities in order to see how they are involved
in the lesson
Though simple and modest as this tally sheet may seem, the results of the
classroom observation process are really helpful for the researchers to design
36
the interview questions for further investigation into difficulties of teachers
and blind students in involving blind students in speaking activities.
3.2.2. Interviews
37
3.3. Data collection procedures
• Phase 1
This stage enhances the preparation of the observation scheme and the
proposal for observing Nguyen Dinh Chieu classes. At first, the research
group made a proposal to both Head Masters of HULIS and Nguyen Dinh
Chieu school to ask for the permission to be observers of some English classes
from grade 6th to 8th in Nguyen Dinh Chieu school. Phone calls and face to
face meetings were held for the timetable of the Nguyen Dinh Chieu classes
as well as the approval from the English teachers. After that, there was a trial
observation in class 7B by two members of the group. The observation
scheme then was set up.
• Phase 2
The second phase took place in the investigated classes where observations
were made. During the lesson, observation notes were taken by the researcher
based on an observation sheme had been carefully designed in advance. In
addition, video-recordings of the blind students’ performances were
conducted so that the researcher could have detailed references to reassure the
outcome of the interviews.
• Phase 3
38
the strictest confidentiality; henceforward, all the participants felt willing and
comfortable to participate in the process. The interviews were successfully
conducted thanks to the teachers and students’ highly supportive attitude and
assistance.
After the data had been gathered, they were classified, analyzed and
synthesized carefully and systematically with a view to revealing particular
patterns to be interpreted later.
First of all, the data collected from the in class observations would be
analyzed to find the problems of both teachers and blind students faced with.
By doing so, the researcher had an overall and also some specific difficulties
of teachers and blind students in teaching and studying speaking English.
After that, the data colleted from the interviews were compared with those
collected from the observations. Also, the data from interviews could help the
researcher had a more specific understanding of the problems of students and
teachers and the solutions as suggested by the teachers.
All the data collected from the observations and the interviews were classified
according to the research questions. Noticeably, they would be analyzed and
then demonstrated for comparison and interpretation. Besides, some of the
quotes from the interviews with teachers and blind students would be cited
when necessary to support the points here and there in the research.
Summary
39
This chapter has justified the methodology of the study by elaborating on the
participants including the teachers and students at Nguyen Dinh Chieu
secondary school, as well as the triangulation data collection method.
Clarification has also been given to the data analysis methods and process.
The presentation and interpretation of findings from such analysis are going to
be made clear in the next chapter.
40
The previous chapter has clarified the methodology applied in this study,
particularly the descriptions and justifications of the choice of participants, the
instruments and data collection and analysis process. In this chapter, all the
results collected from the interviews and classroom observations will be
presented and discussed in detail. Noticeably, analysis of the collected results
have been compared with the literature in the field to figure out the
similarities as well as the new findings of the study.
Below are the data presented in accordance with the four research questions.
The discussion is also engaged in the data presentation with a view to making
the arguments more sharply deployed.
4.1. What are the difficulties that teachers of English at Nguyen Dinh
Chieu secondary school encounter when organizing speaking activities
for blind students, as perceived by the teachers?
Teaching the Blind and visual impaired students requires a great effort from
the teachers especially in facing the difficulties about the facilities. After
conducting many interviews, observation and even teaching in reality, the
researchers have explored many difficulties of the teachers when organizing
speaking activities for blind students, all of which are objective difficulties
including the characteristics of the class, the facilities, the tutorials, and the
students’ awareness.
41
at home, English teachers have to think over to balance the benefits of blind
students and normal students “there are only 45 minutes each lesson and the
are more fully-sighted students; therefore, sometimes we are forced to finish
the syllabus for normal students only” (line 58-60, interview with teacher X).
Moreover, teaching blind students will decrease the number of various
activities because teachers can not use visual aids, one of the most important
teaching aids. In addition, some types of activities like matching or some
special game like guessing have to be omitted. Van, one blind student said she
had to try to remember all the options of the two columns, which was the only
choice for her. In class 7A (conducted by one of the researchers), there are
two times that blind students can not answer teacher’s questions because that
is a guessing game. Based on some notes in the observation scheme, student H
in 7A expressed to the teacher “I can not describe what it is because I have
never seen this in my life” About carrying out these activities in class,
teachers also suffer from many difficulties when involving the blind or
visually impaired students. Firstly, because these special students can not see,
the teachers’ speaking time in class has to be multiplied by times “When
writing on the board, I have to talk at the same time, even two or three more
times for the blind students to hear… it is more exhausting, of course, than
teaching normal students” (line 87-93, interview with teacher X). Secondly,
trying to involve these students in activities sometimes demotivates other
fully-sighted ones. For example, in class 7A conducted by one researcher,
there were three times when teachers asked the blind students and the other
normal ones make noises, the class seemed to be out of control and too noisy.
