Khảo sát về việc sử dụng nhóm để dạy nói tiếng anh tại trường cao đẳng y tế huế an investigation into the use of group work for the teaching of english speaking at hue medical college

AUTHORSHIP STATEMENTS I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Author, Nguyen Thi Le Hang ACKNOWLEDGEMENT I‟d like to express my deep gratitude to my supervisor, Assoc Prof Dr.Tran Van Phuoc hearted guidance, valuable comments and sincere encouragement, without which my research is far from being completed I am also very grateful to the teachers of English and students at Hue Medical College, who carefully completed the questionnaires and sincerely provided me with valuable information for this research Finally, I am very indebted to my family and friends for their encouragement and assistance during the time I conducted the study TABLE OF CONTENTSP SUB COVER PAGE AUTHORSHIP STATEMENTS ACKNOWLEDGEMENT TABLE OF CONTENTSP LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES ABSTRACT CHAPTER 1: INTRODUCTION 1 Background Rationale Objectives 4 Research questions Scope of the thesis The design of the study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Review of previous studies related to group work 2.2 Theoretical background 2.2.1 Group work 2.2.2 Cooperative learning 15 2.2.3 Speaking 18 2.2.4 General pedagogical context: Hue Medical College 20 CHAPTER 3: METHODOLOGY 22 3.1 Research design 22 3.2 Research subjects 22 3.3 Methods of data collection 23 3.3.1 Instruments for data collection 23 3.3.2 Data collection procedures 24 3.4 Data analysis 25 CHAPTER 4: FINDINGS & DISCUSSIONS 27 4.1 Teachers and students‟ perceptions toward group work 27 4.1.1 Teachers and students‟ opinions toward definitions of group work 27 4.1.2 Teachers and students‟ opinions toward the necessity of group work for the teaching and learning of English speaking 28 4.1.3 Language areas of group work used in the class 29 4.1.4 Teachers‟ opinions toward the beneficial group work to students‟ social life 30 4.1.5 Students‟ preparation to implement group work activities for the learning of English speaking 31 4.2 Current implementation of group work activities for the teaching and learning of English speaking 33 4.2.1 The frequency of using group work activities for the teaching and learning of English speaking 33 4.2.2 Group work activities used in the class 34 4.2.3 Teachers‟ ways to group students in the class 35 4.2.4 Students‟ learning results after participating in the group discussions 38 4.2.5 Teachers‟ teaching result after conducting group work activities in the class 39 4.2.6 Students‟ activities in the groups 40 4.2.7 Students‟ reasons for enjoying learning group work 41 4.2.8 Teachers‟ purposes toward group work activities in the class 42 4.2.9 Stages of the lesson teachers use group work in the class 43 4.2.10 The Degree of the teachers and students‟ difficulty 44 4.2.11 Difficulties teachers and students encountered when organizing group work 45 4.3 Suitable and practical solution to overcome challenges and to improve the effectiveness of using group work for the teaching of English speaking 46 4.3.1 Solutions to overcome objective difficulties and overcome the effectiveness of the teaching and learning of English speaking 47 4.3.2 Solutions to overcome subjective difficulties and improve the effectiveness of the teaching and learning of English speaking 47 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 49 5.1 Summary of key findings 49 5.2 Implications 50 5.3 Limitations of the study 51 5.4 Suggestions for further studies 52 REFERENCES 53 APPENDICES LIST OF ABBREVIATIONS HCM : Hue Medical College CLT : Communicative Language Teaching CL : Cooperative Learning EFL : English Foreign Language LIST OF TABLES Table 4.1 Definitions of group work 27 Table 4.2 The necessity of group work for the teaching and learning 28 Table 4.3 Ways to group students in the class 36 Table 4.4 Teaching results 39 Table 4.5 Teachers‟ purposes of group work activities 42 Table 4.6 Degree of the teachers and students‟ difficulty 44 Table 4.7 Teachers and students‟ difficulties 45 Table 4.8 Solutions to overcome objective difficulties 47 Table 4.9 Solutions to overcome subjective difficulties and improve the effectiveness of the teaching and learning of English speaking 48 LIST OF FIGURES Figure 4.1 Language areas of group work 29 Figure 4.2 Teachers‟ opinions toward the beneficial group work to students‟ social life 30 Figure 4.3 Students‟ preparation 31 Figure 4.4 The frequency of using group work in the class 33 Figure Group work activities 