INTRODUCTION 1 Rationale
Aims of the study
investigating the current situation of teaching and learning speaking skill for the 12 th form non - specialized English students at BNSHS
evaluating the use of cooperative activities in speaking lessons
offering some suggestions on using cooperative activities in speaking lessons to promote students‟ speaking ability
Research question
To investigate the current use of cooperative activities in speaking lessons, the researcher formulated a guiding research question.
“To what extent do the teachers at Bac Ninh Specialized High School exploit cooperative activities in speaking lessons for the 12 th form non - specialized English students? ”
Methods of the study
This study will employ both quantitative and qualitative methods, gathering data from 12th-grade non-specialized English students and English teachers at Bac Ninh Specialized High School Information will be collected through questionnaires and classroom observations, ensuring a comprehensive analysis All findings, recommendations, and conclusions will be derived from the analyzed data.
Scope of the study
This study limits itself to the application of cooperative learning for the 12 th form non
- specialized English students‟ speaking skill It is concerned with the context at Bac Ninh Specialized High School.
Design of the study
This study includes three main parts: the introduction, the development and the conclusion
The first part, “Introduction”, provides the basic information such as rationale, aims, research question, methods, scope and design of the study
The second part, “Development”, consists of the four chapters:
Chapter one , Literature review , deals with theoretical background about communicative language teaching, speaking skill and cooperative learning
Chapter Two provides an overview of the teaching and learning dynamics of speaking skills among 12th-grade non-specialized English students at Bac Ninh Specialized High School This section will detail the school environment, the subjects involved, and the research instruments utilized in the study.
Chapter three , Data analysis and discussion, deals with analyzing the data
Chapter four , Recommendations , focuses on some suggestions on using cooperative activities in speaking lessons
The last part, “Conclusion”, presents the summary of the major findings; points out some shortcomings revealed during the process of completing this research paper and suggests further studies.
DEVELOPMENT
This chapter introduces the theoretical framework that underpins the study, starting with an overview of the teaching and learning processes related to speaking skills It then explores cooperative learning and its associated activities in the subsequent section.
1.1 The teaching and learning of the speaking skill
Over the past century, language teaching has evolved through a variety of approaches and methods As noted by David Nunan (1991b), there is no universal method that fits all learners Instead, the focus should be on effectively implementing the chosen approach and designing suitable tasks and techniques Continuous development and replacement of methods aim to discover the most effective ways to teach foreign languages.
In recent years, the demand for learning foreign languages, especially English, has surged as a vital communication tool Consequently, Communicative Language Teaching has emerged as the preferred method for language instruction This article will explore the communicative approach and its implications for enhancing the speaking skill in both teaching and learning contexts.
Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syllabus design and to a lesser extent, in the methodology
LITERATURE REVIEW
The teaching and learning of the speaking skill
The evolution of language teaching over the past century reveals a diverse array of approaches and methods As noted by David Nunan (1991b: 228), “there never was and probably never will be a method for all.” This highlights the absence of a universally effective language teaching method, emphasizing the importance of adapting chosen approaches and designing effective tasks and techniques accordingly New methods continually emerge, evolving from previous ones, all aimed at discovering the most effective ways to teach foreign languages.
In recent years, there has been a growing emphasis on learning foreign languages, especially English, as a vital communication tool Consequently, Communicative Language Teaching has emerged as the preferred method for language instruction This article will explore the communicative approach and its implications for teaching and enhancing speaking skills.
Founded in the early 1960s, Communicative Language Teaching (CLT) has gained popularity as a key approach to syllabus design and foreign language instruction, particularly in English Recognized as a suitable method for 21st-century language education, CLT focuses on enhancing communication skills and practical usage in language learning.
For years, language teaching focused on enhancing learners' linguistic competence, emphasizing the mastery of English sounds, vocabulary, and grammar The belief was that by dissecting the components of a language, students would ultimately be able to combine them effectively for communication.
