Thông tin tài liệu
TABLE OF CONTENTS Content Page Sub-cover page Statements of the authorship i Acknowledgements ii Table of contents List of abbreviations List of tables List of figures Abstract Chapter INTRODUCTION 1.1 Overview 1.2 Background to the Study 1.3 Rationale 10 1.4 Objectives of the Study 11 1.5 Research Questions 12 1.6 Significance of the Study 12 1.7 Scope of the Study 12 1.8 Organization of the Study 13 Chapter LITERATURE REVIEW 14 2.1 Overview 14 2.2 Review of Previous Studies Related to the Topic 14 2.3 Cooperative Learning 17 2.3.1 Definition of Cooperative Learning 17 2.3.2 Cooperative Learning vs Group Learning 18 2.3.3 Elements of CL 19 2.3.4 Structuring CL Classes 20 2.3.5 Issues in Implementing CL in the EFL/ESL classroom 22 2.4 Reading and the Traditional Ways of Teaching Reading Skill 25 2.4.1 Definition of Reading 25 2.4.2 Teacher-centered Methods and the Traditional Ways of Teaching Reading Skill 25 2.5 CL in Teaching and Learning Reading 26 2.5.1 CL in Reading Classes 26 2.5.2 Cooperative Learning Activities in Reading Classes 28 2.6 Benefits of CLAs 31 2.7 Summary 32 Chapter METHODOLOGY 33 3.1 Overview 33 3.2 Research Methodology 33 3.3 Participants 34 3.4 Data Collection Methods 35 3.4.1 Questionnaire 35 3.4.2 Classroom Observation 36 3.4.3 Interview 37 3.5 Data Collection Procedures 38 3.6 Data Analysis Methods 38 3.7 Summary 39 Chapter FINDINGS AND DISCUSSIONS 40 4.1 Overview 40 4.2 Teachers‟ Views on CL in English Reading Classes 40 4.3 Teachers‟ Practice in Conducting CLAs in English Reading Classes 46 4.4 Challenges of Organizing CLAs in English Reading Classes 62 4.5 Teachers‟ Solutions to the Problems Detected 69 4.6 Summary 74 Chapter CONCLUSIONS AND IMPLICATIONS 75 5.1 Overview 75 5.2 A Summary of the Key Findings 75 5.3 Implications 78 5.3.1 For Teachers 78 5.3.2 For Educational Administrators 81 5.4 Limitations of the Study 82 5.5 Suggestions for Further Studies 82 REFERENCES 83 APPENDICES Appendix Questionnaire A P.1 Appendix Questionnaire B P.7 Appendix Classroom observation sheet P.11 Appendix Teachers‟ interview schedule P.12 LIST OF ABREVIATIONS CIRC : Cooperative Integrated Reading and Composition CL : Cooperative Learning CLA : Cooperative Learning Activity CLT : Communicative Language Teaching CRA : Cooperative Reading Activity EFL : English as a Foreign Language ESL : English as a Second Language SSR : Simply Sitting together and Reading TESOL : Teaching English to Speakers of Other Languages LIST OF TABLES Tables Page Table 4.1 Teachers‟ Perceptions on CLAs in English Reading Classes 40 Table 4.2 Teachers‟ Aims of Conducting CLAs in English Reading Classes 43 Table 4.3 Teachers‟ views on the Benefits of CL in English Reading Classes 44 Table 4.4 Reasons for Teachers‟ Preferences of CLAs 51 Table 4.5.a Number of Students in Group 54 Table 4.5.b Students Grouping 54 Table 4.6 Teachers‟ Assigning Roles 55 Table 4.7 Teaching Students Skills of Team Work 58 Table 4.8 Teachers‟ Ways of Evaluating Students Group Work 59 Table 4.9 Teachers‟ Ways of Encouraging Students Cooperation 61 Table 4.10 Challenges from Teachers 63 Table 4.11 Challenges from Students 65 Table 4.12 Challenges from Educational System 68 Table 4.13 Teachers‟ Solutions to the Problems Detected 70 LIST OF FIGURES Figures Page Figure 4.1 Teachers‟ opinions on the Usefulness of CLAs in English Reading Classes 41 Figure 4.2 Teachers‟ and Students‟ Interest in Organizing CLAs in English Reading Classes 46 Figure 4.3 Frequency of Organizing CLAs in English Reading Classes 48 Figure 4.4 CLAs used in English Reading Classes 49 Figure 4.5 Students‟ Participation in the CLAs 52 Figure 4.6 Teachers‟ Roles during Students Working in Pairs or Groups 57 ABSTRACT Cooperative learning (CL), known as a feature of communicative language teaching, has been encouraged in English teaching at all levels in the Vietnamese context At high schools, especially some schools in mountainous areas, the implementation of this method in English reading classes was reported to face challenges This research is an investigation into teachers‟ perceptions and their practice of organizing cooperative learning activities (CLAs) in English reading classes for grade 11 students The participants of the study were 24 EFL teachers and 150 students of the 11th grade from three high schools in Buon Ho town, Daklak province Both qualitative and quantitative methods were used in the study The overall findings from two sets of questionnaires, eight teacher interviews and twelve classroom observations showed that most of the teachers fully understood the key concepts of CL and highly appreciated the benefits of CLAs in English reading classes However, the frequency of teachers‟ implementation of CLAs was comparatively not high, few CLAs were organized frequently in English reading classes, teachers neglected to structure group work, and students‟ participation in CLAs was not enthusiastic The results also showed that teachers