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Section 4. Language and Literacy Learning
Dr. Nguyen Thi Ngoc, University of Education - Thai Nguyen University E-mail: nguyenngoc@dhsptn.edu.vn
CURRENT SITUATION OF DEVELOPING COMMUNICATION SKILLS FOR STUDENTS OF TAY AND NUNG ETHICS VIA EXPERIENCE ACTIVITIES AT THE SECONDARY SCHOOLS IN THE NORTHERN MOUNTAINOUS AREA OF VIET NAM
Abstract. The paper focuses on analyzing the situation of developing communication skills for secondary school students of Tay and Nung in the northern mountainous provinces of Vietnam through The development of communication skills through participation in experience activities at the school; the experience content is organized to develop communication skills; Student's assessment of the current status of the developing form of communication skills through experiential activities; the teacher's assessment of the frequency of organizing activities to develop communication skills for students.
Keywords: Communication; Situation; Communication skills; Student; Tay and Nung; Secondary school; Experience activities.
1. Evaluation of teachers and students about the development of communication skills through participation in experience activities
We use the Likert scale 3 levels to select in the
tion skills in the survey area. Level 4 is the convention for the unchanging communication skills. The change of the 15 communication skills listed in the survey shows that teachers' assessments differ in the
survey to confer the change of students' communica- level of each skill. Specific results:
Table 1. - Evaluation of teachers and students about the development of communication skills through participation in experience activities (Convention: 1: Change a lot; 2: Relatively change; 3: Very little change; 4: No change)
No Skills Influence level Teachers Stud ents
Numbers of opinions Rate % Numbers of opinions Rate %
1 2 3 4 5 6 7
1. Greeting skills 1 37 24.8% 149 51.2%
2 104 69.8% 130 44.7%
3 8 5.4% 6 2.1%
4 0 0.0% 6 2.1%
CURRENT SITUATION OF DEVELOPING COMMUNICATION SKILLS FOR STUDENTS OF TAY AND NUNG ETHICS...
1 2 3 4 5 6 7
1 15 10.0% 59 20.3%
2. Emotional and behavioral self- 2 96 64.0% 186 63.9%
control skills 3 39 26.0% 40 13.7%
4 0 0.0% 6 2.1%
1 21 14.0% 70 24.1%
3. Skills to approach 2 84 56.0% 117 40.2%
communication objects 3 44 29.3% 95 32.6%
4 1 0.7% 9 3.1%
1 24 16.0% 96 33.0%
4. Skills to say the request 2 86 57.3% 125 43.0%
3 40 26.7% 55 18.9%
4 0 0.0% 15 5.2%
1 18 12.0% 66 22.7%
5. Skills to reject others' requests 2 90 60.0% 164 56.4%
and suggestions 3 38 25.3% 47 16.2%
4 4 2.7% 14 4.8%
1 32 21.3% 100 34.4%
6. Feedback skills 2 86 57.3% 116 39.9%
3 32 21.3% 63 21.6%
4 0 0.0% 12 4.1%
1 27 18.0% 97 33.3%
7. Sharing skills 2 91 60.7% 116 39.9%
3 30 20.0% 63 21.6%
4 2 1.3% 15 5.2%
1 16 10.7% 82 28.2%
Skill to solve the problem 2 101 67.3% 133 45.7%
8. 3 31 20.7% 62 21.3%
4 2 1.3% 14 4.8%
1 15 10.0% 65 22.3%
Presentation skills to the 2 104 69.3% 125 43.0%
9. public 3 30 20.0% 80 27.5%
4 1 0.7% 21 7.2%
1 27 18.0% 109 37.6%
10. Teamwork skills 2 108 72.0% 125 43.1%
3 15 10.0% 43 14.8%
4 0 0.0% 13 4.5%
1 9 6.0% 73 25.1%
11. Convincing skills 2 115 76.7% 143 49.1%
3 24 16.0% 58 19.9%
4 2 1.3% 17 5.8%
12. Listening skills 1 21 14.0% 107 36.8%
2 102 68.0% 122 41.9%
12. Listening skills 3 27 18.0% 48 16.5%
4 0 0.0% 14 4.8%
1 2 3 4 5 6 7
1 16 10.7% 83 28.5%
13. Expressive skills 2 92 61.3% 125 43.0%
3 42 28.0% 61 21.0%
4 0 0.0% 22 7.6%
1 10 6.7% 76 26.1%
14. Negotiation skills 2 93 62.0% 134 46.0%
3 47 31.3% 61 21.0%
4 0 0.0% 20 6.9%
1 13 8.7% 84 28.9%
15. Skills to communicate through 2 101 67.3% 127 43.6%
eyes and gestures 3 36 24.0% 70 24.1%
4 0 0.0% 10 3.4%
Comments:
+ Greeting skills: 51.2% of students said that there was a lot of change, but the teacher's opinion (69%) said that it was relatively changing in students, survey results on teachers and students in this skill have heterogeneity in the degree of influence and rate of evaluation.
+ Emotional and behavioral self-control skills: Both teachers and students have an equal assessment of64% at a relatively variable level. Thus, the evaluation of teachers and students in this skill content is equal.
