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VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE o0o GROUP PROCESSING: A SURVEY ON TEACHERS’ AND LEARNERS’ VIEWS IN FRESHMAN LISTENING-SPEAKING CLASSES OF THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE – UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master‟s degree in TESOL by LAM NHU BAO TRAN Supervised by NGUYEN THI KIEU THU, Ph.D HO CHI MINH CITY, FEBRUARY 2014 STATEMENT OF AUTHORSHIP I certify that this thesis, entitled “Group processing: a survey on teachers‟ and learners‟ views in freshman Listening-Speaking classes of the Faculty of English Linguistics and Literature – University of Social Sciences and Humanities” is my own work This thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, February 1, 2014 Lam Nhu Bao Tran i RETENTION AND USE OF THE THESIS I hereby state that I, Lam Nhu Bao Tran, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master‟s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, February 1, 2014 Lam Nhu Bao Tran ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my teacher and instructor, Dr Nguyen Thi Kieu Thu for all her kindness and the profound knowledge that she has given me ever since I was one of her students at university As a graduate student, I have been fortunate enough to be instructed by her in my graduate thesis Just as I was fumbling with research terms and methodology, her advice lightened the whole path through the forest and her push was the catalyst for my endeavor to further myself in the academic field My special thanks go to all of my colleagues at the Faculty of English Linguistics and Literature, especially Ms Dang Thi Van Di, Ms Hoang Thi Nhat Tam, Ms Nguyen Nha Tran, Ms Bui Huynh Thuy Thuong, Ms Pham Ngoc Kim Tuyen, Ms Dang Hoai Phuong and many others for their affectionate consideration and help Their persistence in their own theses despite all difficulties is a source of motivation and inspiration to me I also owe earnest thankfulness to the teachers and the students who were willing to participate in the research Without them, this research could never have been finished Last but not least, I am truly indebted to my entire family, who have tried to facilitate my completion of the thesis It is my parents who instilled in me the love for English in the first place and molded a disciplined English teacher as I am today And it is my dear husband, Nguyen Tang Vu, who is always an example of hard work and creativity to me and gives me continuous encouragement when I seem to get lost iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS III TABLE OF CONTENTS IV LIST OF FIGURES IX LIST OF ABBREVIATIONS X ABSTRACT XI CHAPTER INTRODUCTION 1.1 BACKGROUND TO THE RESEARCH 1.2 RATIONALE OF THE RESEARCH 1.3 AIM OF THE RESEARCH 1.4 SIGNIFICANCE OF THE RESEARCH 1.5 TERMINOLOGY 1.6 SCOPE OF THE RESEARCH 1.7 ORGANIZATION OF THE REMAINDER OF THE RESEARCH CHAPTER LITERATURE REVIEW 10 2.1 THEORETICAL BACKGROUND TO THE RESEARCH 10 2.1.1 Group processing within the framework of Cooperative Language Learning 10 2.1.1.1 Group processing as a component of Cooperative Language Learning 10 2.1.1.2 Nature of group processing 12 2.1.1.3 How to differ group processing, group processes, peer assessment and group reflection 15 2.1.1.4 Origin of group processing theory 16 2.1.1.5 Rationale for group processing 17 2.1.1.6 Group processing as proposed by Johnson & Johnson (1987a) 19 2.1.2 The importance of teachers‟ and students‟ attitudes in classroom context 24 2.1.2.1 Definitions and components of attitude 24 2.1.2.2 Attitude as a key element in the teaching and learning process 26 iv 2.1.3 Students‟ anxiety in oral communication 27 2.2 PREVIOUS STUDIES ON GROUP PROCESSING 28 2.3 CONCEPTUAL FRAMEWORK OF THE STUDY 30 2.4 SUMMARY 32 CHAPTER RESEARCH METHODOLOGY 33 3.1 RESEARCH QUESTIONS 33 3.2 RESEARCH DESIGN 33 3.2.1 Research process 33 3.2.2 Pilot interview 37 3.2.3 Main survey 40 3.2.2.1 Participants 40 3.2.2.2 Instruments 41 3.2.4 Data collection and analysis procedures 54 3.3 SUMMARY 55 CHAPTER RESULTS AND DISCUSSIONS 56 4.1 RESULTS 56 4.1.1 Reliability of the scales 56 4.1.2 The implementation of questionnaires 57 4.1.2.1 Students‟ attitudes towards group processing 57 4.1.2.2 The relationship between students‟ attitudes towards group processing and their anxiety in English Listening- Speaking classes 69 4.1.2.3 Teachers‟ attitudes towards group processing 72 4.1.3 Interviews on students‟ and teachers‟ attitudes towards the method of group processing 77 4.2 DISCUSSION OF THE FINDINGS 83 4.3 SUMMARY 86 CHAPTER CONCLUSION AND RECOMMENDATIONS 87 5.1 CONCLUSION 87 5.2 RECOMMENDATIONS 88 5.2.1 A framework for group processing in a cooperative Listening-Speaking classrooms at EF-USSH 88 v 5.2.2 Recommendations for educational administrators at EF 94 5.2.3 Recommendations for future research 95 REFERENCES 97 APPENDICES 104 Appendix 1: Syllabus for Language Skills 1B (listening-speaking) (in english) 104 Appendix 2: Interview questions for teachers (pilot study) 112 Appendix 3: Questionnaires for students (in english) 113 Appendix 4: Questionnare for students (in vietnamese) 119 Appendix 5: Questionnaire for teachers (in english) 124 Appendix 6: Interview questions for teachers (in english) 127 Appendix 7: Interview questions for students (in english) 128 Appendix 8: Interview questions (for students) (in vietnamese) 129 Appendix 9: Guideline for teachers‟ establishing cooperative learning structure 130 Appendix 10: Guideline for teachers‟ application of group processing within a cooperative Listening - Speaking classroom 131 Appendix 11A: Suggested group processing open questions (for students) 134 Appendix 11B: Group processing question sheet (for students) 1343 Appendix 12: Observation sheet (for teacher/student observer) 136 Appendix 13: Researcher‟s checklist for teachers‟ instruction of group processing session 137 Appendix 14: Students‟ guideline for applying social skills/teamwork skills in Listening-Speaking classrooms 138 vi LIST OF TABLES Table 3.1: Group processing strategies 34 Table 3.2: Summary of participants 41 Table 3.3: Summary of the strategies for item design in the students‟ attitude questionnaire 50 Table 3.4: Summary of the strategies for item design in the teachers‟ attitudes questionnaire 53 Table 4.1: Reliability statistics of the scales 56 Table 4.2: Summary of students‟ views on their enthusiasm 57 Table 4.3: Summary students‟ views on their cooperation 59 Table 4.4: Summary of students‟ views on their range of attention 61 Table 4.5: Summary of students‟ views on their awareness 62 Table 4.6: Summary of students‟ views on their motivation 63 Table 4.7: Summary of students‟ views on their patience 64 Table 4.8: Summary of students‟ views on the feasibility of group processing in Listening-Speaking classes 65 Table 4.9: Test of normality of the students‟ overall attitudes scales 67 Table 4.10: Descriptive statistics of students‟ overall attitudes towards GP 68 Table 4.11: The surveyed classes‟ proficiency level presented through their entrance exam scores 68 Table 4.12: Test of homogeneity of variances for students‟ attitudes towards group processing 69 Table 4.13: ANOVA test for students‟ attitudes towards group processing 69 Table 4.15: Test of normality to Students‟ anxiety in Listening-Speaking classes 70 Table 4.16: Table of correlations between Student‟s attitudes towards GP and Students‟ anxiety in Listening-Speaking classes 72 Table 4.17: Teachers‟ views on students‟ enthusiasm 73 Table 4.18: Teachers‟ views on students‟ cooperation 73 Table 4.19: Students‟ views on students‟ range of attention 74 Table 4.20: Teachers‟ views on students‟ awareness 74 vii Table 4.21: Teachers‟ views on students‟ motivation 75 Table 4.22: Teachers‟ views on students‟ patience 76 Table 4.23: Teachers‟ views on the feasibility of group processing in ListeningSpeaking classes 76 Table 5.1: Overview of selected cooperative structures by Kagan (1989) 93 viii 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 FIGURES Figure 2.1 Experiential learning cycle by Kolb (1984) 14 Figure 2.2: A model of reflection in learning process by Boud et al (1985) 14 Figure 2.3: The hierarchical model of attitude 25 Figure 2.4: Conceptual framework of the study 31 Figure 3.1: Steps implemented in the thesis 36 Figure 4.1: Students‟ views on their enthusiasm 58 Figure 4.2: Students‟ views on their cooperation 60 Figure 4.3: Students‟ views on their rate of attention 61 Figure 4.4: Students‟ views on their awareness 62 Figure 4.5: Students‟ views on their motivation 63 Figure 4.6: Students‟ views towards their patience 64 Figure 4.7: Students‟ views towards the feasibility of group processing in Listening-Speaking classes 66 Figure 4.8: Students‟ overall attitude towards group processing 67 Figure 4.9: Students‟ anxiety in English Listening-Speaking classrooms 70 Figure 4.10: Scatterplot of students‟ attitudes towards group processing 71 ix 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 5: QUESTIONNAIRE FOR TEACHERS (IN ENGLISH) PART Personal information The class I am teaching is: ……………………… PART Questionnaire on group processing How you feel about the effects of group processing after its implementation in your Listening-Speaking class this semester? Mark to (=totally disagree, = disagree, = neural, = agree, =totally agree) depending on the extent to which you agree with the statements below Neither STATEMENTS Totally disagree Disagree agree nor Agree Totally agree disagree Group processing makes my students more enthusiastic in the subsequent group work Group processing causes the group members to drift apart Group processing motivates my students to improve their listening and speaking skills in class 124 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 My students are under pressure during Group processing sessions Group members pay more attention to the subsequent speaking activities Group members pay more attention to those who are shy at speaking in groups Group processing helps group members become aware of their roles in their groups Group processing does little to help increase students‟ patience in listening to their peers Group processing enhances my students‟ tolerance for others‟ weakness 10 Group processing creates tension among the group members 125 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 11 Group processing makes my students realize their strength and weakness in their group work 12 My students feel demotivated listening to their comments of their peers during group processing sessions 13 Group processing is a waste of time in Listening-Speaking classes 14 Group processing should not be included as part of the teaching of listening and speaking skills 15 I will definitely apply group processing in other Listening Speaking classes in future 