The ways students like to work in speaking lesson
The chart indicates that only 4% of students prefer practicing speaking in front of the entire class, while a mere 7% enjoy speaking tasks in small groups of more than two In contrast, 29% of students favor working individually Notably, more than half of the respondents (60%) expressed a preference for speaking with a partner in pairs.
In a small group (more than two)
A study conducted at Chan Mong High School revealed that a significant number of students in class 10A4 exhibited negative attitudes toward group work activities during English speaking lessons The researcher identified this dissatisfaction as a key factor influencing the students' engagement and performance in collaborative tasks.
3.1.1.2 Students’ perception of the benefits of using group work activities in English speaking lesson
To understand students' perceptions of the benefits of group work activities, the researcher conducted a survey focused on their preferences for using such activities in speaking lessons, as detailed in question 4 (refer to Appendix 1, Table 3.2).
Agree Disagree Strongly disagree a Communicating with friends
12,4% 73,1% 10% 4,5% b More time to practice speaking
7,8% 87,5% 4,7% 0% c Learning from friends 30,5% 55,3% 8,7% 5,5% d Being more comfortable when expressing ideas to friends in English
42,5% 51,7% 1,8% 4% e Classroom atmosphere is more dynamic and relaxing
Table 3.2 Students’ perception about group work activities
Most students expressed agreement with the reasons provided in question 7, with a significant percentage indicating strong agreement This reflects their understanding of the benefits of group work activities Despite being students, they recognized the importance of English, particularly speaking skills, in their studies Engaging in group work allowed them to exchange ideas and enhance communication with their peers.
A significant majority of students, 85.5%, expressed confidence in their ability to practice speaking, with an overwhelming 95.3% believing they would have ample opportunities to do so Additionally, 85.8% acknowledged that learning from peers was beneficial An impressive 94.2% felt more comfortable expressing their ideas in English among friends, and 94.5% affirmed that group speaking activities fostered a dynamic and relaxing atmosphere Conversely, 5.5% of students noted that group work not only boosted their confidence but also provided valuable opportunities to share feelings and ideas.
3.1.1.3 Students’ opinion about the difficulties in taking part in group work activities
Table 3.3 below (See question 5, Appendix 1) will present the reasons why students do not enjoy taking part in group work activities in English speaking lesson
Disagree a Be used to working individually
12% 43,5% 14% 30,5% b Discussing in group causes a lot of noise
20% 50% 7,6% 22,4% c Moving the seats 7% 25,8% 12,2% 55% d The teacher cannot reach and help everyone
18% 43,3% 6% 32,7% e Some members do not know to express their ideas
Table 3.3 Reasons why students do not like taking part in group work activities
As can be seen from the table, the first reason why students do not like working in groups is that they are used to working individually 55,5% of them
A significant 58% of respondents expressed familiarity with working alone, while 44.5% strongly disagreed with this sentiment This divide may stem from their high school experiences, where opportunities for group work or pair collaboration were limited Consequently, some individuals may lack confidence in speaking English or feel they do not possess sufficient vocabulary or knowledge to contribute effectively to discussions with their peers.
A significant 70% of students reported that they disliked group work activities due to the noise generated during discussions, which hindered their ability to concentrate on tasks In contrast, 30% of students viewed the noise as a non-issue during speaking practice, acknowledging that while noise is unavoidable in group discussions, effective volume control among members and attentive guidance from teachers can facilitate productive conversations even in noisy environments.
When organizing group work activities, teachers must consider seating arrangements, as 32.8% of students indicated that changing seats during speaking lessons contributes to their dislike of group work Conversely, 67.2% of students stated that seat changes do not impact their feelings toward group activities.
Teachers' support and attentiveness significantly influence students' feelings towards group work activities Over 60% of students expressed a dislike for discussions, attributing this to a perceived lack of care and assistance from their teachers Many felt uncertain about the correctness of their contributions and whether their ideas were conveyed accurately.
A significant percentage of students expressed that their feelings towards group work activities were not influenced by the care and support from their teachers Specifically, 32.7% indicated that teacher involvement was not a factor in their dislike for such activities, highlighting that they still appreciated the guidance and assistance provided by their educators.
The last reason makes students not keen on group activities is that they do not know how to express their ideas 53,6% of them considered it as one of the
Many students express dissatisfaction with group work activities due to imbalances in participation; some individuals dominate discussions while others remain silent Despite tasks being divided among members, not everyone adheres to their responsibilities, leading to frustration A significant number of students struggle to articulate their ideas during discussions While 18% of students completely disagree with this sentiment, 28.4% acknowledge that it does not significantly affect their overall satisfaction with group work.