did not have interest in the teaching of social or group skills Given that fact, the study managed to pinpoint some problems from the teachers themselves, challenges from the students and some constraints from the educational system that revealed the inconsistency between what teachers perceived and their classroom practice The study also proposed a number of implications to facilitate high school teachers in general and teachers in Daklak in particular in order to conduct CLAs more effectively in teaching English reading classes Chapter INTRODUCTION 1.1 Overview This chapter starts with the background which serves as the fundamental basis for the study and continues with the rationale that provides the reasons for the researcher to carry out the study Furthermore, the aims of the research, the research questions, the significance and the scope of the research are also stated The structure of the study is then provided in the last section of the chapter 1.2 Background to the Study We are on the race of globalization in which being capable of using English is one of the most vital factors for each of us Many people are expected to be competent to communicate verbally in English with the outside world and to access technology To meet the demand, adapting communicative approach in teaching and learning English has been a significant development in Vietnamese context In correspondence to this trend, new textbooks and syllabus which are communicationoriented and learner-centered have been designed and implemented in English classes at all levels of education Instead of grammar-based approach, communicative language teaching (CLT) method covers the training of all four basic skills: listening, speaking, reading, and writing And the success of English teaching through communicative approach depends entirely on the practice of these skills To acquire this result, it is now necessary to take into consideration the application of a typical technique of CLT, the cooperative learning (CL), for its usefulness in promoting students of heterogeneous group cooperating and supporting each other as well as helping teachers overcome difficulties in teaching method and organizing classroom activities CL is described as a large group of instructional strategies in which students collaborate in order to reach a common goal (Slavin, 1992) CL has been practiced throughout human history and is a part of educational practice Its effectiveness has been documented through numerous studies such as Johnson and Johnson (1986), Kagan (1992), Slavin (1998) Besides, Daniel (1993) stated that CL is now widely recognized as one of the most promising practices in educational field Sapon-Shevin‟s study (1991) found out that CL is a successful teaching strategy at all levels, from pre-school to post-secondary school and as a peercentered pedagogy that can promote academic achievements and build positive social relationships Furthermore, CL is considered as “the best option for all students because it emphasizes active interaction between students of diverse abilities and background” (Arends, 2007, p.349) Therefore, it is believable that CL is a supportive environment for the best and the less able students to practice English, an aid for Vietnamese students to achieve the goal of becoming good English communicators Among the major skills which are vitally important for a student to be a good English communicator, reading is the most important one for most of learners (Nunan, 2003) Murcia and Olshtain (2000) support that “skill in reading is imperative since so much of what one needs to know is communicated via written texts” (p.118) At high schools, reading comprehension is considered the first required skill, the receptive skill, which provides students with input knowledge to develop other language skills Nevertheless, many of Vietnamese EFL learners find reading “the toughest and most boring” of the four practical skills (Nguyen Quang Ngoan, 2003) The reason is that since the “teacher-as-authority” and “classroom-as-family” tradition in Vietnamese classes is still dominated, teaching English reading skill for high school students is under the teacher-centered approach As a result, in a common English reading class, the reading process occurs repeatedly as the teacher asks students to read the whole passage, answer some questions or some reading comprehension exercises available in the textbook The main task for the students is to read over and over again until they understand the passage thoroughly and complete all the textbook tasks This method of teaching and learning easily makes students bored and even some learners complain about the reading class as a “sleeping pill” Consequently, they often feel stressed and confused while reading, and thus easily forgetting the lesson after that To compensate for this fact, more emphasis should now be put on communication and interaction in reading classes to make reading “an