Áp dụng hoạt động làm việc nhóm trong việc khuyến khích sinh viên năm thứ nhất không chuyên anh trong giờ học nói một dự án nghiên cứu hành động tại một trường cao đẳng ngoại ngữ ở bắc ninh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HẰNG THE APPLICATION OF GROUP WORK IN MOTIVATING NONMAJOR ENGLISH FIRST YEAR STUDENTS IN SPEAKING LESSONS: AN ACTION RESEARCH PROJECT AT A FOREIGN LANGUAGE COLLEGE IN BAC NINH PROVINCE (Áp dụng hoạt động làm việc nhóm việc khuyến khích sinh viên năm thứ khơng chun Anh học nói: Một dự án nghiên cứu hành động trường cao đẳng ngoại ngữ Bắc Ninh) M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 Hanoi 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HẰNG THE APPLICATION OF GROUP WORK IN MOTIVATING NONMAJOR ENGLISH FIRST YEAR STUDENTS IN SPEAKING LESSONS: AN ACTION RESEARCH PROJECT AT A FOREIGN LANGUAGE COLLEGE IN BAC NINH PROVINCE (Áp dụng hoạt động làm việc nhóm việc khuyến khích sinh viên năm thứ khơng chun Anh học nói: Một dự án nghiên cứu hành động trường cao đẳng ngoại ngữ Bắc Ninh) M.A MINOR PROGRAM THESIS Major: English Teaching Methodology Code: 8140231.01 Supervisor: Prof Hoàng Văn Vân Hanoi 2021 DECLARATION I, hereby, declare that my thesis entitled: “The application of group work in motivating non-major English first year students in speaking lessons: An action research project at a foreign language college in Bac Ninh Province” is the result of my own work, submitted in the partial fulfillment for the requirements for the degree of Master of Arts Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis This minor thesis or any part of the same has not been submitted for higher degree to any other university or institution Signature Nguyễn Thị Hằng i ACKNOWLEDGEMENTS My research has been completed with the support of many people Firstly, I would like to express my deepest gratitude to my supervisor, Prof Hoàng Văn Vân for his enthusiastic and helpful guidance, insightful comments and encouragement without which my thesis would not have been completed Secondly, I am indebted to all my lectures in Post-graduate Faculty, University of Languages and International Studies for their precious assistance, knowledge and enthusiasm Thirdly, I am also grateful to all the participants, all students in classes Japanese and Chinese at Viet Nhat College of Foreign Languages and Technology for their enthusiastic participation and cooperation during the duration of conducting the research Finally, I would like to express my profound gratitude to my family, especially my parents, who have given me constant support, both spiritual and material, and love during the completion of this research paper ii ABSTRACT An English speaking lesson cannot be successful without students‟ active participation Second foreign language learners should be offered the opportunity to get involved in the lessons and fulfill their learning orientations The goal of conducting this action research is to enhance students‟ motivation in participating speaking lessons by applying group work The research, therefore, checks the students‟ level of participation in speaking lessons at Viet Nhat College of Foreign Languages and Technology In addition to this, the thesis tries to find out the factors affecting the students‟ participation The researcher uses action research to conduct the study whose subjects are fifty-two students of students in classes Japanese and Chinese at Viet Nhat College of Foreign Languages and Technology These fiftytwo students took part in completing questionnaires reflecting their appreciation of learning speaking English and what factors affects negatively their participation Class observation, pre-test, post-test and survey questionnaires were employed to find answers to the two research questions The findings of the research revealed that students‟ poor participation and low motivation resulted from both students themselves and their former teachers and that applying group work in speaking lessons helped enhance students‟ participation and motivation in terms of both quality and quantity Lastly, it is hoped that the results of this thesis could benefit for teachers to use group work activities for the developing teaching and learning speaking English at Viet Nhat College of Foreign Languages and Technology iii TABLE CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF CHARTS vii LIST OF TABLES viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 The aims and objectives of the study 1.3 Research questions .2 1.4 Significance of the study 1.5 Scope of the study 1.6 Methods of the study 1.7 Design of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 What is speaking? 