In the mid - 1970s the notion of linguistic competence came to be viewed as a component of the broader idea of communicative competence According to Canale and Swain
In 1980, it was emphasized that second language learners cannot attain a satisfactory level of communicative competence without understanding the probability of grammatical forms and communicative functions This perspective on communicative competence encompasses four essential areas of knowledge and skills.
Grammatical competence: Ability to use correct grammar, vocabulary and pronunciation
Sociolinguistic competence: Ability to use appropriate language in different contexts and settings
Discourse competence: Ability to combine language elements to show cohesion in form and coherence in thought
Strategic competence: Ability to use verbal and non-verbal communication strategies
Effective language use goes beyond grammar; it involves overall appropriateness and acceptability The Communicative Language Teaching (CLT) approach emphasizes communicative competence as its primary goal This concept comprises four key components, each carrying significant implications for English as a Foreign Language (EFL) educators Given that communicative competence is complex, it is crucial for teachers to recognize and address the challenges learners encounter while speaking English.
Communicative Language Teaching (CLT) is distinguished by its systematic focus on both the functional and structural aspects of language (Littlewood, 1981) Additionally, David Nunan (1991) identifies five key features that further define CLT, highlighting its comprehensive approach to language education.
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into learning situation
The provision of opportunities for learners to focus, not only on language but also on the learning process itself
An enhancement of the learner‟s own experiences as important contributing elements to classroom learning
An attempt to link classroom language learning with language activation outside the classroom
Communicative Language Teaching (CLT) prioritizes fluency over accuracy, focusing on the ability to communicate effectively This methodology emphasizes the importance of meaning in language use, providing learners with opportunities to negotiate meaning during class interactions According to Richards and Rogers (2001), CLT adopts a learner-centered and experience-based approach to second language teaching, positioning the teacher as a facilitator rather than a mere transmitter of knowledge As a result, CLT classrooms foster high participation and meaningful engagement in language use among students.
The Communicative Language Teaching (CLT) approach prioritizes learners' communicative competence, deeming a T.E.F.L class successful when students engage in speaking English extensively while the teacher minimizes their speaking time According to Larsen-Freeman (1986), CLT activities typically involve students working in small groups, promoting interaction that maximizes each student's opportunity to negotiate meaning effectively.
Cooperative learning is a fundamental aspect of Communicative Language Teaching (CLT), as highlighted by Nguyen Bang and Nguyen Ba Ngoc in "A Course in TEFL." In a cooperative classroom, the focus shifts from competition to collaboration, fostering a learner-centered environment Students engage in pair and group work, sharing information and supporting one another, functioning as a cohesive team to achieve common goals effectively.
To enhance students' communicative competence, teachers should select techniques and activities that promote meaningful and authentic language use, rather than focusing solely on mechanical practice of language patterns for accuracy Engaging students in relevant learning activities is essential for fostering effective communication skills in the classroom.
1.1.2 The role of speaking in foreign language teaching
Language can be categorized into various skill areas for analysis and instruction, primarily focusing on four macro-skills: listening, speaking, reading, and writing For years, effective communication has been recognized as the main goal of language teaching, emphasizing that the purpose of learning a language is to communicate effectively in that language.
Effective speaking skills are crucial in foreign language teaching, as they enable learners to acquire the language more effectively and enhance their communication success.
Speaking is often considered the most crucial of the four language skills, as it serves as the primary indicator of language proficiency (Ur, 1996) Those who can communicate verbally in a language are identified as "speakers," suggesting that speaking encompasses all aspects of language knowledge Furthermore, many foreign language learners prioritize developing their speaking abilities above other skills.
Recognizing the significance of oral skills in language education, it is crucial for language teachers to focus on enhancing speaking abilities In Vietnam's upper secondary schools, the teaching of speaking has gained attention with the introduction of new textbooks Lessons are structured around relatable, real-life topics that resonate with students Consistent with other language skills, the teaching process for speaking is divided into three stages: pre-speaking, while-speaking, and post-speaking, reflecting the communicative approach emphasized in the new curriculum.