Working in teams can sometimes hinder students' effectiveness, ultimately affecting their ability to succeed To gather detailed insights on this issue, Questions 5 and 6 (refer to Appendix 1) were specifically designed for analysis.
The statistical analysis of the challenges students faced in group work is presented in Table 3.4, while Chart 3.2 visually illustrates these difficulties and their underlying causes.
Question Answers Number of students
6 What factors can cause the difficulties for students when working in group in speaking?
A: The number of members in a group
B: Lack of the help from the teacher
C: Students‟ inequality of splitting the responsibilities
Table 3.4 Factors can cause the difficulties when working in groups
Factors can cause the difficulties when working in groups
A study revealed several factors contributing to students' difficulties in group tasks Notably, 45% of students identified the size of the group as a significant challenge, while 25% cited unequal distribution of responsibilities among members Additionally, 20% attributed their struggles to a lack of teacher support Other concerns mentioned by 10% of students included issues with irresponsible group members, distractions from noise, and the complexity of the tasks Consequently, these factors led to incomplete assignments by the deadline.
3.1.2 The emotional aspect of attitude towards group work activities
3.1.2.1 Students’ favorite group work activities in English speaking lesson
Chart 3.3 indicated the scale of students‟ feeling when working in groups in speaking lesson Data from question 7 (See Appendix 1)
The number of members in a group
Lack of the help from the teacher
Students' inequality of splitting the responsibilities
Students‟ feeling when working in groups in English speaking lessons
The chart clearly indicates a significant preference among students regarding group work in speaking lessons, with 57.8% expressing a dislike for this activity Many students found group work challenging and unengaging, as evidenced by 28.3% showing a lack of interest in participating Only a small fraction, 5%, reported being very interested, while 8.9% enjoyed group activities The majority of students appeared to be shy or hesitant to share their ideas in a group setting, with only a few actively participating due to their strong English skills and ability to collaborate effectively.
To enhance engagement in speaking lessons, teachers should incorporate a variety of group work activities, as only a limited number of students currently enjoy collaborative learning This is supported by the data presented in Table 3.2, which illustrates the findings from question 8 (refer to appendix 1).
Frequency Number of students Percentage (%)
Very interested Interested Not very interested Bored
Table 3.5 Frequency of joining group work activities in speaking lessons
Table 3.2 reveals that 62.3% of students frequently participated in group work during speaking lessons, while 33.3% reported often engaging in such activities In contrast, only 4.4% of students indicated that they rarely took part in group work during English speaking lessons.
INTRODUCTION
Statement of the problem
In today's society, languages are crucial, particularly in Vietnam, where foreign language education is a key goal amid regional and international integration English, as a global language, holds significant prestige, being the third most spoken language with over 330 million native speakers Its influence extends beyond English-speaking countries, facilitating communication across borders and enabling connections with international business partners and professionals To thrive in an increasingly globalized world, learning English is essential.
In the era of globalization, Vietnamese education has strengthened significantly, particularly in higher education and foreign language instruction Following Vietnam's accession to the World Trade Organization (WTO), English has emerged as a vital tool for accessing global knowledge and culture As the international language of communication, English is increasingly essential across various fields, underscoring its importance in educational policies and practices.
Mastering English involves a creative approach to learning and teaching, with speaking being an essential skill for every learner As a vital communication tool, speaking enables individuals to express their emotions and thoughts effectively Additionally, developing speaking skills boosts learners' confidence in using English, making it a crucial component of the second language acquisition process.
Attitudes which play an important role in learning foreign languages determine the success of the learners Hiriyappa (2008, p.32) argues that
Positive attitudes toward learning English significantly enhance learners' willingness to engage and communicate in the language, fostering both passion and interest This mindset boosts confidence, making the acquisition of English skills easier and more effective In contrast, a lack of positive attitude can hinder learning, resulting in challenges and lower educational quality.
In Vietnam, the traditional approach to teaching foreign languages, particularly English, has often prioritized skills like listening, reading, and writing over speaking Although English speaking classes have become more common recently to enhance students' speaking abilities, challenges persist due to large class sizes and limited interaction among learners during speaking lessons Despite employing various methods in English classes, students' learning outcomes frequently fall short of the expectations set by teachers and educators.
Classroom activities play a crucial role in language courses by enhancing learners' speaking abilities In speaking lessons, teachers should incorporate a variety of activities, with group work being particularly effective Group discussions not only increase the amount of student talk in a limited time but also reduce the anxiety of those hesitant to speak in front of the whole class (Ur, 2000, p 121) Despite the common use of group work in English speaking lessons, concerns arise as not all teachers implement it effectively Consequently, integrating group discussion activities to teach speaking skills in high school poses challenges for some educators.