About this problem, teacher Y expressed her opinion “When calling these
blind students to talk, sometimes they just stand still without answering,
42
which wastes a lot of other students’ time” (line 90-91, interview with teacher
Y)
In addition, the class size also causes some problems for teachers in
terms of classroom management. There are about 45-50 students in one class
while the number of blind students takes only one tenth, only 3-5 blind
students in one class. This crowded class prevents teachers from paying
attention to each blind student and also controlling the class. Students making
noises or doing other things in class are so ordinary that we have to tick more
than 10 times for the choice “the class is too noisy” in every observation
scheme.
4.1.2. Facilities
The facilities in Nguyen Dinh Chieu school can not meet the demand of
teaching blind students. Firstly, it takes the teachers a lot of time to prepare
handouts in Braille for the blind students. As teacher Y, one of the three
English teachers in Nguyen Dinh Chieu expressed “Preparing for only one
handout like this needs at least 2 hours at home”. Moreover, this material can
not be saved in the computer; therefore, it could not be recycled for the second
time, which multiplies the work of preparation for the teachers by thousands
of times. Secondly, lack of machines used for printing pictures in Braille
causes teachers a number of problem when preparing the teaching tools for the
lessons: “in the foreign countries, there is one kind of plastic paper used for
drawing Braille pictures, but in Vietnam, we find it nowhere” (line 114-119,
interview with teacher X). Thirdly, there are not enough reference books in
Braille for students in the library, which challenges teachers a lot when assign
students with further practice out of the textbooks. Teacher Z, another English
teacher in Nguyen Dinh Chieu school said “the reference books are printed
every year but never enough because students who had borrowed did not
43
return them back because they brought home or some of the pages are torn,
they were so terrified that they did not return it back” (line 60-62, interview
with teacher Z). Fifthly, the arrangement of the desks in class also hinders
teachers from reaching to every blind student in class. From our observation
in class, the researchers realized that blind students often sit at the back, which
is quite difficult for the teachers to move from the end of this range to the end
of another. Sixthly, teachers going to class are not equipped with the
microphone. Therefore, they have to buy on their own or try to raise their
volume as much as possible, which is exactly what we had to do when we
taught English here. Last but not least, there seems to have no special
arrangement for the tutorial lesson in the afternoon, even no unstable rooms
“if there is an available room, it is our choice. Sometimes, due to the outside
noises we have to change the room” (line 57-58, interview with teacher Z)
4.1.3. The tutorials
An other difficulty stays in the tutorial lessons in the afternoon.
According to teacher Y, the tutorial time is not enough, only 2 periods per
week; teachers can only provide students with new words and some
grammatical structures, almost no time for speaking activities (line 57-58,
interview with teacher Y). Moreover, because the timetable of tutorial class is
too dense as B, one student in class 6B also said “ you can imagine that we
have from 3 and a half to 4 hours in class, after having lunch, we have to
attend the SJ club, no time for relaxing. I am so exhausted, I can’t” (line 145-
147, interview with student B), students do not want to attend, teacher
sometimes have to “look for students…… if the students are industrious, they
will come, if not, they will go out for playing” (line 53-55, interview with
teacher Z).
4.1.4. The students’ awareness
44
Lastly, the students’ awareness of the importance of English is also
another obstacle for teachers to overcome. Among 8 students we have
interviewed, only two students are really keen on studying English while
others seem to pay no attention to this subject. Student B said that “regardless
of how carefully the teacher says, English could not come into my mind” (line
135, interview with student B). Students’ laziness and lack of motivation to
study turn out to be the biggest difficulty for the teachers to overcome.
45
teaching experience. Their suggestions are classified into two categories: in-
class solutions and out-class solutions. Regarding in-class teaching time,
teachers agreed that board writing should be accompanied by oral instructions
and explanations which help reduce the inconvenience among blind students
when they followed the lesson flow. In more detailed, students would be able
to use their hearing ability to make up for their lost in visual ability.