34 Figure 4.6 Learning results 38 Figure 4.7 Students‟ activities in the class 40 Figure 4.8 Students‟ reasons to like learning group work 41 Figure 4.9 Stages of the lesson teachers use group work in the class 43 ABSTRACT This study investigates into the use of group work for the teaching of English speaking at HMC It attempted to clarify the teachers and students‟ perceptions toward group work and their points of view on the necessity of group work in the classrooms In addition, the research was done to gain an insight into how the teachers use group work for the teaching of English speaking In addition, this study also explores difficulties faced by the teachers and students when conducting group work activities for the teaching and learning of English speaking and some of their solutions to improve this teaching and learning mode were also taken into account The subjects of the study included 15 teachers of English and 100 students of classes at HMC The data were collected mainly through questionnaires, class observation and then analyzed according to statistical frequency The results from the study reveal that most of the teachers and students were well aware of the necessity of group work Some difficulties from the process of applying this mode have been taken into considerations Therefore, they also suggested useful solutions to improve its quality Based on the findings of the research, implications help both teachers and students for the teaching and learning process better CHAPTER 1: INTRODUCTION Background Learning English or any other languages is a process in which learners concentrate on developing the four skills: listening, speaking, reading and writing For many learners, each skill is a brick that contributes to the building up their language knowledge If they know how to combine the four skills harmoniously or to use one skill to improve the others, they will be able to succeed in their studies Of the four skills: listening, speaking, reading and writing, which all learners of a foreign language need to develop, speaking may be the most challenging skill for the teaching and learning It has been reported that teaching speaking skill is a very challenging job when teachers and learners have the same mother tongue and have little or no exposure to English outside the classroom (Bresnihan & Stoops, 1996; Chelle de porto, 1997; Kang, 1997; Nguyen, 2004) Many decades ago, when the means of communication has not been developed, studying a foreign language encountered many difficulties Therefore, more attention was paid to the writing skill than the other skills Nowadays, the world has seen a great number of changes in many fields, from economy, politics to science, technology and education Naturally, such changes have direct impact upon English teaching and learning in many countries, including Vietnam In Vietnamese context, English has been confirmed as the first foreign language to be taught at schools, especially in 2009, English has been officially introduced in primary schools at the beginning for students of three grades all over the country It shows that the government has stressed the importance of English and considered it as a vital role in the country‟s drive to modernize Indeed, English has become an essential tool It is regarded as a link that strengthens the relationship among most of countries in the world For this reason, the purpose of learning English is not only to understand this language but also to know how to use it to learn more about the world and to communicate with people from other countries The speaking skill has therefore become one of the most important skills for those who learn English as a foreign language Rationale Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney, 1998) To most language learners, “mastering the art of speaking is the single most important aspect of learning a second or a foreign language,…” (Nunan, 1991, p.39) The speaking skill has become a practical aim for Vietnamese learners , who want “ to communicate with people in other countries and to get a job” (Kramasch & Sullivan, 1996, p.210) Additionally, since Vietnam has opened its door, the demand for speaking English to be competent enough to communicate verbally with the outside world and to access technology has rapidly increased However, the quality of English teaching and learnhhing has not matched the growing demand of the society For many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues The traditional teaching method of English language such as Grammar Translation has dominated