Rationale for the study
In recent decades, English has emerged as a crucial medium for international communication across various fields such as commerce, technology, and diplomacy Consequently, the Vietnamese Ministry of Education and Training has made English a mandatory subject in secondary schools, colleges, and even some primary schools since the 1990s Despite these efforts, many students still struggle with communicative competence upon graduating, primarily due to limited practice opportunities, insufficient exposure to real language use, interference from their native language, and inadequate teaching methods The prevalent reliance on the Grammar Translation Method, which emphasizes grammar over practical communication, further hinders students' ability to develop their overall communicative skills.
Communicative Language Teaching (CLT) has emerged as an effective approach to enhance students' fluency and accuracy in English through real communication A key technique in CLT is pair and group work, which fosters a comfortable, low-pressure learning environment Research indicates that relaxed learners experience improved language acquisition, and this method not only maximizes individual learning but also encourages active participation and student independence in community college settings Furthermore, studies show that students engaged in small group activities tend to retain information better and learn more effectively compared to traditional instructional methods.
At Yen Lac High School, speaking skills were previously undervalued, with a strong emphasis on grammar for exam preparation Rare speaking lessons followed a traditional model of teacher-led interactions, limiting students' opportunities for practical communication This lack of practice hindered their ability to express themselves in English, impacting their readiness for university and future careers Recognizing the need for change, English teachers acknowledged the importance of teaching speaking skills as a lifelong commitment They have since incorporated less controlled activities, such as pair and group work, to enhance student interaction and create a supportive classroom environment These methods not only increase student talking time but also foster values like solidarity and responsibility Despite the benefits, challenges remain, including classroom management issues and students occasionally reverting to their native language.
The researcher aims to investigate the use of pair work and group work in speaking lessons for Grade 10 students at Yen Lac High School This study will explore how teachers implement these collaborative methods to enhance English speaking skills, the benefits students experience, the challenges they face, and the solutions teachers employ to address these issues.
Aims of the study
This study aims to investigate the use of pair and group activities in teaching English speaking skills to grade-10 students at Yen Lac High School It seeks to explore the benefits students experience and the challenges they face when engaging in such collaborative work Additionally, the research identifies the solutions teachers implement to address these challenges The overarching research questions encapsulate these objectives, guiding the investigation into effective teaching practices in the classroom.
(1) How are pair and group work used in teaching speaking skills by English teachers of grade-10 classes at Yen Lac High School?
(2) What are the benefits and challenges of using pairs and groups in learning speaking skills at Yen Lac High School?
(3) What are some suggestions to improve the effectiveness of using pairs and groups in teaching speaking skills at Yen Lac High School?
Scope of the study
The study examines how teachers utilize pair and group work to enhance students' speaking skills in English lessons It investigates the effectiveness of these collaborative methods, the advantages and challenges faced by students, and the strategies teachers employ to address these issues specifically within speaking lessons, excluding other subjects.
The study focuses on grade-10 students at Yen Lac High School, along with their teachers, examining participants who are at a pre-intermediate level and have been learning English for five to six years.
Significance of the study
This study aims to benefit both teachers and students in the surveyed classes, as well as others in similar situations It encourages students to collaborate closely with their peers to improve their communicative competence For teachers, the study offers valuable guidance on effectively implementing this technique in English speaking lessons Additionally, the findings serve as a reliable reference for anyone interested in enhancing communication skills in educational settings.
Methods of the study
The researcher employs both quantitative and qualitative methods to thoroughly investigate the subject Data collection will be conducted through three primary sources: student questionnaires, teacher interviews, and classroom observations.
Design of the study
The study is divided into three main parts:
Part A: Introduction - providing the basic information such as rationale, aims, research question, methods, scope and design of the study
Part B: Development- consisting of four chapters
Chapter 1- Literature Review deals with theoretical background, presenting the terms and related theories
Chapter 2- Methodology gives an overview of the reality of teaching and learning
English speaking skill for the grade-10 students at Yen Lac High School and discusses the actual procedures of the study: participants, data collection instruments, and data analysis
Chapter 3- Main Findings and Discussion presents the findings of the study and analyzes the data collected
In conclusion, this study highlights the effectiveness of pair and group work in enhancing speaking skills, while also identifying areas for improvement in their implementation To maximize the benefits of collaborative learning, it is recommended that educators incorporate structured activities and clear guidelines However, the study acknowledges certain limitations, such as a small sample size and a lack of diverse contexts Future research should explore the long-term impact of these teaching methods across various educational settings to further validate and refine these findings.
LITERATURE REVIEW
Theoretical backgrounds of teaching speaking skills
1.1 Principles for Teaching Speaking Skills
Nunan (2003:54) outlines essential principles for teaching speaking skills, emphasizing the importance of providing students with opportunities to practice speaking in English This practice should focus on both fluency and accuracy, enabling students to communicate effectively with minimal pauses and errors.
(ii) Teachers increase student talking time by letting students practice in pair work or group work and limit teacher talking time;
Teachers create classroom activities that promote both transactional and interactional communication Transactional communication focuses on social interactions to build and sustain relationships, while interactional communication aims to accomplish specific tasks, such as the exchange of goods or services.
