Luận văn thạc sĩ teacher and students’ factors affecting students’ participation in pair work and group work – a case study at luong van tuy gifted high school in ninhbinh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - PHẠM TUYẾT MINH TEACHER AND STUDENTS’ FACTORS AFFECTING STUDENTS’ PARTICIPATION IN PAIR WORK AND GROUP WORK – A CASE STUDY AT LUONG VAN TUY GIFTED HIGH SCHOOL IN NINH BINH (Yếu tố giáo viên học sinh ảnh hưởng đến việc tham gia hoạt động cặp nhóm học sinh chuyên Anh - Một nghiên cứu cá biệt trường THPT Chuyên Lương Văn Tuỵ - Ninh Bình) M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60.14.10 Hanoi, 2011 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - PHẠM TUYẾT MINH TEACHER AND STUDENTS’ FACTORS AFFECTING STUDENTS’ PARTICIPATION IN PAIR WORK AND GROUP WORK – A CASE STUDY AT LUONG VAN TUY GIFTED HIGH SCHOOL IN NINH BINH (Yếu tố giáo viên học sinh ảnh hưởng đến việc tham gia hoạt động cặp nhóm học sinh chuyên Anh - Một nghiên cứu cá biệt trường THPT Chuyên Lương Văn Tuỵ - Ninh Bình) M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60.14.10 Supervisor: M.A NGUYỄN THU LỆ HẰNG Hanoi, 2011 z iv LIST OF ABBREVIATIONS AND CHARTS Abbreviations: PW: Pair work GW: Group work CLT: Communicative Language Teaching T: Teacher SS: Students Charts: Chart 1: Students’ opinion when being asked about the advantages of PW and GW Chart 2: What the students often when being asked to work in pairs and in groups Chart 3: The students’ self – evaluation when taking part in PW and GW Chart 4: Teacher’s opinion on the importance of PW and GW Chart 5: How often the PW and GW are implemented in the speaking class? Chart 6: The most important factors that come from teachers which affect students’ participation when working in pairs and in groups Chart 7: The most important factors came from students that affect students’ participation in pairs and in groups (Students’ questionnaire) Chart 8: Factors from teacher affecting students’ participation in PW and GW Chart 9: Factors from students affecting their participation in PW and GW Chart 10: Students’ desire about what teachers should to facilitate PW and GW Chart 11: What the students should to motivate themselves in PW and GW Chart 12: What the teacher to overcome the difficulties when organizing PW and GW Chart 13: What the teacher should when the students are working in pairs and in groups z v TABLE OF CONTENTS Page DECLARATION…………………………………………………………………………… i ACKNOWLEDGEMENT…………………………………………………………………….ii ABSTRACT ………………………………………………………………… …………….iii LIST OF CHARTS……………………………………………………….…………… … iv TABLE OF CONTENTS…………………………………………………………………… v PART A: INTRODUCTION…………………………………………… ….………… I Rationale of the study……….…………………………………… … … II Aims of the study ……………………………………………… ……….…….2 III Scope of the study……………………………………………………… IV Research questions ………………………………………………………… V Methodology of the study……………………………………………… …… VI Significance of the study………………………………………………… … VII Design of the study…………………………………………………… …… VIII Summary………………………………………………………………… PART B: DEVELOPMENT……………………………………………… ……… … CHAPTER I: LITERATURE REVIEW ……………………………… …… ………6 I Communicative Language Teaching (CLT) ……………………………….………… I.1 An overview of Communicative Language Teaching………………… … ….6 I Communicative activities……………………………………………… …… II Classroom work arrangements: Pair work and Group work…………………………….7 II.1 Definition and description of Pair Work and Group Work………………… II Advantages and disadvantages of Pair work and Group work……………… II.3 Organization of Pair Work and Group Work………………………………….9 II 3.1 Formation……………………………………………………… … II 3.2 Procedures for Pair Work and Group Work………………… …….9 II 3.3 Seating arrangement in Pair Work and Group Work…………… 10 z vi III Students’ participation and factors affecting their participation in Pair Work and Group work…………………………………………………………………………… …………10 III.1 Concept of students’ participation in PW and GW…… ………………… 10 III Human factors affecting their participation in Pair work and Group work……………………………………………………………………………………… 11 III 2.1 Students’ factors……………………………………… ……………… 11 III 2.1.1 Students’ learning style…………………………….………… 11 III 2.1.2 Students’ attitude and motivation………………….……………11 III 2.1.3 Students’ language level……………………… ………………11 III 2.1.4 Students’ learning habit…………………………………………12 III 2.1.5 Gender difference…………………………….…………………12 III 2.2 Teacher’s factors…………………………………………… ………… 13 III 2.2.1 Teacher’s teaching methods………………………… ……… 13 III 2.2.2 Teacher’s knowledge……………………………………………13 III 2.2.3 Teacher’s characteristics……………………………… …… 13 III 2.2.4 Teacher’s role in Pair work and Group work………………… 14 IV Summary…………………………………… ……………………….……………….14 CHAPTER II: THE STUDY……………………………………………… ……………15 I Introduction………………………………………………………………………… 15 II English learning situation at Luong Van Tuy Gifted High School……… ………… 15 II.1 Students ……………………………………………………… …… …….15 II.2 Teachers………………………………………………… ………… ………16 II.3 Textbook………………………………………………………… ….…… 16 II.4 Using pair work and Group work in speaking lesson………….