At Chan Mong High School, particularly in class 10A4, students exhibit a lack of familiarity with essential English skills, especially in speaking activities Despite teachers' efforts to motivate participation, the outcomes have not met expectations While group work is a common teaching method in higher-level classes, many students struggle with or resist engaging in these English-speaking exercises This situation presents significant challenges for both educators and students, hindering effective language learning.
The study titled “Students' Attitudes Towards Group Work Activities in English Speaking Lessons in Class 10A4 at Chan Mong High School” aimed to explore the attitudes of Class 10A4 students towards group work and identify effective teacher monitoring strategies to enhance student participation in collaborative activities.
Aims of the study
The research is aimed at:
Investigating the attitude of students towards group work activities in English speaking lessons in class 10A4 at Chan Mong high school
Proposing some suggestions to improve group work activities in English speaking lessons for class 10A4 students
Research questions
In order to achieve the above - mentioned aims, the following research questions are going to be answered:
1 What are students‟ attitude towards group work activities in English speaking lessons?
2 What are the recommendations to improve the group work activities in English speaking class 10A4 at Chan Mong high school?
The significance of the study
The study, conducted with a small group of class 10A4 students at Chan Mong High School, aims to provide valuable insights into students' attitudes toward group work activities It contributes to the understanding of the effectiveness of group work in English language teaching, particularly in speaking, within the context of Vietnamese high schools Additionally, the findings are expected to enhance the implementation of group work activities in English speaking lessons for both teachers and students at Chan Mong High School.
This study aims to assist foreign language teachers in enhancing their oral skills instruction through the effective use of group work activities Additionally, the research seeks to increase student engagement and interest in speaking lessons, ultimately improving their speaking abilities.
The scope of the study
Due to time limitations, this study specifically examines the attitudes of 45 students from class 10A4 at Chan Mong High School towards group work activities, rather than exploring the broader context of these activities Additionally, the research aims to propose suggestions for enhancing group work experiences among these students.
This paper focuses on the attitudes of 10A4 students at Chan Mong High School towards group work activities specifically in English speaking lessons, rather than exploring the entire speaking process Due to time and effort constraints, the discussion will be limited to this particular aspect of their learning experience.
Outline of the thesis
The research consists of three parts:
This section provides a comprehensive overview of the study, detailing the problem statement, research objectives, key questions, and the significance of the research It also defines the scope of the study and outlines the structure of the thesis.
CONTENT
This part will be divided into four chapters:
This chapter reviews previous research conducted in Vietnam and internationally, providing a theoretical foundation on key concepts related to speaking in English It defines speaking and outlines its roles, along with the principles and approaches for teaching speaking skills The chapter addresses common problems encountered in speaking activities and explores the concept of group work, including its definitions, types, advantages, and disadvantages Additionally, it discusses the steps for organizing group work and examines the definition and significance of attitudes, particularly in the context of language learning and the components that shape language attitudes.
This chapter focuses on the subjects of the study, discusses the instruments and presents the data collection, analysis and research procedures
This chapter will focus on investigating the reality of the students‟ attitudes towards group work activities in learning speaking lesson and
6 proposing some suggestions to improve group work activities for class 10A4 students
Chapter 4: Major findings and some prosed suggestions to improve group work activities at Chan Mong high school
This chapter presents key findings from the study and offers recommendations to enhance group work activities in English speaking lessons for students in class 10A4.
This section highlights the key findings of the study, outlining their implications for classroom practices It also addresses the limitations encountered during the research and offers recommendations for future studies.
This section outlines the background and significance of the study, highlighting its relevance to the teaching and learning of English speaking at Chan Mong High School It also defines the scope of the research and concludes with an outline of the study's structure.
THEORITICAL BACKGROUND
Speaking
Speaking is a fundamental skill for language learners, essential for mastering foreign languages Experts have defined speaking in various ways; Kayi (2006) emphasizes its importance in second language learning and teaching, while Chaney and Burk (1998) describe it as the process of creating and sharing meaning through verbal and non-verbal symbols across different contexts.
According to Hedge (2000, p.15), speaking is a crucial skill through which individuals are evaluated during initial encounters, reflecting their personalities and thoughts Previous research highlights two primary approaches to defining speaking: the bottom-up and top-down approaches.
Valette (2003) proposed a definition of speaking that emphasizes interactional skills and decision-making in communication, representing a top-down perspective Supporting this view, Howarth (2001) described speaking as a two-way process that facilitates genuine communication of ideas, information, or feelings This approach highlights spoken texts as collaborative products created by multiple interactants within a physical context Consequently, advocates of this perspective argue for an instructional shift, suggesting that instead of focusing on teaching learners to construct well-formed sentences before engaging in discourse, educators should encourage participation in spoken interactions from the outset, allowing learners to naturally acquire smaller linguistic units.