Cooperative learning and its activities
So far, many definitions of cooperative learning have been stated by different researchers
Since the 1970s, Johnson, Johnson, and Holubec have been pioneers in the field of cooperative learning, defining it as the instructional strategy that utilizes small groups to enhance both individual and collective learning among students (1993:9).
Cooperative learning, as defined by Olsen and Kagan (1992), is a structured group learning approach where students rely on the social exchange of information within their teams In this model, each participant is responsible for their own learning while also being encouraged to support the learning of their peers.
According to Richards & Rodgers (2001: 192), Cooperative learning is “an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom”
Cooperative learning has become a key strategy in second language teaching, enhancing communicative interaction in the classroom and aligning with the principles of Communicative Language Teaching (CLT) This learner-centered approach is recognized for its benefits compared to traditional teacher-led methods, fostering a more engaging and effective learning environment.
Cooperative Learning emphasizes the importance of fostering cooperation in classrooms, encouraging students to share ideas and support one another in achieving collective learning goals Unlike traditional methods that focus on individual competition and personal achievement, Cooperative Learning promotes a collaborative environment where students work together, enhancing their educational experience through teamwork and mutual assistance.
Cooperative learning is an effective educational approach where students collaborate in diverse small groups on structured tasks to enhance their own learning as well as that of their peers This strategy has been successfully implemented across various subjects and educational levels, making it a prominent and valuable area of theory, research, and practice in the field of education.
1.2.2 Essential components of cooperative learning and activities
Cooperative learning differs from whole class instruction, individualized instruction, and traditional group work As outlined by Johnson and Johnson (1999a), essential elements for effective cooperative small group learning activities include interdependence, individual accountability, and the development of social skills.
Positive interdependence involves assigning specific roles to each group member, which are essential for achieving the objectives established by the teacher Each student plays a unique role within the group, as no individual possesses the ability to complete all tasks necessary for a given assignment or project (Ransdell, 2003: 5).
Positive interdependence, as defined by Ghaith (2002: 7), fosters a sense of unity among group members, where the success or failure of one individual impacts the entire group This mutual reliance encourages members to recognize that their contributions benefit not only themselves but also their peers, creating a supportive environment that enhances collaboration and collective achievement.
Face-to-face Promotive Interaction
Collaboration within a group is essential for achieving collective goals, as it involves members actively supporting and encouraging one another According to Ghaith (2002: 9), successful face-to-face interaction hinges on dialogue, where group members explain, debate, and question each other This engagement fosters an environment of mutual assistance, helping individuals share resources and provide praise, ultimately promoting each other’s success.
Individual accountability in cooperative learning, as highlighted by Ghaith (2002), emphasizes that each member is responsible for their own learning and the support of their teammates The primary goal is to empower each individual, focusing on personal growth rather than solely on the group's overall output To evaluate student performance effectively, feedback is provided to both individuals and the group, identifying those who require additional assistance and encouragement Ultimately, the group is collectively responsible for reaching its objectives, while each member must contribute their fair share of the workload.
Effective collaboration in small groups requires the development of interpersonal skills, which instructors should actively teach Educators should not presume that all students possess the social abilities needed to engage successfully with their peers Therefore, it is essential to provide comprehensive instruction in leadership, trust-building, decision-making, communication, and problem-solving skills, alongside traditional academic subjects.
Ghaith (2002: 7) emphasizes the importance of collaborative skills for students, highlighting that effective teamwork requires abilities such as seeking help, making suggestions, and expressing disagreements respectfully Additionally, social skills play a crucial role in fostering equal participation among group members, which can be achieved by ensuring that everyone has the opportunity to speak and contribute relevant information to the discussion.