active, interactive, and productive process” (Nguyen Quang Ngoan, 2003) In this spirit, developing students‟ cooperative and supportive skills to work together in reading classes becomes a demand 1.3 Rationale This research was conducted for a number of the following reasons: Firstly, in Vietnamese context, although a number of studies have been carried out to find the effects of incorporating CL into English classrooms, little attention has been specifically given to the implementation of this technique in English reading classes Besides Le Pham Hoai Huong (2009) who examines what students at Hue College of Foreign Languages learn from group work in English basic skill subjects, there are some other researchers such as Tran Thi Le Ninh (2007) exploring the difficulties faced by teachers in implementing CLAs, Nguyen Thi Thanh Binh (2011) investigating how CLAs are used in English writing classes at a high school in Gia Lai province, and so on It is fact that there have been few studies investigating the current situation of implementing CL in teaching reading skill to students at high school level As Peregoy and Boyle (1993) state, “cooperative work and sharing play a crucial role in second language reading development and shared reading experiences will further develop students into community of readers and writers” (p.116), there is always a demand to have special focus on using CL for teaching this receptive skill Secondly, up to now, few studies in Vietnamese context focus on examining teachers‟ attitudes and perceptions about CL, especially, CLAs in English reading classes What teachers think of CL? Do they really realize the importance of CL in teaching reading skill? How they reflect after implementing some of the CLAs? Finding the answers for these questions becomes an urge for the researcher to carry out the thesis 10 critical task teachers must in order for their students to fully understand what they are observing Before beginning to plan a CL lesson, the teacher‟s selection of a suitable CLA for his/her class and saving time for getting familiar with it are also necessary tasks which draw attention of a large number of the respondents (70.8% and 66.7% respectively) First, reading about CL will be beneficial Readings will help teachers learn about ways to implement a CLA, as well as the benefits and disadvantages of using it Moreover, reading about CL will help teachers make an informed decision about whether or not CL is the right choice for their classroom Next, teachers take into consideration all the typical factors of each lesson or each class to select a suitable CLA For instance, if it is an advanced class in which most students are capable of using English well, the teacher can apply Jigsaw Reading, CRA or CIRC In contrast, those CLAs cannot be used for low-level students who have to read a long and difficult reading text Lastly, in order to get familiar with CL and have success in implementing this technique, teachers must be trained in CL This training could come in the form of workshops, seminars, or even informal discussion with colleagues It is essential that training should be an on-going process and the teachers must be aware of being self-improved during their long time of working as a teacher The last solution which attracts attention of 41.7% of the teachers is giving big rewards for the groups finishing tasks excellently The rewards are often the bonus points for the whole group or some outstanding individuals This requires the teachers to have good concentration on students‟ working, good control of students‟ group work, and careful record of what students have gained By keeping an assessment sheet which is created from the first stage of the CL implementation, the teachers can evaluate each group‟s assessment task After the teachers have completed the evaluation, it is important that they provide feedback to the students about their product and their group performance This task may take the teachers some minutes but it would have a certain effect on students since they learn what they have done well and what they should improve 73 In short, what has been discussed so far can be concluded by Slavin‟s (1997) words He claimed that in order for a CLA to be effective, lessons must be carefully chosen and presented, students must possess the necessary prior skills or information, students should be motivated to learn and sufficient time must be allocated for students to learn the material 4.6 Summary For the fulfillment of the thesis, the researcher has analysed quantitatively and qualitatively the data collected from questionnaires, teachers‟ interview and classroom observations Through 14 tables and figures presented, the current situation of implementing CLAs in English reading classes for grade 11 students at high schools in Daklak province had been explored and shown in detail Then, solutions proposed by the respondents to improve the mode were also discussed This