1.2 Problems in teaching speaking skills
In the communicative era, speaking is recognized as a crucial skill in language training, yet achieving proficiency in English within Vietnamese classrooms presents several challenges Large class sizes hinder individual attention, while low student motivation further complicates learning Additionally, speaking materials often fail to engage students, as they do not relate to their everyday lives and lack real-life discourse relevance Many students also experience anxiety about speaking in front of peers, fearing embarrassment from making mistakes Furthermore, the tendency to rely on their mother tongue during practice limits their English speaking development, as they often find it easier to express themselves in Vietnamese due to a lack of appropriate vocabulary and structures in English.
Theoretical backgrounds of pair and group work
2.1 Definitions of pair and group work
Pair and group work is an effective method for enhancing students' speaking skills in a new language, as it provides ample opportunities for them to engage in conversation with one another.
Pair work, as defined by Doff (1988:137), involves dividing the entire class into pairs, allowing each student to collaborate with their partner simultaneously This collaborative approach fosters a dynamic learning environment filled with engaging games and conversations, enhancing the productivity and liveliness of the lessons.
In group work, teachers organize students into small groups of four or five, allowing them to collaborate simultaneously on assigned tasks This approach encourages self-initiated language use and fosters communication among peers, promoting shared responsibility in achieving common objectives.
2.2 The organization of pair and group work
Pair and group work should be a regular and significant part of teachers' strategies, as noted by Steven, George, and Ana (2006:31) However, these methods should not be the sole approach in the classroom; they must be integrated with teacher-led and individual learning to enhance instruction According to Byrne (1983:78), it is advisable for teachers to incorporate pair and group activities at least once a week, ideally for about half of a class period.
There has been much discussion centering round how to put individual students into pairs and groups
Harmer (2001) outlines four key principles for forming pairs and groups in educational settings: Friendship, Streaming, Chance, and Changing groups The Friendship principle encourages placing friends together to enhance comfort and collaboration, while Streaming involves grouping students by similar abilities, allowing weaker students to gain support from both teachers and stronger peers The Chance principle offers a quick and seemingly fair method for grouping, and finally, the Changing groups principle promotes dynamic interaction by having students frequently switch groups throughout an activity.
According to Steven, George, and Ana (2006:32), forming pairs or groups based on commonalities such as native language, proficiency levels, gender, personality types, cognitive styles, interests, and prior learning experiences can enhance comfort and collaboration among students, particularly in ESL classes with diverse backgrounds This approach fosters a supportive environment where students are more likely to share similar working styles, leading to improved group dynamics and learning outcomes.
Byrne (1991: 32-3) also suggests students should work with a neighbor or neighbors with regards to time factor and the frequency of pair work and group work
Pairing and grouping decisions should be flexible and tailored to the specific context rather than adhering to a fixed principle For instance, when considering the overall atmosphere of the class, forming friendship groups is advisable Similarly, if the activity is intended for enjoyment, allowing groupings to occur randomly can enhance the experience.
Byrne (1983) emphasizes that the ideal group size depends on the specific task and the total number of students in the class Smaller groups encourage higher student participation for simpler tasks, while larger groups bring together diverse skills and perspectives, making them better suited for tackling more complex challenges.
According to Byrne, the ideal group size for classroom activities is between five to eight students, with no more than five to six groups per class Ur (1996) supports this by suggesting that dividing large classes into five groups is the most effective way to facilitate speaking practice Harmer (1992) further emphasizes that groups larger than seven can become unmanageable, while Richards and Lockhart (1994) note that larger groups negatively impact student interaction, leading to only a few students participating actively while others remain silent or passive.
2.2.4 Procedures for pair and group work
Researchers have suggested various ways of building the procedure for pair work and group work Below are some typical ones:
Harmer (2001: 122) simply states three procedures for pair work and group work as before, during, and after respectively
Ur (1996:234) shows four main steps for organizing pair work and group work namely presentation, process, ending, and feedback
Brown (2001: 182) outlines five essential steps for effective pair and group work in the classroom: carefully select appropriate activities, clearly communicate instructions, demonstrate the activity, monitor student performance, and conduct a debriefing session.
Ngoh (1991) outlines a seven-stage procedure for effectively implementing pair and group work, which includes planning, practice, instruction, organization, process, presentation, and post small group work.
Effective pair and group work in the classroom involves three essential steps First, teachers should select activities that align with the students' language skills, provide clear instructions (potentially in their native language), and model the activity through examples or group simulations Second, during the activities, teachers need to monitor student performance, offer guidance, and assess both group progress and individual language use Finally, after the activities, it is important for teachers to encourage students to report on their experiences and provide feedback on the group task.
2.3 Pair and group activities in a speaking lesson
According to Brown (2001: 182), appropriate pair activities include Dialogues,
Pair work fosters interactive communication among students, allowing teachers to engage them effectively with minimal logistical challenges Common group activities include games, role-plays, simulations, drama, projects, interviews, brainstorming sessions, information gaps, jigsaw tasks, problem-solving exercises, and opinion exchanges These diverse tasks enhance collaboration and promote active learning in the classroom.