the teaching and learning environment in Vietnam This method does not focus on communicative skills, but much on grammar points in order to help learners pass Grammar tests at secondary schools and universities As a result, many Vietnamese learners are good at grammar, but they can not communicate with each other in English Many students lack the ability to communicate after graduation from universities In order to teach language learners how to speak in the best way possible, for the past years, we have witnessed many changes in English teaching and learning generally as well as in speaking lessons privately In addition to the application of communicative language teaching (CLT) method in speaking activities, group work or cooperative learning is one of the innovation in the area of teaching methodology to center the purpose of “ achieving a range of teaching and learning goals” (Ames & Archer, 1988) With the outgoing innovations of teaching methodologies, various forms of collaborative learning or group work activities are increasingly used in colleges as “ an effective teaching and learning methodology to assist students to meet learning outcomes” (While, Lloyd, Kennedy & Steward, 2005) A number of researchers have been conducted in the field to realize the CHAPTER 5: CONCLUSIONS AND IMPLICATIONS This chapter presents main findings of the study Based on the findings in chapter 4, the researcher gives some recommendations for the use of group work of the teaching of English speaking at HMC Additionally, the chapter offers the contributions of the study and gives some suggestions for further studies 5.1 Summary of key findings This research aims to find out the teachers and students‟ perceptions toward group work and how group work activities are used for the teaching of English speaking at HMC It is evident from the present study that the teachers and students at HMC are fully aware of the importance of working in groups and they tend to highly appreciate this type of activity The results show that group work is not new to the teachers and students As this result, most of them had the right understanding of this term The results and findings obtained from this study also reveal that group work was of great importance and necessity, making the teaching and learning of English speaking more successful and effective Both teachers and students show their interests toward group work activities, they appreciated it and frequently used it in their classrooms Relating to group work activities used in the class, most of the teachers used discussion activity often After conducting group work activities for the teaching and learning of English speaking, the teaching and learning results were much improved Most of the teachers and students felt satisfied and more confident after participating in group discussions A majority of teachers found their teaching of English speaking more successful and exciting It was said that the teachers and students were fond of group work and the reason why they liked it was because group work brings them benefits The use of group work has proved to have a great numbers of merits It is 49 clearly seen that group work can help the students have more chances for practicing and exchanging ideas with each other As a result, students‟ speaking ability and fluency are much improved Group work can also create a relaxing environment in which students feel more confident to speak English and it helps students learn more about how to share their responsibilities while working in groups to solve tasks better and faster However, the results of the study has shown some common difficulties that both teachers and students encounter when working in groups To some extent, they found difficult to implement group work activities in their classrooms because of subjective and objective reasons Most of the students lack language for expression and shared knowledge Moreover, other students seem inexperienced in cooperating and sharing responsibilities with other people Additionally, one of the challenges that students encounter was difficult topics Those difficult topics are their obstacles to actively participating in working in groups 5.2 Implications There are many solutions to help the teachers to use group work activities as well as to help students overcome their difficulties when working in groups From the results of the study, the following pedagogical implications were suggested about how to make the implementation of group work into the teaching and learning of English speaking For teachers: Firstly, it