While teaching we can have some adjustment, which do not affect the over all
learning atmosphere, for instance, when we speak, we have to speak louder so that
they can hear us, or when we do board writing, we should tell them the content so that
they know what we are doing, or we can introduce the activities we are arranging,
like: “now we look at the slide and there is a picture on it.
46
something on the board, this blind students while read it out while they write so that
the blind can copy it down, or with those who have serious visual impairment, their
neighbors all know to show them their notebook after they finish writing.” (Line
18-22, Interview with Teacher X)
…usually we ask the students sit next to the blind student to transform the picture into
oral description. It means that when I show my students a picture of a group of
students playing soccer, the normal students will immediately know “they are playing
soccer” but the blind students can not see it, then we have to let the students sit next
to them tell them what picture we are showing, which means, there are always
collaborations between the teachers and the students who sit next to the blinds
because the blinds can understand the lesson or not depends largely on the ones sit
next to them...”(Line 35-42, Interview with Teacher X)
In this case, teachers should pay attention to the neighbors of the blind as well.
If the neighbors did not have enough ability to help the blind or they were not
willing to support their disabled friends, teachers should make changes in
terms of seat arrangements.
Honestly, extra classes have 2 parts, revision and pre-learning for the next lesson.
(...) We pre-teach so that when they re-learn in the next lesson in class, they don’t
have difficulties in copying the words (in terms of speed) (...) they learned writing
47
already, in class they only listen, and re-read, they don’t have to write anymore. We
let them write in the extra-classes already, in class they only read. (Line 3-7, 46-49,
Interview with Teacher Z)
More over, there are also programs for volunteered students and foreign
teachers to teach and help the blind at school. The classes are at noon and in
the afternoon. The blind have chance to learn with native speakers, which
benefit their speaking skills. Teachers believed that the blind should be
encouraged to attend those classes regularly.
In a nutshell, English teachers at Nguyen Dinh Chieu school have found out
many methods to overcome all the obstacles arisen when teaching speaking
English for blind students. However, they still face problems in terms of
facilities (the lack of braille books, braille pictures, microphones, etc.) and
balancing attention in class since the majority of each class are still normal
students.
48
normal classes. Moreover, the seeking for help of normal classmates to their
blind peers was not referred as a useful strategy either. That is not to mention
some other small holes that we have filled such as board-writing
accompanied by oral instruction or reducing the difficulty levels of the in-
class questions.
4.3. What are the difficulties that blind students at Nguyen Dinh Chieu
encounter when participating in speaking activities in class, as perceived
by the students?
In the first place, there exist some particular hindrances caused by the blind
students themselves to their involvement in speaking activities. Firstly, most
of the interviewed students (7/8) admitted that they are not really good at
English and often find it very hard to memorize/ pronounce the new words in
49
their course books. One student even expressed that she could not remember
the English words and how to pronounce it because the pronunciation and the
spelling of the words are too different from each other. (line 57-59, student
O). Therefore, blind students find themselves rather slow in participating in
speaking activities. Secondly, since it takes the blind students more time than
the normal students to take notes/ to read the texts, they hardly have time to
prepare for and participate in the questions/ activities teachers raise for the
whole class. For instance, one blind boy revealed that because he had serious
troubles reading what teachers write on the board, he had to wait for his
friends to help and therefore could not catch up with the whole class’s speed.
When this blind student finished taking notes, he hardly had time to thinking
about the teacher’s questions (line 43-44, interview with student H). Likewise,
another blind girl also shared that because she had to read the Braille text, she
could not follow the speed of the class (line 7-9, interview with student
L).These situations also happen to all other six interviewed students. Thirdly,
some psychological problems are said to cause great hindrance to the blind
students’ involvement in speaking activities. A teacher of English expressed:
I think some elements related to personal characteristics and psychology greatly affect
their participation in speaking activities. Maybe they are not bad at English at all, but
they are too shy and therefore rarely raise their voices in class. For example, H, the blind
student you’ve just observed in my class, rarely raises his voice and anytime I call him,
he speaks very softly (line 145-153, interview with teacher Y)
The blind students themselves also admit that they rarely raise their hands to
answer the questions or volunteer to participate in the activities in class
because they are too shy. Five out of eight interviewed students said that they
are afraid of getting wrong answers and being possibly made fun of by their
50
classmates. “I never raise my hand to answer my teacher’s questions” (line
53-54, interview with student G); “No, I never volunteer to answer. I just sit
and close my eyes in class” (line 57-58, interview with student B), “I’d rather
speak to myself than speak in front of other people” (line 50-66, interview
with student Y) are common sharing from the blind students. In addition, from
the results of the observation sessions, the researchers can find no tallies for
point 1, part C about blind students in the observation scheme that writes
“Blind students volunteer to participate in the activities”. What can be
interpreted from these results is blind students are not ready and comfortable
to volunteer to participate in speaking activities organized by teachers.
