An investigation into teachers and students perceptions of implementing group work in efl reading lessons at vo van kiet high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI MINH PHUONG AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ PERCEPTIONS OF IMPLEMENTING GROUP WORK IN EFL READING LESSONS AT VO VAN KIET HIGH SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI MINH PHUONG AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ PERCEPTIONS OF IMPLEMENTING GROUP WORK IN EFL READING LESSONS AT VO VAN KIET HIGH SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: LAM THANH NAM, Ph.D HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: Nguyễn Thị Minh Phương Ngày sinh: 01/01/1995 Nơi sinh: Long An Chuyên ngành: Lý luận phương pháp giảng dạy Tiếng Anh Mã học viên: 1881401110029 Tơi đồng ý cung cấp tồn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) ………………………………… CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: Lâm Thành Nam Học viên thực hiện: Nguyễn Thị Minh Phương Ngày sinh: 01/01/1995 Lớp: MTESOL018A Nơi sinh: Long An Tên đề tài: An investigation into teachers’ and students’ perceptions of implementing group work in EFL reading lessons at Vo Van Kiet High School Ý kiến giáo viên hướng dẫn: đồng ý cho học viên Nguyễn Thị Minh Phương bảo vệ luận văn trước Hội đồng Thành phố Hồ Chí Minh, ngày 12 tháng 04 năm 2022 Người nhận xét Lâm Thành Nam STATEMENT OF ORIGINALITY I certify that this thesis, entitled “An investigation into teachers’ and students’ perceptions of implementing group work in EFL reading lessons at Vo Van Kiet High School”, is my own work Except references were made in the thesis, the whole or small parts of the thesis have not been published or used for being awarded another degree No materials published by another person were used in the thesis without due acknowledgement This thesis has not been submitted for the award of any degree or diploma in any other university or institution Ho Chi Minh City, 2022 Nguyen Thi Minh Phuong i ACKNOWLEDGEMENTS First of all, I wish to express my profound gratitude to my supervisor, Dr Lam Thanh Nam, for his continuous support and encouragement of this thesis Thank you for his patience and enthusiasm that help me learn more knowledge during completing my thesis Without his invaluable instructions and helpful suggestions, I could not have finished my thesis promptly I am thankful to the instructors teaching the class TESOL18 at Ho Chi Minh City Open University for their interesting lectures in my coursework which had major benefits for my thesis I must say thank you to the boards of Vo Van Kiet High School giving me the most favorable conditions to conduct my research Besides, I am grateful for the enthusiastic cooperation of the participants who contributed to my research Finally, I would like to thank my family and my friends for their unconditional love and considerable assistance Especially, I desire to give my warmest thanks to my mother who always encourages me to broaden my knowledge and pursuit the lifelong learning ii ABSTRACT The study attempted to investigate teachers’ and eleventh-graders’ perceptions of implementing group work (GW) in EFL (English as a foreign language) reading lessons The study aimed to explore participants’ perceptions of how beneficial GW is in teaching and learning in reading lessons, what challenges teachers and students may confront, and what factors contributing to GW’s success perceived by candidates The study was done at Vo Van Kiet (VVK) High School in District 8, Ho Chi Minh City, with 10 English teachers’ and 307 eleventh-graders’ participation in the second semester of the academic year 2020-2021 I adopted a research design combining data from classroom observations, questionnaire surveys and semi-structured interviews The findings revealed that teachers and students both had positive perceptions of using GW in reading lessons since this approach provides diverse benefits The results indicated the