Group processing is essential in cooperative learning, as it enables team members to evaluate their group's effectiveness and identify areas for improvement According to Ghaith (2002), this reflective practice involves students analyzing their collaboration and discussing strategies for enhanced future performance By engaging in group processing, learners not only significantly boost their understanding but also foster a sense of accountability, ultimately leading to more efficient teamwork.
In short, when these components are incorporated into small groups work, the activities become cooperative ones and can make a difference in the student‟s academic and social skills development
1.2.3 Cooperative learning techniques and activities in a speaking lesson
Cooperation involves individuals working together to achieve common goals, with each member seeking beneficial outcomes for themselves and the group In a classroom setting, teachers organize students into small groups to collaborate on assignments until all members grasp and complete the task To effectively implement cooperative learning, teachers must evaluate whether these activities align with the class objectives and choose the appropriate type of cooperative activity based on their students and teaching context, ultimately enhancing the opportunity for all students to learn English.
Numerous descriptions of cooperative learning activities are available, highlighting various methods that can enhance collaborative educational experiences Notable examples of these activities are detailed by Coelho (1992b:132) and Olsen and Kagan (1992:88), showcasing effective strategies for fostering teamwork and engagement among learners.
THE STUDY
Research methods
This section deals with the methodology which was employed to achieve the aims of the study
To gather data for the study, a random selection of 100 non-specialized 12th-grade English students was made from a total of 158 students across seven classes All participants are 18 years old, ensuring they belong to the same psychological age group Additionally, each student has the same duration of English learning, having begun their studies in grade 6.
The study was also carried out with 5 teachers of English teaching grade 12 at BNSHS
Data for the study were collected from two different instruments: questionnaire and classroom observation
There were two types of survey questionnaires: one for the teachers and the other for the students Each questionnaire contains 12 questions to investigate the following issues:
Teachers‟ attitude towards the speaking skill
Teachers‟ exploitation of cooperative activities in teaching speaking skill
Teachers‟ difficulties in using cooperative activities
Teachers‟ ideas about the benefits of cooperative activities
Teachers‟ attitude towards the use of cooperative activities
Students‟ attitude towards the speaking skill
Students‟ opinions about teachers‟ techniques used for teaching speaking skill
Students‟ participation in pair work and group work
Students‟ ideas about the benefits of cooperative activities
Students‟ attitude towards the use of cooperative activities
Classroom observations were conducted to validate the data gathered from questionnaires and to gather additional insights for this study This included analyzing teaching methods, the classroom atmosphere, student attitudes, and the interactions among students during lessons.
The researcher conducted her study from the first semester of the school year 2009-
With the teachers‟ permission, copies of the questionnaire were handed out to the students Five copies were given to the teachers as well
In order to get more in-depth information about the teaching and learning of the speaking skill at BNSHS, three classes of grade 12 were observed
The researcher categorized and sorted the comments and perceptions of teachers and students from the questionnaires The findings were then tabulated and expressed as percentages to facilitate analysis Additionally, insights obtained from classroom observations contributed to this analytical process.
DATA ANALYSIS AND DISCUSSION
Analysis of the researcher’s class observation
Number of pupils Level Time of learning English Time observed Class 1 25 12 th At least 6 years 21 -10 - 2009 (U5) Class 2 24 12 th At least 6 years 5 -11 - 2009 (U6) Class 3 20 12 th At least 6 years 27 -11 - 2009 (U7)
Table 3: Description of classes observed
The study focused on three classes: 12 Chemistry, 12 Physics, and 12 History, comprising 18-year-old male and female students The author observed speaking lessons from Units 5, 6, and 7, each featuring three tasks Observations were conducted for 45 minutes in each class to assess the implementation of cooperative activities by teachers and the students' responses to these activities.
During class observations, it was evident that all teachers demonstrated a strong commitment to enhancing English speaking skills, which are essential for student development A notable strength among them was their effective use of pair and group work during speaking lessons, fostering collaboration and engagement among students.