… …………16 III Methodology and design of the study……………………………………… ………17 III.1 Subjects of the study……………………………………….…… …………17 III.2 Research questions……………………………………………… ……… 17 III.3 Research methods……….………………………………… … ……….…17 III.4 Research instruments: …………………………………………….…………18 III.4.1 Survey questionnaires …………………………………… …… 18 III.4.2 Class Observation …………………………………………… … 18 III.4.3 Interviews…………………………………… …………… ……18 III.5 Data collection procedures………………………………………… …… 19 III.6 Data analysis……………………………………………………… …… 21 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vii III.7 Summary…………………………………………… …… ………………19 CHAPTER III: PRESENTATION OF STATISICAL RESULTS……………………20 I Introduction………………………………………………………………………… 21 II Presentation of statistical results……………………………………………………… 21 How are PW and GW applied in English speaking class at Luong Van Tuy Gifted High school? How students participate in Pair work and group work? 21 What are the human factors affecting students’ participation in Pair work and Group work? ………………………………………………………………………………… …26 What are the feasible solutions to improve students’ participation in pair work and in group work, as recommended by the teachers and students? 32 CHAPTER IV: SUMMARY OF FINDINGS AND RECOMMENDATIONS ….….38 I Findings: ………………………………………………………………………… ……38 I.1 Research question 1: How are Pair work and Group work used in speaking lesson at Luong Van Tuy Gifted High School? How students participate in Pair work and group work? ………………………………………………………………………… 38 I.2 Research question 2: What are the human factors affecting students’ participation in Pair work and Group work? …………………………………………… 39 I.2.1 Teacher’s factors………………………………………… ……… 39 I.2.2 Students’ factors……………………………………………… ……39 I.3 Research question 3: What are the feasible solutions to improve students’ participation in pair work and in group work, as recommended by the teachers and students? 40 II Some main recommendations: …………………………………………………………41 II.1 To teachers……………………………………………………………………41 II.2 To students……………………………………………………………………42 PART C: CONCLUSION…………………………………………………… …………44 I Conclusions …………………………………………………………… …………… 44 II Limitation of the study …………………………………………………………………44 III Suggestions for further studies ……………………………………………………… 44 PART D: REFERENCES………………………………………………… ……………46 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 viii APPENDICES………………………………………… ………………………………….I Appendix 1: Survey questionnaire for students………… …………………………………I Appendix 2: Survey questionnaire for teacher ………… ……………………………… V Appendix 3: Class observation sheet - Students’ on – task behavior………… ……….IX Appendix 4: Class observation sheet - Overall class participation ………… ……….XII Appendix 5: Class observation sheet 3………… …………………………………… XIV Factors from teacher which affect students’ participation in Pair work and group work Appendix 6: Class observation sheet 4………… ……………………………………… XVI Factors from students which affect students’ participation in Pair work and group work Appendix 7: Questions for students’ interview………… ……………………………XVIII Appendix 8: Questions for teacher’s interview………… …………………………… XIX Appendix 9: Transcript from students’ interviews…………………………………… XX Appendix 10: Transcript from teachers’ interviews………………………………… XXIV 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART A: INTRODUCTION I Rationale of the study In recent decades, English has been more and more important in Vietnam The importance of English is not only in how many people speak it but also in what it is used for Besides the native language is popularly used in all fields of the society, English is now widely known as the major language of intercommunication, international commerce, business, science and technology and so on As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes In general, despite deriving from different purposes, every one wants to turn English to become their own instrument in their lives Over the past few years, the application of the communicative language teaching method has been widely adopted This marked the beginning of a major change in the language teaching and learning at Luong Van Tuy Gifted High School in Ninh Binh And the students‟ speaking skill as well as their communicative abilities has been improved remarkably In the speaking class of English major students, there are many speaking activities Among them, Pair work and Group work, key features of learner – centered orientation – have received more emphasis because of a number of advantages they bring about Being a teacher of English at Luong Van Tuy Gifted High School, the researcher is well aware of the importance of using pair work and group work during speaking lesson However, like many other teachers of English here, the researcher see that the students in general and the English proficiency students have also faced many challenges coming from teacher, students, classroom condition, and different culture between two languages when organizing and managing pair work and group work This lead me the choice of the study “Teacher and students’ factors affecting students’ participation in pair work and group work – A case