CHUYÊN ĐỀ THAM DỰ HỘI THẢO KHOA HỌC CÁC TRƯỜNG THPT CHUYÊN KHU

VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ LẦN THỨ XVI NĂM 2024

HOW TO DEVELOP ELOQUENCE IN

SPEAKING FOR GIFTED STUDENTS

BINH DUONG, 2024

2

Contents

PART A: INTRODUCTION ............................................................................................................. 3

1.

Rationale: ................................................................................................................................ 3

2.

Aims of the study: ................................................................................................................... 4

3.

Scope of the study: .................................................................................................................. 4

4.

Significance of the study ........................................................................................................ 4

5.

Design of the study: ................................................................................................................ 5

PART B: DEVELOPMENT .............................................................................................................. 5

CHAPTER I: LITERATURE REVIEW ..................................................................................... 5

I.

Definition of eloquence in speaking: ................................................................................. 5

II.

Elements of eloquence in speaking: .............................................................................. 6

III.

Importance of developing eloquence in speaking: ...................................................... 7

IV.

Challenges in developing eloquence in speaking: ........................................................ 8

CHAPTER II: Strategies to develop eloquence in speaking for gifted students .................... 11

I.

Improving Language Proficiency: .................................................................................. 11

II.

Voice Modulation and Delivery: ................................................................................. 16

III.

Public Speaking Exercises and Activities: ................................................................. 19

PART C: CONCLUSION ................................................................................................................ 35

1. Summary of the study: ............................................................................................................. 35

2. Recommendations for future study: ....................................................................................... 36

3

PART A: INTRODUCTION

1.

Rationale:

It is undeniable that English is one of the most common languages in the world. According

to Ethnologue (2024), there were approximately 1.5 billion native and second-language English

speakers globally in 2024. Hence, English is widely regarded as a “global language” or the lingua

franca of the modern world despite being an unofficial language in most nations. Given its

prevalence, English not only serves as a means of communication across cultural boundaries but

also fosters understanding and relationships among people worldwide (Taylor, 2014). That is why

the demand for learning English, particularly speaking skills, is skyrocketing on an international

scale. People understand that being able to communicate effectively and fluently is key to thriving in

today's interconnected society.

As previously stated, in a country where effective English communication skills are more

and more important like Vietnam nowadays, developing eloquence, a vital aspect of English

speaking, is especially essential for high school students, particularly those who are gifted. Though

frequently neglected within the teaching community and overshadowed by other aspects such as

pronunciation or vocabulary, eloquence still plays a pivotal element in learning to speak in general.

Its importance is evident not only in the educational setting but also in the workforce as a whole.

According to Dodd

& Connors (2019), eloquence serves as

a vital component of academic

achievement, enabling students to participate actively in dialogue with their teachers and peers,

express themselves clearly in class, and make interesting presentations highlighting their knowledge

and expertise. Additionally, proficiency in spoken communication is a key skill in an increasingly

competitive global market as it gives students the confidence and comfort they need to tackle

interviews, negotiations, and public speaking. (Schwartz, 2017).

Despite its undeniable significance, teaching eloquence in speaking poses several challenges

for educators. One challenge is the lack of clear instructional methods and resources specifically

targeting eloquence development. While speaking skills are often taught in language classes, the

focus tends to be on grammar, vocabulary, and pronunciation, with less attention given to the finer

nuances of eloquent expression (Kumaravadivelu, 2006). Furthermore, self-consciousness and fear

of public speaking can hinder students' willingness to practice and develop eloquence. Many

students

may

feel

anxious

or

intimidated

when

speaking

in

front

of

their

peers,

making

it

4

challenging for them to experiment with language and refine their speaking skills (MacIntyre &

Gardner, 1991).

Furthermore, English-specialized students are required to undertake the National English

Competition (NEC), an annual English proficiency exam. Within this assessment, particularly in the

Speaking test, candidates must meet various marking criteria, one of which is presentation and

delivery style, i.e. eloquence in speaking.

However, a number of teachers still struggle to develop this eloquence skill in speaking for

their gifted students. In the hope of assisting them to overcome such difficulties and digging more

into this subject area, this study entitled “HOW TO DEVELOP ELOQUENCE IN SPEAKING

FOR GIFTED STUDENTS” is conducted.

2.

Aims of the study:

The primary aim of this paper is to assist English teachers who are having difficulty

enhancing the eloquence of their students' speaking skills. Ultimately, the goal is to empower high

school teachers with the knowledge and resources necessary to facilitate the development of strong

oral communication abilities among their gifted students, thereby preparing them for greater success

in their academic pursuits and beyond.

3.

Scope of the study:

The scope of this study encompasses an in-depth exploration of the techniques for eloquence

development in speaking English-specialized students. The study focuses on understanding and

analyzing the various techniques that can be employed to enhance the eloquence in speaking of

gifted students not only for academic English competitions but also for their different professional

realms in the future.

4.

Significance of the study

The study on techniques for eloquence development in speaking for gifted students is of

significant importance. It contributes to language education by providing insights into effective

strategies tailored to gifted students, enhancing their linguistic and intellectual development. The

study offers practical guidance to excel in the competitions, elevating the overall standard and

competitiveness

of

participants.

Moreover,

it

has

broader

implications

for

the

academic

and

professional growth of gifted students, empowering them to articulate thoughts, engage in critical

analysis, and present coherent arguments. Additionally, the research inspires further exploration in

gifted education and language learning, fostering a comprehensive understanding of effective

5

pedagogical approaches. Ultimately, this study enhances the educational experiences and outcomes

of gifted students in the competitions, positioning them for success in their academic journey.

5.

Design of the study:

There are three main parts in this study:

Part A: Introduction, presents the rationale, aims, scope, significance, and design of the study.

Part B: Development, which is divided into 2 chapters:

- Chapter I: “Literature Review”, sets up a theoretical background that is relevant to the purpose of

the study.

- Chapter II: “Strategies to develop eloquence in speaking for gifted students”, shows approaches to

get insight into several techniques used to develop eloquence in speaking for gifted students.

Part C: Conclusion, summarizes the key issues in the study and recommends ideas for future study.

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

I.

Definition of eloquence in speaking:

Before going further, it is essential to take into consideration some linguistic terms and

concepts first. Collins Dictionary (n.d.), defines eloquence as “the practice or art of using language

with fluency and aptness". This definition emphasizes the importance of linguistic proficiency and

the skillful use of language in conveying one's ideas and emotions.

Expanding upon this definition, McCroskey and Richmond (1987) indicate that eloquence

also involves the ability to organize thoughts coherently and deliver them with clarity and precision.

In other words, eloquence combines both linguistic fluency and effective communication skills.