2.1.1 Definition of speaking .5 2.1.2 The importance of speaking 2.1.3 Phrases to teach speaking 2.1.4 Characteristics of a successful speaking activity 2.1.5 Problems with speaking activities .8 2.1.6 Principles in teaching speaking 2.2 Students‟ motivation 10 2.2.1 What is motivation 10 2.2.2 The role of motivation in Foreign Languages learning 10 2.3 Group work 11 2.3.1 Definition of group work 11 2.3.2 The purpose of group work .12 iv 2.3.3 Types of Group Work .12 2.3.4 The principles in organizing group work in speaking class 14 2.3.5 Group work as a motivator for students to speak 15 2.4 Previous studies related to how to motivate students during speaking lessons 16 CHAPTER 3: METHODOLOGY 18 3.1 Description of the context of the research 18 3.1.1 An overview of Viet Nhat College of Foreign Languages and Technology 18 3.1.2 The teaching program and materials .18 3.1.3 Current situation of teaching and learning speaking skills at Viet Nhat College of Foreign Languages and Technology .19 3.2 Action research 19 3.2.1 What is an action research? .19 3.2.2 Rationale for the use of an action research .20 3.3 Description of the research .26 3.3.1 Subjects of the research 26 3.3.2 Data collection instruments .26 3.3.3 Data analysis procedure 28 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 30 4.1 Data collected from preliminary investigation stage - Questionnaire 30 4.2 Intervention 34 4.3 Data from the intervention stage 34 4.3.1 Data collected from observation sheet 34 4.3.2 Data collected from the Questionaire 35 4.3.3 Data collected from the tests 42 CHAPTER 5: CONCLUSION .45 5.1 Main findings .45 5.2 Recommendations based on the findings 46 5.3 Some suggestions for applying group work to motivate students in speaking classes 47 v 5.4 Limitations and suggestions for further research .48 5.5 Conclusion 49 REFERENCES 51 APPENDICES I APPENDIX I APPENDIX III APPENDIX XI APPENDIX XII APPENDIX XIII vi LIST OF CHARTS Chart 4.1: Students‟ reasons for learning English 32 Chart 4.2: Factors that make students involuntary of raising their hand to speak English in the classroom 32 Chart 4.3: Observation sheet that looks at the current situation of class motivation 34 Chart 4.4: Students‟ evaluation on how applying group work is 35 Chart 4.5: Students‟s evaluation on how appropriate the group work is 36 Chart 4.6: Students‟ feeling on how much they like the group work activity 36 Chart 4.7: Students‟ level of participation in recent speaking lessons .37 Chart 4.8: Students‟ feeling after working in group 37 Chart 4.9: Students‟ level of motivation in recent speaking lessons 38 Chart 4.10: Students‟ evaluation of the effectiveness of group work .38 Chart 4.11: Students‟ ideas on the benefits of group work .39 Chart 4.12: Students‟ desires on what stages group work should be applied 40 Chart 4.13: Students‟ suggestions on what the teacher should to apply group work more effectively .40 Chart 4.14: Students‟ desire on how often they join group work .41 vii LIST OF TABLES Table 4.1: Students‟ attitude towards speaking skill .30 Table 4.2: Students‟ motivation, learning styles, anxiety in speaking lessons 31 Table 4.3 Results of the pre-test .42 Table 4.4 Results of the post-test .43 viii B Involve the group work only when being asked C Taking part in the group work only when feeling interested D Do not join the group work How you feel after working in group? A Relaxed B Motivated C Normal D Uncomfortable How motivating does group work bring to you? A Not motivating B Slightly motivating C Rather motivating D Very motivating In your opinion, is the application of group work to motivate students in speaking lessons effective? A Yes B No If you choose “yes”, please answer question 8, 10, 11, 12 If you choose “no”, please answer question 9, 10, 11, 12 What are the benefits of group work to your speaking skill? (You can choose more than one response) A Group work reduces my anxiety and helps self-confident to speak in class B Group