Generally, the blind students’ English competence, their speed of reading/
taking notes in Braille and some psychology-related elements may cause some
obstacles to their participation in English speaking activities.
In the second place, some elements of the learning environment also cause
difficulties to the blind students in taking part in the speaking activities in
English lessons. These elements include the teachers/ tutors, friends, and the
facilities.
Though all of the English teachers at Nguyen Dinh Chieu secondary school
are quite experienced in teaching English to visually impaired students (from
4 years to 21 years), teaching English to both fully sighted and blind students
at the same time is not always an easy task. Therefore, sometimes the
51
teacher’s activities also cause some difficulties to the blind students in
mastering speaking skills. First, the types of activities that teachers choose to
use in their lessons sometimes negatively affect the visually impaired
students’ participation. According to what researchers observed from teacher
Y’s English class on November 17th, 2009, blind students could not join in
activities like guessing games (students take turns to mime for their friends to
guess the words/ sentences), matching exercises (students match the options
and then stand up to tell the whole class their answers) and describing pictures
(students describe activities in some pictures). Though it is undeniable that the
benefits of fully sighted students should be taken into account, the choice of
such activities may cause problems to integrated blind students. Second,
though teachers often spell/ read what they are writing on the board, they may
only focus on the new ones and sometimes even forget to spell/ read the
information on the board/ slides, therefore, some students still revealed that
“though the words are learnt already, sometimes we cannot recall them, so
when teachers write them on the board without spelling, we cannot take notes
and cannot understand the activities” (line 8-10, interview with student T).
Third, despite the usefulness of the tutorials, they are occasionally cancelled
by the teachers (line 160-164, student O & line 197-199, interview with
student V)This causes the students to face a lot of difficulties in dealing with
new lessons, especially the pronunciation of new words because this area of
knowledge is not included in the books (line 59, interview with student T). In
short, teachers’ choice of activities in class, board writing and cancellation of
tutorials may create some obstacles to the blind students’ learning of English
in general and involving in speaking activities in particular.
52
Fortunately, apart from the support from teachers’ tutorials, visually impaired
students at Nguyen Dinh Chieu secondary school also receive the help from
foreign volunteers and some Vietnamese volunteers from Hanoi University of
Technology. The volunteers are no less helpful to the learning of the students
than the teachers. To be more specific, foreign volunteers from SJ
organization are greatly helpful in creating chances for blind students to
communicate in English (line 211-224, interview with student V). Likewise,
volunteers from Hanoi University of Technology are also helpful tutors of the
blind. However, SJ volunteers often get the students to learn new knowledge
and to participate in activities they themselves plan. For example, students
may have chance to listen and discuss about some stories(line 208-210,
interview with student V). These activities, though very exciting and creative,
are not directly and closely related to the in-class activities, and therefore do
not help students much with their learning in class. The tutors from Hanoi
University of Technology, similarly, cannot help blind students much with
their English lessons (line 114-117, interview with student T) because they are
not majored in English. In addition, one student also expressed that
“sometimes I really want to ask the tutors some questions related to English
but I think they don’t know, so I do not dare to ask.” (line 236, interview with
student V)
According to teacher X, the help of the students sitting next to blind students
in class plays a very important role in the learning process of the blind pupils
(line 15-22, interview with teacher X). For example, this teacher shared a tip
for teachers to use pictures in teaching English even when there were blind
53
students in the class. That is to ask the students sitting next to the blind ones to
describe the main contents of the pictures for their blind mates. However, this
source of help is not always available, which causes certain difficulties to the
participation of the blind students in speaking activities. To be more specific,
student G expressed that “if the classmate is kind, they will be very willing to
help me but if they are not really kind and generous, I myself do not dare to
ask for any help” (line 92-93, interview with student G). In addition, the blind
students are left sitting alone in speaking activities requiring pair/group work.