Oxford Learner’s Dictionaries (n.d.) also agree with this concept when they define eloquence as “the

ability to use language and express your opinions well, especially when you are speaking in public”.

Furthermore,

Gardner

(2007)

suggests

that

eloquence

in

speaking

goes

beyond

mere

linguistic ability to encompass the power of persuasion and emotional resonance. He argues that

truly eloquent speakers can connect with their audience on a deeper level, stirring emotions and

responding through their words.

In a similar vein, Nunan (1991) argues that eloquence in speaking involves more than just

linguistic proficiency - it also requires an understanding of the audience and the ability to adapt

6

one's communication style to suit their needs and preferences. He suggests that truly eloquent

speakers possess a degree of empathy and insight that allows them to connect with their audience on

a personal level.

In conclusion, eloquence in speaking can be defined as the ability to communicate fluently,

expressively, and persuasively through verbal expression. This multifaceted concept encompasses

linguistic proficiency, clarity of thought, emotional resonance, and audience awareness.

II.

Elements of eloquence in speaking:

Scholars have identified various elements that are essential for achieving eloquence in

speaking, drawing from disciplines such as linguistics, rhetoric, and communication studies.

Here are the main elements:

●

Language Proficiency: Eloquent speakers display mastery of language, including

vocabulary, grammar, syntax, and pronunciation, which is essential for eloquence in

speaking. Speakers should be able to articulate their thoughts clearly and effectively

using appropriate language.

●

Clarity and Coherence: Organizing ideas in a logical and structured manner ensures

that the message is easy to follow and understand. Eloquent speakers maintain clarity

and coherence throughout their speech, guiding listeners through a cohesive sequence

of ideas and arguments.

●

Persuasiveness: Eloquence involves the ability

to persuade or influence others

through speech. This requires using rhetorical devices, persuasive techniques, and

compelling arguments to convey a message convincingly and inspire action or

change.

●

Emotional Resonance: Infusing speech with emotion helps to engage and connect

with the audience on a deeper level. Eloquent speakers use tone, voice modulation,

and nonverbal cues to convey emotion and evoke empathy, inspiration, or motivation

in listeners.

●

Authenticity

and

Sincerity:

Genuine

expression

and

sincerity

are

essential

for

building trust and credibility with the audience. Eloquent speakers convey a sense of

authenticity and conviction, speaking from the heart and expressing genuine belief in

their message.

●

Audience Awareness: Understanding the needs, preferences, and expectations of the

audience

is

crucial

for

effective

communication.

Eloquent

speakers

tailor

their

7

message and delivery style to suit the audience, ensuring that it resonates with them

and meets their needs.

●

Adaptability: Flexibility to adapt the communication style, language, and content to

suit different contexts, audiences, and purposes is another important element of

eloquence. Speakers should be able to adjust their approach based on the situation

and the needs of the audience.

III.

Importance of developing eloquence in speaking:

Developing eloquence in speaking is immensely valuable for high school gifted students

across various aspects of their lives.

Firstly, eloquence enhances a student's ability to articulate ideas clearly and persuasively,

whether in classroom discussions, presentations, or informal interactions. This skill is not just about

effective communication; it also facilitates deeper understanding and engagement with academic

content. Students who can express themselves clearly are more likely to excel in class presentations,

debates, and written assignments. This proficiency not only boosts their academic performance but

also prepares them for future educational pursuits and careers where communication skills are

paramount.

Moreover,

developing

eloquence

in

speaking

fosters

critical

thinking

abilities.

To

communicate effectively, students must organize their thoughts logically, analyze information

critically, and construct coherent arguments. This process encourages them to evaluate multiple

perspectives,

synthesize

information,

and

defend

their

viewpoints

persuasively.

These

critical

thinking skills are crucial for academic success and are transferable to various real-world scenarios

where problem-solving and decision-making abilities are highly valued.

In terms of career readiness, eloquence in speaking is a fundamental skill across diverse

professions. Whether presenting ideas to colleagues, negotiating with clients, or writing reports,

professionals must communicate clearly and convincingly. High school students who develop

eloquence in speaking are better equipped to navigate future professional environments with

confidence and competence. This preparation is essential for their transition into higher education

and the workforce, where effective communication can significantly impact career progression and

success.

Furthermore, eloquence in speaking enhances students' confidence and self-assurance. The

ability to express oneself eloquently not only enhances academic participation but also empowers

students to engage actively in discussions, debates, and leadership roles. This confidence extends

8

beyond the classroom to personal relationships and social interactions, where clear communication

fosters positive connections and mutual understanding.

Lastly,

developing

eloquence

in

speaking

contributes

to

students'

overall

personal

development.

Beyond

academic

and

career

pursuits,

eloquence

helps

students

express

their

emotions, navigate interpersonal relationships, and advocate for themselves effectively. These

interpersonal

skills

are

essential

for

personal

growth

and

well-being,

enabling

students

to

communicate their needs and aspirations confidently in various life situations.

In conclusion, fostering eloquence in high school students is essential not only for academic

achievement

but

also

for

preparing

them

for

future

professional

success.

By

honing

their

communication skills and fostering critical thinking abilities, educators empower students to excel

academically, pursue higher education opportunities, and thrive in diverse career paths where

effective communication and logical reasoning are indispensable.

IV.

Challenges in developing eloquence in speaking:

1.

Linguistic Challenges:

Linguistic challenges represent a significant barrier to developing eloquence among high

school

students

in

Vietnam.

Many

students

face

difficulties

with

grammar,

vocabulary,

and

pronunciation when learning a second language, such as English. What’s more, the interference of a

student's first language (Vietnamese), can significantly impact their learning of English.

Grammar

poses

a

challenge

as

Vietnamese

and

English

have

different

grammatical

structures.

Vietnamese

grammar

differs

significantly

from

English.

For

example,

Vietnamese

sentences often use classifiers and particles to indicate relationships between words, whereas

English relies more on word order and verb conjugation. This can lead to errors in English sentence

structure, such as incorrect placement of adjectives, prepositions, or auxiliary verbs.

Vocabulary presents another significant challenge to speak eloquently. It is obvious the

acquisition of a diverse vocabulary is crucial for expressing ideas clearly and precisely. However,

limited exposure to English outside the classroom and reliance on translation methods can impede

vocabulary development among students. This limitation restricts their ability to convey nuanced

meanings and impacts their overall eloquence in spoken communication. In terms of gifted students,

they may possess a wide range of passive vocabulary, encompassing words they understand in

reading and listening contexts but may struggle to actively use them in speaking eloquently.