work brings me more chance to speak C Group work makes speaking lesson less difficult D Group work makes speaking lessons more enjoyable and fun E Others (please specify some) ……………………………………………………………………………………… ……………………………………………………………………………………… IV The application of group work in speaking lessons is not effective, what you think the reasons are? (Please specify some) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 10 What stage(s) should the teacher apply the group work? A Warm ups B Pre-speaking C While- speaking D Post- speaking E At any stage 11 What should the teacher apply of group work more effectively? (You can choose more than one) A Teachers should introduce the instructional objectives understandably and interestingly B Teachers should decide on group size C Teachers should allow sufficient time for group work D Others (please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… 12 How often you wish to take part in group work? A Always B Often C Sometimes D Never V PHỤ LỤC BẢNG CÂU HỎI ĐIỀU TRA SỐ Bảng câu hỏi thiết kế để nghiên cứu động lực học nói Tiếng Anh học kỹ nói Tiếng Anh lớp học Câu trả lời bạn sử dụng cho mục đích nghiên cứu Cảm ơn bạn hợp tác Kỹ nói tiếng Anh có tầm quan trọng bạn? A Rất quan trọng B Khá quan trọng C Hơi quan trọng D Không quan tâm Bạn có thường xuyên miễn cưỡng nói tiếng Anh lớp học không? A Liên tục B Thường xuyên C Thỉnh thoảng D Tơi nói giáo viên bảo tơi nói Lý học nói tiếng Anh bạn gì? (Bạn chọn nhiều câu trả lời) A Tiếng Anh cần thiết cho nghiệp tương lai B Bắt buộc phải học nói tiếng Anh trường chúng tơi C Tơi thấy thú vị học nói tiếng Anh D Tơi muốn giao tiếp tiếng Anh Bạn có xu hướng làm lớp học nói tiếng Anh? (Bạn chọn nhiều câu trả lời) A Luôn giữ im lặng B Chỉ trả lời câu hỏi đơn giản C Xung phong trả lời nhiều tốt D Biết câu trả lời ngại ngùng để xung phong nói E Nói vài câu giáo viên hỏi VI F Sử dụng tiếng mẹ đẻ G Nói tơi cảm thấy thích H Nói để điểm I Nói để tăng cường kỹ giao tiếp Yếu tố khiến bạn khơng tự nguyện nói tiếng Anh lớp học? (Bạn chọn nhiều câu trả lời) A Khơng thích nói tiếng Anh B Mục tiêu học tập để kiểm tra (không phải để giao tiếp) C Sợ mặt với bạn lớp D Phương pháp dạy học nhàm chán E Không nhận đủ nhiệt tình từ giáo viên lớp nói tiếng Anh F Khơng có để nói G Bầu khơng khí căng thẳng học nói H Mắc cỡ I Thiếu từ vựng J Khơng có làm động lực để tơi nói VII PHỤ LỤC BẢNG CÂU HỎI ĐIỀU TRA SỐ Bảng câu hỏi thiết kế cho nghiên cứu về: “Tác dụng việc áp dụng hoạt động nhóm việc thúc đẩy sinh viên năm thứ không chuyên tiếng Anh nói tiếng Anh Trường cao đẳng ngoại ngữ công nghệ Việt Nhật Câu trả lời bạn sử dụng cho mục đích nghiên cứu Người nghiên cứu đảm bảo tất thông tin thu thập giữ bí mật, với hy vọng bạn trả lời câu hỏi cách xác trung thực Bạn đưa ý kiến cách khoanh trịn vào chữ A, B, C mà bạn muốn chọn Cảm ơn hợp tác bạn Bạn cảm thấy việc áp dụng hoạt động nhóm? A Rất khó B Khó C Khơng dễ D Dễ dàng Hoạt động nhóm có phù hợp với trình độ bạn thơng qua trị chơi hoạt động khơng? A Khơng phù hợp B Hơi phù hợp C Phù hợp D Rất phù hợp Bạn có thích hoạt động nhóm giáo viên bạn đưa học nói khơng? A Tơi thích chúng B Chúng ổn C Tơi khơng thích chúng tý D Tơi khơng có ý kiến Bạn làm tiết học có hoạt động nhóm? VIII A Tích cực tham gia hoạt động nhóm B Chỉ tham gia vào hoạt động nhóm yêu cầu C Chỉ tham gia vào hoạt động nhóm cảm thấy thích thú D Khơng tham gia hoạt động nhóm Bạn cảm thấy sau làm việc nhóm? A Thư giãn B Có động lực C Bình thường D Khơng thoải mái Hoạt động nhóm mang đến cho bạn động lực học nào? A Khơng có động lực B Có động lực chút C Có động lực D Rất động lực Theo bạn, việc áp dụng hoạt động nhóm để thúc đẩy học sinh học nói có hiệu khơng? A Có B Khơng Nếu bạn chọn “có” , trả lời câu hỏi 8, 10, 11, 12 Nếu bạn chọn “không”, trả lời câu hỏi 9, 10, 11, 12 Những lợi ích hoạt động nhóm kỹ nói bạn gì? (Bạn chọn nhiều câu trả lời) A Hoạt động nhóm làm giảm lo lắng giúp tự tin để nói trước lớp B Hoạt động nhóm mang lại cho tơi nhiều hội để nói C Hoạt động nhóm làm cho học nói khó khăn D Hoạt động nhóm làm cho học nói trở nên thú vị vui vẻ E Ý kiến khác (vui lòng ghi rõ số) ……………………………………………………………………………………… ……………………………………………………………………………………… IX Việc áp dụng hoạt động nhóm học nói khơng hiệu quả, bạn nghĩ lý gì? (Vui lịng ghi rõ số) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 10 Giai