Masaryk university, brno faculty of education

6. In what way were the activities different from the activities in your ordinary lessons? 
 
A lot of students condemned the ordinary lessons to be dull, the activites are usually 
taken from the textbook and are nor creative, neither encourage students’ creativity. The lessons 
with extra activites were described as challenging, more interesting and entertaining, making 
students think and express themselves under various circumstances.
“We are never bored, there is no time to be bored during the activites. We have to think 
fast and use a lot of imagination.” (One of the answers). 
“We use textbooks in every subject and every lesson, this is a nice change. It always 
wakes me up.” (One of the answers). 

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Conclusion 
The main aims of the thesis were to design a set of materials focused on conversational activities 
in an ESP classroom and to discover whether there is a positive relation between creation and 
application of these activities and students’ knowledge and ability to react in conversational 
situations related to the Hotel Keeping and Tourism study programme. Furthermore, the thesis 
tried to answer the questions of the effect of the piloted activities on students’ motivation, self-
confidence or speaking fluency.
The theoretical research has provided answers to various issues connected to teaching 
speaking in a foreign language as well as it has introduced basic English language speaking 
methodology with a special emphasis on Communicative Language Teaching, its history and 
princples. Definition of ESP has been provided and various specifics of teaching speaking in 
ESP classes have been highlighted as well. 
In the practical part of the thesis, a set of activities to fit the needs of an ESP classroom 
has been designed, piloted and evaluated. A research has also been carried out to verifify 
proposed goals and answer the research questions on the basis of a questionnaire survey and 
personal observations. 
Based on the questionnaire survey results and personal observations in the 
lessons, it can be concluded that the main aim of the thesis was achieved. Students 
acknowledged that the activities have helped them prepare for the real-life conversational 
situations they might need in future. This finding was supported by the increase of students’ 
self-confidence and fluency observed throughout the lessons.
In my opinion, the activities designed to fit the purposes of an ESP classroom turned out 
to be a helpful instrument in the development of students’ speaking skills and preparation for 
their future carrier. This claim is proved by the results of the survey, as well as by the personal 
observations. Broader research might be carried out in the field of students’ motivation, as the 
results here showed the lowest value in all categories. 

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