Byrne (1991: 36-102) suggests some more activities for pair and group work In his opinion, pair work can be used for Controlled conversation, Questionnaires and
Quizzes, Find a partner whereas group work for Discussion, Interpretation activities,
Planning activities, Invention activities, and Project activities
Moreover, Doff (1988:211) adds Exchanging personal information activity for pair work and Guessing games activity for group work
Due to space constraints, this study will focus on defining and characterizing some of the most popular activities for pair and group work, acknowledging that many researchers continue to expand the list of these collaborative methods.
A game is an organized activity that transforms techniques into scoreable units, such as a guessing game where students practice by asking up to twenty yes/no questions to identify a famous person chosen by one member Each participant takes turns asking questions, and the role of the person who is "it" rotates, allowing players to accumulate points throughout the game.
METHODOLOGY
Background to the study
The study took place at Yen Lac High School, a small institution located in the rural Vinh Phuc province With a history of 49 years, the school has achieved significant milestones in education This academic year, it accommodates 32 classes, serving a diverse student population.
1400 students and 9 teachers take part in teaching English, most of whom are highly responsible for their work
At Yen Lac High School, each class participates in three 45-minute English lessons weekly However, many students struggle with foundational English knowledge, leading to a lack of interest in the subject This poses a significant challenge for teachers who aim to enhance students' motivation to learn English.
Moreover, the class size is quite large, usually consisting of 40 or 45 students Almost all the classrooms are equipped with only blackboards, only some with projectors
The official English textbook for grade 10, "Tiếng Anh 10," published by Educational Publishing House, consists of 16 thematic units designed to enhance all language skills: Reading, Speaking, Listening, Writing, and Language Focus Each unit features a book map that clearly outlines the objectives, grammar points, language functions, and skills to be developed.
Students develop their speaking skills through four key tasks, with Tasks 1 and 2 focusing on language input and functions such as expressing preferences and agreements Tasks 3 and 4 encourage students to share their opinions on specific topics or engage in 2-3 minute conversations These tasks can be practiced individually, in pairs, or in groups, fostering collaborative learning in the classroom.
The participants
The samples of the study were 110 students and 4 teachers
A random selection of students from eleven grade-10 classes at Yen Lac High School, comprising ten students per class, was conducted to gather diverse insights and ensure research reliability The participants, aged 16 to 18, had been studying English for a minimum of four years, yet exhibited varying levels of language proficiency, learning styles, and attitudes towards the subject Overall, these students faced significant challenges in developing their speaking skills, highlighting the urgent need for English teachers to implement effective strategies to improve students' speaking abilities.
Four female teachers, aged between 26 and 38, were responsible for teaching English to grade-10 classes, bringing diverse teaching experiences of 14, 5, 4, and 2 years Despite their shared background of engaging in pair and group work as students, each teacher adopted different teaching methods upon entering the profession The younger educators, in particular, actively embraced innovative teaching techniques aimed at enhancing student motivation and participation.
Data collection instruments
This study aimed to explore its objectives through a combination of quantitative and qualitative methods, utilizing data collected from questionnaires, interviews, and classroom observations.
A survey questionnaire is an effective data collection tool in social science, consisting of a list of questions for respondents to answer or choose from (Brown, 2001) This method reduces pressure on participants, minimizes bias, simplifies analysis (Gillham, 2000), and allows for large-scale data collection in a short time frame (Le, 2011) Given these advantages, a questionnaire is suitable for this study involving a sample size of 110 students.
The researcher employed a face-to-face questionnaire administration method to maximize response rates and ensure comprehensive answers This approach allowed for clarification of any ambiguities, resulting in a higher quality of data collected By utilizing this method, the researcher was able to gather valuable insights and data for her study, ultimately enhancing the validity and reliability of the findings.
The questionnaire for students was designed with 11 questions in English and divided into three parts with their own functions
Part 1 with 8 questions aimed at figuring out how pair work and group work were often used to teach speaking skills for grade-10 students
Part 2 consisting of 2 questions investigated the benefits both teachers and students gained and the challenges they often faced when using pair work and group work for practicing speaking skills
Part 3 containing 1question with a view to finding out students‟ expectations of the solutions their teachers took in order to overcome the difficulties and improve the effectiveness of pair work and group work
An interview, defined by Kvale (1996:14) as "an interchange of views between two or more people on a topic of mutual interest for knowledge production," serves as a valuable research tool Gray (2004:214) highlights its advantages, including the ability to gather highly personalized data, facilitate probing opportunities, and achieve a high response rate These features make interviews particularly effective for this study, which aims to explore the use of pair and group work through insights from four teachers.
The interview included 10 questions distributed in three parts Each question had one
Part 1 containing 7 questions was supposed to reveal the frequency of pair work and group work in teaching speaking skills, the ways they formed pairs and groups, the size of a group, the activities for pair and group work, teachers‟ procedures in carrying out pair and group work, and students‟ attitudes towards pair and group work
Part 2 designed with 2 questions focused on the benefits students gained and the difficulties they encountered when pair/ group work were used to teach speaking skills
Part 3 was the last question exploring the solutions teachers took to handle these problems
Classroom observation provides a comprehensive understanding of natural learning environments and highlights external factors influencing second language acquisition This method allows researchers to gather substantial data on actual teaching practices, complementing information from questionnaires and interviews, thereby increasing the study's reliability and validity (Adams, Fujii, and Mackey, 2005) Prior to the observations, the researcher developed a structured observation sheet outlining key items to address the research questions The study involved observing four different classes, each taught by a separate teacher, during their speaking lessons, with the consent of the instructors.