Pronunciation

is

another

significant

hurdle

due

to

differences

in

phonetics

between

Vietnamese

and English. Vietnamese students may struggle with producing accurate English

9

sounds, affecting the clarity and comprehensibility of their speech. For example, pronouncing

English consonant clusters or vowels not present in Vietnamese can be particularly challenging.

These pronunciation difficulties not only hinder effective communication but also contribute to

students' insecurity and reluctance to engage in spoken English activities.

2.

Psychological Barriers:

Psychological barriers, such as low self-confidence and fear of public speaking, pose

additional challenges to developing eloquence among high school students in Vietnam. Many

students experience anxiety and self-doubt when required to speak in front of their peers or teachers.

This fear of public speaking can stem from cultural norms that emphasize respect for authority and

fear of making mistakes in front of others. For instance, students may fear negative evaluation or

embarrassment if they make grammatical errors or struggle to express themselves fluently in

English.

Moreover, past experiences of criticism or lack of encouragement in speaking English can

undermine students' confidence

and motivation to improve. As a

result, students may avoid

opportunities to practice speaking English outside of the classroom, limiting their exposure to

authentic language use and inhibiting their progress in developing eloquence. Overcoming these

psychological barriers requires creating a supportive learning environment where students feel safe

to take risks, receive constructive feedback, and gradually build confidence in their speaking

abilities.

3.

Educational Limitations:

Educational limitations also contribute to the challenges in developing eloquence among

high school students in Vietnam. Schools often face resource constraints, including outdated

textbooks, limited access to language learning materials, and inadequate training for teachers in

language instruction techniques. For example, the availability of interactive language labs or

multimedia resources that promote listening and speaking skills development may be limited in

many schools.

Furthermore, curriculum constraints may prioritize content knowledge over communicative

competence, leaving little time for language practice and proficiency development. The emphasis on

examinations

and

academic

performance

may

overshadow

the

importance

of

fostering

communicative skills such as speaking fluency, interactive communication, and critical thinking in a

second language. In many educational settings, there may be a focus on exam-oriented teaching

methods that prioritize written exams over oral communication skills. As a result, students may not

10

receive sufficient opportunities to engage in meaningful language practice or receive individualized

support to address their specific language learning needs.

11

CHAPTER II: Strategies to develop eloquence in speaking for gifted students

I.

Improving Language Proficiency:

Developing eloquence, which involves speaking and expressing oneself effectively and

persuasively,

is

closely

tied

to

improving

overall

language

proficiency.

Here

are

strategies

specifically aimed at enhancing language proficiency through the development of eloquence.

1.

Focused Vocabulary Expansion

Engage actively in learning new vocabulary through reading, listening, and studying relevant

materials. Focus on thematic vocabulary related to specific topics of interest or professional fields to

improve specificity and depth of expression. Also, students should practice using new vocabulary in

context through speaking and writing exercises. As mentioned earlier, this paper focuses exclusively

on enhancing eloquence in speaking rather than studying vocabulary. Therefore, I will only suggest

some useful sources in this regard (see Appendix).

Boosting vocabulary through authentic materials like newspapers, magazines, books, fiction,

and non-fiction is a proven method. These sources expose readers to diverse vocabulary in context,

enhancing comprehension and retention. Newspapers and magazines offer current language usage,

while

books

provide

deeper

exploration

of

specialized

vocabulary

and

nuanced

expressions.

Engaging with these materials not only expands vocabulary but also improves overall language

proficiency by exposing readers to different writing styles, genres, and perspectives, fostering

continuous learning.

Here are some recommendations:

Newspapers

Magazines



The New York Times: https://www.nytimes.com/



The Guardian: https://www.theguardian.com/international



The Economist: https://www.economist.com/



The Wall Street Journal: https://www.wsj.com/



National Geographic: https://www.nationalgeographic.com/



New Scientist: https://www.newscientist.com/

Free

websites

to read books



Project Gutenberg: https://www.gutenberg.org/



Internet Archive: https://archive.org/



ManyBooks: https://manybooks.net/



Open Library: https://openlibrary.org/

12

2.

Pronunication Improvement:

Mastering pronunciation is key to achieving eloquence in speaking for high school students.

Clear articulation, precise stress together with intonatio and appropriate pace not only enhance

understanding but also convey authority and clarity. This section examines practical techniques and

exercises designed to refine phonetic accuracy and improve pronunciation fluency, empowering

students to communicate more effectively and confidently.

2.1.1. Phonetics:

Phonetics, the study of speech sounds and their production, is fundamental to understanding and

improving pronunciation. High school students striving for clear and accurate articulation face the

challenge of mastering phonetic nuances that distinguish one sound from another.



IPA (International Phonetic Alphabet): Introduce and use IPA symbols to understand

and represent sounds accurately.



Articulation: Focus on correct tongue placement, airflow, and lip movement for specific

sounds.



British English:

+ https://www.bbc.co.uk/learningenglish/features/pronunciation

+https://www.youtube.com/watch?v=7mahmMmnSx4&list=PLOZUTLsJbEAjW

-Z9Bou0fPvPs8zdF79pJ



American English:

https://www.youtube.com/watch?v=PIu5WDIco0I&list=PLYJV5Moz9cfyRIyd3

HKzwRGnDM_BSbEuI

https://www.youtube.com/watch?v=LWFwEuXcl0M

13



Minimal pairs exercises: Practice distinguishing between similar sounds that differ by

one phonetic feature (e.g., /æ/ vs. /

ɛ

/ in 'cat' and 'bet').



https://nguyenanhtan.com/engcom/pairpro



https://www.englishclub.com/pronunciation/minimal-pairs.php



https://moonesl.vn/hoc-phat-am-tieng-anh-minimal-pairs-sheep-hay-ship/



Tongue twisters: Use tongue twisters to improve articulation and fluency in producing

specific sounds and combinations (e.g., "She sells seashells by the seashore").



https://byjus.com/english/tongue-twisters/



https://www.berlitz.com/blog/english-tongue-twisters



https://preply.com/en/blog/pronunciation-practice-with-english-tongue-twisters/

2.1.2. Stress:



Word stress drills: Word stress refers to the emphasis placed on certain syllables within

words, which can change the meaning or the grammatical function of the word. In

English, word stress patterns are not random and often follow specific rules based on

syllable structure and word origin.



https://www.teachingenglish.org.uk/professional-development/teachers/knowing-

subject/articles/word-stress



https://www.youtube.com/watch?v=o0l00sZSBBE



Sentence

stress

exercises:

Sentence

stress

involves

emphasizing

certain

words

or

syllables within sentences to convey meaning clearly and effectively. Content words

(nouns, main verbs, adjectives, adverbs) typically carry sentence stress, while function

words (articles, prepositions, pronouns) are usually unstressed. For example:

"I didn't say she stole the money." (Emphasizing denial)

"I didn't say she stole the money." (Emphasizing the act of saying)

"I didn't say she stole the money." (Emphasizing who didn't say)

"I didn't say she stole the money." (Emphasizing what wasn't said)

14

"I didn't say she stole the money." (Emphasizing what wasn't stolen)



https://www.bbc.co.uk/china/learningenglish/flatmates/episode61/languagepoint.s

html



https://www.teachingenglish.org.uk/professional-development/teachers/knowing-

subject/articles/english-sentence-stress



https://www.youtube.com/watch?v=QPbNhsCkj7k



https://www.wordstress.info/word-stress-exercises/listening-sentence-stress/

2.1.3. Pace and Rhythm:



Chunking and Phrasing Practice: Provide students with sentences or paragraphs

and instruct them to break them into meaningful chunks or phrases. Practice speaking

each chunk fluently with appropriate pauses o mark boundaries between phrases and

ideas.