This point is shared by four interviewed students. One blind girl shared that in
some speaking activities requiring pair/group discussion, the student sitting
next to her often turn to the student sitting in front of/ behind to discuss,
leaving her sitting alone (line 116-127, interview with student O). Another
blind student said that because the student sitting next to him is often not very
serious in pair/ group discussion, they do not speak to each other in those
activities (line 74-78, interview with student T). Moreover, some observation
sessions at class 6B on November 13th, at class 9B on October 14th 2009, at
class 7A on October 15th 2009 also revealed that the students who were
assigned to sit next to the blind students often turn to the students sitting in
front of/ behind them to carry out the pair/ group discussions instead of
talking to their blind peers. Adding to that, according to T, a blind student,
misunderstandings also occur between him and his fully sighted friends. He
said that “my fully sighted friends often spell the new words for me but we
occasionally misunderstand each other. For example, if they say the letter “r”
in Vietnamese, some of them may say “e rờ”, some of them may say “rờ”, so I
often write “e” and “r” instead of “r” if they say “e rờ”.” (line 17-25, interview
with student T). Moreover, fully-sighted students at Nguyen Dinh Chieu
secondary school do not know how to read Braille letters; if the blind pupils
54
write the wrong words after mishearing the spelling, they cannot check/
correct the spelling for their blind mates. This obviously creates some
hindrances to the learning process of the blind students. What is more,
according to our observation, one more difficulty related to the fully sighted
students is that they are usually very noisy in class, which is specially
annoying to the blind students who base mostly on the hearing sense.
Although Nguyen Dinh Chieu secondary school is one among the rare schools
that teach blind students, the facilities for the blind’s learning process is not
adequately equipped. According to T, a blind student at this school, there is no
pronunciation transcription of new words in his books, so he often finds it
impossible to master the pronunciation by himself. Furthermore, his Braille
course book(English 9) also lacks the glossary at the back, which is the reason
why he has to spend a lot of time detecting the new words in each lesson by
himself (line 59-63, interview with student T).
In conclusion, though the school and teachers have put many efforts in
creating an appropriate learning environment for the blind students, there are
still some obstacles that these students may face with when participating in
English lessons, especially in speaking activities.
Conclusion: All in all, this research has found out a lot of difficulties met by
the blind and visually impaired students, which were not ever studied in other
aforementioned related studies. To be more specific, this research, firstly, has
provided some insights into the hindrances to the involvement of blind
students in speaking activities from the student’s perspective. This could be
55
considered a meaningful contribution as all other related studies only
mentioned the hindrances from the perceptions of educators and teachers
without considering ones from the students’ angle. Secondly, since this study
was particularly conducted in a specific school, to be more precise – Nguyen
Dinh Chieu secondary school, the difficulties met by the students are believed
to be more specific and useful in the context of this school. For example, the
student’s perceptions of their difficulties related to the tutorials, the facilities,
the teachers, etc are studied carefully so that specific and practical solutions
could be drawn, which could not be done effectively basing on other related
studies that only mentioned general ideas about English teaching and
learning to the blind or on ones that were conducted in different contexts.
4.4. What are the solutions to students' difficulties in participating in
speaking activities, as suggested by blind students?
56
I often look the word up in the computer, then the computer
pronounces it for me. Whenever I encounter a new word which I do
not know how to pronounce, I often take note and then look it up
in the computer. Every week there are about two IT sessions at
school, and on the average, every two of us share one computer,
so that’s quite convenient. (line 25-43, interview with student V)
57
Right at the beginning of the semester, the teacher often arranges
the seats among students. Normally, the teacher often chooses
good students to take a seat right next to the blind students, so
that the blind ones can ask them for help when needed. (line 10-
11, interview with student T)
58
Conclusion: With a reference back to some pieces of research which have
been discussed in the literature review, the study has been proved to have
some new and useful findings. Firstly, none of the reviewed research studies
blind students’ solutions to their own problems in learning English, let alone
participating in English speaking activities. Therefore, this study helps to fill
in the gap in the research field about the perception of blind students about
the ways to solve their problems. Secondly, concerning some problems that
are included in the review pieces of research, like their low English
competence as a result of visual impairment, or their obsession about their
disability, this study did give out proper solutions to these problems as well.
For example, students can use special learning aids, can ask their peers for
help, or can go to tutorials to improve their English speaking ability.
Summary
The chapter has provided a thorough analysis and discussion of data collected
from the two instruments as a way of giving detailed answers to the four
research questions. This critical step serves as the foundations for the
summary of the major findings and important pedagogical implications to be
discussed in the next final chapter of the paper.
