Speaker
Description
This study explores the impact of teacher-student English interaction beyond the classroom on high school students’ speaking proficiency, participation, and attitudes toward language learning. Conducted at Hung Vuong High School for the Gifted in Gia Lai, the research involved a Grade 10 class divided into an experimental group—exposed to English-only communication both inside and outside the classroom—and a control group that interacted in English only during lessons. Over eight weeks, data were collected through pre- and post-speaking tests, surveys, semi-structured interviews, and classroom observations. The findings reveal that students in the experimental group showed significantly greater improvements in speaking fluency, vocabulary use, participation frequency, and willingness to communicate in English. Survey and interview data further indicated positive shifts in learners’ confidence, motivation, and reduction in speaking anxiety. Despite initial challenges, most students gradually adapted to the immersive environment. The study concludes that extending English interaction beyond formal instruction helps bridge the gap between passive knowledge and active use, reinforcing both linguistic and affective aspects of language learning. Recommendations are provided for integrating natural English interactions into homeroom sessions, extracurricular activities, and informal teacher-student communication to enhance long-term language acquisition and learner engagement.
Keywords: English-only interaction, teacher-student communication, speaking fluency, learner engagement, language learning attitude, high school students, immersive learning.
Biography
Trần Thị Mỹ Hạnh is an English teacher at Hung Vuong High School for the Gifted in Gia Lai, Vietnam. She has been teaching for 15 years and always puts her heart into every lesson. With a strong passion for teaching, she is constantly looking for ways to make her classes more effective and meaningful for students. Over the years, she has tried out different methods, created practical classroom activities, and encouraged her students to take responsibility for their own learning. She believes that small changes in the classroom can make a big difference. She enjoys sharing her experiences with colleagues and learning from others to improve together. For her, teaching is not just a job, but a lifelong journey of learning, growing, and helping students become more confident and responsible individuals.