During my observation, I noted that the teachers effectively implemented pair work in the classroom by following essential steps Initially, they provided clear instructions, ensuring students understood the exercise After forming pairs, students collaborated while the teacher circulated to offer assistance as needed Finally, the teacher encouraged some pairs to share their work with the class, prompting others to listen and provide feedback This approach allowed the teacher to address not only grammatical errors but also pronunciation and tone, enhancing the overall learning experience.
In group work, representatives presented their findings to the class for feedback and corrections The teacher and classmates actively participated in evaluating the presentations, fostering a collaborative learning environment.
In the observed classes, student engagement varied significantly, with weaker students often using pair and group work as an opportunity to converse in Vietnamese instead of participating in the activities This lack of involvement stemmed from their low proficiency levels, as they were enrolled in non-specialized English classes Many struggled to express their thoughts, frequently responding with simple "yes" or "no" answers, or remaining silent and smiling when prompted.
Many students exhibit a passive learning style, which significantly hinders their success in pair and group work Their primary focus tends to be on attending classes, listening to teachers, completing assignments, and passing final exams As a result, the idea of learner autonomy appears unfamiliar to them Consequently, while they may achieve good written exam scores, they struggle to communicate effectively in English in real-life situations.
These observations helped the researcher find out how teachers employed cooperative activities in real language classrooms and realize what they should do to make those activities done more effectively.
Findings
Survey results indicate that most teachers recognize the significance of speaking skills for effective communication and information exchange Additionally, it is crucial for students to enhance their speaking abilities to achieve proficiency in English.
Both teachers and students recognize the significant advantages of cooperative activities in enhancing speaking skills Cooperative learning is effectively implemented in the classroom through structured pair and group work, facilitating improved communication and collaboration among learners.
The current state of teaching English to 12th-grade non-specialized students at BNSHS reveals a frequent use of pair and group work in speaking classes The manageable class sizes facilitate quick organization of these activities However, classroom observations indicate that while cooperative activities are implemented, they are not fully utilized to maximize their potential benefits.
During organized cooperative activities, the teacher undertakes various actions, including determining group membership and monitoring group behaviors However, specific roles and responsibilities for each member were not assigned or explained, leading to a lack of clarity in expectations While feedback and assistance were provided, the assessment of the cooperative learning task lacked explicit instructions on social skills, and students were not engaged in self, peer, or group assessments.
Students displayed a generally positive attitude towards group and pair work; however, many were unaware of their responsibilities in the speaking process They failed to recognize that practicing and interacting with peers is essential for improving their speaking skills, which led to limited participation in collaborative activities While some students were overly competitive and did not engage equally with their group mates, others felt shy and uncomfortable when communicating orally, hindering their ability to ask for clarification Additionally, in some friend groups, only one or two individuals took on the majority of the responsibility, leaving others disengaged.
To address participation issues in the classroom, teachers should create equitable groups that encourage all students to engage and hold them accountable for their contributions Effective cooperative learning requires careful planning, including thoughtfully dividing groups, preparing appropriate tasks, and teaching students the norms of successful collaboration, such as mutual support and ensuring everyone has a voice By meticulously planning, monitoring, and facilitating group activities, teachers can significantly enhance group effectiveness and minimize potential challenges.
Cooperative activities are highly valued and eagerly embraced by students, highlighting their importance in the learning process To assist educators in effectively implementing these strategies, the researcher will offer practical suggestions for incorporating cooperative activities into speaking instruction in the upcoming chapter.
RECOMMENDATIONS
Effective communication involves more than just forming sentences; it encompasses making various types of statements such as recording, describing, classifying, and requesting information Students learn a language best through practical use, allowing them to communicate in English when provided with ample opportunities to practice their skills.
Increased student interactions significantly enhance language learning, making cooperative learning an effective strategy for teachers to foster engagement and collaboration True cooperation extends beyond merely grouping students; it involves collective participation in projects where success is achieved through shared goals and mutual support This collaborative approach encourages the exchange of ideas and resources, division of tasks, and ensures that all group members benefit from the successful completion of their objectives.