Luoma (2004) describes speaking as an interactive process of meaning construction that involves producing, receiving, and processing information The context, including participants, physical environment, and speaking purposes, significantly influences its form and meaning While speech is often spontaneous and evolving, it can also exhibit predictable language functions or patterns that recur in specific discourse situations.
Speaking skill is fundamentally linked to communication, defined as the ability to use language accurately to convey meaning and share knowledge in various life situations To communicate effectively, a speaker must clearly understand their message and consider its impact on the listener Additionally, it is essential for the speaker to grasp the underlying principles that inform their communication, whether in a general context or tailored to individual interactions.
Language serves as a vital communication tool, with speaking being an integral part of daily life that is often taken for granted According to Ur (2000), speaking is the most effective means of communication, essential for existence In the context of learning foreign languages, speaking plays a crucial role, as highlighted by Byrne (2003), who emphasizes that it is one of the most important skills that must be practiced for effective oral communication Proficient speakers not only master grammar, pronunciation, intonation, and vocabulary but also understand the social contexts in which language is used Ultimately, speaking skills are interconnected with all other language skills, underscoring their significance in effective communication.
In today's globalized world, English serves as an essential international language, making effective communication in English increasingly important Speaking, as the quickest method of exchanging information, has led many individuals to prioritize the development of their English speaking skills for better interaction in modern life Consequently, this trend elevates speaking to the forefront of the four primary language skills.
Focusing on speaking in the classroom is crucial for motivating students to learn English Students who are proficient in English are confident in expressing their ideas verbally, which enhances their speaking skills Conversely, those who struggle with speaking often lack confidence and hesitate to engage in group activities By implementing effective speaking activities, teachers can inspire and engage students, leading to improved speaking abilities and, consequently, the enhancement of other language skills.
1.1.3 Principles to teach speaking English
In the communicative model of language teaching, educators play a crucial role in facilitating real-life communication for their students They guide learners in developing the skills necessary to construct grammatically correct and logically coherent sentences that are suitable for various contexts.
According to Nunan (2003), there are some principles for teaching speaking Some of which are described below:
Giving students practice with both fluency and accuracy
At the beginning and intermediate stages of language learning, it is crucial for students to have opportunities to enhance both their fluency and accuracy Accuracy involves correctly using the target language, while fluency refers to speaking quickly and confidently Teachers should strike a balance and provide practice in both aspects, rather than focusing solely on one, to ensure comprehensive language development.
Using group work or pair work
To enhance students' speaking skills, it is crucial to provide ample opportunities for them to engage in conversation during class Language teachers should minimize their own speaking time to facilitate this Nunan (2003, p.54) emphasizes that incorporating pair and group work can significantly increase the time learners spend speaking in the target language during lessons.
Students will have the opportunity to interact and practice their language skills with peers, which is essential for developing oral fluency—the ability to express oneself clearly and confidently English learners primarily use speaking for two purposes: to exchange information for transactional reasons and to foster social relationships through interactional communication Language educators have dedicated significant efforts to uncover the key principles of teaching speaking effectively.
To ensure effective teaching, fostering a high level of motivation is essential, as it significantly impacts learners' readiness to communicate (Ur, 2000) Motivation encompasses the effort and desire to achieve learning goals, along with positive attitudes toward language acquisition Thus, mere effort is insufficient without the right mindset and enthusiasm for learning.
11 does not signify motivation but it is the desire and the satisfaction in the activity that count (Nunan, 1991: 233)
Attempting to elaborate more on the interactive nature of speaking, Kayi
(2006) gave another principles of teaching English speaking that teachers should do to make students feel satisfied and have the desire to get involved in English speaking lesson:
Teachers leverage their instincts and experience, influenced by their qualifications, to select engaging topics that capture students' attention and spark inspiration Productive skills thrive only within meaningful contexts, as unrealistic scenarios fail to prepare students for real-life situations, such as job and academic environments.
Teachers can spark student interest in a topic by initiating discussions and encouraging students to share their prior knowledge before activities begin This approach allows students to express their ideas meaningfully and helps teachers leverage existing knowledge to engage them in the lesson By prompting students to make guesses about the content and discuss potential outcomes, teachers can inspire curiosity and a desire to uncover the truth Additionally, posing guiding questions and providing essential information without revealing what students already know can further enhance motivation and engagement.
Group work
Educators widely agree on the importance of group work in the classroom According to Richards (2008), group work fosters unique interactions that significantly differ from traditional teacher-led lessons, enhancing both the quality and quantity of student engagement.