.



Reading aloud with expression: Assign passages or dialogues for students to read

aloud. Encourage them to focus on maintaining a steady pace, emphasizing key

words, and using appropriate intonation.



Rhythm Clapping or Tapping: Play recordings of speeches, poems, or songs with

clear rhythms. Have students clap or tap along with the beat to internalize rhythm and

pacing.

15



Speech Rate Variation: Assign tasks where students adjust their speech rate to

convey different emotions or tones, such as excitement, seriousness, or humor.

2.1.4. Intonation:

Intonation, the variation in pitch during speech, is vital in public speaking as it conveys

meaning, emotion, and emphasis, making the speech more engaging and understandable. Effective

intonation can distinguish between a confident speaker and a monotonous one, impacting how the

audience perceives the message and the speaker's credibility.Teachers can employ several strategies

to help high school students improve their intonation:



Intonation

pattern

recognition:

Let

students

listen

to

and

imitate

different

intonation patterns used in statements, questions, commands, etc. One effective

method is through listening and mimicking exercises, where students listen to native

speakers and try to replicate their intonation patterns. This can be facilitated through

the use of audio recordings, videos, or live demonstrations.

16



Pitch variation: this is also essential for improving intonation, as it helps students

convey different emotions and grammatical meanings. Emotional Expression: Have

students practice saying sentences with varying pitch to reflect different emotions,

such as excitement, sadness, anger, and surprise. For example, “I can’t believe it!”

can be said with rising pitch for excitement or falling pitch for disbelief. Grammatical

Structures: Use pitch to indicate questions, statements, and commands. Practice

sentences like “You’re coming?” with a rising pitch for a question and “You’re

coming.” with a falling pitch for a statement.

II.

Voice Modulation and Delivery:

Voice modulation and delivery are critical components of effective speaking. Proper voice

modulation involves adjusting pitch, tone, volume, and pace to convey emotions and emphasize key

points. Effective delivery ensures that the audience can clearly understand and engage with the

17

speaker. Two essential techniques to improve voice modulation and delivery are breathing exercises

and vocal warm-ups.

1. Breathing Exercises:

Purpose: Breathing exercises help control breath support, which is crucial for maintaining a

steady and powerful voice. Proper breath control allows speakers to project their voice, manage

speaking pace, and reduce tension, resulting in clearer and more confident speech.



Diaphragmatic Breathing: Also known

as belly breathing, this technique involves

breathing

deeply

into

the

diaphragm

rather than shallowly into the chest. This

allows

for

greater

breath

control

and

reduces strain on the vocal cords.

+

Sit

or

lie

down

in

a

comfortable

position.

+ Place one hand on your chest and the other on your abdomen.

+ Inhale deeply through your nose, allowing your abdomen to rise while keeping

your chest relatively still.

+ Exhale slowly through your mouth, feeling your abdomen fall.

+ Repeat this for 5-10 minutes daily to strengthen your diaphragm.



4-7-8 Breathing: This technique calms the nervous system and enhances breath

control.

+ Inhale quietly through your nose for a count of 4.

+ Hold your breath for a count of 7.

+ Exhale completely through your mouth for a count of 8.

18

+ Repeat this cycle three to four times, especially before speaking engagements.



Box Breathing: This technique calms the mind and helps in controlling the breath.

+ Inhale through your nose for 4 counts.

+ Hold your breath for 4 counts.

+ Exhale through your mouth for 4 counts.

+ Hold your breath for another 4 counts.

+ Repeat the cycle for 5 minutes.

2. Vocal Warm-ups:

Purpose: Vocal warm-ups prepare the vocal cords for speaking, helping to prevent strain and

improve vocal quality. These exercises enhance vocal flexibility, range, and endurance, which

are essential for clear and dynamic speech.



Lip Trills: This exercise helps relax the lips and vocal cords, promoting smooth and

controlled sound production.

+ Take a deep breath in through your nose.

+ As you exhale, gently press your lips together and make a "brrr" sound, causing

your lips to vibrate.

19

+ Glide up and down in pitch while maintaining the lip trill.

+ Continue for 2-3 minutes.



Sirens: This exercise helps to stretch the vocal cords and improve vocal range.

+ Start at a comfortable pitch and make a siren sound (like a police siren).

+ Slide your pitch up to the highest note you can reach, then back down to the lowest.

+ Repeat this sliding motion several times.



Humming: Humming warms up the vocal cords and resonators, helping to produce a

clear and resonant voice.

+ Take a deep breath in through your nose.

+ Hum a comfortable pitch, feeling the vibration in your chest and face.

+ Slide up and down in pitch while humming.

+ Experiment with different pitches and volumes to fully warm up your voice.

+ Hum for 3-5 minutes.

III.

Public Speaking Exercises and Activities:

1.

Debates:

*Definition: A debate is a speaking situation in which opposite points of view arepresented

and argued. A debate is about the real or simulated issue. The learners’roles ensure that

they have adequate shared knowledge about the issue anddifferent opinions or

interest to defend. At the end of activity, they may have toreach a concrete decision or put

the issue to a vote. Debate is data in which people take up positions, persue arguments and

expound on their opinions on a range ormatters; with or without some sort of lead figure or

chair person.

20

*Advantages:



Real-world

Application:

Debates

give

students

a

sense

of

purpose

in

their

communication activities, ensuring that their interactions have a real objective rather

than being purely hypothetical.



Fluency in Target Language: Debates immerse students in environments where

using the target language is essential, thus improving their fluency and comfort in

speaking it.



Enhances Critical Thinking: Debates require participants to research, analyze, and

evaluate different viewpoints, fostering critical thinking skills.



Develops Research Skills: Preparing for debates involves thorough research to

support arguments, enhancing students’ abilities to find, evaluate, and use

information effectively.