Data collection procedures
In the initial phase of the study, 110 students were given questionnaires, with the purpose and guidelines clearly explained to them They were allotted 10 to 15 minutes to complete the questionnaires under the observation of the researcher, who encouraged students to voice any difficulties or suggestions Upon completion, the questionnaires were collected for subsequent data analysis.
In the second phase of the study, the researcher conducted interviews with four teachers at their convenience, seeking permission to record the conversations for later analysis The interviews, conducted in Vietnamese, lasted between 10 to 15 minutes, varying based on the teachers' responses and engagement.
Classroom observations were carried out to validate the actual procedures and challenges faced in the learning environment Prior to the lessons, the researcher sought permission from teachers and reviewed their lesson plans During the sessions, the implementation of pair and group work by teachers, along with student activities, was meticulously recorded using a pre-prepared observation checklist, while avoiding the use of cameras or recorders to minimize distractions for participants.
Data analysis procedures
The data of the study were analyzed both quantitatively and qualitatively
The researcher exploited descriptive statistics to quantify the quantitative data from the questionnaires in form of charts and figures
The researcher analyzed open-ended questionnaire items, along with data from interviews and observations, using an interpretive framework aligned with the study's objectives.
Finally, comparisons between students‟ answers and teachers‟ were addressed and conclusions were drawn for research questions.
MAIN FINDINGS AND DISCUSSION
Main findings
1.1 The use of pair work and group work in teaching speaking skills for grade-10 students at Yen Lac High School
1.1.1 The frequency pair and group work
According to Figure 3.1, pair work and group work are the predominant methods for teaching speaking skills, with 36% of respondents indicating they always practice speaking in pairs and 50% usually doing so In terms of group work, 11% reported always practicing in groups, while 61% said they usually engaged in group activities Conversely, whole-class and individual work are less common, with 47% of participants rarely practicing speaking with the entire class and 55% stating they sometimes or rarely practice individually.
The results from both the interviews with teachers and class observations also revealed that pair work and group work were used in every speaking lesson Pair work
100% whole-class work individual work pair work group work
The per ce nt age of st udent s
Figure 3.1 Students' reflections on the frequency of work organizations
NeverRarelySometimesUsuallyAlways emphasized, whereas group work was utilized for the latter ones to give students chance to express their opinions
1.1.2 The formation of pairs/ groups
The data reveals that the predominant method for forming student pairs or groups involves arranging students who are seated near each other, with 59% of participants reporting that their teachers always utilized this approach Additionally, 27% indicated that this arrangement was a common practice Random pairing by counting was noted by 47% of respondents, while students had limited chances to choose their partners or collaborate with peers of varying speaking abilities.
Teachers found that pairing or grouping nearby students was the most efficient method for managing the class and saving time Some educators also opted for random pairings or grouped students based on their English speaking abilities to prevent boredom and encourage collaborative learning among peers.
Teacher pairs/ groups students randomly
Teacher pairs/ groups students sitting near or next to each other
Teacher pairs/ groups students of similar speaking abilities
Teacher pairs/ groups students of different speaking abilities
The per ce nt age of st udent s 0%
Figure 3.2 Students' reflections on how teachers form pairs and groups
NeverRarelySometimesUsuallyAlways
Class observations revealed that students consistently turned to their peers for collaboration when instructed to work in pairs or groups Notably, these groupings appeared to be stable, as students formed these pairs independently, without any intervention from teachers.
Figure 3.4 shows that the students were often asked to work in pairs or in small groups of 3-4 in their speaking lessons with the confirmation of 100% respondents
The number of the participants informed that they usually worked in groups of 5-6 accounted for only 15%
Teachers reported that classes typically had around 40 students, making it common to organize activities in pairs or small groups of 3-4 for better classroom management They found that working in groups of 2-4 was more manageable, while larger groups of 5-6 were reserved for challenging tasks that required increased cooperation and speed among students.
The researcher noted that teachers frequently organized students into pairs or small groups of 3-4 In certain classes, this led to 1 or 2 students remaining after the initial grouping, resulting in some groups consisting of 5 members This group size facilitates effective discussion and allows students to engage with and consider each other's ideas.
2 students 3-4 students 5-6 students Other opinions
Th e percent age of s tudents
Figure 3.3 Students' reflections on the size of a group
1.1.4 The activities for pair and group work
Teachers have implemented diverse activities in speaking lessons, with discussions being the most common, as 52% of respondents indicated they always engage in them, while 41% do so regularly Other favored activities include problem-solving, reported by 41% of participants, interviews at 33%, and role play, practiced by 28%.