is true that group work activities ask heavier demand on the teachers than usual In fact, group work is different from pair work, individual work or whole class When employing group work, teachers should find out more about students‟ interest in order to know what their favorite activities A variety of activities that are suitable for students‟ life and interest can motivate students work in group in an effective way The teachers can select appropriate activities for their students Moreover, they should spend time a lot of time before lessons to prepare materials and select suitable tasks and activities for mix-ability students Secondly, the teachers should pay attention to employ ways to group students Depending on difficulty of the assigned tasks, the teachers might group 50 students basing on criteria The teachers should be flexible to decide what strategies they follow Thirdly, as students‟ English in the speaking lessons comes from their selfconsciousness, the teachers can only encourage them to use English rather than to force them to The first step to this is to raise students‟ awareness of the importance and necessity for their own learning They should be advised that they are the ones who are responsible for their success and failure, not the teachers or some one else Then they will be willing to speak English as much as possible for their own sake Finally, we must train students group work skills An effective group work needs good cooperation between the teachers and students Therefore, the teachers should train and instruct their students some skills to work in groups The teachers should also train the students obey some rules in group work, for instance, start and stop work right after the teachers‟ comments, be quick when moving to another activity, be self-discipline, and listen carefully teachers‟ instructions For students Firstly, as students in a learner-centered class are the ones who are responsible for their success or failure in their learning, they should be aware of their active role in the process of learning by choosing good learning strategies, and more important, cooperate with their teachers to gain success Secondly, each should find out a style of learning that suits him/her When he/she is in learning situation that he/she finds it difficult or boring, he/she is able to adapt it to his personal needs In addition, the students should actively involve in the language learning process and they must understand how to improve their learning by emphasizing their strengths 5.3 Limitations of the study The research also shows some limitations in scope, time and the researcher Regarding scope, this study was carried out on a small scale of classed at Hue medical college If this study widened its area of investigation, it would be more various and ascertained The most difficult in this study is that the research was also carried out in 51 short time The restricted time prevented the researcher to review more theoretical background to have a broader view of this issue Moreover, some other obstacles are needed to overcome by the researcher such as inexperience Therefore, this research can not avoid some shortcoming 5.4 Suggestions for further studies As group work is very common activity of CLT approach so that it was applied widely in many kinds of language classes Further researchers can explore the untouched issues such as interaction process in group work, learnerlearner interaction during small groups, strategies to involve students in group work activity and so on Researchers who contemplate further studies in this area may wish to explore the use of group work activities in other language skills, namely writing, reading and listening In conclusion, by using a combination of methods, this study has been able to contribute to our knowledge of CLT in general and group work activities in particular in ways that will benefit not only for the teachers but also for the students In fact, it is evident from the current study that the teachers and students at HMC showed their interests toward group work activities which were considered as an important part in English speaking However, due to the limitation of time and experience, shortcomings are unavoidable All comments, are therefore, greatly appreciate 52 REFERENCES Adrends, R.I (1998) Learning to Teach Australia : Mc Graw Hill Bresnihan, B & Stoop, B (1996) Three Ways that Work : Oral Fluency Practice in the EFL Classroom English Teaching Forum, 34 (3-4), p.p: 30-37 Brown, D (2001) Teaching by Principles: an Interactive Approach to Language