In traditional classrooms, teacher-led discussions often limit participation to a few bright students, while cooperative activities encourage all students to engage with peers in small groups and share findings with the entire class This interaction fosters the exchange of information, promotes the development of new understandings and perspectives, and enhances students' ability to communicate effectively and socially.
Research indicates that cooperative activities significantly enhance speaking skills by encouraging active student participation and idea generation The effectiveness of these activities largely depends on their preparation and implementation, highlighting the importance of well-structured cooperative learning experiences in promoting student engagement and success.
As presented before, activities involving pair work and group work become cooperative ones if having:
- Face-to-face promotive interaction
Teachers should keep in mind the principles of the Cooperative Learning method and be adaptable in applying them to specific teaching and learning contexts Here are key considerations for educators when implementing cooperative activities in their classrooms.
Groups are fundamental to cooperative activities, with even pairs qualifying as groups The effectiveness of these activities largely hinges on the teacher's preparations prior to the students' engagement Therefore, it is essential for the teacher to strategically arrange seating to facilitate a successful collaborative experience.
In pair work activities, students typically collaborate with the classmate sitting directly in front, behind, or next to them To enhance interaction and learning experiences, it is beneficial to encourage students to rearrange their seating to form new partnerships.
For effective group work, students should ideally arrange their seating in a circle, square, or U shape to enhance collaboration While fixed furniture can pose challenges for teachers, grouping students doesn't always require a complete rearrangement Instead, students can work in pairs or threes on benches or even turn around to form groups with classmates seated behind them, fostering interaction and teamwork.
To enhance cooperative activities, it's essential for group members to be positioned close together and facing one another, ensuring that everyone can clearly see the materials and freely share their ideas While teachers have the flexibility to arrange students in a way that best fits their class dynamics, it's advisable to avoid having the same students collaborate on every task.
Indeed, group formation is an important factor in creating positive interdependence (Olsen and Kagan, 1992)
When determining group sizes for classroom activities, teachers must consider the tasks at hand, the age of the students, and the lesson's time constraints Smaller groups, ideally consisting of two participants, facilitate greater participation and easier coordination due to limited interactions This is particularly beneficial for drill and practice activities where the quantity of student responses is crucial Conversely, larger groups are advantageous for complex tasks, such as discussions or problem-solving activities, as they allow for a diversity of opinions and perspectives based on varied experiences.
Assigning students to groups can be done through teacher selection, random assignment, or student choice, with teacher-selected groups being the preferred method This approach fosters heterogeneity in terms of ability, gender, and background, allowing students to benefit from diverse perspectives Such diversity enhances learning opportunities, encourages idea sharing, and promotes collaboration among students.
Assigning specific roles to each group member, such as timekeeper, noise monitor, turn-taker monitor, recorder, summarizer, and speaker, is essential for ensuring that responsibilities are clearly defined These designated roles help the group effectively collaborate and complete their joint task efficiently.
For successful cooperative activities, it's crucial for teachers to ensure that all students clearly understand their tasks Without detailed step-by-step instructions, students may become disengaged and bored Therefore, teachers should explain the purpose of group work and the specific responsibilities of each member Additionally, modeling the tasks and assessing students' understanding before group work can enhance engagement and collaboration.
To effectively manage group discussions, teachers can use simple signals such as clapping hands, knocking on the board, or flicking the lights on and off to indicate when students should pause their conversations These signals can also be utilized by students when they take the lead in class activities, promoting a smooth flow of communication.
Teacher sometimes worries about noise and indiscipline when students work together
The physical arrangement of students in a classroom plays a crucial role in promoting effective communication and collaboration When students sit closer together, it encourages quieter conversations, which helps lower the overall noise level This arrangement not only fosters cooperation among peers but also reduces the likelihood of any student feeling excluded from group activities.