factors concerning teachers’ role, the tasks for GW and classroom context that affected the effectiveness of GW implementation Future research should be carried out on a larger scale with numerous participants from many schools Keywords: group work, reading lessons, factors, perceptions iii TABLE OF CONTENTS STATEMENT OF ORIGINALITY .i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES vii LIST OF TABLES viii LIST OF ABBREVIATIONS .ix Chapter One: INTRODUCTION 1.1 Statement of the problem 1.2 Research aim 1.3 Research questions .4 1.4 Significance of the study Chapter Two: LITERATURE REVIEW 2.1 Classroom interactions 2.2 Group work 2.2.1 Definition of GW 2.2.2 Types of GW .8 2.2.3 Formation of GW 10 2.2.4 Stages of GW 11 2.2.5 Benefits of GW in L2 education and in reading lessons 13 2.2.6 Challenges of GW in language education .16 2.3 Teacher’s and students’ roles in GW activities 17 2.3.1 Teacher’s roles in GW activities .17 2.3.2 Students’ roles in GW activities 18 2.4 Factors influencing the success of GW activities 18 2.4.1 The classroom context 19 2.4.2 The teacher’s role 20 2.4.3 Tasks for GW 20 2.5 Reading skills .21 2.5.1 Definition 21 2.5.2 Class organization in reading skills 21 2.5.3 Reading skills in EFL education at Vietnamese high schools 22 2.6 The relationship between GW and reading lessons 23 2.7 Previous studies about the effects of GW in language learning 23 2.8 Teachers’ and students’ perceptions of implementing GW in EFL reading lessons 26 2.8.1 Teachers’ perceptions of GW 26 2.8.2 Students’ perceptions of GW 27 2.9 Research gap 27 Chapter Three: METHODOLOGY 29 3.1 Research design 29 3.2 Participants 30 3.3 Sampling 30 3.4 Research instruments 31 3.4.1 Classroom observations 31 3.4.2 Questionnaire surveys 32 3.4.2.1 Teachers’ questionnaire 33 3.4.2.2 Students’ questionnaire 34 iv 3.4.3 Interviews 35 3.4.3.1 Teachers’ interview 36 3.4.3.2 Students’ interview 36 3.5 Pilot testing of the questionnaires 37 3.6 Data collection 37 3.7 Data analysis procedure 38 3.8 Validity and reliability 40 3.9 Ethical consideration 40 Chapter Four: FINDINGS 42 4.1 Findings from the classroom observations 42 4.1.1 Effects of GW in reading lessons 42 4.1.2 Difficulties in GW 42 4.1.3 Factors contributing to the success of GW in EFL reading lessons 43 4.2 Findings from the questionnaire surveys 44 4.2.1 Teachers’ and students’ perceptions of implementing GW in EFL reading lessons 44 4.2.1.1 Teachers’ perceptions 44 4.2.1.2 Students’ perceptions 49 4.2.2 Factors contributing to the success of GW in EFL reading lessons 54 4.2.2.1 Teachers’ perceptions 54 4.2.2.2 Students’ perceptions 56 4.3 Findings from the interviews 59 4.3.1 Teachers’ and students’ perceptions of implementing GW in EFL reading lessons 59 4.3.1.1 Teachers’ perceptions 59 4.3.1.2 Students’ perceptions 64 4.3.2 Factors contributing to the success of GW in EFL reading lessons 68 4.3.2.1 Teachers’ perceptions 68 4.3.2.2 Students’ perceptions 71 Chapter Five: DISCUSSIONS 75 5.1 Discussions on teachers’ and students’ perceptions of GW in reading lessons 75 5.1.1 Teachers’ perceptions 75 5.1.2 Students’ perceptions 77 5.2 Discussions on factors contributing GW’s success in reading lessons 80 5.2.1 Teachers’ perceptions 80 5.2.2 Students’ perceptions 81 Chapter Six: SUMMARY AND CONCLUSIONS 83 6.1 Summary of the findings 83 6.1.1 Perceptions of GW in EFL reading lessons 83 6.1.2 Factors contributing GW’s success 85 6.2 Pedagogical implications 87 6.2.1 Implications for English teaching practices 87 6.2.2 Implications for English learning activities 89 6.3 Limitations of the study 89 6.4 Recommendations for further research 90 REFERENCES 93 APPENDICES 105 Appendix A: Example of a reading lesson in Tieng Anh 11 textbook 105 Appendix B: Teacher’s questionnaire .109 Appendix C: Students’ questionnaire (English version) 114 v Appendix D: Students’ questionnaire (Vietnamese version) 118 Appendix E: Teachers’ semi-structured interview questions (English version) .123 