Encourages Active Learning: Debates promote active engagement with the subject

matter, encouraging students to take responsibility for their learning and participate

actively in discussions

*Disdvantages:



Potential for Conflict: Debates can sometimes escalate into conflicts, especially if

participants become too emotionally invested in their positions.



Time-consuming Preparation: Preparing for a debate requires significant time and

effort to research and develop arguments, which may be challenging for students with

busy schedules.



Risk of Reinforcing Biases: If not carefully moderated, debates can reinforce

existing biases, with participants focusing on winning rather than understanding

opposing viewpoints.



Pressure and Stress: The competitive nature of debates can create pressure and

stress for participants, which may affect their performance and overall learning

experience.

*Steps to Conduct a Debate in the Classroom:

21



Preparation:

+ Choose a Topic Select a topic that is relevant and engaging for students. Ensure it

has clear pro and con positions.

+ Research: Assign students to research both sides of the topic. Provide resources and

guidance on how to gather credible information.

+ Assign Roles: Divide the class into two teams (pro and con). Assign roles such as

main speakers, researchers, and rebuttal speakers.

+Set Rules: Establish rules and guidelines for the debate. These may include time

limits for speeches, rules for respectful behavior, and criteria for judging the debate.



Conducting debates:

+ Opening Statements: Each team presents an opening statement outlining their main

arguments. This usually lasts 2-3 minutes per team.

+ Main Arguments: Each team presents their main arguments. Typically, this is

divided among multiple speakers on each team, with each speaker given 2-4 minutes.

+ Rebuttals: Each team responds to the opposing team’s arguments. This helps

develop critical thinking and the ability to counter opposing viewpoints. Rebuttal

speeches are usually 2-3 minutes long.

+ Closing Statements: Each team presents a closing statement summarizing their

arguments and reinforcing their key points. Closing statements typically last 2-3

minutes per team.

+ Audience Questions: If time allows, open the floor to questions from the audience

(the rest of the class). This engages all students and encourages further critical

thinking.



Post-Debate Activities

22

+ Feedback: Provide constructive feedback to all participants. Highlight strengths and

suggest areas for improvement.

+ Reflection: Have students reflect on what they learned during the debate. This can

be done through a class discussion or a written assignment.

+ Vote: If applicable, allow the class to vote on which team presented the most

convincing argument. This can be done anonymously to ensure fairness.

2. Group presentations:

*Definition: A group presentation involves multiple participants collaboratively preparing

and delivering a presentation on a specific topic. Each member contributes to the research,

organization, and presentation of the content, ensuring that the information is cohesive and

well-structured. The goal is to effectively communicate the topic to an audience, utilizing the

strengths of each group member to enhance the overall presentation.

*Advantages:



Enhances

Collaborative

Skills:

Group

presentations

require

students

to

work

together, fostering teamwork and collaborative skills. This prepares them for real-

world scenarios where collaboration is essential.



Diverse Perspectives: Different group members bring varied viewpoints and ideas,

enriching the content of the presentation and broadening the learning experience for

all students.



Reduces

Speaking

Anxiety:

Sharing

the

responsibility

of

the

presentation

can

alleviate the pressure on individual students, making it less intimidating for those

who are anxious about speaking in public.



Improves

Communication

Skills:

Students

practice

organizing

their

thoughts,

articulating ideas clearly, and responding to questions, all of which enhance their

overall communication skills.



Interactive Learning: Group presentations can be more engaging and interactive

compared to individual presentations, as they often involve discussions and activities

that involve the audience.

23

*Disadvantages:



Unequal Participation: There is a risk that some group members may not contribute

equally, leading to an imbalance in workload and participation.



Inconsistent Delivery: If not well-rehearsed, group presentations can suffer from

inconsistent delivery, with varying levels of preparedness and speaking skills among

group members.



Dominance Issues: Some students may dominate the presentation, overshadowing

quieter members and limiting their opportunity to practice speaking.



Assessment Challenges: Evaluating individual contributions and performance can be

difficult for instructors, potentially leading to unfair assessments.



Dependency on Group Members: The success of the presentation is dependent on

all members being prepared and contributing, which can be problematic if some

members do not fulfill their responsibilities.

*Steps to Conduct Group Presentations in the classoom:



Topic Selection: Select or assign a topic that is relevant and interesting for the

students. Ensure the topic is broad enough to allow for substantial research but focused

enough to be manageable.



Group Formation: Divide students into groups, ideally with 3-5 members. Consider

using random selection or student choice, depending on the class dynamics and objectives.



Role Assignment: Each group should assign roles such as researcher, presenter,

designer (for visual aids), and coordinator. This ensures that all aspects of the presentation

are covered and that all group members are actively involved.



Guidance

and

Resources:

Give

students

clear

guidelines

and

criteria

for

the

presentation, including time limits, content requirements, and expectations for visual aids.

Also,

offer

resources

and

tools,

such

as

access

to

the

library,

online

databases,

and

presentation software tutorials.



Research and Preparation:

+

Conduct

Research:

Groups

should

conduct

thorough

research

on

their

topic,

gathering credible information from various sources.

24

+ Develop Content: Groups should organize their findings into a coherent structure,

typically including an introduction, main points, and a conclusion.

+

Create

Visual

Aids:

Prepare

visual

aids

(e.g.,

slides,

posters)

to

support

the

presentation. Visuals should be clear, relevant, and enhance the understanding of the

content.



Rehearsal: Groups should rehearse their presentations multiple times to ensure

smooth delivery, clear communication, and adherence to time limits.



Receive Feedback: Conduct peer reviews or practice sessions where groups present

to a small audience (e.g., other groups or the teacher) and receive constructive feedback.



Presentation Day:

+ Set Up: Ensure all technical equipment (e.g., projectors, computers) is set up and

working before the presentations begin.

+ Moderate the Session: The teacher or a designated student can moderate the session,

introducing each group and ensuring smooth transitions between presentations.

+ Time Management: Keep track of time to ensure each group has equal opportunity to

present and that the session runs on schedule.



Evaluation

Assess

Presentations:

Evaluate

each

presentation

based

on

the

established criteria, considering content accuracy, presentation skills, visual aids, and group

collaboration. Provide Feedback: Offer constructive feedback to each group, highlighting

strengths and areas for improvement.



Reflection Class Discussion: Facilitate a class discussion or reflection session where

students can share their experiences, what they learned, and how they can improve in future

presentations. Self and Peer Assessment: Encourage students to complete self-assessment

and peer assessment forms to reflect on their own contributions and those of their group

members.