firmly provided the research with a basis from which conclusions were drawn out and useful implications for teachers were proposed 74 Chapter CONCLUSION AND IMPLICATIONS 5.1 Overview This chapter starts with a conclusion which summarizes the key findings of the research and is followed by some implications for both teachers and school administrators Then, limitations of the study are included Some suggestions for further studies are also proposed in the last part of the chapter 5.2 A Summary of the Key Findings The study is an investigation of teachers‟ perceptions about CL in teaching English reading skill and their classroom practice in implementing CLAs in English reading classes for grade 11 students The findings show that CL is of great help and importance, however, bringing it into reality of teaching and learning at high schools is not an easy task The investigation began with the desire to find out teachers‟ perceptions toward CL in teaching English reading classes In general, the majority of respondents had a clear understanding of the key concepts of CL in English reading classes such as read together, share ideas, and support each other Thanks to the benefits of CL including providing students with an opportunity to learn from each other important reading strategies to speed up their reading, creating safe training space for students not only to practice language skills but also to build confidence, encouraging students to be more involved in the classroom activities, and so on, most teachers agreed that CLAs were useful to be organized in reading classes Thus, most teachers aimed to “create a dynamic class for students to practice every language skill” and “provide students with opportunities to share ideas and help each other” It is hoped that the high percentage of teachers owning good perceptions and a positive attitude toward CL in English reading classes may be a good base for this technique to be successfully implemented in the classroom 75 Nevertheless, regarding the second research question which aims to investigate the current teaching practice of CL in English reading classes, the research managed to figure out a number of problems First of all, the frequency of teachers‟ implementation of CLAs was comparatively not high Specifically, besides one teacher (accounting for 4.2%) admitting that he/she never used CL, 58% chose the option of “sometimes” Besides this, few typical CLAs for developing students‟ reading ability such as Jigsaw Reading, CRC, CIRC, and so on, were well explored; whereas, the so-called SSR (simply sitting together and reading without teachers‟ structuring group work) occupied up to 87.5% of teachers‟ implementation Next, students‟ participation into CLAs was at „normal‟ level Students showed indifferences to CLAs due to numerous factors including their limited Enlgish proficiency, ethnic minority students‟ characteristics, low motivation for teamreading, long and difficult reading texts, and so on Another important finding was that teachers paid little attention or even ignored the teaching of social skills to students Some teachers complained about their lack of time or no specific courses for teaching these skills Others underestimated this task because they thought that the rules of communicating between cultures share many things in common, therefore, students could manage to interact without being trained to use these skills What is more, teachers‟ neglect of structuring group work was another issue that showed an inconsistency between what teachers perceived and their practice In tracing the reasons underlying this fact, the author discovered through questionnaires, teacher interviews and classroom observations that teachers had three sources of difficulties First of all, most teachers regarded some constraints from students that count in their teaching CL classes The first constraint is that classes in a mountainous area like Daklak are often characterized by a majority of low-level students in English proficiency Another constraint is students‟ unfamiliarity with CL since the teacher-fronted class is still popular in this context Besides this, most students from ethnic minority groups are “shy and quiet by 76 nature” and students‟ motivation to communicate in English in reading class is not high enough These factors somewhat demotivate the teachers and their choices for CLA are narrowed to the simplest, easiest activities rather than the complex but effective ones Another source of reasons is related to challenges from the teachers themselves 87.5% teachers surveyed admitted that they lacked experience in organizing those CLAs Since CL gained popularity in Vietnam only about twenty years ago (Le Pham Hoai Huong, 2009), it is rather new to most of high school teachers Most of them have not received enough training to be proficient in implementing the technique Furthermore, lack of time is one more obstacle From classroom observations, the