Teachers frequently employed activities such as discussions, problem-solving, interviews, and role play in speaking lessons to enhance pair and group work These methods provided students with opportunities to engage with current social issues, including environment, health, and education, while interviews and role play exposed them to real-life situations using colloquial language Additionally, information-gap activities were utilized to familiarize students with specific expressions and question formats Although teachers acknowledged that games were interesting and motivating for students, they were used less frequently for pair and group work.
The per ce nt age of st udent s
Figure 3.4 Students' reflections on the activities for pair/ group work
Engaging classroom activities often require preparation time and can lead to challenges in maintaining control Additionally, without interactive elements like games, students may feel less motivated to participate in discussions during lessons.
During class observations, the researcher noted that students frequently engaged in speaking practice through pair and group activities such as discussions, problem-solving tasks, interviews, and role plays Additionally, teachers incorporated games into their lessons, likely aiming to encourage active participation, especially while being observed.
1.1.5 The activities of teachers and students a Teachers’ activities before pair work and group work
Students' reflections indicate that the majority of teachers effectively implemented essential preparatory steps before facilitating pair or group work Notably, 80% of students acknowledged receiving clear instructions prior to collaborating, while 65% noted that their teachers frequently supplied necessary vocabulary and grammar structures Additionally, 56% of students reported that teachers typically modeled activities to ensure a comprehensive understanding of the tasks at hand.
Teachers unanimously emphasized the importance of providing clear instructions to students prior to engaging in pair or group work to ensure that they stay focused and on task.
80% provide vocabulary and grammar structures give clear instructions model the activity
The per ce nt age of st udent s
Students reflected positively on teachers' activities prior to pair and group work, noting that the familiar topics encouraged them to ask questions when needed In instances where the activities were unfamiliar or instructions unclear, teachers would model the tasks to ensure students understood the expectations.
The research findings indicated that teachers provided instructions for pair and group activities, offering brief guidance for simpler tasks and more detailed explanations for complex ones However, some students struggled to understand the instructions, as certain teachers predominantly used English, prompting students to seek clarification from peers While teachers typically introduced relevant vocabulary and grammar for upcoming activities, this step was occasionally overlooked Moreover, it was observed that teachers often did not need to demonstrate the activities, as students appeared to be familiar with executing them independently.
According to Figure 3.6, 92% of respondents indicated that teachers frequently circulate the classroom to provide essential support during students' pair and group work Additionally, 67% of respondents noted that teachers consistently offer praise and encouragement to students as they collaborate with their peers.
100% sit still and observe go around the class for support speak all the time praise and encourage students work as a member in the group/ pair
The per ce nt age of st udent s
Discussion
The findings mentioned above help the researcher get the answers to three research questions
The survey findings reveal that pair work and group work are primary methods for teaching speaking skills to grade-10 students Typically, teachers grouped four students together, which may not effectively leverage individual strengths and address weaknesses Common activities included discussions, problem-solving, interviews, and role plays Teachers prepared students by providing instructions, relevant vocabulary, and modeling activities beforehand During the activities, some teachers actively supported and encouraged students, while others merely monitored participation without addressing individual needs As a result, few students sought help or raised questions In the concluding phase, teachers asked groups to report their findings, solicited comments from others, and provided feedback While nearly half of the students engaged actively, the remainder tended to defer to others or disengage due to perceived task difficulty or lack of interest.
The survey's second part explored the benefits and challenges students encountered while using pair and group work to enhance their speaking skills Findings revealed that students enjoyed a secure and positive environment, increased their speaking time, learned collaboratively, and developed social skills However, they also faced challenges such as reinforcing each other's errors, dealing with unequal participation, and experiencing demotivation when other groups completed tasks more quickly.
In addressing the challenges of enhancing pair and group work effectiveness, teachers implemented various strategies to encourage student participation and English usage These included offering praise and high marks, organizing competitions, suggesting task ideas, and enforcing consequences for non-participation To address student errors, teachers provided helpful English expressions, assigned group leaders, and closely monitored group activities for corrections When some groups finished early, teachers would either ask them to remain silent, assign additional tasks, or halt the group work However, students' preferences diverged from teachers' methods, as they favored more engaging and relevant tasks, diverse pairing strategies, increased teacher attention to their needs, and training on collaborative work skills.
Conclusion
This research investigates the use of pair work and group work in teaching speaking skills to grade-10 students, highlighting the benefits and challenges faced by students, as well as teachers' strategies for improvement Data collected through surveys, interviews, and classroom observations revealed that teachers effectively utilized pair and group activities, providing students with ample opportunities to practice speaking skills While students experienced both benefits and challenges, the advantages significantly outweighed the difficulties Consequently, it is recommended that teachers further enhance the use of pair and group work in speaking instruction Additionally, although teachers adopted appropriate strategies to address challenges, they should consider students' preferences to maximize the effectiveness of these collaborative learning methods.
Pedagogical Implications of the Study
Based on the findings of this study, the researcher recommends that Yen Lac students and teachers, as well as others in similar contexts, implement strategies to improve the effectiveness of pair and group work in speaking lessons.