Pedagogy White Plains, NY: Longman, Inc Brown, H., & Ciuffetelii, D.C (Eds) (2009) Foundation methods: Understanding Teaching and Learning Toronto: Pearson Education Burn, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English language teaching and research Bygate, M (1996) Effects of task repetition: Appraising the developing language of learners In J Willis & D Willis (Eds.), Challenge and Change in Language 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Pearson: Longman 42 Tran Thi Kim Ha (2011), an Investigation into Teachers and Students ‘reality of Implementing Group Work Activities in English Speaking Lessons at Huong Vinh High School in Hue , unpublished M.A thesis College of Foreign Languages, Hue University 43 Tran Thi Le Ninh (2007) Exploring difficulties by teachers of English in Implementing Cooperative Learning Activities at Hue College of Agricultures and Forestry, unpublished M.A thesis College of Foreign Languages, Hue University 44 Tran Thi Thanh Ngoc (2001) Group Work Exploration in the Vietnamese EFL classes at Hue University Unpublished M.A thesis in education, Monash University 45 Vo Thi Kim Thuy (2004), Beneficial Grouping Arrangements for Oral English, teacher‟s editor, p.16-24 46 Wilen, W (1990) Teaching and Learning through Discussion, the Theory, Research and Practice of the Discussion Method Springfield, Illinois, U.S.A: Charles C Thomas Publisher 47 Willis, J (1996 a) A framework for Task-based Learning Harlow, UK: Longman Addison-Wesley 48 Willis, J (1996 b) Consciousness-raising activities in the language classroom In J Willis & D Willis (Eds.), Challenge and Change in Language Teaching Oxford: Heinemann ELT 49 White, F., Lloyd, H Kennedy, G & Stewart, C (2005) An Investigation Students‟ Feelings and Attitudes towards Group Work and Group Assessment University of Sydney, Australia 56 APPENDICES SURVEY QUESTIONNAIRES (A) ( FOR TEACHERS) This survey questionnaire is to seek information for my research on “an investigation into the use of group work for the teaching of English speaking at Hue Medical College” I will be grateful if you could think carefully and give appropriate answers to the questions You can choose more than one answer for some questions The data will be used for my research I would like to thank you for your kind cooperation I What are teachers’ perceptions about group work? What is group work according to you? a  group work is a division of the class into learning groups of four to six members who are all levels of ability b  group work is an activity in which students usually interact with one another with the goal of increasing understanding and achieving shared solution to particular problems c  group work refers to tasks, activities and exercises carried out by learners working in small, co-operative groups d  group work also refers to a form of cooperative learning e  all the above How does group work play an role for the teaching of English speaking? a  very necessary b  necessary c  not quite necessary d  not necessary In what language area is group work used to teach? a  pronunciation b  vocabulary c  grammar d  others: - Do you think group work is beneficial to students‟ social life? a  very necessary b  necessary c  not quite necessary d  not necessary II How has group work currently been used for the teaching of English speaking? How often is group work used for the teaching of English speaking?? a  always b  usually c  sometimes d  rarely What are your aims when using group work for the teaching of English speaking? a  students prepare for their ideas before presenting in the class b  students assign tasks for each member to present the topic c  students cooperate together to analyze problems which other groups ask before answering questions d  students argue with each other to defend their ideas with other groups e  other (s) In which stage of the lesson is group work used for the teaching of English speaking? a  warm-up c  practice b  presentation d  further practice What kinds of group work activities have you used for the teaching of English speaking ? a  gap-filling b  role-play c. e  interview f  all the discussion d  dialogue above How you organize your classes when conducting group work activities? a  students are grouped based on the alphabetical order b  students choose their own groups c  students sit around each other e  students have different ability (heterogeneous) f  other (s): - 10 How you feel after conducting group work for the teaching of English speaking? a  very satisfied b  normal c  disappointed d  bored 11 Do you find it difficult to use group work for the teaching of English speaking? a  very difficult b  difficult c  not difficult at all d  easy Why: -12 What difficulties have you encountered with the use of group work for the teaching of English speaking ? a  Topics are difficult b  students lack language for expression c  students are unclear teachers‟ instructions d  students lack shared knowledge e  other (s): -III What can be done to promote group work in the investigated classes? 