+ Skills to approach communication subjects: the opinions of both teachers and students spread at the levels; there are 14.0% of opinions that are changed much; 56.0% of respondents that are relatively changed and 29.3% said that this skill is little changed. The difference in the students' assessment is that 40.2% of the students think that it is relatively changed; more than 30% of the students think that it is little changed; especially 9 of the students think that this skill does not change through participating in experiential activities in the school. Thus, the opinions are biased when considering how much skill is changed after participating in the experience activity.
+ Skills to say the request: According to the assessment of both teachers and students focus on level 2, which is relatively changed. Teachers have a positive assessment when there is no opinion that this skill has not changed. However, there are 15/300
opinions (accounting for 5.2%) of students as a skill to say the request, which does not change when participating in experiential activities.
+ Skills to reject others' requests and suggestions: The highest rate of opinions of both teachers and students is still relatively changed but in this skill, there are 4 opinions of teachers that supposed no change, 14 students have the same idea with teachers. Thus, skills have different assessments about change in students if they participate in experiential activities. This is the basis for the research team to propose activities focusing on a limited number of skills from the perspective of teachers and students.
+ Feedback skills: According to the evaluation of students, there is little difference in the two levels between change very much and relatively changes. There are 12 opinions of students that this skill has not changed. Teachers' assessment mainly has a high rate of relatively changes; no teacher thinks that the feedback skills of students have no change if participating in experiential activities.
+ Sharing skills: This is a skill that students can practice many times when participating in experiential activities. According to teachers and students' assessment, the highest level of assessment is still relatively changed. However, the rate of teachers 'evaluation has a difference while the students' assessment at 2 levels changes a lot and relatively changes only 33% and 39%. There are 2 opinions of teachers that
CURRENT SITUATION OF DEVELOPING COMMUNICATION SKILLS FOR STUDENTS OF TAY AND NUNG ETHICS..,
this skill does not change, 15 opinions of students are the same as teachers' opinion.
+ Skills to solve problems: The rate of teachers and students' assessment has uniformity, mainly at relatively changing levels, teachers assess at this level have a higher rate, there is a difference with other levels. Students have the same viewpoints with teachers, but the difference is less.
+ Presentation skills to the public: Up to 21 comments accounted for more than 7% of the surveyed students said that this skill did not change after experience activities. This is a remarkable practical issue. Experience activities in schools can be quite rich in form, including many activities that require students to demonstrate the ability to exchange, negotiate, present, negotiate and persuade them. Students value this skill unchanged higher than previous skills.
+ Teamwork skills: The evaluation of teachers and students for group working skills is very different. More than 72% of teachers think that this skill is relatively changed while only 43% of students think that it is relatively changed. According to 37.6% of students, this skill changes a lot of students participate in experiential activities.
+ Convincing skills: only 6% of teachers think that change is very much; there are up to 76.7% of teachers think that it is relatively changed. Student's assessment of this skill is different from teachers' assessment, 25% of students think that this skill is changed a lot, 49% of the opinions are relatively changed, there are 17 opinions of students 5.8% said there was no change.
+ Listening skills: 68% of teachers' opinions evaluate the relative change, making up the highest proportion. However, evaluation of students is staging at both levels 41% and 36% for relative changes and changes a lot. No teacher said that this skill did not change, but 4.8% of the students' opinions still recorded at this level.
+ Expressive skills: The rate of comments still focused mainly at level 2 is relatively changed with 61% of teachers 'opinions and 43% of students' opin-
ions. More than 28% of students said that this skill changed a lot, but still had 7.6% of opinions that it was not changed. Teachers all positively evaluated this skill without any idea that this skill did not change after the students participated in the experience activity.
+ Negotiating skills: The rate of comments is similar to expressive skills. This shows that teachers and students have the recognition and expression about a relatively clear view on the system of communication skills of secondary school students of Tay and Nung who are developed through experience activities.
+ Communication skills through eyes and gestures: While only 8% of teachers think that the skills of communication through eyes and gestures change a lot after experience activities, there are over 28% of students' comments at this level. A high percentage of opinions is still determined at relative changes with more than 67% of teachers and 43% of students' opinions.
Conclusion: This current situation due to many reasons such as Organizational capacity of teacher experience activities is limited; lack of reference materials, detailed instructions for teachers in the design and development of experience activity programs to develop communication skills for students. Teachers are also somewhat limited in communication skills; not really understand the communication skills to develop in students. The level of awareness and excitement of students, the activeness of students is not high. The interest ofstudents' families is not much, not close to their children's educational activities. Therefore, the organization of activities lacks creativity while students are shy and timid lack of confidence in communication. There is no mechanism to coordinate education forces to effectively organize these activities and not be organized and systematically organized and organized. The existence of the situation may be due to the circumstances, the environment, and the students themselves in communication relationships. In order to overcome these shortcomings, education workers need to have appropriate measures, especially need to
formulate the organizational and experience capacity tivities, thereby creating the initiative and increasing
of teachers to help them design, effectively organize confidence in communication for students.
these activities, attract students to participate in ac-
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