author found that teachers normally spent at least twenty to twenty-five minutes presenting vocabulary of the reading passage “For the sake of students understanding the passage, they must understand the new words”, one teacher revealed This leads to a limitation of time for organizing other reading comprehension activities in general and CLAs in particular Lastly, some constraints from educational system such as large-sized classes, lack of conductive facilities, unsuitable materials for CL, and so on, also prevented teachers from frequently implementing of CLAs Concerning the solutions to the problems, most of the teachers paid attention to taking care of the students as well as making efforts in preparing for a CLA to happen, in facilitating the activities and in helping their students cooperate during pair or group work Therefore, the solutions which were prior in the teachers‟ repertoire included recognizing the diversity of students in class, providing challenging and motivating tasks which are relevant to CL, integrating textbook tasks into CLAs, giving clear instructions, carefully structuring group work, and so on Besides this, saving time for getting familiar with CL, motivating students to take part in CL or teaching students the useful skills of working together are also the choice of many teachers With the exploration of what is going on in classroom practice, it is hoped that the research would raise teachers‟ awareness of implementing this new technique 77 into their teaching of English language skills in general and improving English reading skill for students of grade 11 at high schools in particular 5.3 Implications Based on the findings of the study, this part is the suggesstions for what teachers should to implement CL in teaching the four English major skills in general and reading skill in particular to high school students Implications for teachers which were described in detail and divided into three phases can be considered as a structure for a cooperative reading class 5.3.1 For Teachers After deciding to use CL in English classes in general or reading classes in particular, the teachers should plan carefully for implementing CL from the beginning of the term or the school year It means that if the process of implementing CL is divided into three phases, i.e before-, during-, and afterimplementation, the followings are several tasks that the teachers should taken into consideration Phase 1: Before Implementation The biggest tasks for the teachers in this phase is planning and having the classrooms, the students as well as the teachers themselves get ready for CL Therefore, to have good preparation for this very first stage, the teachers should follow these steps: First, spare time reading on CL, learning the way of transferring it into classroom practice, getting familiar with CLAs which are typical for teaching each specific language skill For example, Cooperative Reading Activity, Paired Reading, Jigsaw Reading, Cooperative Integrated Reading and Composition, and so on, are for reading classes It is asserted that only if the teachers understand thoroughly and are ready to use a new technique they use it creatively and appropriately and gain success Second, recognize the diversity of students in each class This helps the teachers take control of the situation and prepares them for what is going to happen 78 in their classes Especially, classes in a mountainous alike Daklak are often characterized by a majority of low-level students in English proficiency, students‟ unfamiliarity with CL, most students from ethnic minority groups are “shy and quiet by nature” and students‟ motivation to communicate in English in reading class is not high enough Therefore, it is only the teacher who knows this fact to find the best way for adapting this new technique to their classrooms Third, prepare students for CL This includes explaining to them why to use CL, what benefits they can get, and what results they can find from this technique This is an important task since students need to know the “whats” and the “whys” of learning together in order that they can set goals for learning and have high motivation to participate in the activities Additionally, it is essential to teach students some basic skills of team work (group and social skills) For the fact that the teacher-fronted classes not train students to work in a cooperative environment, the group skills such as sharing ideas, supporting each other, trustbuilding, conflict-management, etc are essential for the group work to go smoothly Fourth, plan materials and redesign textbook tasks suitable for CL The quality of the task is central to the success of CL Therefore, if high school teachers are required to follow the textbook strictly, it is better that they should redesign some tasks to make them interesting, challenging, motivating, and most importantly, relevant for CL Moreover, teaching students English reading skill does