59
Chapter 5: Conclusion
60
Second, many attempts have been made to find the teachers’ solutions
to these problems, which are categorized and presented in the same order with
the teachers’ problems.
Third, students’ problems are found out and also categorized into two
main parts, namely subjective and objective difficulties.
Finally, suggestions to the students’ problems are presented as well.
However, the solutions are classified in terms of facilities, competency and
tutorials.
61
Secondly, Braille books should be kept more systematically. We learned from
Teacher Z that the the number of Braille Books is in shortage because there
are books lost each year. (Line 9-13, Interview with teacher Z). Moreover,
raising the students’ awareness in protecting the school books can not be done
in one or two days. Therefore, in our point of view, the library should
strengthen the rules of borrowing books and keep record of the students who
borrow the books to reduce the number of book lost.
Thirdly, we suggest teachers provide students with more reliable sources for
learning English through listening. It’s true that students have already shared
among themselves but if there are professional judgments and guidelines from
the teacher through the learning materials, it is likely that students will feel
more secured. In fact, teachers can join hands to build up materials themselves
since there are a lot of volunteered foreigners come to the school regularly.
With the help of professional volunteered teachers and the understanding on
the blind students features, the self designed materials by teachers in the
school are potentially fit the needs of the blind students thus would be the
precious resources that students may count on.
Finally, the key of teaching is the passion in our work. As long as teachers
still carry the deep passion to devote to their teaching, any challenges would
be overcome Teacher’s enthusiasm is one of the biggest motivations for
students and we believe that motivation is what the blind students need most
of all to leave behind their psychological obstacles.
Although the four researchers have put big efforts into the paper, devoted time
and also money to complete the process of observing, interviewing, analyzing,
62
etc. this research still meets some certain shortcomings due to the time
constraints and many unexpected as well as unavoidable factors.
First, the number of participants take part in the interviews is not big.
However, the researchers did manage to interview all the English teachers of
Nguyen Dinh Chieu secondary school as well as equalize the number of
interviewed students in each grade. Therefore, this still allow the researchers
to have an over all view of the difficulties the secondary blind students and
their teachers are facing together with the solutions suggested and applied by
them.
Second, the observation times are also limited. Nevertheless, the researchers
had chance to experience the difficulties themselves by being the substituted
teachers for one week. For that, the researchers not only have an outside view
but also inside view to investigate the matter inside out. This would allow a
deeper analysis in the study.
In summary, despite some certain limitations, the researchers believe that the
results provided by this study are reliable and trustworthy. Yet, further studies
should be aware to produce a more effective paper.
63
the blind students, which can be a helpful source of reference for all the
teachers and the school managers to understand their students’ needs to
provide better learning environment and facilitation.
Secondly, researchers and anyone who happens to develop an interest in this
topic can take this research as a reliable reference for their related studies in
the future.
As for the limitations of the research, the researchers expect a wider research
scope to be taken. It would be better if the further study can involve
researching of the whole blind students’ population at Nguyen Dinh Chieu
secondary school, to find out other particular difficulties and suggestions as
perceived by the blind students. Therefore, the major problems and solutions
can be more closely examined.
In addition, further study can broaden their scope of study into students’
learning English, and also learning in general, since some problems and
solutions can be found commonly for their study as well. Taking one step
further, it would investigate the whole picture of blind students’ studying
English and other subjects to better improve this critical process.
64
References
Aiazzi, A. M. (2007). Teaching English to Blind and Visually Impaired
Pupils. Retrieved September 12, 2009, from
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upils
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American Heritage Dictionary of the English Language. (2000). Houghton
Miffin Company.
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Crystal, D. (1977). Advanced Conversational English. London: Longman.
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niem 25 nam ngay thanh lap. Retrieved on Sunday, September 13th,
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Huong, T., (Eds.). (2009). English Language teaching Methodology II. Hanoi:
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ngoai-ngu/20099/17041.vnplus
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Oxford Advanced Learner’s Dictionary (7th edition). (2005). Oxford: Oxford
University Press
67
Appendix 1- Interview set for teachers
1.1 Pre-teaching
1.1.1. Lúc soạn bài cho cả học sinh khiếm thị và học sinh bình thường, cô có
gặp khó khăn trong vấn đề soạn bài không? (ví dụ: chọn hoạt động nói cho
học sinh, có hay không có trò chơi? V.v…)
1.1.2. Cô có chuẩn bị phương tiện dạy học gì đặc biệt cho các em khiếm thị
không?