Vo (2004) also followed Richards‟s approach as she states group work as
Group work in the classroom involves students collaborating with one or more partners to complete tasks that require cooperation and the use of self-generated language This collaborative process is essential for fostering teamwork and enhancing communication skills among learners.
Group speaking, as defined by Nunan (1991), involves teachers organizing students into small groups to collaboratively complete speaking tasks This method is a widely used activity in English classes aimed at enhancing students' communicative skills Typically consisting of four to six students, these groups engage in face-to-face interactions, allowing them to generate, share, and discuss ideas to reach decisions or solutions related to their speaking tasks.
Group work fosters cooperation among students, allowing them to share goals and responsibilities This collaborative approach promotes greater independence, as students make their own learning decisions with less oversight from the teacher Additionally, it provides a more relaxed environment, enabling them to work without the pressure of the entire class.
19 listening to what they are doing In addition, students have many chances to interact with each other
Group work, or collaborative learning, is an effective teaching strategy suitable for all students, fostering various classroom dynamics This approach allows teachers to assign tasks that students tackle collectively, enhancing their problem-solving skills (Doff, 2011) Engaging in group work helps students develop essential social skills, cultivate a sense of community, and rely on one another for support in their educational journey Known as learner-learner interaction (Brown, 2001), this method positions students as active participants in the learning process, with the teacher acting as a facilitator, thereby empowering students to take ownership of their learning experiences.
Collaborative group work engages all members in a shared task, fostering a supportive environment for diverse learners, including English language learners This setting encourages discussion, idea sharing, and active listening among peers According to Nunan (2003), such group interactions provide students with valuable opportunities to freely communicate, enhancing their oral language skills in the process.
Pair work is a collaborative learning method that involves two participants, promoting effective communication as they teach and learn from one another This approach is particularly beneficial for English Language Learners (ELLs), as it enhances their language skills through interactive engagement.
Students need opportunities to practice English with proficient peers, as pair work significantly increases talking time and facilitates free communication in the classroom (Davis, 1999) Working in pairs allows for more effective practice of oral language skills compared to whole-class settings or teacher-led interactions This intimate and relaxed environment fosters better learning outcomes, as exemplified by the "think, pair, share" strategy, where students discuss ideas with a partner before engaging in larger group discussions This approach not only helps students articulate their thoughts but also encourages reluctant learners to rehearse their contributions, ultimately enhancing their confidence and participation.
Peer tutoring, where a more competent student assists a novice, encourages the latter to express thoughts and ask questions more freely than they would with a teacher, according to Doff (2001) Research indicates that tutors gain social and leadership skills, a sense of accomplishment, and a deeper understanding of concepts through this process Additionally, pairing two English Language Learners (ELLs), with one being more advanced, allows both students to benefit from mutual observation and self-expression This highlights the advantages of group work for ELLs, providing them with valuable opportunities to enhance their oral language skills.
Cooperative learning is a specific adaptive approach to group work that enhances students' cognitive perspectives and problem-solving skills According to Davis (1999, p.53), small cooperative and collaborative learning groups are more effective than individual work It is important to note that cooperative group work differs from collaborative group work in its structure and objectives.
To ensure successful cooperative group work, students must demonstrate five essential principles: positive interdependence, accountability, social and cognitive development, and interaction These key elements are crucial in structuring cooperative learning, making it an effective approach to foster collaboration and enhance student engagement.
“want to learn more, like school better, like each other better, have higher self- esteem, and learn more effective social skills” (Richards, 2008)
Cooperative learning groups assign specific roles to each student, enabling collaboration and input from all members This structure allows English Language Learners (ELLs) to actively contribute and benefit from their peers By integrating ELLs with non-ELLs, students can enhance their English listening skills and observe social behaviors The advantages of cooperative learning include improved academic performance across various subjects, increased classroom participation, and enhanced social interactions among peers.
Cooperative learning is a vital strategy for supporting English Language Learners (ELLs) in mainstream classrooms To maximize its effectiveness, the approach should be purposeful and meaningful for students By collaborating with peers who possess stronger English skills, ELLs can receive valuable oral feedback and benefit from language modeling, enhancing their language acquisition and overall classroom experience.
1.2.3 Advantages of using group work
Implementing group work in the classroom significantly enhances student communication and interaction Through collaboration, students can share feelings, ideas, and thoughts, fostering a supportive learning environment This approach not only encourages meaningful interactions but also helps students develop and practice essential social skills.
Student engagement and interaction are crucial for English Language Learners (ELLs), as they significantly contribute to language acquisition According to Doft (2001), ELLs learn English effectively through their environment and the interactions they have with their peers.