Engaging pair and group work activities are essential for effective speaking lessons, as they should be both interesting and communicative while matching the students' proficiency levels Additionally, these activities must align with the specific objectives of the speaking lessons, ensuring that learners can practice and enhance their speaking skills in a purposeful manner Incorporating games into these activities can further enrich the learning experience and foster a dynamic classroom environment.
Games serve as effective tools for both entertainment and improving students' vocabulary and pronunciation Recommended games such as jigsaw puzzles, crosswords, and gap-filling exercises are beneficial It is essential that these games align with the lesson topic and are simple enough to accommodate students' varying levels of English proficiency.
To ensure effective classroom management during games, teachers should maintain control over time and noise levels If novice teachers struggle with this aspect, seeking guidance from experienced colleagues or observing their classes can provide valuable insights.
Engaging students in group activities to solve real-life problems significantly enhances their critical thinking skills Teachers should present relatable scenarios, such as selecting birthday gifts, planning trips, or addressing overpopulation, to maintain student interest and focus Additionally, providing guidance to less confident groups can facilitate quicker task completion Incorporating role plays further enriches the learning experience.
Role-plays are an effective tool for enhancing student collaboration and encouraging the use of English in speaking lessons To maximize their effectiveness, the scenarios should be straightforward and relevant to students' experiences In instances where the situations are complex or unfamiliar, teachers can provide guidance, play sample recordings, or assign related tasks as homework to accommodate time constraints in the classroom.
Effective discussion in the classroom can become monotonous without proper organization by teachers To enhance engagement, incorporating visuals like pictures or videos can significantly illustrate key concepts For instance, when addressing the topic "Nature in Danger" from Unit 10 of Tieng Anh 11, educators should present images or videos showcasing the environmental damage caused by human activities This approach raises students' awareness of these issues and emphasizes the urgency of environmental protection Additionally, providing students with diverse perspectives, such as through interviews, can further enrich the discussion.
In this engaging classroom activity, students assume the roles of interviewer and interviewee, collaborating in pairs or groups to deliver a brief discussion on a specific topic To ensure the success of this exercise, it is essential for the teacher to provide a recording or video of a sample interview for students to reference and emulate.
2.1.2 Arranging students to form a pair/ group
Teachers are encouraged to create mixed-ability groups in the classroom, allowing students of varying skill levels to support one another in reaching their learning objectives By pairing high-achieving students with those who may struggle, slower learners receive valuable assistance during collaborative activities This approach not only fosters a supportive learning environment but also enhances student motivation and facilitates smoother execution of classroom tasks.
2.1.3 Giving pair/ group work training
Teachers should effectively train students on collaborating in pairs and groups by establishing clear rules, such as prohibiting private conversations and excessive noise in Vietnamese during group work Additionally, students need guidance on task division among team members, with a designated leader responsible for assigning smaller tasks and facilitating idea sharing among the group.
2.1.4 Solving problems in using pair/ group work
To minimize disruptive noise from students' private conversations in Vietnamese, teachers should appoint group leaders to manage noise levels within their pairs or groups rather than relying heavily on punishment These leaders can also oversee member participation and motivate quieter students to engage more actively.
It is common for some groups to complete their tasks more quickly than others, leading to feelings of nervousness and disinterest among the slower groups.
Teachers should refrain from interrupting other pairs or groups during activities Instead, they should encourage the group leaders to manage their members effectively or assign additional small tasks to keep these pairs or groups focused.
To address the issue of students reinforcing each other's errors, teachers should promote vocabulary enrichment through reading passages and sample dialogues found in textbooks or supplementary materials Additionally, improving pronunciation can be achieved by practicing with authentic listening materials and imitating intonation by repeating short dialogues sentence by sentence This approach will help students communicate effectively, minimize errors, and enhance collaboration with their peers.
To enhance student engagement and understanding, teachers should incorporate visual aids such as pictures, projectors, and realia into their lessons Additionally, utilizing authentic materials like newspapers, magazines, posters, and maps can provide students with exposure to real-world communication, thereby increasing their focus and concentration during lessons.
Limitations and Suggestions for Further Research
This study has notable limitations, primarily due to its restricted scope, involving only 110 participants and four English teachers Consequently, the findings are applicable solely to grade-10 students at Yen Lac High School and similar institutions in Vietnam, making them less relevant for other subjects or different educational contexts Additionally, the research focused exclusively on English speaking lessons, limiting its applicability to other language skills.
The researcher conducted only five observations in grade-10 classes and relied primarily on questionnaires and interviews, which limits the study's reliability and validity Future research should incorporate a greater number of classroom observations, as well as additional methods such as think-aloud protocols and diaries, to enhance the depth and accuracy of the findings.
Despite previous research on pair work and group work, significant gaps remain in the literature Future studies should broaden their scope by including a larger and more diverse participant pool from various schools across Vietnam, while also examining pair and group activities in additional English skills.
Future researchers should prioritize effective time management to facilitate an increased number of classroom observations and the utilization of diverse research instruments, thereby improving the reliability and validity of their studies.