đoạn giáo viên nên áp dụng hoạt động nhóm? A Khởi động B Trước nói C Trong nói D Sau nói E Ở giai đoạn 11 Giáo viên nên làm để ứng dụng hoạt động nhóm hiệu hơn? (Bạn chọn nhiều một) A Giáo viên nên giải thích đưa mục tiêu giảng cách dễ hiểu thú vị B Giáo viên nên đưa quy mơ nhóm C Giáo viên nên đưa thời gian cho phép để làm việc nhóm D Ý kiến khác (vui lịng ghi rõ) ……………………………………………………………………………………… ……………………………………………………………………………………… 12 Bạn có thường xuyên tham gia hoạt động nhóm khơng? A Ln ln B Thường thường C Thỉnh thoảng D Không X APPENDIX OBSERVATION SHEET- OVERALL CLASS MOTIVATION Date: Observer: Class: Teacher: No of students present: Time: 50 mins Textbook: Life lines- elementary Unit: Observation focus: level of students’ motivation generated by the tasks is average mark for any one item Instructions: - This sheet is for observation the class as a whole, not individual student - Complete this sheet when the lesson is drawing to a close - Circle ONE number of each statement below - Add final comments after the lesson at the bottom of the sheet if you want Mark how participated in the group work the students are Poor participated Very participated The students are taking pleasure in the group work Not certainly Very much The students are paying constant attention to the group work Not certainly Very much Mark the levels of students‟ concentration on the group work Low high High Mark the students‟ activity level? Low The group work brings the challenge for the students Not certainly Very much The application of group work is suitable for the students Not certainly Very much The students find the group work in speaking class entertaining Not certainly XI Very much APPENDIX THE DATA ON OVERALL CLASS MOTIVATION Data interpretation keys: Level of students‟ motivation generated by speaking activities was observed in terms of items Mark is average mark for any item Lesson Observed items L3 L4 L5 L6 L7 L8 Students‟ involvement in 2 3 4 3 4 2 3 2 3 4 Students‟ activity level 3 4 Degree of challenge of the 2 3 4 3 4 3 4 18 19 25 27 32 35 the speaking activities Students‟ enjoyment of the activities 3.Students‟ persistent Mark attention to the activities Students‟ concentration on the speaking activities activities Degree of appropriateness of the activities Students‟ degree of interest in the activities Total mark ( 40 is highest) XII APPENDIX PRE-TEST AND POST-TEST SAMPLE Card Part I: Introduce yourself Part II: Answer some general questions such as: Which food you like? Which drink you like? Part III: Topic Talk about your favorite food or drink Card Part I: Introduce yourself Part II: Answer some general questions such as: What you in your spare time? What are you good at? Part III: Topic Talk about your hobbies Card Part I: Introduce yourself Part II: Answer some general questions such as: Do you like to live in the countryside or in the city? How you feel about your countryside or your city? Part III: Topic Talk about your hometown Card Part I: Introduce yourself Part II: Answer some general questions such as: What job would you like to in the future? How long have you studied English? Part III: Topic Talk about a job that you want to in the future Card Part I: Introduce yourself Part II: Answer some general questions such as: How you go to school? What time you start lessons in the afternoon? Part III: Topic Talk about your favorite season Card XIII Part I: Introduce yourself Part II: Answer some general questions such as: Have you ever been to Hue city? What is the city like? Part III: Topic Talk about your house where you live Card Part I: Introduce yourself Part II: Answer some general questions such as: What day is it today? What month is it? What is the weather like today? Part III: Topic Talk about your last weekend Card Part I: Introduce yourself Part II: Answer some general questions such as: How many people are there in your family? Who you like best in your family? Part III: Topic Talk about the person you like most in your family Card Part I: Introduce yourself Part II: Answer some general questions such as: Where did you go last summer holiday? What did you there? Part III: Topic Talk about your last summer vacation Card 10 Part I: Introduce yourself Part II: Answer some general questions such as: When is your birthday? What you often on your