Activities for group work in English speaking lesson
A variety of activities can be applied in communicative English classes in general and English speaking lesson in particular through the use of pair work and group work
Games are structured activities that transform techniques into scoreable units, facilitating learners in achieving communicative objectives within the curriculum while actively engaging them in communication One popular example of a guessing game in language classrooms is "Twenty Questions," where a participant secretly chooses a famous person, and the rest of the group takes turns asking up to twenty yes/no questions to identify who it is This interactive game not only promotes teamwork but also allows for the rotation of roles, making it a fun and effective way to enhance language skills while scoring points.
Besides, playing card is also one of the games that teachers often use in English speaking lesson To organize this game, teachers should prepare thirty
The activity involves 31 colored cards, including six red, black, white, blue, pink, and yellow cards, each numbered from one to six The teacher introduces a topic and highlights six key issues related to it Students are then organized into six groups based on the numbers on their cards, with each group focusing on one specific issue After two minutes of discussion, students quickly rotate to new groups that share the same card color, where they share insights on the previously discussed issue This collaborative approach ensures that all group members contribute to a comprehensive understanding of the topic.
Role-play, as defined by Brown (2001), involves assigning roles to group members with a specific objective to achieve, such as discussing a political issue from various viewpoints An example of an organized role-play activity includes a teacher designating a student as a detective, who faces away from the board while the teacher writes a word, sentence, or displays a picture The remaining students act as witnesses, using body language and synonyms or antonyms to provide clues Ultimately, the detective must guess the word, sentence, or picture based on the witnesses' hints.
Young learners thrive with hands-on language approaches, making certain projects highly beneficial For instance, when a teacher selects an environmental topic, various small groups can engage in diverse activities: Group A designs an environmental bulletin board for the school, Group B creates informative fact sheets, and Group C constructs a three-dimensional model.
32 display, group D puts out a newsletter for the rest, group E develop skit, and so on
Interviews are a highly effective activity for both pair and group work, beneficial for learners at all proficiency levels (Howarth, 2001) This engaging exercise necessitates careful preparation of questions by both teachers and students During the activity, a teacher invites a student to the front of the class, where the student selects a famous person to embody The remaining classmates then conduct an interview with the student, who responds as if they were that well-known individual.
Brainstorming is an effective technique for preparing students to engage in discussions about complex issues This method stimulates critical thinking by encouraging a fast-paced, free-association process where students generate a list of relevant concepts, ideas, facts, or feelings related to specific topics or contexts.
1.3.6 Problem solving and decision making
Problem-solving techniques are increasingly utilized in speaking lessons for major students, emphasizing collaborative solutions to specific challenges These problems can range from simple tasks, like providing directions on a map, to moderately complex scenarios, such as creating an itinerary using various transportation schedules, and even to intricate situations involving mystery-solving or addressing political and moral dilemmas.
Decision- making techniques are simply one of kind of problem- solving where the ultimate goal is for students to make a decision
According to Ur (2000), students often struggle with discussions at the beginner levels of proficiency; however, at the intermediate level, specific activities can facilitate the exchange of diverse opinions While some opinions may be suitable, others may not be appropriate.
In a classroom setting, the teacher must emphasize the importance of valuing all opinions, fostering a respectful environment where disagreements are acknowledged rather than ridiculed Students are divided into two large groups: one focuses on identifying problems, while the other explores potential solutions They engage in discussions and share their viewpoints within their groups Subsequently, the groups take turns presenting their identified problems and proposed solutions, with immediate feedback determining the winning group.
Attitude
Attitude refers to an individual's consistent way of thinking, feeling, and reacting to people, groups, and social issues, and it varies from person to person (Gardner, 1972) It plays a significant role in shaping one's perception, as attitudes are reactions evaluated in relation to specific referents, grounded in personal beliefs or opinions Brown (2001) simplifies this concept by defining attitude as "a disposition to respond favorably or unfavorably to an object, person, institution, or event."
Wenden (2006) provides a comprehensive definition of attitude that encompasses three key factors: cognitive, affective, and behavioral The cognitive factor pertains to the beliefs and thoughts individuals hold about the attitude object, while the behavioral factor relates to the inclination to engage in specific learning behaviors The affective factor reflects personal feelings and emotions towards that object Additionally, Wenden defines attitude as "a set of beliefs that learners hold towards the members of the target language group, target language culture, their teacher, and the learning they receive."
Attitude is one of the essential factors influencing language teaching and learning Lambert (2004) concluded that the ability of students to acquire a
The acquisition of a second language is significantly influenced not only by mental competence and language skills but also by students' attitudes and perceptions towards the target language According to Visser (2008), a learner's success in mastering a foreign language is closely linked to their attitudes towards language learning, in addition to their intellectual abilities Research conducted by Gardner and colleagues highlights the connection between learners' attitudes towards a second language and its associated community, suggesting that positive motivation and attitude play crucial roles in fostering a willingness to continue learning.