126 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 6: INTERVIEW QUESTIONS FOR TEACHERS (IN ENGLISH) (main study) Do you think the group processing sessions that you have applied in the LS1B class may help enhance students‟ enthusiasm in group activities? Why? Do you think the group processing sessions that you have applied in the LS1B class may help promote students‟ cooperation in group activities? Why? Do you think the group processing sessions that you have applied in the LS1B class may help your students pay more attention to group activities and shy members? Why? Do you think the group processing sessions that you have applied in the LS1B class may make your students aware of their roles in group activities? Why? Do you think the group processing sessions that you have applied in the LS1B class may motivate your students to put more effort in group work and speaking activities? Why? Do you think the group processing sessions that you have applied in the LS1B class may make your students more patient in listening to their group members? Why? Do you think it is feasible to apply GP in other LSB classes? Why? 127 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 7: INTERVIEW QUESTIONS FOR STUDENTS (IN ENGLISH) Do you think the group processing sessions that you have experienced in the LS1B class may help enhance enthusiasm in group activities? Why? Do you think the group processing sessions that you have experienced in the LS1B class may help enhance cooperation in group activities? Why? Do you think the group processing sessions that you have experienced in the LS1B class may help you pay more attention to group activities and shy members? Why? Do you think the group processing sessions that you have experienced in the LS1B class may make you aware of your roles in group activities? Why? Do you think the group processing sessions that you have experienced in the LS1B class may motivate you to put more effort in group work? Why? Do you think the group processing sessions that you have experienced in the LS1B class may make you more patient in listening to your group members? Why? Do you think it is feasible to apply GP in other LSB classes? Why? 128 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 8: INTERVIEW QUESTIONS (FOR STUDENTS) (IN VIETNAMESE) Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị cảm thấy hứng thú hoạt động nhóm? Tại sao? Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị giúp thành viên nhóm hợp tác với nhiều hoạt động nhóm? Tại sao? Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị ý nhiều hoạt động nhóm sau thành viên rụt rè nhóm? Tại sao? Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị giúp anh/chị nhận thức vai trị nhóm? Tại sao? Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị thúc đẩy anh/chị cố gắng hoạt động nhóm? Tại sao? Anh/Chị có nghĩ hoạt động Phản hồi điều chỉnh lớp giúp anh/chị kiên nhẫn việc lắng nghe ý kiến thành viên nhóm? Tại sao? Anh/chị có nghĩ hoạt động Phản hồi điều chỉnh áp dụng lớp học nghe nói tiếng Anh? Tại sao? 129 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 9: GUIDELINE FOR TEACHERS’ ESTABLISHING COOPERATIVE LEARNING STRUCTURE (Johnson & Johnson, 1987a) The teachers’ roles in structuring cooperative learning environment demand five major sets of strategies: Clearly specifying the objective of the lesson a Specifying instructional objectives (academic and teamwork skills) Making decisions about placing students in learning groups before the lesson is taught a Deciding on the size of the group b Assign students to groups c Arranging the cooperative room Clearly explaining the task and goal structure to students a Explain the academic task b Define the skills c Establish the need for the skill Monitoring the effectiveness of the cooperative learning groups and intervening to provide task assistance (such as answering questions and teaching task skills) or to increase students‟ interpersonal and group skills a Plan the instructional materials to promote independence (give one copy of materials to the group, or give different books or materials to group members, or structure materials into a tournament format with intergroup competition) b Assign roles to ensure independence (such as summarizer-checker, researcher-runner, recorder, encourager, observer, etc depending on the nature of the task The role could be rotated weekly.) Evaluating students‟ achievement and helping students‟ discuss how well they collaborated with each other a Provide a regular time for processing b Provide a set of procedures for students to follow c Provide opportunities for positive feedback among group members 130 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: GUIDELINE FOR TEACHERS’ APPLICATION OF GROUP PROCESSING WITHIN A CO-OPERATIVE LISTENING SPEAKING CLASSROOMS (Johnson & Johnson, 1987a) a Definition of group processing According to Johnson & Johnson (1987a) group processing refers to the group members‟ reflection on their work and their interactions, in which the members may discuss how well their group is functioning, and how they may improve the group‟s effectiveness In other words, the students who participate in group processing will: (1) describe which member‟s actions were helpful and unhelpful, and (2) make decisions about what actions to continue or change b Necessity of group processing: The purpose for such processing, according to Roger T and David W