Appendix F: Teachers’ semi-structured interview questions (Vietnamese version) 124 Appendix G: Students’ semi-structured interview questions (English version) .125 Appendix H: Students’ semi-structured interview questions (Vietnamese version) 126 Appendix I: Classroom observation protocol 127 Appendix J: Coding scheme of participants and data sources 129 Appendix K: Quotes from Vietnamese interviews with research participants 130 vi 127 Appendix I: Classroom observation protocol Class: Students attendance:……./…… Date: Time: …………… to ………… Lesson: Unit Lesson’s objective: How many students in one group? 2 6 3  over 4 5 How long does GW take?  less than minutes  - 10 minutes  11 - 15 minutes  over 15 minutes How does the teacher form a group? - Based on  seating arrangements  gender  numbers  others:……………………………………………………… Which stage of reading lessons is GW implemented?  Warming  Pre-reading  While-reading  Post-reading What kinds of task does the teacher implement GW in?  Matching  Answering  Role play  Others:……………………………………… How is the classroom’s atmosphere when GW occurs?  Mostly quiet  Actively noisy  ………………………………  Chaos Do students use English when working in groups?  Yes  No  ………………………… 128 Do all of the students contribute to the GW activity?  Yes  No  …………………………… Description of teacher’s and students’ activities Stages Presentation Process Feedback Teacher’s activities Students’ activities Comments 129 Appendix J: Coding scheme of participants and data sources Code example Meaning Teachers from interviews T1 Teacher Students from group interviews G1.S1 Group 1, Student G2.S1 Group 2, Student G3.S1 Group 3, Student G4.S1 Group 4, Student Range T1 → S1 → S1 → S1 → S1 → 130 Appendix K: Quotes from Vietnamese interviews with research participants Page in Chapter Four: Findings and Discussions thesis Tôi sử dụng hoạt động nhóm vao tiêt hoc vi hoc sinh có 59 thể chia nhỏ cơng viêc Vi vậy, khối lượng công viêc giảm va hoc sinh hoan yêu cầu nhanh (T2) Mặc dù bai hoc đoc hiểu sách giáo khoa 11 gợi ý hoạt động nhóm va hoạt động lam theo cặp, thường không áp dụng theo 60 gợi ý Tơi tự thiêt kê hoạt động nhóm để chúng phù hợp với hoc sinh Ví dụ phần trả lời câu hỏi số tiêt đoc hiểu không u cầu hoc sinh lam nhóm, tơi u cầu em lam bai theo nhóm (T3) Tơi nghĩ la chấm điểm hoc sinh dựa hoạt động nhóm gây khó khăn cho tơi Trong nhóm, hoc sinh đóng góp cho cơng viêc chung khác Một số em đóng góp nhiều số khác thi không lam gi Nêu chấm điểm em số điểm thi điều 61 khơng cơng Tơi khơng thể kiểm sốt va quan sát tất nhóm lúc, nên tơi khó ma biêt em nao tích cực, em nao khơng Vi vậy, tơi để em nhóm tự đánh giá va chấm điểm lẫn Tôi kêt hợp điểm bai nhóm va điểm viên nhóm đánh giá cho cá nhân để số điểm cuối (T4) Mỗi bạn có thê mạnh mặt nao Trong nhóm, có bạn giỏi đoc để tim thông tin chi tiêt bạn khác giỏi 65 đoán nghĩa từ từ đoạn văn Có bạn lam bai tập nối từ tốt bạn khác thi trả lời câu hỏi giỏi Do đó, lam viêc theo nhóm, chúng em tận dụng thê mạnh minh va cải thiên khuyêt điểm cách hoc hỏi từ bạn khác (G2.S2) 131 Theo em, thầy cô nên đưa lời nhận xét hoạt động nhóm theo thái độ lam viêc, tích cực, cải thiên viêc hoc viên nhóm Thỉnh thoảng, giáo viên nên cho điểm cộng để khích 67 lê hoc sinh Em nghĩ la chấm điểm hoạt động nhóm khơng nên vi tất bạn nhóm nhận số điểm Nghĩa la bạn đóng góp cho hoạt động nhóm nhận số điểm với bạn không lam gi Em nghĩ la không công va khiên bạn nản lịng (G2.S3) Tơi nghĩ la số viên nhóm nên la số chẵn Tùy theo độ khó bai 69 tập nhóm, tơi qut định số hoc sinh nhóm Nêu bai tập dễ, tơi để hoc sinh lam theo cặp Nêu bai tập khó thi chia hoc sinh từ tới hoc sinh nhóm (T3) Trong lúc hoc sinh lam nhóm, tơi vịng vịng lớp để quan sát hoc sinh lam viêc Thỉnh thoảng, tơi xem hoc sinh có hiểu yêu cầu hay 70 không viêc quan sát hỏi số câu hỏi Tôi hiêm đứng lâu nhóm vi tơi để ý la tơi đứng gần hoc sinh thi em cảm thấy không thoải mái để thảo luận nhóm (T4) Theo ý kiên em, em thích thầy tự chia nhóm nhóm vi thầy cô biêt lực hoc chúng