not mean merely helping them to fulfill a Question-and-Answer exercise or deciding on True/False statements in textbook It is recommended that teachers could provide supplementary tasks/activities suitable for students or integrate the textbook tasks into CLAs so that their students would be exposed into a communicative and cooperative environment to develop not only language skills but also social skills and communicative competence Fifth, begin with a simple CLA first, and use it several times to let students become accustomed to working together It is also important that the certain activity must be in accordance with certain classroom, students and lesson Also, the teachers must give clear instructions and carefully structure the activity 79 Sixth, determine group size, assign students to groups, and assign group roles Depending on the number of students in the class and the CL tasks, group size can range from two to four students Experts advise that teachers should begin their CL implementation by using only pairs for group work Then two pairs may join to form a bigger group Heterogeneous groups (groups of mix-ability) should be in favor since the better students can help the weaker ones Teachers should choose or assist students in choosing roles that use their strengths and improve their areas of weakness Phase 2: During Implementation After all of the preparation, it is time to begin working During this phase, the roles of students to fulfill the CL tasks are the most important Nevertheless, the teachers should activate their roles in controlling and processing students‟ group work Followings are some essential tasks they must take into consideration First, take control of the class time and use time appropriately for CL Make sure that students have enough time to be exposed to pair or group reading Furthermore, although CL is documented to be very beneficial in developing students‟ language and social skills, it is not advisable to use CLAs all the time in all reading classes Second, take control of students‟ discussion in pairs or groups Make sure that students are working in heterogeneous groups, group members share different roles according to their strengths, and students are aware of helping each other, sharing reading strategies or reading techniques Third, create a cooperative reading environment, ask the class to read together and discuss how they understand what is written instead of simply asking them to answer all the comprehension questions in the textbook Fourth, be helpful when students encounter difficulties Teachers‟ roles as facilitators, participants, controllers, and so on should be flexible according to different situations and different groups 80 Fifth, be creative and flexible in conducting CLAs There is no need to obey an original CLA passively Integrate textbook tasks into a CLA if possible or make some changes of the original activity so that it becomes suitable for each classroom Phase 3: After Implementation After completing the group work, it is time for the teachers to give feedback, evaluate students‟ product and their group performance as well as provide students with a chance to reflect on what they have or have not done during their cooperation First, check groups‟ answer before giving feedback to the whole class Have students look at a chart which displays the group‟s achievement in terms of points or smiling faces Then the name of the winning group is announced Second, let students choose their group‟s representative to present the group‟s outcomes As each group often assigns roles to group members, the representative is often the student who takes his/her role as the speaker of the group Teachers‟ random appointment may cause difficulties to students Last, spare some time for students to assess how well the group functioned, what things have been done well, and what things should be improved The students can be asked to fill in a feedback form, expressing their feelings, thoughts and opinions about the time spent together as a team, the work done and what they feel they have achieved This self-evaluation is essential for students because it highlights the positive aspects of CL Furthermore, it is important for teachers because it brings problems to the teachers‟ attention 5.3.2 For School Administrators For CL classes to happen, it is not only the teachers‟ endeavours themselves but also the school administrators who should have an important role First, school administrators should support more facilities and conditions for teachers to improve their knowledge of teaching methodology Given the fact that our teachers are unfamiliar with new teaching techniques and lack experience in organizing communicative activities, providing them with new teaching materials (books, magazines, and so on) and encouraging them to cope with the latest information in the field of TESOL is obviously crucial 81 Second, it is also necessary for the school administrators