study at Luong Van Tuy Gifted High School” with the hope of investigating the teacher and students‟ factors which come from teacher and students themselves affecting the students‟ participation in pair work and group work With regard to the factors affecting the students‟ participation in pairs and in groups, the study focused on the students‟ factors including learning styles, attitudes and motivation, language levels, learning habits and gender differences; teacher factors including teacher methods, 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 knowledge, characteristics and roles in oral activities This research is also aimed at discovering the application of pair work and group work during speaking lesson in English major classes and then some feasible suggestions for both teacher and students to organize the pair work and group work successfully Thus, pair work and group work can be used in flexible way to create variety, freshness in the classroom atmosphere and most importantly, to enhance students‟ oral practice of English II Aims of the study The aims of the study are to investigate the factors affecting students‟ participation in pair work and group work of English major students at Luong Van Tuy Gifted High School in Ninh Binh Some mains purposes covering the study are summarized as follows: - To identify the application of pair work and group work in speaking lesson at Luong Van Tuy Gifted High School - To point out some teacher and students‟ factors affecting students‟ participation in pair work and group work - To give some suggestions for teachers to stimulate students and to improve their participation when working in pairs and in groups III Scope of the study Concerning the scope of the study, some of the following things should be taken into consideration First, the subjects of the study are the 99 English major students at Luong Van Tuy Gifted High School We chose the major students of English because they had basic knowledge about English and began to learn English as their proficiency so in speaking lesson, they will be more participated in speaking activities, especially in pair work and group work Second, the study only focuses on oral activities because speaking skill is considered the most important and needs developing for their future employment aspect Third, the study concentrates to find out the human factors including teacher factors and student factors Finally, the two techniques chosen to be investigated are pair work and group work IV Research questions of the study This study was aimed to answer the three following research questions: 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 How often are pair work and group work applied in English speaking class in Luong Van Tuy Gifted High School? How actively are the students involved in pair work and group work? Which are the teacher and students‟ factors affecting their participation in pair work and group work? What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students? V Methodology of the study To realize the aims of the study, a case study was used The theoretical background of the study comes from many published books written by different authors on language teaching and language acquisition The data collected for the study come from two sources: The students and the teachers of English at Luong Van Tuy Gifted High School (99 students of three English proficiency classes and 10 teachers of English) by making survey questionnaires, class observation and interview In this research, quantitative method is used, too All comments, remarks, recommendations assumption and conclusion provided in the study based on the analysis of the statistics from the survey questionnaires conducted with students and teachers of Luong Van Tuy Gifted High School The study is also based on a qualitative method with the author‟s own experience and observation during years of teaching English VI Significance of the study The study is of great values by the following reasons: First, the information about the self – evaluation of the participation in pair work and group work of the students is believed to be useful for the teachers of English in general and teachers of English at Luong Van Tuy Gifted High School in Ninh Binh in particular Second, identifying some human factors affecting students‟ participation of students in pairs and in groups, pointing out students‟ preferences and demands to activities and techniques applied by teachers are believed to be helpful for all teachers when teaching speaking and when designing pairs and groups Third, giving some recommendations for teachers to motivate students to participate in pairs and groups and to overcome obstacles and difficulties in teaching speaking is expected to be beneficial 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XI 33 34 35 Comments: ……………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XII APPENDIX 4: CLASS OBSERVATION SHEET Overall class participation (Adapted from Hopkins 1985: 95) Observer: ………………………………………………………………………………… Date: D………….M……….Y…………………………………………………………… Teacher: ……………………………………………………………….