3. Impromptu speaking:

25

*Definition: Impromptu speaking is a form of public speaking where individuals deliver a

speech without prior preparation or rehearsal. In the classroom, this skill involves students

being given a topic and then having a short amount of time to organize their thoughts and

deliver a coherent and engaging speech. This type of speaking aims to develop students'

ability to think quickly, articulate ideas clearly, and communicate effectively on the spot.

*Advantages:



Enhances Quick Thinking, Creativity and Adaptability: Students develop the

ability to think on their feet and adapt to new topics quickly, which is a valuable skill

in many real-life situations. Students are required to generate ideas and examples on

the spot, which stimulates creative thinking and a more flexible approach to problem-

solving.



Builds Confidence: Regular practice of impromptu speaking reduces anxiety and

builds

confidence

in

public

speaking,

making

students

more

comfortable

with

unexpected questions and speaking without preparation.



Encourages Active Listening: To respond effectively, students must listen carefully

to the topic or previous speakers, thereby enhancing their active listening skills.



Promotes

Engagement:

Impromptu

speaking

makes

classroom

activities

more

dynamic and engaging, encouraging students to participate actively and interact with

their peers.



Teaches Time Management: With limited time to prepare, students learn to manage

their time efficiently. This skill is important for handling various tasks under time

constraints in academic and professional environments.

*Disadvantages:



High Anxiety for Some Students: The pressure of speaking without preparation

can

cause

significant

anxiety

for

some

students,

potentially

hindering

their

performance and participation.



Uneven Participation: More confident students may dominate the activity, while

shy

or

anxious

students

may

participate

less,

leading

to

unequal

learning

opportunities.

26



Lack of Depth: Without preparation time, students may struggle to provide in-

depth, well-researched responses, leading to superficial presentations.



Potential for Off-Topic Responses: Students might go off-topic or struggle to

stay focused without sufficient time to organize their thoughts.



Stressful Environment: The unpredictable nature of impromptu speaking can

create a stressful classroom environment, which may not be conducive to learning

for all students.

*Steps to conduct impromptu speaking in the classroom:



Introduction and Explanation

+ Explain the Purpose: Start by explaining the importance and benefits of impromptu

speaking, including quick thinking, confidence building, and communication skill

enhancement.

+ Outline the Process: Provide a clear outline of how the impromptu speaking

activity will be conducted, including time limits, topics, and expectations.



Preparation

+ Create a List of Topics: Prepare a list of diverse and engaging topics that are

suitable for the students' age and proficiency levels. Topics should be broad enough

to allow for multiple perspectives.

+ Set Time Limits: Decide on the amount of preparation time (e.g., 1-2 minutes) and

speaking time (e.g., 2-3 minutes) for each student.



Group Formation

+ Form Small Groups: Divide the class into small groups or pairs to create a more

supportive environment. This can help reduce anxiety and encourage participation.

+ Individual or Group Speaking: Depending on the class size and objectives, students

can either speak individually or in pairs/groups.

27



Topic Selection

+ Random Topic Assignment: Use a random method (e.g., drawing topics from a hat)

to assign topics to students. This ensures fairness and adds an element of surprise.

+ Allow Choice: Alternatively, you can let students choose their topics from a pre-

prepared list, giving them a sense of control.



Preparation Time: Give students a short amount of time to organize their thoughts

and make brief notes. Emphasize that they should focus on structuring their speech

with a clear introduction, body, and conclusion.



Presentation:

+ Start the Speeches: Have students deliver their speeches in front of the class or

within their small groups. Ensure a supportive and respectful atmosphere to

encourage participation.

+ Encourage Engagement: Remind the audience to listen actively and prepare to ask

questions or provide feedback.



Feedback and Evaluation:

+ Provide Constructive Feedback: After each speech, offer constructive feedback

highlighting strengths and areas for improvement. Focus on aspects such as clarity,

organization, delivery, and engagement.

+ Peer Feedback: Encourage students to give positive and constructive feedback to

their peers, fostering a collaborative learning environment.



Reflection:

+ Class Discussion: Facilitate a class discussion on the experience, allowing students

to share their thoughts and feelings about the activity.

28

+ Self-Reflection: Ask students to reflect on their own performance and identify areas

for improvement.



Practice and Repeat:

+ Regular Practice: Incorporate impromptu speaking activities regularly into the

curriculum to help students build and refine their skills over time.

+ Variety of Topics: Keep the topics varied and interesting to maintain student

engagement and challenge them with different types of speeches.



Create a Supportive Environment:

+ Positive Reinforcement: Use positive reinforcement to encourage participation and

improvement. Celebrate progress and effort, regardless of the outcome.

+ Safe Space: Ensure the classroom is a safe space where students feel comfortable

expressing themselves without fear of judgment or ridicule.

4. Role-playing:

*Definition: Role-playing in an English class is a teaching method where students act out

characters or scenarios to practice language skills in a simulated, interactive context. This

activity involves students taking on specific roles and engaging in dialogues or situations that

mimic real-life interactions, thereby enhancing their speaking abilities.

*Advantages:



Enhanced Speaking Skills & Increased Fluency: Role-playing provides a realistic

context for students to practice and apply vocabulary, grammar, and conversational

strategies, improving their overall speaking proficiency. Regular engagement in role-

play scenarios helps students become more fluent and comfortable in speaking

English.



Boosts Confidence: By acting out roles in a supportive classroom setting, students

can overcome shyness and build confidence in their speaking abilities.

29



Collaboration: Working in pairs or groups fosters teamwork and collaboration,

essential skills both inside and outside the classroom.



Encourages Creativity and Critical Thinking: Role-playing allows students to

think creatively and use language in imaginative ways, enhancing their problem-

solving skills.



Engages Students Actively and Interactively: Role-playing makes learning more

dynamic

and

engaging,

increasing

student

motivation

and

participation.

The

interactive nature of role-playing keeps students involved and attentive, making the

learning experience more enjoyable.

*Disadvantages:



Potential for Unequal Participation: More confident or extroverted students may

dominate the activity, while quieter students may participate less.



Group Dynamics: Inequities in participation can arise from group dynamics, where

some students may not feel comfortable speaking up.



Preparation and Planning: Role-playing activities require significant preparation

and planning to be effective, including creating scenarios and assigning roles.



Classroom Management: Managing the activity and keeping students on task can be

challenging, especially with larger classes.



Varying Engagement Levels: Not all students may find the assigned roles or

scenarios engaging, leading to varying levels of participation and enthusiasm.



Performance Over Substance: The emphasis on acting and performance might

overshadow the linguistic and communicative objectives of the activity.

*Steps to conduct role-playing in the classroom:



Preparation:

+ Select a Scenario: Choose a scenario relevant to the lesson objectives, such as a job

interview, a restaurant conversation, or a doctor-patient interaction.