to pay more attention to holding seminars or discussions about English teaching periodically or yearly in the scope of school or department This is a chance for teachers to share experiences, learn from one another and take in adapting techniques practically Last, for the ethnic students who are at low-level of English proficiency and cannot catch up with CL classes, the school administrators should provide more learning conditions such as supporting reading materials, organizing extra classes for teachers to train them from the simplest skills (both language and social skills) to more complicated ones 5.3 Limitations of the Research The study is limited in terms of a number of factors First of all, the research was conducted only in three high schools in a mountainous area Therefore, the generalization of the results is also limited by the small scale of the study Time constraint is another limitation It is impossible for the researcher to carry out an extensive study in such a short period of time Thus, the study is only an investigation into the reality of organizing CLAs in reading classes, not an experimental research on the application of a specific cooperative learning strategy into developing a specific language skill in classroom 5.4 Suggestions for Further Studies With more time and conditions, further studies should be conducted to: - examine whether the findings of the research are similar in other disciplines, in other suburban and urban schools, for other types of students - find out other effective ways to structure group work specifically for English reading classes at high schools in other mountainous area - investigate the application of a specific CL strategy (e.g STAD, CIRC, Jigsaw, etc.) into English reading classes and study the effects of this technique by carrying out an experimental study 82 REFERENCES Adams, D & Hamm, M (2005), Redefining Education in the Twenty-first century: Shaping Collaborative Learning in the Age of Information, Illinois: Charles C Thomas Publisher, Ltd Arends, I R., (2007), Learning to Teach, NY: Mc Graw Hill Aronson, E (1978), The Jigsaw Classroom: A Cooperative Learning Technique, Retrieved from http://www jigsaw.org on April 16, 2011 Bell, J (1987), Doing Your Research Project, Buckingham: Open University Press Brown, H D (1994), Teaching by Principles: An Interactive Approach to Language Pedagogy, NJ: Prentice Hall Regents Brown, H D (2007), Principles of Language Learning and Teaching (5th Ed), Longman Byrd, A H (2009), “Learning to Learn Cooperatively”, English Teaching Forum, 47(4), 21-28 Calderon, M., Tinajero, J & Hertz-Lazarowitz, R (1992), “Adapting CIRC to Meet the Needs of bilingual Linguistic Minority Students”, Journal of Education Issues, 10, 79-106 Celce-Murcia, M & Olshtain, E (2000), Discourse and Context in Language Teaching, NY: Cambridge University Press 10 Daniel, D.H (1993), “Cooperative Learning: A Response to Linguistic and Cultural Diversity”, TESL-EJ, 1(3), 15-24 11 Davey, B & McBride, S (1986), “Effects of Question-Generated on Reading Comprehension”, Journal of Educational Psychology, 78, 256-262 12 Doney, Z (2001), Teaching and Researching Motivation, Essex: Person Education Ltd 13 Gall, M.D & Borg, W.R (1989), Educational Research: a Guide for Preparing a Thesis or Dissertation Proposal in Education, Longman 14 Garner, R (1985), Social Psychology and Second Language Learning: The Role of Attitudes and Motivation, London: Edward Arnold 83 15 Ghaith, T & El-Malak, M (2004), “Effects of Jigsaw II on Literal and Higher Order EFL Reading Comprehension”, Educational Research and Evaluation, 10(2), 105-115 16 Grabe, W (1991), “Current Development in Second Language Reading Research”, TESOL Quarterly, 25(3), 75-406 17 Good, T.L & Brophy, J.E (1991), Looking in the Classroom (5th Ed), NY: Harper Collins 18 Hoang Xuan Quy, (2010), A Study on Adaptation of “Tieng Anh 12” for Teaching Reading More Communicatively at Upper Secondary Schools in Quang Tri Province, MA thesis, Hue University 19 Howarth, D (2006), “Making Reading Communicative”, Retrieved from http://www.teachingenglish.org.uk on 5th April, 2011 20 Ilola, L M., Power, K M & Jacobs, G (1989), “Structuring Student Interaction to Promote Learning”, English Teaching Forum, 27(3), 12-16 21 Jacobs, G & Hall, S (1994), “Implementing Cooperative Learning”, English Teaching Forum, 32(4), 2-13 22 Jolliffe, W (2007), Cooperative Learning in the Classroom: Putting it into Practice, Paul Chapman Publishing 23 Johnson, D W & Johnson, R T (1986), Circles of Learning: Cooperation in the Classroom, Edina, MN: Interaction Book Company 24 Johnson, D., Johnson, R (1990), Social Skills for Successful Group Work, Educational Leadership, 47(4), 29-33 25 Johnson, D., Johnson, R & Holubec, E (1993), Cooperation in the Classroom, Edina, MN: Interaction Book Company 26 Johnson, D & Roger, T (1994a), An Overview of cooperative learning, In Thousand, J.,Villa, A., & Nevin, A (Eds), Creativity