………………… Time of class: ……………………………………………………………………………… N0 of students present:…………………………………………………………………… Level of class:……………………………………………………………………………… Type of material (circle one) : Artificial/ Authentic Description of the materials: ……………………………………………………………… Activity:…………………………………………………………………………………… Observation focus: Levels of students’ participation in an average mark for any one item Instructions: a This sheet is for observing the class as a whole, not individual student b Complete this sheet when the activity drawing to a close c Circle one number for each statement below d Add final comments at the bottom of the sheet if you want Content of the Observation sheet: How involved in the lesson task the students are? Not very involved Very involved High How students concentrated on the specific task? Low How students concentrated throughout the lesson? Low High Very much so Very much so How did the students enjoy the activity? Not really Are the tasks appropriate for the students? Not really 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIII Comments: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIV APPENDIX 5: CLASS OBSERVATION SHEET (Factors from teacher which affect students’ participation in pair work and group work) Class: ……… Unit ……… Speaking lesson Date ………… Number of students in the class: …… (Including ……… male and ………female) Requirement of the class observation sheet: Complete the columns illustrated the factors which come from teacher affecting the students’ participation in Pair work (PW) and Group work (GW) The following information is numbered from the first to the last factors: Teacher’s English proficiency level Teacher’s age Teacher’s characteristic Teacher’s position in organizing PW and GW Teacher’s time to prepare for PW and GW Teacher’s teaching experience Teacher’s interruption in PW and GW Teacher’s uneven allocation of turn Number of Teacher’s factors affecting students’ participation in PW and GW students participated in Pairs Group (1) (2) (3) (4) (5) (6) (7) (8) 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XV Comments; …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVI APPENDIX 6: CLASS OBSERVATION SHEET Factors from students which affect students’ participation in pair work and group work Class: ……… Unit ……… Speaking lesson Date ………… Number of students in the class: …… (Including ……… male and ………female) Requirement of the class observation sheet: Complete the columns illustrate the factors which come from students affect the students’ participation in Pair work (PW) and Group work (GW) The following information is numbered from the first to the last factors: Students’ passive learning style Students’ motivation Students’ English proficiency Students’ speaking habit Students’ fear of mistakes and derision Students’ gender differences Un - cooperation of partners Overuse the Vietnamese Number of students participated in Pairs Group Students’ factors affecting students’ participation in PW and GW (1) (2) (3) (4) (5) (6) 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z (7) (8) 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVII Comments; …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVIII APPENDIX 7: QUESTIONS FOR STUDENTS’ INTERVIEW Part I General information about the informants: Your age: …… Your gender: Male Female Your grade 10 11 12 English proficiency level in the previous term: Excellent Good Fare Bad Part II Information concerning the students’ participation in pair work and group work: In the speaking lesson, teacher often asks students to work……… a in pairs b in groups c Individually d With the whole class How you often evaluate the students’ level of participation in the pair work and group work among the students of your class? a Always b Often c Sometimes d Never Could you point out some benefits that pair work and group work bring to the students? Part III Information concerning factors affecting students’ participation in pair work and group work What difficulties you often have in participating in pair work and group work? (Difficulties from yourselves, from the teacher, from classroom condition, from different culture…) Which factors is considered to be the most challenge you have to encounter when taking part in pair work and group work? Part IV Information concerning the students’ desire when taking part in pair work and group work To motivate students in taking part in pair work and group work, what should the teacher do? To motivate students in taking part in pair work and group work, what should the students do? 