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082 ## $a420 $bPH-A
100 0# $aPham, Ngọc Anh
245 ## $aUsing humorous riddles to enhance lecturer-student interaction in English speaking classes at a university in HaNoi $b $cPhạm Ngọc Anh; Dr. Trần Thị Lệ Dung $h $n $p
246 ## $aSử dụng các câu đố hài hước để tăng sự tương tác giữa giảng viên và sinh viên trong các lớp học nói tiếng Anh tại một trường đại học ở Hà Nội
260 ## $aH. $bTrường Đại học Mở Hà Nội $c2025
300 ## $a100 p. $b $cA4 $e
520 ## $aThis study aimed to investigate the effectiveness of using humorous riddles as a teaching strategy to improve English speaking skills and classroom interaction of second year students at the Faculty of Foreign Languages, English Department, Phuong Dong University. Based on the framework of communicative teaching methods and the action research model in cycles (planning, action, observation, and reflection), the study was conducted over 8 weeks with the participation of two classes. Throughout the intervention process, the lecturer designed and adjusted speaking activities incorporating humorous riddles based on the results of observation and feedback from the students. Data were collected through pre- and post-intervention speaking skills tests, student surveys, classroom observations, and semi-structured interviews. The results showed that students had significant progress in their speaking ability, vocabulary, and interaction. In addition, survey and interview data showed that students responded positively to this teaching method, as demonstrated by higher levels of interest, confidence, and willingness to speak up. The study concluded that humor, when appropriately integrated into speaking instruction, can create a positive learning environment, promote language development, and enhance social interaction in the English classroom.
653 ## $aUsing humorous riddles
653 ## $aEnhance lecturer-student interaction
653 ## $aEnglish speaking classes
653 ## $aUniversity in HaNoi
690 ## $aTiếng Anh
691 ## $aNgôn ngữ Anh