em Do đó, thầy xêp viên 71 nhóm lam để vừa có bạn hoc giỏi, vừa có bạn hoc chưa tốt để bạn giỏi giúp đỡ bạn yêu Va kêt nhóm tốt (G1.S4, G3.S4) Em nghĩ la viêc thầy cô hướng dẫn va lam mẫu la cần thiêt bai tập nhóm hoan toan lạ lẫm với tụi em Nêu la bai tập quen thuộc thi thầy cô không nên đưa hướng dẫn va lam mẫu chi tiêt Đôi khi, thầy cô 73 nên để chúng em tự tim hiểu yêu cầu va cách lam Em nghĩ la nêu thầy cô hướng dẫn chi tiêt, bạn phụ thuộc vao thầy cô, điều không tốt, la lam bai kiểm tra Nghĩa la hoc sinh hiểu sai yêu cầu bai tập (G1.S3) 23:11, 12/04/2022 Turnitin Turnitin Originality Report Processed on: 12-Apr-2022 22:27 +07 ID: 1802365861 Word Count: 26108 Submitted:   Similarity by Source Similarity Index THESIS By Phuong Nguyen Thi Minh 9% Internet Sources: Publications: Student Papers: 7% 3% 4% 2% match (Internet from 15-Jan-2022) https://ogma.newcastle.edu.au/vital/access/%20/services/Download/uon:34886/ATTACHMENT01 < 1% match (Internet from 22-Apr-2021) https://pdfs.semanticscholar.org/ab22/ff502cf3cf968ef6c7dc263b052b5d72accb.pdf < 1% match (Internet from 05-Jul-2018) https://eprints.usq.edu.au/27904/22/Darmi_2014_whole.pdf < 1% match () Kehrwald, Jane "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities", 2005 < 1% match (Internet from 18-Jul-2020) https://link.springer.com/article/10.1007/s10936-019-09638-x?code=fe199cb0-6bc5-4444-93a1fc9b09beeab1&error=cookies_not_supported < 1% match (Internet from 03-Sep-2020) https://link.springer.com/content/pdf/10.1007%2F978-0-387-46301-8_20.pdf < 1% match (Internet from 15-Mar-2020) https://www.scribd.com/document/423783775/Teaching-by-Principles-An-Interactive-Approach-to-Language-Pedagogy-pdf < 1% match (Internet from 25-Jan-2020) https://www.scribd.com/document/169253183/Strengths-and-Weaknesses-of-Quantitative-Research < 1% match (Internet from 11-Aug-2020) https://mafiadoc.com/grouping-techniques-efl-teflsites_5bb0011e097c47603d8b46eb.html < 1% match (Internet from 10-Apr-2022) http://mail.mjltm.org/article-1-52-en.pdf < 1% match (Internet from 14-Mar-2022) http://mail.mjltm.org/article-1-51-en.pdf < 1% match (Internet from 19-Feb-2008) http://edtechlife.com/files/Wagner_Mark_KAM_I.pdf < 1% match (student papers from 17-Nov-2014) Submitted to University of Southampton on 2014-11-17 < 1% match (student papers from 20-Sep-2018) Submitted to University of Southampton on 2018-09-20 < 1% match (student papers from 20-Sep-2018) Submitted to University of Southampton on 2018-09-20 < 1% match (Internet from 11-Jan-2022) https://recyt.fecyt.es/index.php/retos/article/download/86469/64763/ < 1% match (Internet from 18-Mar-2020) https://archive.org/details/ERIC_EJ946641 < 1% match (publications) Peter Blatchford, Peter Kutnick, Ed Baines, Maurice Galton "Toward a social pedagogy of classroom group work", International Journal of Educational Research, 2003 < 1% match (Internet from 13-Sep-2020) https://js.vnu.edu.vn/ER/article/download/3845/3576 < 1% match (publications) Steve Walsh "Chapter Introduction", Walter de Gruyter GmbH, 2013 < 1% match (student papers from 19-Jan-2019) Submitted to University of Sunderland on 2019-01-19 < 1% match (student papers from 13-May-2013) Submitted to University of Sunderland on 2013-05-13 https://www.turnitin.com/newreport_printview.asp?eq=0&eb=0&esm=0&oid=1802365861&sid=0&n=0&m=2&svr=24&r=73.69896246633428&lang=en… 1/20 ... STATEMENT OF ORIGINALITY I certify that this thesis, entitled ? ?An investigation into teachers? ?? and students? ?? perceptions of implementing group work in EFL reading lessons at Vo Van Kiet High School? ??,... Minh Phương Ngày sinh: 01/01/1995 Lớp: MTESOL018A Nơi sinh: Long An Tên đề tài: An investigation into teachers? ?? and students? ?? perceptions of implementing group work in EFL reading lessons at Vo. .. role of teacher and students in GW, the role of reading in language learning in Vietnam, and the relationship between GW and reading Relevant studies about the effect of GW in language learning and