68
1.1.3. Cô có đề ra mục tiêu học của các em khiếm thị đạt được như thế nào?
(thấp, bằng hay cao hơn các em học sinh bình thường? )
1.1.4. Cô có dự đoán trước khó khăn cụ thể của học sinh khiếm thị khi tham
gia vào hoạt động nói mà cô đã soạn để chuẩn bị dạy không?
1.2. While-teaching
1.2.1. Trong khi dạy, cô có thường xuyên gọi các em khiếm thị trả lời / tham
gia vào các hoạt động nói không?
1.2.2. Cô nhận thấy các em khiếm thị có tích cực tham gia vào các hoạt động
nói trên lớp không?
Nếu không thì các cô làm thế nào để thu hút các em?
69
1.2.3. Cô có khó khăn gì về phương tiện dạy học đặc biệt hay cơ sở vật chất
dành cho các em khiếm thị không?
1.3. Post-teaching
1.3.1. Cô có thể mô tả lại thực trạng của giờ học phụ đạo cho các em khiếm
thị sau giờ học không? (thời gian, địa điểm, nội dung, phưong pháp…)
1.3.2. Cô có dạy phụ đạo môn nói cho các em khiếm thị không?
1.3.3. Theo cô đánh giá, các em học sinh khiếm thị có thể tiếp thu / tiến bộ
nhiều từ chương trình phụ đạo này không?
70
Appendix 2- Interview set for students
2.1. Before-class
2.1.1. Trước khi đến lớp, em có đọc bài trước ở nhà không?
Nếu có, em thường gặp những khó khăn gì (ví dụ như không biết phát âm
đúng hay sai)
2.1.2. Khi chuẩn bị bài trước ở nhà, em có được sự trợ giúp gì từ thầy cô hay
bạn bè không?
2.1.3. Em có cảm thấy kĩ năng nói quan trọng như thế nào việc học Tiếng
Anh?
2.2. In-class
2.2.1. Trong lớp, em có thường xuyên giơ tay phát biếu ý kiến xây dựng bài
học hay không?
2.2.2. Em có cần sự trợ giúp nhiều từ bạn bè và thầy cô khi học tập trên lớp
không?
71
Bạn bè trong lớp có giúp đỡ em đọc bài, chép bài trong thời gian học tập trên
lớp hay không?
2.2.3. Em có dung phương tiện học tập đặc biệt nào không?
2.3. After-class
2.3.1. Em có thể mô tả lại thực trạng của giờ học phụ đạo Tiếng Anh của các
em sau giờ học không? (thời gian, địa điểm, nội dung, phưong pháp…)
Trong giờ học các em có nhiều cơ hội để tập nói tiếng Anh hay không?
2.3.2. Theo em tự đánh giá, em có thể tiếp thu / tiến bộ nhiều từ chương trình
phụ đạo này không?
Nếu không thì tại sao? Nếu có thì mức độ thường xuyên như thế nào?
72
Appendix 3- observation scheme
Observer:............................................................................................................
Date: ............................................ Time: from..................... to...........................
Class: ............................................ by teacher: .................................................
Unit:................................................Type of lesson.............................................
A. Speaking activities
Speaking activities Tallies Total Notes
1 Practical situation
.
2 Guessing games
.
4 Jigsaw activity
.
5 Role - play
.
6 Discussion
.
7 Opinion sharing
.
9 Prepared talks
.
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B.Teacher
1. Giving instructions:
Activities Tallies Total Notes
1. Teacher explains the instructions again
to the blind students or ask them to
repeat after the rest of the class are
already clear
2. Teacher has other students explain the
instructions to the blind students after
the rest of the class are already clear
3. Teacher uses non-verbal
communication to demonstrate the
activity rules
4. Teacher applies pictures, hand outs or
board writing to demonstrating the
instructions
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or has troubles with the micro-phone
1 Teacher spells the new/ difficult words
1.
2.3. Other techniques
Activities Tallies Total Notes
1 Teacher calls the blind students to talk
2.
1 Teacher has students including blind
3. students work in pairs/ groups
1 Teacher mentions words related to vision
4. such as “color”, “see”, “look”, “watch”
1 Teacher holds competitive activities in
5. which students need to be physically
involved (run to the board for example)
75
12 The class is too noisy
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