In the process of learning a second language (L2), learners develop varying attitudes towards their learning environment, which can be either positive or negative (Ajzen, 2005) Negative attitudes often arise from anxiety caused by the learning context, while positive attitudes are fostered by motivation and encouragement.
Attitude, regarded as a personality trait, is a hypothetical construct that cannot be directly observed and must be inferred from measurable responses These responses indicate positive or negative evaluations of an attitude object (Weden, 2005) Essentially, an attitude represents a tendency to react either favorably or unfavorably toward a person, object, institution, or event.
Walker, Shafer, and Iiams (2004) conducted a study involving 422 K-12 teachers across 28 American schools, highlighting the significance of teacher attitudes towards English language learners Their findings indicate that negative attitudes can quickly form but are challenging to change, emphasizing the need for a comprehensive and long-term approach to attitude development Consequently, it is essential for teachers to actively address and transform negative attitudes that impact the learning process, as these attitudes can significantly influence student success or failure in language acquisition.
Language attitude significantly influences the gap between underachievement and success in language learning According to Spolsky (2002), learners' attitudes towards a language reflect their fears, emotions, and biases regarding English as a second language Overall, it is widely accepted that learners' attitudes, along with their skills and strategies, play a crucial role in their ability to grasp the complexities of a new language (Nunan, 2000).
Research indicates that language learning is significantly influenced by learners' attitudes towards languages Visser (2008) noted that "positive language attitudes enable learners to adopt a favorable approach to learning English." Consequently, these attitudes are essential in shaping students' success or failure in their language acquisition journey.
Gardner (1980) emphasized that social contexts significantly impact the outcomes of language learning studies He argued that attitudes towards language learning are likely to be more influential in environments that facilitate interaction between learners and native speakers, compared to foreign language settings where such contact is limited.
Language learning is significantly influenced by psychological factors, particularly the motivation and attitude of learners towards the target language According to Gardner and Lambert (1972), students' success in mastering a second language is not solely dependent on their mental abilities or language skills, but also on their attitudes and perceptions regarding the language They emphasized that positive attitudes can enhance the language learning process, shaping students' behaviors and beliefs about the language, its culture, and its community, ultimately affecting their inclination to acquire the language.
In 1992, Baker proposed a comprehensive theoretical model, focusing on the importance of conducting attitudinal research in the field of language
Attitudes towards a language play a crucial role in its preservation and learning, as highlighted by Baker (1992), who noted their significance in language survival Ajizen (2005) further emphasized that language teachers, researchers, and students must recognize that a positive attitude and high motivation are essential for successful second language acquisition Conversely, learners lacking interest in the target language are likely to develop negative attitudes, leading to decreased motivation and enthusiasm in their studies Therefore, the attitudes of learners are vital in language learning, significantly impacting their performance and ability to acquire the target language effectively.
The learning process is a transformative experience that positively impacts an individual's personality across emotional, psychomotor (behavioral), and cognitive domains As individuals acquire knowledge in a specific subject, their thinking, behavior, and beliefs evolve, leading to distinct changes in their attitudes Additionally, the learning process encompasses both social and psychological dimensions, highlighting the multifaceted nature of how attitudes are formed and influenced.
The concept of attitude encompasses three key components: behavioral, cognitive, and affective, each reflecting distinct features that influence language outcomes These components are grounded in three theoretical frameworks: behaviorism, cognitive theory, and humanism This article briefly explores the behavioral, cognitive, and emotional aspects of the attitude concept, highlighting their significance in understanding language attitudes.
The behavioral aspect of attitude influences how individuals act and respond in various situations Successful language learning empowers learners to connect with native speakers, fostering a deeper understanding and integration into the language and culture.
Acquiring behaviors characteristic of the target language community is essential for effective language learning According to Wenden (2006), positive attitudes foster positive behaviors in students, leading them to immerse themselves in their studies and seek further knowledge These motivated learners are not only more inclined to tackle challenges but also actively pursue information and skills that enhance their daily lives, demonstrating emotional engagement in their educational journey.
Previous studies
Recent research highlights the significant impact of language attitudes on foreign language learning, emphasizing their influence on students' motivation, anxiety, and strategy use A study by Gardner (1972) examined the attitudes of year 12 and final-year university students in Papua New Guinea towards the English language Findings revealed that both groups exhibited a generally positive attitude towards English.
(2) some significant attitudinal differences in relation to specific English language contexts
A study by Visser (2008) in Estonia revealed that students aged 15 to 18 in rural areas exhibited less favorable attitudes toward the Estonian language, which is a minority language, compared to their urban counterparts This suggests that the geographical context in which students learn a second language can significantly influence their perceptions and attitudes toward that language.