birthday? Part III: Topic Talk about your memorable event XIV APPENDIX SAMPLE LESSON PLAN (Speaking lesson – Unit 5: Likes and dislikes) I Objectives Knowledge - Vocabulary about Food and Drinks - Students know how to describe types of food or drinks that they like or dislike Skills - Speaking skills - Group and pair work - Presentation skill II Methods - Integrated, mainly communicative III Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Old lesson checking New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP ( mins) WARM UP - Ask students the following questions: -Work in pairs asking and Which food you like? answering the questions Which drink you like? - One pair present in front How many meals are there in a day? of the class - Ask students to work in pairs to ask and answer the questions - Listen to the teacher - Call on one pair to present in front of the class XV - Listen and give feedback - Lead in the lesson by saying : “On weekdays I have breakfast at… I usually have… For lunch I have…” PRE – SPEAKING ( 10 mins) PRE – SPEAKING Activity Activity - Ask students to look at the flashcards about types of food or drinks and elicit any words related to the topic - Look at the pictures - Give any words related to the topic - Stick these flashcards on the board and - Read aloud the flashcard write the names of each thing in the flashcard - Make sentences - Ask students to read aloud as a whole class and then in group of tables - Ask students to stand up to make a sentence with words in the flashcard individually - Correct the wrong sentences - Erase the name under each flashcard and then ask the whole class to read again all the flashcard on the board WHILE SPEAKING WHILE SPEAKING (20 mins) Activity Activity (labeling game) - Explain the activity and instruct students to - Listen to the Teacher - Work in big teams: it - Divide class into big teams: Team 1, team 2, team 3, team The teacher gives each team a big paper (A0 size) on which has the drawing of food or drink (one of five types: food, drink, fruit, and vegetables) and small XVI - groups at random to report their work paper on which has the name of types For example: sausages eggs Beer mushrooms grapes potatoes ss - Ask each team to label each card on the correct things in A0 paper in mins - Walk around the classroom to monitor, facilitate and assist students when necessary - Ask groups at random to report their work and check each team work after they finish labeling in front of the class Activity 3: Describe the Activity 3: Arrange a conversation picture - Ask groups arrange a conversation in a coffee shop in order on the A0 paper by answering the - Listen to the Teacher following questions: - Work in big teams: □ That‟s £2.95, please - groups at random to □ Mmm That‟s a good idea report their work □ Here you are □ Do you want ice and lemon in the mineral water? □ Thank you □ Would you like a drink? □ I‟ll have a mineral water, please □ A mineral water and a glass of red wine, please XVII □ Yes, please □ What would you like? - Walk around the classroom to monitor, facilitate and assist students when necessary - Ask representatives of each group at random to stand up in front of the class to write the answer - Give the feedback to groups POST SPEAKING POST SPEAKING (10 mins) Activity Activity (pair work): Making a conversation - Work in pair to make a conversation in a coffee shop - Listen to the teacher‟s instruction - Work individually - Play a role of a customer and a waiter/ waitress, or play a role of customers to order drinks or food in a coffee shop - Ask each pair of students to stand up and make a conversation aloud in front of class - Give the feedback Homework: - Write about your meals XVIII ... COLLEGE IN BAC NINH PROVINCE (Áp dụng hoạt động làm việc nhóm việc khuyến khích sinh viên năm thứ khơng chun Anh học nói: Một dự án nghiên cứu hành động trường cao đẳng ngoại ngữ Bắc Ninh) M.A MINOR... College of Foreign Languages and Technology is located in Van Duong Ward, Que Vo district, Bac Ninh city, Bac Ninh province It is closed to Industrial Zones The college has 39 classes with 1052 students... first year students in speaking lessons: An action research project at a foreign College in Bac Ninh Province 1.2 The aims and objectives of the study The aim of this study is to improve students‟