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Harmer, J (2001) The practice of English Language Teaching Longman
Kayi, H (2006) Teaching speaking: Activities to promote speaking in a second language The Internet TESL Journal, 12 (11) Retrieved April 2, 2014 from http://iteslj.org/Techniques/KayiTeachingSpeaking.html
Le, A.T.P (2001) An Introduction to Research Methodology in Foreign Language Education: Required Reading for Students Hanoi: Hanoi University of
Littlewood, William (1981) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press
Long, M H., & Porter, P (1985) Group work, interlanguage talk, and second language acquisition TESOL Quarterly 19, 2: 207-228
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Nunan, D (1992) Designing Tasks for the Communicative Classroom Cambridge:
Nunan, David (1999) Second Language Teaching and Learning Boston, Massachusetts Heinle & Heinle Publishers
Nunan, David (2003) Practical English Language Teaching NY: McGraw-Hill
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A comparative study by Seyed, Morteza, and Soudabeh (2003) published in the International Research Journal of Applied and Basic Sciences examines the impact of individual, pair, and team work on the speaking fluency of Iranian elementary EFL learners The research highlights the effectiveness of collaborative learning strategies in enhancing language skills, providing valuable insights for educators in the field of English as a Foreign Language.
Syamsuddin emphasizes the positive impact of pair and group work activities on enhancing students' speaking performance This approach fosters collaboration among learners, leading to improved communication skills Additionally, Robert Slavin's research from 1987 highlights the significance of cooperative learning in educational settings, demonstrating that such methods can effectively promote student engagement and academic success For further details, refer to the original studies available online.
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Ho Chi Minh University of Education
Phuong, H T M (2010) Using group work in English teaching Grammar lessons for first- year students in the College of Technologies and Economics in Trade
APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey questionnaire aims to gather data for my research on "An Investigation into the Use of Pair Work and Group Work in Speaking Lessons for Grade-10 Students at Yen Lac High School." Your participation in completing the items will significantly enhance the quality of my study Rest assured, your identity will remain confidential in the analysis of the results.
1 In a speaking lesson, how often do you practice speaking skills in the following settings of work?
Settings of work Always Usually Sometimes Rarely Never
2 In a speaking lesson, how does your teacher often form pairs/ groups?
Always Usually Sometimes Rarely Never
C Pair/ group students sitting next to each other
D Pair/ group students of similar speaking abilities
E Pair/ group students of different speaking abilities
3 You often work in groups of …….………
4 What activities does your teacher choose for speaking practice in pairs and groups?
Activities Always Usually Sometimes Rarely Never
5 What does your teacher often do before your practice in pairs and groups?
(You can choose more than one answer)
A Teaches us vocabulary and grammar structures
B Tells us how to do
C Gives one example for us to follow
6 What does your teacher often do during your practice in pairs and groups?
(You can choose more than one answer)
A sits still and observes us
B goes around the class and supports us if necessary
D praises and encourages us to speak in English
E works as a member in our group/ pair
7 What do you as a pair/ group member often do when working in pairs and groups? (You can choose more than one answer)
D keep silent all the time
8 What does your teacher often do after your practice in pairs and groups?
A Asks us to keep silent and she/ he talks
B Asks pairs/ groups exchange their ideas
C Asks some pairs/ groups to report in front of the class while others to comment and then gives her/ his feedback
9 What benefits do you gain from pair and group work?
(You can choose more than one answer)
A Speaking in a secure and positive atmosphere
10 What difficulties do you have in pair and group work?
A Teacher gives less help and attention to individuals
B Responsibilities among members are not equal
C Members‟ overuse of mother tongue
D Members reinforce each other‟s errors
E Some pairs/groups finish earlier than others
11 What do you want your teacher to do to enhance the effectiveness of speaking practice in pairs and groups?
A Train students how to work in groups/pairs
B Choose interesting tasks and relevant to students‟ language level
C Form groups/pairs of students that have different strong points so that they can help and learn from each other
D Give more care to students‟ need
E Organize competitions among pairs/ groups
THANK YOU VERY MUCH FOR YOUR COOPERATION!
APPENDIX 2 INTERVIEW QUESTIONS FOR TEACHERS
1 Which settings of work do you use in teaching speaking skills?
2 How often do you use pair work and group work in teaching speaking skills?
3 How do you often form pairs and groups in speaking lesson?
4 How many students are there in a group?
5 What activities do you often choose for students‟ practice of speaking in pairs and groups?
6 What are your roles in pair and group work organization? (before- during- after)
7 What are your students‟ behaviours when working in pairs/ groups?
8 What benefits do your students gain when pair and group work are used in teaching speaking skills?
9 What difficulties do your students have when pair and group work are used in teaching speaking skills?
10 What are your solutions to the above- mentioned problems?
1 Cô thường tổ chức luyện tập kỹ năng nói cho học sinh theo hình thức nào?
Teacher 1 Mình thường cho học sinh luyện tập theo cặp và nhóm
Teacher 2 Tôi kết hợp nhiều hình thức: cá nhân, cả lớp, đôi, và nhóm nhưng thường xuyên nhất là dùng đôi và nhóm