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIX APPENDIX 8: QUESTIONS FOR TEACHER’S INTERVIEW Part I: General information about informants: Your age: …… Your gender: Male Female Numbers of years of teaching experience: ………….years Highest academic/ professional qualification: a A teacher’ certificate in language education b A diploma in language education c A Bachelor’s degree in language education d A master’s degree in language education e Others; please specify……………………… Number of class (es) you have taught English: ……… Part II: Information concerning the application/ organization of pair work and group work and the students’ level participation in pair work and group work: How you often use pair work and group work in your classes? How you evaluate the students’ level participation in pair work and group work? To use pair work and group work successfully in a high school, what does the teacher has to do? Part III: Information concerning the factors affecting students’ participation in pair work and group work: What problems you often encounter when organizing pair work and group work? What problems your students often have when participating in pair work and group work? In your point of view, what is the most challenge for students to take part in pair work and group work? Part IV: Information concerning the teacher’s recommendation to motivate students to take part in Pair work and group work: What should you to encourage the students to participate in pair work and group work? What technique should be used? How would you like to arrange the classroom during the speaking lesson which helps to increase students’ motivation in pair work and group work? 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XX APPENDIX 9: TRANSCRIPT FROM STUDENTS’ INTERVIEWS Part II Information concerning the students’ participation in pairs and in groups: SS1 Q1: - The teacher often asks us to work in pairs and in groups especially in speaking lesson Q2: - I think I always take part in the two activities It’s very interesting and it helps me a lot Q3: - Some advantages of pair work and group work I know are: we have chance to speak English, we can exchange ideas with others… SS2 Q1: - We often took part in pairs and in groups, especially during the speaking lesson Q2: - Oh I often participate in pairs and in groups, but sometimes, when the activities are not very motivated, we want to work individually Q3: - It helps us more relaxed, more confident when speaking English, and sometimes, we can chat with others in Vietnamese… SS3 Q1: - We sometimes work individually, but often work in groups and in pairs Q2: - I took part in pair work and group work quite often Q3: - I can feel more confident when working with the students of high English knowledge and sometimes, the teacher marks me or 10 SS4 Q1: - We like grouping and pairing Q2: - I sometimes not want to participate in pairs and in groups because it wastes of time and it makes noise Q3: - It helps me relaxed because sometimes I can speak in Vietnamese about another topic SS5 Q1: - I often work in pairs and in groups I feel more confident when working with another student It helps me a lot Q2: - I often took part in pairs and in groups with great enthusiasm Q3: - It creates more chances for all students in class to speak out in English SS6 Q1: - I know the advantages of working in pairs and in groups, so I often take part in these two activities Q2: - I always participate in pairs and in groups I think these activities are very useful for us, students Q3: - We have more chance to speak in English and to exchange ideas with 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXI others SS7 Q1: - In my last speaking lesson, we’ve just worked in pairs and groups We like taking part in the two activities Q2: - I always want to work in pairs and in groups in all English lessons Q3: - I can learn more from my partners SS8 Q1: - We are often asked to work in pairs and groups Q2: - I am interested in working in pairs and in groups We expect to have more chances to practice in English Q3: I feel happy when marking high notes, especially in speaking lesson It helps me a lot SS9 Q1: - My teacher often designs pair work and group work in speaking activities so that we can more motivated in speaking English Q2: - We often participate in pairs and groups with enthusiasm Q3: - It gives us opportunities to practice English and to understand others Part III: Information concerning factors affecting students’ participation in PW and GW: SS1 Q1: - When working in pairs and in groups, I often have trouble Q2: - I think my learning habit is the most important factor SS2 Q1: - Sometimes, the trouble from the un-cooperation of the partner makes me shy when taking part in pairs and in groups Q2: - The fear of making mistakes and derision SS3 Q1: - Difficulties from students themselves and different cultures Q2: - The problems from different cultures between English and Vietnamese became the main factor affecting students’ participation in pairs and in groups SS4 Q1: - I have trouble when always working with a girl It makes me shy Q2: - The fear of mistakes and the low English proficiency makes me not very confident when taking part in pairs and in groups SS5 Q1: - Sometimes, the factors come from teacher makes me not very concentrated in pairs and in groups Q2: - It’s the teacher’s interruption when I am in progress of speaking out in English He always reminds students not to make mistakes SS6 Q1: - The teacher’ less motivation in the speaking topic and unclear instruction 