S Frans's 1989 study aimed to establish criteria for evaluating students' attitudes toward learning, identifying ten key aspects that characterize positive learning attitudes.
1 On the class listen to lecture
2 Study and complete the lesson
3 Try to rise in learning
4 Do not rush to react if there is no understanding or disagreement with the lecture
6 Try to achieve good academic results and improve your academic performance honestly
7 Enjoy independence to perform tasks
8 Energetic, enthusiastic during class time and discussion
9 Complete the task of learning seriously
Research on teaching and developing speaking skills has gained significant attention, particularly in Spolsky's (2002) study, which assessed the impact of the communicative approach (CA) on the listening and speaking abilities of Saudi third-year secondary students Based on the findings, Spolsky advocated for a transition from non-communicative to communicative English Language Teaching (ELT) and emphasized the importance of encouraging students to practice speaking the target language with their peers This foundational study informed the choice of an experimental approach as the most effective method for achieving the objectives of the current research.
A recent study by Dewi (2008) explored the learning strategies of three first-year students in Colomadu, each possessing different speaking proficiency levels: high, middle, and low This research provided valuable insights for designing effective activities and strategies aimed at enhancing speaking skills.
Numerous studies on group work have significantly contributed to understanding this collaborative approach For example, Porter (2000) explored the application of group work to enhance college students' oral English skills, highlighting its advantages, proposing evaluation methods, and addressing potential drawbacks along with strategies to mitigate them The research emphasizes that well-structured group work serves as an effective tool for learning enhancement.
To enhance college English teaching, it is essential to foster discussions where students gather diverse information, leading to a deeper understanding of the subject matter Engaging in group work not only improves students' linguistic skills but also empowers them to effectively apply new knowledge The effectiveness of this collaborative approach hinges on its consistent implementation throughout the learning process.
Raja (2000) conducted a study examining the effectiveness of group work and pair work in undergraduate English classes at public and private colleges The introduction of a new English textbook has posed challenges for teachers, particularly in implementing collaborative language teaching strategies This shift towards a more learner-centered approach emphasizes the importance of group and pair work The study provided concrete recommendations to enhance the implementation of these collaborative strategies in Pakistan's undergraduate institutions.
Skrzynski (2001) highlighted the significant advantages of group work in education, particularly in enhancing students' speaking time In a 50-minute lesson with 30 students, individual interaction with the teacher allows for only 30 seconds of speaking per student, resulting in just one hour of speaking practice over a year However, group work increases opportunities for students to engage in English conversation, as they can communicate more frequently and effectively within smaller groups This collaborative environment not only boosts students' confidence and encourages them to express their ideas actively but also fosters a more dynamic and secure atmosphere for learning.
2001) It is true that if being called to answer question in front of the whole class, the student maybe feel shy or scared Even though they know the answer
Many individuals, regardless of age, often struggle with confidence when speaking However, engaging in group discussions allows them to easily exchange ideas and feel more secure Group discussions encourage participants to collaborate and explore solutions for specific tasks, providing students with more opportunities to speak and express their thoughts in diverse ways Additionally, these interactions help broaden their knowledge on the topics being discussed To contribute effectively, students must prepare in advance, enabling them to share their insights on the assigned task.
In her 2010 study, Tong explored first-year EFL learners' perceptions of group work, an area previously overlooked in Nguyen's research She assessed students' participation levels and quality in group activities, identified factors influencing their engagement, and highlighted effective teacher monitoring strategies to enhance student involvement Tong also provided several pedagogical recommendations aimed at encouraging balanced oral participation among learners.
Bui (2007) studied 22 second-year EFL college students in Hanoi, Vietnam, enrolled in a four-year English program, to explore the effects of group work pre-task planning on individual oral presentations The findings revealed that group planning emphasized content over language, and that mixed proficiency learners demonstrated greater interaction The study concluded that group work, particularly group discussions, significantly enhances students' oral presentation skills.
In 2003, Dang Thi Yen, a student from the Faculty of English Language Teacher Education at Ha Noi University of Languages and International Studies, conducted a study aimed at exploring the attitudes of teachers and in-service adult learners regarding the use of group work in educational settings.
A study conducted at English Service Training Center No 2 at To Hoang School, involving surveys, interviews, and classroom observations of teachers and 120 students, revealed that both teachers and students hold positive attitudes towards the implementation of pair work and group work in developing speaking skills.
Numerous studies have explored the relationship between attitudes and the development of speaking skills in English as a foreign language These investigations have highlighted the significance of employing innovative teaching methods to enhance students' speaking abilities The research emphasizes the necessity of acquiring effective speaking skills, while also examining the impact of various instructional approaches on their development.