13 In your opinion, what should be done to improve students‟ learning of English speaking better? a. larger rooms c. interesting topics b. flexible time d. teachers‟ good preparation e. other (s): -14 Which of the following solutions have to be done to overcome challenges and to improve the effectiveness of using group work for the teaching of English speaking? a. students‟ shared knowledge has been improved b. students‟ language skills such as vocabulary, grammar, pronunciation have been well practiced c. teacher needs to instruct clearly what students have to before d. teacher has to assign tasks for each members logically so that they can develop their abilities 15 In addition to above solutions, you have any more suggestions to improve the effective of using group work for the teaching of English speaking? - THANK YOU FOR YOUR COOPERATION! BẢNG CÂU HỎI ĐIỀU TRA (B) ( DÀNH CHO SINH VIÊN) Bảng câu hỏi điều tra nhằm phục vụ cho việc nghiên cứu đề tài” khảo sát việc sử dụng nhóm để dạy nói tiếng Anh trường Cao Đẳng Y Tế Huế” Sự đóng góp bạn có giá trị lớn đề tài nghiên cứu Những thơng tin thu nhằm mục đích phục vụ cho việc nghiên cứu đề tài không mục đích khác Xin chân thành cám ơn cộng tác bạn I Nhận thức sinh viên nhóm? Theo bạn nhóm gì? a  nhóm phận lớp làm thành nhóm học tập gồm 4-6 thành viên mà có khả khác b  nhóm hoạt động mà học sinh thường hợp tác với với mục đích nâng cao hiểu biết đạt giải pháp chung để giải vấn đề c  nhóm đề cập đến nhiệm vụ, hoạt động tập mà người học phải thực nhóm d  nhóm có nghĩa hình thức hợp tác với e  tất ý Nhóm đóng vai trị việc học nói tiếng Anh? a  cần thiết b  cần thiết c  hồn tồn khơng cần thiết d  khơng cần thiết Theo bạn nhóm cịn sử dụng để dạy lĩnh vực ngôn ngữ sau đây? a  ngữ âm b  từ vựng c  ngữ pháp d  lĩnh vực ngôn ngữ khác: - Bạn thường chuẩn bị để học nói tiếng Anh với hoạt động nhóm a  lắng nghe giáo viên hướng dẫn cách cẩn thận b  chuẩn bị tốt thức mà giáo viên dặn c  phân công nhiệm vụ cho thành viên khác d  chuẩn bị khác: II Hiện nhóm thực việc học nói tiếng Anh? Nhóm sử dụng để dạy nói tiếng Anh thường nào? a  luôn b  thường xuyên c  d  Giáo viên bạn thường sử dụng hoạt động sau nhóm để dạy nói tiếng Anh? a  điền vào chỗ trống b  đóng vai c  thảo luận d  hội thoại e  vấn f  hoạt động khác : Các hoạt động mà bạn thường làm tham gia vào nhóm? a  giải ý kiến mâu thuẩn với tinh thần xây dựng b  trao đổi ý kiến với thành viên khác c  chia nhiệm vụ với thành viên nhóm d  nói chuyện với thành viên khác thay thảo luận Giáo viên bạn tổ chức lớp học dạy nói tiếng Anh nhóm? a  theo ký tự A, B, C, b  sinh viên tự chọn nhóm c  sinh viên ngồi gần thành nhóm d  sinh viên có khả khác e  ý kiến khác: Tại bạn thích học nói tiếng Anh nhóm? a  khuyến khích bạn nói nhiều b  tạo hợp tác trao đổi ý kiến sinh viên với c  giúp bạn vượt qua e thẹn thiếu tự tin d  tạo môi trường học thoải mái e  lợi ích khác: -10 Kết học tập bạn kể từ bạn học nói tiếng Anh nhóm? a  tự tin b  nhiệt tình c  hợp tác với d  bị động 11 Bạn có nhận thấy khó học nói tiếng Anh với việc sử dụng hoạt động nhóm khơng? a  khó b  khó c  khơng khó d  dễ 12 Những khó khăn sau bạn thường gặp phải học nói nhóm? a  đề tài nói khó b  bạn thiếu khiến thức ngôn ngữ diễn dạt c  bạn khơng rõ hướng dẫn từ phía giáo viên d  bạn thiếu kiến thức chung III Chúng ta làm để cải thiện nhóm ngày tốt hơn? 13 Theo bạn, làm để cải thiện việc học nói tiếng Anh nhóm tốt hơn? a  phòng rộng b  thời gian linh hoạt c  chủ đề thú vị, phải phù hợp với kiến thức sơ thích sinh viên d  chuẩn bị tốt giáo viên dạy nói tiếng Anh nhóm e  khó khăn khác (nếu có) 14 Theo bạn giải pháp sau dùng để khắc phục khó khăn cải thiện hiệu việc học nói tiếng Anh nhóm? a. kiến thức sinh viên phải cải thiện b. kỹ ngôn ngữ sinh viên từ vựng, ngữ pháp, cách phát âm phải rèn luyện c. giáo viên phải hướng dẫn kỹ sinh viên phải làm trước làm nhóm d. giáo viên phải phân vai cụ thể cho sinh viên làm nhóm để sinh viên phát huy hết khả 15 Bên canh ý kiến nêu trên, theo bạn cần có thêm giải pháp khác để cải thiện hiệu việc học nói tiếng Anh nhóm? 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