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXII Q2: - The most important factor is that the fear of making mistakes during the talk SS7 Q1: - I like speaking English but sometimes, I can not find suitable word to express my ideas Q2: - It’s the fear of mistakes SS8 Q1: - My English is not very good, so I am not confident enough to speak out in English Q2: The most important factor that affect my participation in pairs and groups is that the fear of making mistakes SS9 Q1: - I feel very ashamed when standing in front of the class to speak out in English Q2: - The most challenge for me is the fear of making mistakes when speaking out in English Part IV: Information concerning the students’ desire when taking part in pairs and in groups SS1 Q1: - I want my teacher to be more enthusiastic, friendly and helpful Because her behavior will encourage us to speak Q2: I want to work with the students of the same language proficiency SS2 Q1: - Teacher should accept a variety of our answers I speaking, I think we can express our ideas though they are very different from teacher’s Q2: - I want my partner to be more concentrated and more active when organizing ideas during the talk SS3 Q1: - In fact, we are often pressured in speaking lesson, I think communicative games can help us a lot Teacher should let us to play more games Q2: - I want to be more confident when standing in front of the class and speak out in English SS4 Q1: I want my teacher to provide us a promotion lead – in and a clear instruction Q2: - I think students should prepare topics carefully at home and face with mistakes maybe made when talking SS5 Q1: I think, we often lack of the vocabulary and structure to express the ideas, so teacher should provide us more language structure to encourage us 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXIII Q2: I think each student must maximize her/ his talking time SS6 Q1: - I always have troubles organizing ideas, structures to talk about a topic Q2: - I want my teacher to provide us some structures and suggestions on which all students base to talk confidently SS7 Q1: - Sometimes, my teacher of English does not give us feedbacks so that we don’t know where we are and what are our shortcomings or strengths Q2: - I would like to receive feedback and notes from teacher after our talk SS8 Q1: - We have a passive learning habit at both school and at home so when being asked to work actively in a pair or in a group, we really face with difficulties Q2: - We hope to receive useful advice from our teacher concerning tips to speak English well and an active learning style SS9 Q1: - When working in pairs and in groups, I often face with un – cooperation from my partner because of differences between knowledge language levels of the participants Q2: - I hope to be worked with the students of the same language proficiency and of the same interest 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXIV APPENDIX 10: TRANSCRIPT FROM TEACHER’S INTERVIEWS Part II Information concerning the application of pairs/ groups and students’ level participation in PW and GW T1 Q1: - Each unit, there is a speaking skill and in the speaking skill, I often implement the pairs and groups Q2: - My students are well aware of the important role of pairs and groups in speaking class, so they work with great interest Q3: - Certainly, teacher should follow what they had prepared in their lesson plan T2 Q1: - I often use these two activities in the speaking lesson Q2: - Most of them participated in pairs and group quite often and with enthusiasm But, there are several students who seem to be hesitated when taking part in this kind of activities Q3: - The teacher should pay attention to those who speak less in the class and give them more help than others T3 Q1: - I often implement the pair work and group work This helps my students be more active and motivated in speaking lesson Q2: - They are eager to take part in pairs and groups Q3: - The teacher should combine different activities, not always pair work and group work, and teacher should create a real fresh atmosphere, a competitive one Part III: Information concerning factors affecting students’ participation in PW and GW T1 Q1: - I have a loaded timetable at school and at home I also have to lot of things I don’t have time enough to prepare well for PW and GW It’s waste of time I always ask my students to prepare at home the topic to be talked Q2: - Sometimes, when working with the partner of opposite gender, they are often shy and hesitated Q3: - But the most important factor that affect their participation in pairs and in groups is their passive learning style T2 Q1: - I sometimes lose the control of the class and the students sometimes make noise This affects other classes Q2: - Their English knowledge level Sometimes they don’t know what will be 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 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.37.99.44.45.67.22.77.99.44.45.67.22.55.77.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.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99