Johnson in their writing “An overview of cooperative learning” is to : (1) enable learning groups to focus on maintaining good working relationships among members, (2) facilitate the learning of cooperative skills, (3) ensure that members receive feedback on their participation, (4) ensures that students think on the meta-cognitive as well as the cognitive level, and (5) provide the means to celebrate the success of the group and reinforce the positive behaviors of group members c Procedure for processing An outline of the procedures for processing cooperative learning situations is presented as follows: 131 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 Teacher’s role Group (1) activities by Students’ role The teacher starts the class Follow the telling the students what teacher‟s Time Depending on collaborative skills will be focused instruction and nature on this day, how those skills will work in groups the group be observed, and on what basis the to master the task students will be rewarded for using designated listening- them speaking (2) cooperative Give students assignment of skill and lesson group-work relating to the lesson (3) The teacher (or observers) collect information of the day other about how often and how well the skills are performed in each group Assignment the (4) After the lesson, the teacher Whole group 10 instructs students to reflect using reflecting as the minutes open questions or gives students requirement of group processing question sheet the teacher (appendix 11A and 11B) (5) The teacher has the students evaluate how often and how well they performed the targeted collaborative skills (6) When the groups are processing their work, the teacher moves from group to group and: (a) observes the groups (b) remind students to use their cooperative skills while they process 132 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 of in 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 (c) maintain students‟ involvement in processing (d) ommunicate clear expectations as to the purpose of processing (e) analyzes the problems they have while working together Feedback/ (7) The teacher (or observers) Reflect on what minutes Comments report to the groups on the the information they have gathered (8) teachers says in order to The teacher has the group better the next members compare the observed group work information with their own impressions of their behavior (9) The teacher rewards students who use collaborative skills frequently and competently 133 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 11A: SUGGESTED GROUP PROCESSING OPEN QUESTIONS What skill did you develop today? What were the group goals in the speaking activity? How well did the group achieve the goals? What prevented the group from achieving the goals? What were your group‟s strengths and weakness? What are the group goals in the next speaking activity? What was your role during the session? What are your strong points as a group member? What you think are your less strong points as a group member? 10 What are your own goal(s) for the next group activity? 134 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 11B: GROUP PROCESSING QUESTION SHEET (FOR STUDENTS) (Kagan & Kagan, 2009) 135 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 12: OBSERVATION SHEET (FOR TEACHER/STUDENT OBSERVER) (Johnson and Johnson, 1987a) Class: Observer‟s name: _ Date: _ SOCIAL SKILLS Staying Taking Giving Being Offering help or on tasks turns compliments patient encouragement GROUPS Group Group Group Group Group Group Group Group Group Group 10 136 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 13: RESEARCHER’S CHECKLIST FOR TEACHERS’ INSTRUCTION OF GROUP PROCESSING SESSION (Johnson & Johnson, 1987a) Date:…………………………… Teacher:……………………… Class:…………………………… No Checklist Item Yes No Does the teacher set aside an adequate amount of time for each group processing session? Does the teacher give students guideline for applying social skills/team work skills? Does the teacher tell students what collaborative skills will be focused on this day, how those skills will be observed, and on what basis the students will be rewarded for using them? Does the teacher instruct the students to reflect using open questions and give the students Group processing question sheet in the processing session? (see appendix 11A and 11B) Does the teacher or student observer use the observation sheet in each processing session? (see appendix 12) Does the teacher (or other observers) collect information about how often and how well the skills are performed in each group? Does the teacher have the students evaluate how often and how well they performed the targeted collaborative skills? Does the teacher (or observers) report to the groups on the information they have gathered? Does the teacher give positive feedback rather than negative ones? 10 Does the teacher have the group members compare the observed information with their own impressions of their behavior? 11 Does the teacher give a lot of praise for good skills use? 12 Does the teacher reward students who use collaborative skills frequently and competently? 13 Does the teacher have each group member publicly set a goal for performing skills in the next group session? 137 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 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
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