Teacher 3 Đa số là tôi cho học sinh luyện tập theo cặp và nhóm
Teacher 4 Tôi để học sinh làm việc theo nhóm hoặc cặp
2 Cô có tổ chức luyện tập kỹ năng nói cho học sinh theo hình thức cặp và nhóm thường xuyên không?
Teacher 1 Giờ nào mình cũng dùng hình thức này
Teacher 2 Vì các hoạt động trong sách được thiết kế sẵn là làm việc theo đôi hay nhóm nên giờ học nào học sinh cũng được luyện tập nói theo đôi hoặc nhóm
Teacher 3 Tôi áp dụng trong tất cả các giờ thực hành nói
Teacher 4 Giờ học nói nào tôi cũng dùng
3 Cô thường chia học sinh theo cặp và nhóm theo tiêu chí nào?
Teacher 1 Mình nhóm những học sinh ngồi gần nhau cho tiện
Teacher 2 Để tránh mất thời gian và gây ồn ào, tôi thường để những học sinh ngồi gần nhau làm việc cùng nhau Thỉnh thoảng tôi cũng cố gắng thay đổi cách nhóm học sinh để tạo ra sự mới mẻ và thúc đẩy học sinh tham gia hăng hái hơn Tôi nhóm học sinh một cách ngẫu nhiên hoặc dựa theo năng lực của học sinh
Teacher 3 Tôi thường để học sinh làm cặp và nhóm với các bạn ngồi xung quanh Teacher 4 Hầu hết là những em học sinh ngồi gần nhau làm việc với nhau
4 Cô thường để các em học sinh làm việc theo nhóm mấy người?
Teacher 1 Mình nhóm 2 học sinh lại nếu làm việc theo cặp và 4 học sinh nếu làm việc theo nhóm
Teacher 2 Phổ biến nhất là cặp thì 2 học sinh và nhóm là 4 học sinh Tuy nhiên nếu sĩ số lẻ thi sẽ có 1 hoặc 2 nhóm làm việc theo nhóm 3 hoặc 5 người
Teacher 3 Làm việc theo cặp thì tôi ghép 2 học sinh và theo nhóm thì 3- 4 học sinh Teacher 4 Sẽ phải tùy theo sĩ số của lớp học Thường thì cặp 2 người và nhóm 4 người, thỉnh thoảng có nhóm 3, nhóm 5 học sinh
5 Cô thường dùng hoạt động gì cho học sinh luyện tập nói theo cặp và nhóm?
Teacher 1 Mình dùng luôn các hoạt động trong sách, thường là dạng role play, discussions, problem-solving, interviews
Teacher 2 Tôi khai thác các hoạt động có trong sách luôn Các dạng đó là discussions, problem-solving, interviews, role play
Teacher 3 Hầu hết là tôi để học sinh thực hiên các nhiệm vụ trong sách: problem- solving, discussions, interviews, hoặc role play Đôi khi tôi thiết kế thêm các hoạt động như information gap hoặc game
Teacher 4 Thường là problem-solving, role- play, interview, discussions Tôi không dùng game nhiều vì sợ ồn ào và cũng phải có thời gian chuẩn bị nữa
6 Cô thường làm gì trước khi, trong khi và sau khi tổ chức cho học sinh làm việc theo cặp và nhóm?
Teacher 1 Trước khi để học sinh làm việc theo cặp hoặc nhóm, mình hướng dẫn học sinh yêu cầu của hoạt động và nhiệm vụ của học sinh trong cặp và nhóm, sau đó cung cấp một số từ vựng hoặc cấu trúc cần thiết cho hoạt động đó Nếu hoạt động hơi phức tạp mình sẽ thực hiện mẫu với 1 học sinh nào đó Trong khi học sinh đang thực hiện hoạt động cặp hoặc nhóm, mình đi vòng quanh lớp để quan sát học sinh và giải đáp thắc mắc của học sinh Sau khi thời gian làm việc cặp hoặc nhóm hết, mình gọi 2 hoặc 3 cặp hoặc nhóm lên trình bày trước lớp để các học sinh khác nhận xét Cuối cùng mình sẽ chốt lại
Teacher 2 Đầu tiên, tôi hướng dẫn cách làm cho học sinh, dạy học sinh một số vốn từ và ngữ pháp cần thiết Khi học sinh đang thảo luận theo cặp hoặc nhóm, tôi sẽ đi lại trong lớp, tới từng nhóm để xem các em có gặp khó khăn gì không và sửa lỗi sai Sau giai đoạn này, tôi chọn bất kỳ 2-4 cặp hoặc nhóm lên trình bày trước lớp, sau đó gọi các nhóm khác nhận xét và đưa ra đề xuất để lần sau có kết quả tốt hơn Cuối cùng tôi sẽ nhận xét Teacher 3 Bước đầu tiên, tôi hướng dẫn cách làm cho học sinh Với những hoạt động và chủ đề quen thuộc tôi sẽ không cung cấp từ và cấu trúc cho học sinh nữa Trong lúc học sinh đang thảo luận, tôi sẽ đi vòng quanh các nhóm, lắng nghe và đánh giá sự tham gia cũng như những đóng góp của họ Với những nhóm yếu hơn, tôi sẽ tham gia cùng họ, đóng góp như 1 thành viên Cuối cùng, tôi gọi một số nhóm lên trình bày, sau đó tôi và các học sinh khác nhận xét