30

+ Define Objectives: Clearly outline what you want students to achieve from the role-

play, such as practicing specific vocabulary, improving conversational skills, or

understanding cultural contexts.

+ Prepare Materials: Create role-play cards or scripts that describe the roles and the

context. Ensure all necessary props or visual aids are available to enhance the realism

of the scenario.



Introduction:

+ Explain the Activity: Introduce the role-play activity to the class, explaining its

purpose and benefits. Emphasize the importance of participation and the skills they

will practice.

+ Assign Roles: Assign roles to each student, either randomly or based on their

interests and strengths. Ensure that each student understands their character and the

scenario.



Instruction:

+ Provide Guidelines: Explain the rules and expectations for the role-play, including

time limits, behavior, and the focus on using target language structures and

vocabulary.

+ Model the Role-Play: Demonstrate the role-play with a student or another teacher

to give students a clear example of what is expected.



Activity:

+ Conduct the Role-Play: Allow students to perform the role-play. Circulate around

the room to observe, provide support, and ensure that students stay on task.

+ Encourage Interaction: Encourage students to interact naturally within their roles,

asking questions and responding as their characters would.

31



Debriefing:

+ Reflect on the Activity: After the role-play, lead a class discussion to reflect on the

activity. Ask students what they learned, what challenges they faced, and how they

felt about the experience.

+ Provide Feedback: Offer constructive feedback on their performance, focusing on

strengths and areas for improvement. Encourage peer feedback to foster a supportive

learning environment.



Follow-Up:

+ Review Key Points: Summarize the key language points and skills practiced during

the role-play. Reinforce any new vocabulary or grammar structures.

+ Assign Related Tasks: Assign homework or follow-up activities related to the role-

play, such as writing a reflection, creating a dialogue, or practicing additional

scenarios.

5. Making audiobooks:

*Definition: Making an audiobook in a speaking English class involves students recording

their oral reading or narration of a text, such as a book, story, or article. This activity aims to

improve students' reading fluency, pronunciation, intonation, and expressive speaking skills.

By engaging in the production of an audiobook, students practice their speaking abilities in a

structured and creative manner.

*Advantages:



Improves Pronunciation and Fluency: Regularly reading aloud and recording helps

students refine their pronunciation and develop more fluent reading habits. They

become more conscious of their speech patterns and work towards improving them.

32

Listening to their own recordings allows students to self-assess and identify areas for

improvement.



Enhances

Expressive

Speaking:

Students

learn

to

use

intonation,

pacing,

and

emotion effectively, making their reading more engaging and expressive. This is

crucial for storytelling and overall communication skills.



Engagement: The process of making an audiobook can be more engaging and

enjoyable for students, encouraging them to put more effort into their speaking

practice.



Integrates Technology: The use of recording and editing technology makes the

learning process more interactive and engaging. Students develop valuable technical

skills alongside language skills.

*Disadvantages:



Time-Consuming: The process of selecting a text, practicing, recording, and editing

can be time-consuming, potentially taking away from other instructional activities.



Requires Equipment & Technical Skills: Making audiobooks requires access to

recording equipment and software, which may not be readily

familiar with all

students. Both students and teachers need a basic understanding of how to use the

technology, which could require additional training and resources.



Assessment Difficulties: Assessing the quality of audiobooks can be subjective,

making it challenging to provide consistent and fair evaluations. There is also a risk

of overemphasizing technical skills over language skills, potentially detracting from

the primary learning objectives.

*Steps to conduct making audiobooks (at home):



Preparation:

+ Assign Texts: Choose a variety of texts suitable for the students' proficiency levels

and interests. Assign different texts to each group to ensure diversity and coverage of

various genres. Provide digital copies of the texts and any necessary vocabulary or

pronunciation guides.

33

+ Form Groups: Divide the class into small groups, ideally 3-5 students per group.

Ensure the groups are balanced in terms of language proficiency and skills.

+ Set Objectives and Deadlines: Clearly define the objectives of the activity, such as

improving pronunciation, fluency, and expressive reading skills. Set a clear deadline

for each stage of the project (e.g., practice, recording, editing, and submission).



Instructions:

+ Explain the Process: Provide detailed instructions on how to create an audiobook,

including

steps

for

practicing,

recording,

and

editing.

Share

examples

of

good

audiobooks to illustrate the expected outcome.

+

Provide

Technical

Guidance:

Recommend

user-friendly

audio

recording

and

editing software (e.g., Audacity, GarageBand, or mobile apps like Voice Recorder).

Provide basic tutorials or links to online resources to help students get started.



Practice:

+ Individual and Group Practice: Ask each group member to practice reading their

assigned

part

of

the

text

individually.

Focus

on

pronunciation,

intonation,

and

expression. Schedule virtual group meetings where students can practice together and

provide feedback to each other.

+ Rehearsal: Encourage groups to rehearse their readings multiple times. Provide

guidance on how to support each other, such as through constructive feedback and

tips for improvement.



Recording:

+ Set Up Recording Sessions: Instruct groups to choose quiet environments for

recording to minimize background noise. They can use smartphones, tablets, or

computers with good-quality microphones. Each group member should record their

part of the text individually, ensuring clarity and steady pacing.

34

+ Collaborative Recording: For parts of the text that require interaction or dialogue,

students can use video conferencing tools to record together, ensuring synchronized

delivery.



Editing:

+

Basic

Editing

Skills:

Teach

students

basic

editing

skills,

such

as

trimming

unwanted sections, adjusting volume levels, and adding simple effects. Provide a

step-by-step guide or tutorial links to help them navigate the editing software.

+ Finalize the Audiobook: Instruct groups to compile the individual recordings into a

single audiobook

file.

Ensure they review the entire recording

for quality and

coherence.



Submission:

+ Upload and Share: Set up a platform where students can upload their final

audiobook files, such as a shared Google Drive folder or a class website. Encourage

groups to listen to each other’s audiobooks and prepare constructive feedback.



Feedback and Reflection:

+ Teacher Feedback: Provide individualized feedback on each group’s audiobook,

focusing

on

pronunciation,

fluency,

expression,

and

overall

quality.

Highlight

strengths and suggest areas for improvement.

+

Peer

Feedback

Organize

a

virtual

class

session

where

groups

present

their

audiobooks

and

receive

feedback

from

their

peers.

Encourage

positive

and

constructive feedback to foster a supportive learning environment.

+

Reflection:

Ask

students

to

reflect

on

the

activity,

either

through

a

written

reflection or a group discussion. Discuss what they learned, challenges they faced,

and how the activity helped improve their speaking skills.