and Collaborative Learning, Baltimore: Brooks Press 27 Johnson, D., Johnson, R (1999), Learning Together and Alone (5th Ed), Boston: Allyn & Bacon 84 28 Johnson, D., Johnson, R & Stanne, B (2000), Cooperative Learning Methods: A Meta Analysis,University of Minnesota, Minneapolis, Minnesota, Retrieved from http://www.co-operation.org/pages/cl-methods.hml on 10th May, 2011 29 Kagan, S (1988), Cooperative Learning: Resources for Teachers, Riverside CA: University of California 30 Kagan, S (1992), Cooperative Learning, CA: Kagan Cooperative learning 31 Kagan, S (1994), Cooperative Learning, San Clemente: Media Lithograpgies 32 Kessler, S (1992), Cooperative Language Learning: A Teacher‟s Resource Book, Englewood Cliffs, NJ: Prentice Hall 33 Larson, S & Dansereau, G (1986), Paired-Reading, NJ: Lawrence Erlbaum Associates, Inc 34 Le Pham Hoai Huong (2009), “What English Majors Learn when Working in Groups in Basic Skills Subjects?”, Scientific Journal, 51, 77-88, Hue University 35 Le Thi Mai Anh (2009), A Study on Teachers‟ Assessment of Group Work Activities of English majors at Hue Junior College of Education, Unpublished MA thesis, Hue College of Foreign Languages 36 Nguyen Quang Ngoan (2003), “Materials-Based Post-Reading Questions”, Teacher‟s Edition, 12, 38-40 37 Nguyen Van Dinh (2009), Designing and Using Supplementary Reading Activities for English Classes at Kon Tum Gifted school, MA thesis, Hue University 38 Nelson, R (2003), Reading In Nunan, D (2003), Practical English Language Teaching, NY: Mc Graw Hill 39 Norman, D G (2005), Using STAD in an Elementary school classroom in South Korea: Effects on Student Achievement, Motivation, and Attitudes toward Cooperative Learning, MA thesis, University of Toronto 40 Nunan, D (1989), Designing Tasks for the Communicative Classroom, Cambridge: CUP 85 41 Olsen, R E W & Kagan, S (1992), About Cooperative Learning, NJ: Lawrence Erlbaum Associates, Inc 42 Opitz, M.F (1992), Flexible Grouping in Reading: Practical Ways to Help all Students Become Better Readers, NY: Scholastic, Inc 43 Pham Hoa Hiep (2005), “Imported” Communicative Language Teaching: Implications for Local Teachers”, English Teaching Forum, 43(4), 2-9 44 Peregoy, S & Boyle, O F (1993), Reading, Writing, and Learning in ESL, NY: Longman Publishing Group 45 Roe, B D., Smith, S H & Burns, P.C (2004), Teaching Reading in Today‟s Elementary Schools, Houghton Mifflin Co 46 Sapon-Shevin, M (1991), “Cooperative Learning in Inclusive Classrooms: Learning to Become a Community”, Cooperative Learning, 12(1), 8-11 47 Schultz, A (1999), “Foreign Language Instruction and Curriculum”, The Educational Digest, 64(7), 29-37 48 Sittilert, W (1994), Effects of CIRC on English Reading Comprehension and Opinions about Classroom Atmosphere of Five Thai Students, MA thesis Chiangmai University 49 Slavin, R (1983), Cooperative Learning, Longman 50 Slavin, R (1987), “Cooperative Learning and the Cooperative School”, Educational Leadership, 45, 7-13 51 Slavin, R (1989), School and Classroom Organization, NJ: Lawrence Erlbaum Associates, Inc 52 Slavin, R (1992), Cooperative Learning, In Gall, P., Gall, M D., Walter, R (1999), Applying Educational Research: A practical guide (4th Ed), 114-118, NY: Longman 53 Slavin, R (1997), “Comprehensive Approaches to Cooperative Learning”, THEORY INTO PRACTICE 38(2), Spring 1999, The Ohio State University 54 Slavin, R E & Calderon, M (1998), Effective Programs for Latino students, NJ: Lawrence Erlbaum Associates, Inc 86 55 Slavin, R.E & Madden, N A, (2001), Success for All: Research and Reform in Elementary Education, NJ: Lawrence Erlbaum Associates, Inc 56 Smith, R & McGregor, D (1992), Collaborative Learning: A Sourcebook for Higher Education, SAGE Publications, Inc 57 Tang, H (2000), “Using Cooperative Concept-Mapping skill to Teach ESL Reading”, PASSA, 30, 77-89 58 Tran Thi Le Ninh (2007), Exploring Difficulties Faced by Teachers of English in Implementing Cooperative Learning Activities at Hue College of Agriculture and Forestry, Unpublished MA thesis, Hue College of Foreign Languages 59 Tran Thi Ly (2001), Using Pair and Group Work in Teaching Writing, Teacher‟s Edition, 9, 22-26 60 Tran Thi Thanh Ngoc (2003), “Group Work in EFL Literature Classes”, Teacher‟s Edition, 12, 12-15 61 Tsai, S (1998), The effects of Cooperative Learning on Teaching English as a Foreign Language to Senior High School Students, MA thesis, National Kaohsiung Normal University 62 Vo Thi Kim Thuy (2004), “Beneficial Grouping Arrangements for Oral English”, Teacher‟s Editor, 16, 16-24 63 Weinberg, D (2002), Qualitative Research Methods, Massachusetts: Blackwell Publishers, Ltd 64 Wild, M., Mayeaux, A & Edmonds, K (2008), Teamwork: Setting the Stage for Collaborative Teaching, Portland: Stenhouse 65 Wood, K.D & Harmon, J.M (1987), Strategies for Integrating Reading and Writing in Middle and High School Classrooms, National Middle School Association 87
Ngày đăng: 30/08/2023, 18:18
Xem thêm:
