An application of cooperative learning in teaching reading skill to non english majors at vinh university masters thesis in education

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ LAM GIANG AN APPLICATION OF COOPERATIVE LEARNING IN TEACHING READING SKILL TO NON-ENGLISH MAJORS AT VINH UNIVERSITY MASTER’S THESIS IN EDUCATION Nghệ An, 2014 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY ********** NGUYỄN THỊ LAM GIANG AN APPLICATION OF COOPERATIVE LEARNING IN TEACHING READING SKILL TO NON-ENGLISH MAJORS AT VINH UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Phan Thị Hương, M.A Nghệ An, 2014 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .…………….i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF CHARTS LIST OF APPENDICES 10 CHAPTER 1: INTRODUCTION 11 Rationale of the study 11 Review of previous studies related to Cooperative Learning 12 Purpose of the study 13 Scope of the study 13 Research questions 13 Significance of the study 14 Hypotheses 14 Organization of the study 14 CHAPTER 2: THEORETICAL BACKGROUND 16 2.1 Theoretical Basis of Reading Comprehension 16 2.1.1 Definitions of Reading 16 2.1.2 The Sub-skills of Reading 19 2.1.2.1 Skimming 19 2.1.2.2 Scanning 19 2.1.2.3 Careful Reading 19 2.1.2.4 Browsing 19 2.1.2.5 Reading for General Comprehension 20 2.1.3 Approaches to Reading 20 2.1.3.1 Top-down Approach 20 2.1.3.2 Bottom-up Approach 21 2.1.3.3 Interactive Reading 22 2.1.4 Classrooms Procedures for Teaching Reading 23 2.1.4.1 Pre-reading 23 2.1.4.2 While-reading 24 2.1.4.3 Post-reading 25 2.2 Cooperative Learning Method 25 2.2.1 Definitions of Cooperative Learning Method 25 2.2.2 Principles of Cooperative Learning 29 Principle Number 1: Heterogeneous Grouping 29 Principle Number 2: Collaborative Skills 30 Principle Number 3: Group Autonomy 30 Principle Number 4: Simultaneous Interaction 30 Principle Number 5: Equal Participation 31 Principle Number 6: Individual Accountability 32 Principle Number 7: Positive Interdependence 32 Principle Number 8: Cooperation as a Value 33 2.2.3 Key Elements of Successful CL 34 2.2.3.1 Interdependence 34 2.2.3.2 Interaction 34 2.2.3.3 Achievement 34 2.2.3.4 Professional Development 34 2.2.4 Difference between Small Groups and CL 35 2.2.4.1 Traditional Small Groups 35 2.2.4.2 Cooperative Learning Teams 35 2.2.5 Some Cooperative Learning Structures 35 2.2.5.1 Roundrobin 36 2.2.5.2 Roundtable 36 2.2.5.3 Think-Pair-Share 36 2.2.5.4 Numbered Heads Together 37 2.2.5.5 Jigsaw 37 2.2.5.6 Corners 37 2.2.5.7 Three-step Interview 37 2.2.6 Benefits of Cooperative Learning 38 2.2.6.1 Academic Achievement 38 2.2.6.2 Lower anxiety 39 2.2.6.3 Esteem 39 2.2.6.4 Promoting critical thinking competences 39 2.2.6.5 Liking of classmates 40 2.2.7 Reading in L2 and Cooperative Learning 40 2.2.8 Building teams 42 2.2.8.1 How are teams formed? 42 2.2.8.2 How long should teams last? 43 2.2.8.3 How big should teams be? 44 CHAPTER 3: METHODOLOGY 44 3.1 Overview 44 3.2 Research Design and Procedures of applying CL in a specific reading class 45 3.2.1 Research Design 45 3.2.2 Procedures of applying CL in a specific reading class 46 3.2.2.1 Application of Jigsaw structure 46 3.2.2.2 Application of Numbered Heads Together structure 47 3.2.2.3 Application of Think-Pair-Share structure 47 3.3 Context of English Language learning for non – English majors at VU 47 3.4 Participants 48 3.5 Data collection 49 3.5.1 Pre-test on Reading Comprehension 49 3.5.2 Post-test on Reading Comprehension 50 3.5.3 Questionnaires 50 3.5.4 Interviews 51 3.5.5 Classroom Observations 51 3.6 Data analysis 52 3.7 Research procedures 53 CHAPTER 4: FINDINGS AND DISCUSSIONS 54 4.1 Findings 54 4.1.1 The current situation of teaching and learning English as a foreign language reading skills for NEMs at Vinh University 54 4.1.2 Discussion 69 4.1.2.1 Advantages 69 4.1.2.2 Drawbacks 70 4.1.3 The effectiveness of CL in teaching reading skills to NEMs at VU 72 4.1.3.1 Analysis of Test Results 72 4.1.3.2 The Test Means‟ Comparison 77 4.1.3.3 Students‟ Attitudes towards Teacher‟s Application of CL 78 4.2 Some suggestions to help enhance the effectiveness of the application of CL method in teaching reading skills in EFL classes for NEMs at Vinh University 83 4.2.1 Enhancing students‟ motivation to learning reading and training nonEnglish majors to become efficient readers 84 4.2.2 The importance of teacher development in CL 85 4.2.2.1 Forming groups 86 4.2.2.2 Promoting positive interdependence 87 4.2.2.3 Teachers‟ changing roles 87 4.2.2.4 Suggested in-class activities 87 4.2.3 Adapting the reading text in the textbook toward CL reading activities 88 CHAPTER 5: CONCLUSION 90 5.1 Summary 90 5.2 Teaching implications 90 5.3 Limitations 92 5.4 Further research 92 REFERENCES APPENDICES CL LIST OF ABBREVIATIONS Cooperative Learning CLL Cooperative Language Learning CLT Communicative Language Teaching EFL English as a Foreign Language ELT English Language Teaching ESL English as a Second Language NEMs Non-English Majors VU Vinh University C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Table 3.1: Experimental Research Model Table 4.1: Teachers‟ perception of cooperative learning Table 4.2: Factors that made application communicative methods a challenge in English reading lessons Table 4.3: Frequency of Distribution of the Pre-Test Scores of the Experimental and Control classes Table 4.4: Frequency of Distribution of the Post-Test Scores of the Experimental and Control classes Table 4.5: The statistics parameters of the two groups‟ Pre-test scores Table 4.6: The students‟ attitudes towards the implementation of CL in reading classes Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF CHARTS Chart 4.1: Teachers‟ preference of skill to teach in EFL classrooms at VU Chart 4.2: NEMs‟ skills preferred to learn at VU Chart 4.3: The teachers‟ attitude toward the role of Reading Comprehension Skill in teaching EFL Chart 4.4: The students‟ attitude toward the role of Reading Comprehension Skill in learning EFL Chart 4.5: Teachers‟ evaluation of the reading materials Chart 4.6: Students‟ evaluation of the reading materials Chart 4.7: Students‟ evaluation of reading lessons Chart 4.8: The students‟ reasons for their evaluation of reading class Chart 4.9: The activities students often in reading classes Chart 4.10: The classroom interaction used in a reading lesson Chart 4.11: Activities teachers often use in pre-reading stage Chart 4.12: Tasks often assigned by teachers in Post-reading stage Chart 4.13: Skills teachers often teach their students in While-reading stage Chart 4.14: The teachers and students' difficulties in teaching and learning reading Chart 4.15: The frequency of organizing reading activities with CL in English reading class Chart 4.16: Frequency of applying CL in EFL reading classes Chart 4.17: Suggestions made by teachers and students for improvement of reading lessons Chart 4.18: Comparison of the frequency of Distribution of the Pre-Test Scores Chart 4.19: Comparison of the frequency of Distribution of the Post-Test Scores Chart 4.20: Students‟ attitudes towards CL in reading classes Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF APPENDICES Appendix 1:Pre-test Appendix 2: Post-test Appendix 3: Questionnaires for teachers Appendix 4: Questionnaires for students Appendix 5: Questionnaires for teachers‟ interview Appendix 6: Questions for students‟ interview Appendix 7: Example of lesson plan Appendix 8: Students‟ attitude towards the application of CL method in reading lessons Appendix 9: Reading Comprehension Achievement Pre-test and Post-test scores of the Experimental Class Appendix 10: Reading Comprehension Achievement Pre-test and Post-test scores of the Control Class Appendix 11: Observation sheet 10 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an G Others (please specify): 13 In order to have an effective reading lesson, what factors you think are needed? A Careful preparation of both teachers and students B Students‟ participation in the classroom C Application of modern technology in teaching D More group work, communicative activities E Increasing student confidence in communicating in English F More guidance of effective reading skill by teacher G Classifying students‟ level of English H Improving teaching and learning reading skill methodology I Other comments: U Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CÂU HỎI DÙNG CHO SINH VIÊN (VIETNAMESE VERSION) Bảng câu hỏi nhằm nghiên cứu thuận lợi khó khăn mà sinh viên khơng chun tiếng Anh trường Đại học Vinh gặp phải trình học kỹ đọc hiểu Việc hiểu biết rõ thuận lợi khó khăn giúp cho việc Áp dụng hoạt động dạy hoc hợp tác trình giảng dạy kỹ đọc hiểu cho sinh viên không chuyên Trường Đaị học Vinh tiến hành thuận lợi Các câu trả lời bạn quan trọng, góp phần làm nên thành công nghiên cứu Những thông tin thu từ bảng câu hỏi nhằm mục đích nghiên cứu, KHƠNG mục đích khác Cảm ơn hợp tác giúp đỡ bạn I Xin bạn vui lịng điền thơng tin vào chỗ trống - Họ tên: …… …………………………… Tuổi: ………………………… - Giới tính: ………………………………………………………………………… - Khoa: …………………………………… Giới tính: Nam (…… ) Nữ (…… ) - Bạn học tiếng Anh rồi? ……………………………………………… II Xin bạn vui lòng trả lời câu hỏi : Bạn thích học kỹ kỹ đây? A Nghe B Diễn đạt nói C Đọc hiểu D Diễn đạt viết Lý do: ………………………………………………………………… Theo bạn kỹ đọc hiểu có quan trọng q trình học tiếng Anh không? A Rất quan trọng B Quan trọng C Ít quan trọng D Không quan trọng Lý do: ………………………………………………………… Theo bạn học kỹ đọc hiểu tiếng Anh lớp bạn có thực sơi nổi, hấp dẫn đạt kết mong muốn không? ( Nếu không, bạn bỏ qua câu hỏi 4, trả lời câu 5) A Có B Khơng Theo bạn, học đọc bạn sôi đạt kết cao nhờ vào yếu tố nào? A Giáo viên tổ chức nhiều hoạt động hấp dẫn B Sinh viên có nhiều hội nói tiếng Anh tham gia hoạt động C Giáo viên cho làm nhiều dạng tập V Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an D Ý kiến khác: Theo ban lý khiến học đọc không hấp dẫn sơi gì? A Bài đọc dài khó, chiếm nhiều thời gian B Bạn có việc làm tập giáo trình C Dạng tập đọc giáo trình đơn điệu, dễ gây nhàm chán D Một số sinh viên chưa có thái độ tích cực mơn học, không tham gia xây dựng Lý khác:……………… Giáo viên bạn có yêu cầu bạn học theo cặp, nhóm học Tiếng Anh khơng? B thường xuyên A luôn C D E không Giáo viên bạn có yêu cầu bạn học theo cặp, nhóm học kỹ đọc hiểu không? B thường xuyên A luôn C D E không Trong học đọc tiếng Anh bạn, hoạt động sau thường xuyên áp dụng A Làm việc cá nhân B Làm việc theo cặp C Làm việc theo nhóm D Làm việc lớp Bạn thường làm học kỹ đọc hiểu tiếng Anh? A Lắng nghe giáo viên ghi chép từ cấu trúc vào B Lắng nghe câu trả lời bạn lớp C Trả lời tất câu hỏi giáo viên đặt đọc D Thảo luận đọc với thành viên khác nhóm E Ý khác: 10 Câu câu sau mô tả xác việc học kỹ đọc hiểu tiếng Anh bạn nhất? A Bạn chủ yếu tự học bạn học tốt học B Bạn thường trao đổi với bạn bè bạn học tốt học theo nhóm, cặp 11 Trong học kỹ đọc tiếng Anh bạn chủ yếu: W Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A Hồn thành tập B Làm việc bạn bên cạnh theo nhóm mà giáo viên phân công Ý kiến khác …………………………………………………………… 12 Những khó khăn bạn thường gặp học đọc hiểu tiếng Anh gì? A Vấn đề từ vựng, vốn từ hạn hẹp hạn chế việc hiểu đọc B Cấu trúc ngữ pháp khó đọc C Không biết nhiều chiến lược đọc dẫn đến việc tiếp thu đọc chậm D Vốn kiến thức hạn chế E Thiếu thời gian cho đọc F Lớp học đông G Ý khác: Xin chân thành cảm ơn hợp tác bạn X Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix QUESTIONS FOR TEACHERS’ INTERVIEW What difficulties you often encounter when teaching reading skill for non- English majors? What you think about the reading texts and the exercises in New Headway PreIntermediate the third edition? What suggestions should be given in reading classes so that the teaching and learning process can be more successful? What you think about applying Cooperative Learning in reading classroom? In your opinion, what are the challenges and benefits when teaching reading with Cooperative Learning? In order to have an effective reading lesson, what factors you think are needed? Appendix QUESTIONS FOR STUDENTS’ INTERVIEW How you feel when new teaching method applied in your reading lesson? Do you actively take part in tasks in Cooperative Learning lessons? In your opinion, is the application of Cooperative Learning in reading lessons effective? If yes, what are the benefits? If not, what are the reasons? In order to have an effective reading lesson, what factors you think are needed? Y Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix EXAMPLE OF LESSON PLAN UNIT GETTING TO KNOW YOU Reading: A BLIND DATE I Language aims: By the end of the lesson, students will be able to: - Know how to read for gist and read for specific information -Understand the text about profiles of different people: their characters and their hobbies - Be able to describe a person by reusing the adjectives describing characters and hobbies they have just learned through the text II Method: Communicative Approach/Cooperative Learning III Teaching aids: Textbook, pictures, tape recorder, chalk, board IV Duration: 100 minutes (2 periods) V Class management: Group/Pair work VI Procedures: Teacher’s activities Pre-Reading:( 15m‟) - Aim: to create interest in the topic and prepare information and vocabularies for the topic: A blind date CL technique: THINK-PAIR-SHARE *) Step 1: Thinking + Ask students to look at the star signs on p.10 Make sure that the students know all the signs, and can pronounce them Pose the questions: + What’s your star sign? + Do you think it’s interesting or necessary to know the star sign of their boyfriend/ girlfriend? *) Step 2: Pairing + Put students in pairs and give each pair a piece of paper + Set the minimum time for the activity Z Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an + Ask the pairs to quickly write down their star signs and write down some typical characteristics for their sign if they know + Ask them to write down the reasons about whether it‟s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not *) Step 3: Sharing + Ask the students to tell the class which star sign each pair have and find out the most common star sign of the class + Ask the students to tell the class whether it‟s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not and their reasons + Ask some pairs to go to the blackboard to write the characters they think that each star sigh may refer to => Teacher gives comments on the reasons that students give about whether it‟s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not => Teacher provides students with adjectives describing characteristics that belong to each star sign While-Reading: (60 m‟) - Aims: Read the passage for information to answer this question: “What is the main idea of the text?” a Activity 1: Teacher asks students to look at the photos on page 10 and 11 and titles in the newspaper article and discuss the questions: + Who are they? + What are their star signs? + What is a blind date? + What does the Evening Star do? CL technique: NUMBERED HEADS TOGETHER *) Step 1: Numbering Teacher puts students in small groups of five and have them number off so each student in one team has a different number between and *) Step 2: Questioning Teacher asks students to answer the questions above AA Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an *) Step 3: Heads Together Teacher asks students to put their heads together to figure out the answers for the questions above and make sure everyone knows the answers *) Step 4: Answering Teacher calls a number and the students from each group with that number raise their hands and provide answers to the whole class => Teacher gives comments on the students‟ answers If any answer is wrong, teacher provides them with right answer b Activity 2: Read about Matt and answer the questions (Exercise No3, page 10) CL technique: JIGSAW +Teacher changes the groups‟ members to form new groups of (as there are questions about Matt) so that each member of each group will be expert on one question by reading and answer one question from to + The teacher cut out the questions into single, separate questions to give them to each student-expert in each group + Teacher assigns the task for each member of the groups, asks them to go meeting the members of other groups who have the same question with them to discuss in order to find out the answer + Teacher gives each group an A3 paper sheet, asks each group to read the paragraph about Matt and answer the questions by writing down the answers on the paper + Teacher calls out some students-experts in the groups to give the answers to the questions orally => Teacher check the answers Note: Normally, Jigsaw II is applied when there are at least two different texts or paragraphs In this case, the teacher-researcher tries to make their students experts on the information related to a question c Activity 3: Read the information about the three girls carefully and answer the questions: Who you think that Matt will choose? Why? BB Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CL technique: THINK-PAIR-SHARE + Teacher poses the questions above and let students think alone in minutes + Teacher asks students to work in pairs, read the information about the three girls and discuss with their partner + Share their opinion to the whole class => Teacher comments on the answers After-Reading (20 m‟) Ask the class to discuss the following questions: + Are blind dates a good idea? Why? Why not? + Why people go on blind date? + Do you know anyone who has been on a blind date? Was it successful? + Would you like to take part in a newspaper blind date like this one? CL technique: THREE-STEP INTERVIEW + Divide into teams of four, numbering the members from to + Introduce the questions above too the students + Then ask students: Step 1: No1 and No2 interview each other No3 and No4 interview each other Step 2: No1 and No3 interview each other No2 and No4 interview each other Step 3: The members then discuss the topic, and attempt to reach a consensus + Ask the groups to present their answer => Give comments on students‟ answers Homework: (5 m‟) - Ask students to write a short paragraph describing their ideal partner using the adjectives they have learnt through the lesson CC Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix STUDENTS’ ATTITUDE TOWARDS THE APPICATION OF CL METHOD IN READING LESSONS Response Number …………… This questionnaire is designed to investigate students‟ attitude towards the application of CL in reading classes Your opinions are really appreciated Please give your honest response to each statement by ticking in the appropriate box for you Thank you for your cooperation! Strongly agree Agree Slightly Slightly agree desagree I like to work in groups in reading class I think reading the texts is easier if I study within a group I think it is difficult for me to concentrate if I study in a group I have more confidence to try problems when I work in a group Working in groups helps me to learn quicker and retain more I am comfortable asking a group member questions if I don‟t understand something 7.Working with other students on a problem gives me confidence to answer a question in the reading class My reading course is exciting DD Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Desagree Strongly desagree C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix READING COMPREHENSION ACHIEVEMENT PRE-TEST AND POST-TEST SCORES OF THE EXPERIMENTAL CLASS PRE-TEST RESULTS POST-TEST RESULTS Cases Scores M D S2 Scores M D S2 4.5 5.98 -1.48 2.1904 6.5 6.96 -0.46 0.2116 5.98 -1.98 3.9204 6.5 6.96 -0.46 0.2116 5.98 1.02 1.0404 6.96 1.04 1.0816 5.98 0.02 0.0004 6.5 6.96 -0.46 0.2116 5 5.98 -0.98 0.9604 6.96 -1.96 3.8416 3.5 5.98 -2.48 6.1504 6.96 -2.96 8.7616 5.5 5.98 -0.48 0.2304 6.5 6.96 -0.46 0.2116 4.5 5.98 -1.48 2.1904 6.96 -0.96 0.9216 5.98 -1.98 3.9204 5.5 6.96 -1.46 2.1316 10 5.98 3.02 9.1204 9.5 6.96 2.54 6.4516 11 8.5 5.98 2.52 6.3504 6.96 1.04 1.0816 12 5.98 -0.98 0.9604 4.5 6.96 -2.46 6.0516 13 5.98 -1.98 3.9204 6.96 -0.96 0.9216 14 4.5 5.98 -1.48 2.1904 5.5 6.96 -1.46 2.1316 15 5.98 3.02 9.1204 6.96 2.04 4.1616 16 5.98 -1.98 3.9204 6.96 -0.96 0.9216 17 4.5 5.98 -1.48 2.1904 4.5 6.96 -2.46 6.0516 18 5.98 1.02 1.0404 6.96 1.04 1.0816 19 5.98 1.02 1.0404 6.96 2.04 4.1616 20 6.5 5.98 0.52 0.2704 6.96 0.04 0.0016 21 5.5 5.98 -0.48 0.2304 6.96 -0.96 0.9216 22 6.5 5.98 0.52 0.2704 6.96 1.04 1.0816 23 5.98 2.02 4.0804 9.5 6.96 2.54 6.4516 EE Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 24 5.98 -1.98 3.9204 7.5 6.96 0.54 0.2916 25 6.5 5.98 0.52 0.2704 6.96 0.04 0.0016 26 5.98 1.02 1.0404 6.96 1.04 1.0816 27 6.5 5.98 0.52 0.2704 7.5 6.96 0.54 0.2916 28 5.98 -1.98 3.9204 6.96 -0.96 0.9216 29 5.5 5.98 -0.48 0.2304 5.5 6.96 -1.46 2.1316 30 4.5 5.98 -1.48 2.1904 6.96 -0.96 0.9216 31 5.98 -0.98 0.9604 6.96 0.04 0.0016 32 7.5 5.98 1.52 2.3104 7.5 6.96 0.54 0.2916 33 5.98 0.02 0.0004 7.5 6.96 0.54 0.2916 34 6.5 5.98 0.52 0.2704 6.96 1.04 1.0816 35 5.98 2.02 4.0804 8.5 6.96 1.54 2.3716 36 6.5 5.98 0.52 0.2704 6.96 2.04 4.1616 37 5.98 2.02 4.0804 6.96 0.04 0.0016 38 5.98 -0.98 0.9604 6.96 -0.96 0.9216 39 5.98 1.02 1.0404 6.96 2.04 4.1616 40 5.98 2.02 4.0804 6.96 1.04 1.0816 41 5.98 0.02 0.0004 7.5 6.96 0.54 0.2916 42 6.5 5.98 0.52 0.2704 8.5 6.96 1.54 2.3716 43 7.5 5.98 1.52 2.3104 7.5 6.96 0.54 0.2916 44 5.98 1.02 1.0404 6.96 -0.96 0.9216 45 6.5 5.98 0.52 0.2704 6.5 6.96 -0.46 0.2116 46 5.98 2.02 4.0804 6.96 1.04 1.0816 47 3.5 5.98 -2.48 6.1504 3.5 6.96 -3.46 11.9716 48 5.98 -1.98 3.9204 6.96 -0.96 0.9216 49 5.5 5.98 -0.48 0.2304 7.5 6.96 0.54 0.2916 50 5.98 0.02 0.0004 6.96 0.04 0.0016 FF Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 10 READING COMPREHENSION ACHIEVEMENT PRE-TEST AND POST-TEST SCORES OF THE CONTROL CLASS PRE-TEST RESULTS POST-TEST RESULTS Cases Scores M D S2 Scores M D S 5.96 -0.96 0.9216 5.5 6.24 -0.74 0.5476 7.5 5.96 1.54 2.3716 7.5 6.24 1.26 1.5876 4.5 5.96 -1.46 2.1316 6.24 -2.24 5.0176 5.5 5.96 -0.46 0.2116 6.24 -1.24 1.5376 8.5 5.96 2.54 6.4516 6.24 1.76 3.0976 5.96 0.04 0.0016 6.5 6.24 0.26 0.0676 5.5 5.96 -0.46 0.2116 5.5 6.24 -0.74 0.5476 6.5 5.96 0.54 0.2916 6.24 0.76 0.5776 5.96 1.04 1.0816 7.5 6.24 1.26 1.5876 10 6.5 5.96 0.54 0.2916 6.24 0.76 0.5776 11 5.96 2.04 4.1616 6.24 1.76 3.0976 12 5.5 5.96 -0.46 0.2116 6.24 -0.24 0.0576 13 4.5 5.96 -1.46 2.1316 4.5 6.24 -1.74 3.0276 14 4.5 5.96 -1.46 2.1316 6.24 -1.24 1.5376 15 5.5 5.96 -0.46 0.2116 5.5 6.24 -0.74 0.5476 16 5.96 1.04 1.0816 6.24 -0.24 0.0576 17 5.96 3.04 9.2416 6.24 2.76 7.6176 18 4.5 5.96 -1.46 2.1316 4.5 6.24 -1.74 3.0276 19 3.5 5.96 -2.46 6.0516 3.5 6.24 -2.74 7.5076 20 5.96 0.04 0.0016 6.5 6.24 0.26 0.0676 21 5.96 -0.96 0.9216 6.24 -0.24 0.0576 22 4.5 5.96 -1.46 2.1316 4.5 6.24 -1.74 3.0276 23 6.5 5.96 0.54 0.2916 6.24 0.76 0.5776 GG Stt.010.Mssv.BKD002ac.email.ninhd 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8.5 5.96 2.54 6.4516 6.24 2.76 7.6176 32 5.96 2.04 4.1616 6.24 1.76 3.0976 33 5.96 -1.96 3.8416 6.24 -1.24 1.5376 34 4.5 5.96 -1.46 2.1316 6.24 -1.24 1.5376 35 3.5 5.96 -2.46 6.0516 3.5 6.24 -2.74 7.5076 36 5.96 0.04 0.0016 6.24 0.76 0.5776 37 6.5 5.96 0.54 0.2916 6.5 6.24 0.26 0.0676 38 5.5 5.96 -0.46 0.2116 6.24 -0.24 0.0576 39 4.5 5.96 -1.46 2.1316 4.5 6.24 -1.74 3.0276 40 5.96 1.04 1.0816 6.24 1.76 3.0976 41 5.5 5.96 -0.46 0.2116 5.5 6.24 -0.74 0.5476 42 5.96 0.04 0.0016 6.5 6.24 0.26 0.0676 43 5.96 -1.96 3.8416 6.24 -1.24 1.5376 44 6.5 5.96 0.54 0.2916 6.5 6.24 0.26 0.0676 6.5 5.96 0.54 0.2916 6.24 0.76 0.5776 46 6.5 5.96 0.54 0.2916 6.24 0.76 0.5776 47 7.5 5.96 1.54 2.3716 6.24 1.76 3.0976 48 5.96 1.04 1.0816 6.24 0.76 0.5776 49 5.5 5.96 -0.46 0.2116 6.24 -0.24 0.0576 50 5.96 0.04 0.0016 6.5 6.24 0.26 0.0676 45 HH Stt.010.Mssv.BKD002ac.email.ninhd 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