*Dos and Don’ts when conducting these speaking activities:

35

DOS

DON’TS

Clearly explain the purpose and benefits of the

activity

Don't assume students understand the purpose

without explanation

Provide clear guidelines and structure for the

activity

Don't

leave

the

instructions

vague

or

ambiguous

Create a supportive and positive environment

Don't

create

a

high-pressure

or

overly

competitive atmosphere

Encourage active participation from all students

Don't

allow

more

confident

students

to

dominate the activity

Use a variety of interesting and engaging topics

Don't

use

overly

complex

or

uninteresting

topics

Offer constructive and specific feedback

Don't give overly critical or vague feedback

Practice and rehearse the activity

Don't skip practice or rehearsal sessions

Engage the audience and encourage interaction

Don't

ignore

the

importance

of

audience

engagement

Ensure equal participation and inclusivity

Don't

neglect

quieter

students

or

those

who

need more support

Use

appropriate

tools

and

resources

for

recording or presenting

Don't overlook technical issues or insufficient

resources

Set realistic and clear deadlines

Don't rush the preparation or recording process

Monitor time effectively during activities

Don't let the activity run over time or become

disorganized

Foster

creativity

and

encourage

expressive

language

Don't

limit

students'

creativity

or

expressive

abilities

Provide opportunities for reflection and self-

assessment

Don't skip the reflection or feedback phase

Be adaptable and open to modifying the activity

based on student needs

Don't

be

rigid

with

the

format

if

it's

not

working for the class

PART C: CONCLUSION

1. Summary of the study:

The research paper explores strategies to develop eloquence in speaking for high school

students, with a focus on English-specialized students in Vietnam. The study identifies three main

strategies: enhancing language competence, improving voice modulation, and organizing structured

speaking activities. The paper emphasizes the importance of eloquence for academic achievement,

career readiness, and personal development. It also highlights the challenges faced in developing

eloquence, such as linguistic difficulties, psychological barriers, and educational limitations. The

36

study offers practical techniques and exercises to overcome these challenges and enhance students'

speaking abilities.

2. Recommendations for future study:

This study has been conducted on a small scale over a limited period and is based primarily

on the authors' subjective experiences. Therefore, it is recommended that future research include

more supplementary activities for each suggestion, along with detailed observations and notes to

analyze students' needs, attitudes towards activities, and their effects on English performance.

To build on these findings, future studies should consider exploring psychological factors

like anxiety, self-esteem, and motivation can further inform strategies to support students in

developing eloquence. Additionally, investigating the role of technology, such as digital tools and

online

speech

analysis

software,

could

offer

new

perspectives

on

enhancing

speaking

skills.

Furthermore, examining the effectiveness of various speaking contexts and multimodal approaches

could help tailor specific strategies to different types of speaking engagements. By pursuing these

recommendations, future research can contribute to a more comprehensive understanding of how to

effectively develop eloquence in speaking for high school students, leading to more targeted and

impactful educational practices.

APPENDIX

RECOMMENDED BOOKS

*VOCABULARY:

Mann, M., & Taylore-Knowles, S. (2019). Destination C1 & C2: Grammar and Vocabulary.

Macmillan Education.

Lele, C. (2018). The Vocabulary Builder Workbook. Zephyros Press.

McCarthy, M., & O'Dell, F. (2017). English Vocabulary in Use: Advanced. Cambridge

University Press.

Wyatt,

R.

(2012).

Check

Your

English

Vocabulary

for

IELTS

(3rd

ed.).

Bloomsbury

Publishing.

37

Porter,

D.

(2012).

Check

Your

English

Vocabulary

for

Academic

English

(3rd

ed.).

Bloomsbury Publishing.

Thomas, B. J. (2008). Advanced Vocabulary and Idiom. Macmillan Education.

Huntley, H. (2006). Essential Academic Vocabulary: Mastering the Complete Academic

Word List. Houghton Mifflin Harcourt.

Gough,

C.

(2003).

English

Vocabulary

Organiser:

100

Topics

for

Self-Study.

LTP

(Language Teaching Publications).

Lewis, N. (1978). Word Power Made Easy. Pocket Books.

*PRONUNICATION:

Cambridge University Press. (various years). English Pronunciation in Use series.

Baker, A. (2016). Ship or Sheep?: An Intermediate Pronunciation Course. Cambridge

University Press.

Baker, A., & Goldstein, S. (2017). Pronunciation Pairs (2nd ed.). Cambridge University

Press.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A

Course Book and Reference Guide (2nd ed.). Cambridge University Press.

Roach,

P.

(2009).

English

Phonetics

and

Phonology:

A

Practical

Course

(4th

ed.).

Cambridge University Press.

Underhill, A. (2005). Sound Foundations. Macmillan Education.

*PUBLIC SPEAKING:

Gallo, C. (2014). Talk Like TED: The 9 Public-Speaking Secrets of the World's Top Minds.

St. Martin's Press.

38

Carnegie, D. (1936). The Art of Public Speaking. Harper & Brothers.

Acker, M. (2019). Speak With No Fear: Go from a Nervous, Nauseous, and Sweaty Speaker

to an Excited, Energized, and Passionate Presenter. Speak Publishing.

Berkun, S. (2009). Confessions of a Public Speaker. O'Reilly Media.

Harrington,

D.

(2009).

Speaking

of

Speech:

Basic

Presentation

Skills

for

Beginners.

Thomson Learning.

Port, M. (2015). Steal the Show: From Speeches to Job Interviews to Deal-Closing Pitches,

How to Guarantee a Standing Ovation for All the Performances in Your Life. Houghton Mifflin

Harcourt.

Donovan, J. (2012). How to Deliver a TED Talk: Secrets of the World's Most Inspiring

Presentations. McGraw-Hill Education.

Lucas, S. E. (2015). The Art of Public Speaking. McGraw-Hill Education.

Grussendorf, M. (2007). English for Presentations. Oxford University Press.

Van Emden, J., & Becker, L. (2016). Presentation Skills for Students (3rd ed.). Palgrave.

39

References

Collins

Dictionary.

(n.d.).

Eloquence.

In

Collins

English

Dictionary

-

Complete

&

Unabridged

2012

Digital

Edition.

Retrieved

from

https://www.collinsdictionary.com/dictionary/english/eloquence

Dodd, B., & Connors, R. J. (2019). Public Speaking: Connecting You and Your Audience

(11th ed.). Cengage Learning.

Gardner, R. C. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 8, 9-

20.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod.

Lawrence Erlbaum Associates.

MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and

language learning: A review of the literature. Language Learning, 41(1), 85–117.

McCroskey, J. C., & Richmond, V. P. (1987). Fundamentals of Public Speaking for High

School Students. Prentice Hall.

Nunan, D. (1991). Language Teaching Methodology. Prentice Hall.

Schwartz, J. (2017). The Art of Communicating. Harmony Books.