Rationale of the study
In recent decades, English has become increasingly vital in Vietnam across various sectors, including politics, economy, culture, communication, education, and information technology This shift has been particularly pronounced since Vietnam adopted its open-door policy and joined the WTO Proficiency in English enables Vietnamese workers to access the latest global information and engage in the international labor market, where English serves as the primary means of communication in today’s modern world.
Vietnamese learners face significant challenges in using English for real communication due to their limited speaking abilities Traditional English teaching methods in high schools focus primarily on reading and writing, neglecting essential speaking and listening skills Although students can complete some tasks in English, they struggle to use the language effectively for communication The introduction of Communicative Language Teaching (CLT) aimed to shift the focus from mastering language structure to mastering practical usage However, the persistent influence of traditional English Language Teaching (ELT) methods in Vietnam continues to hinder the development of speaking skills, leaving the overall landscape of English education uninspiring.
At Dong Hy High School in northern Vietnam, students face significant challenges in learning English due to limited exposure, with only three lessons per week While they are encouraged to participate in additional English courses, the curriculum lacks sufficient depth to develop essential communication skills To succeed in learning English as a foreign language, students require support from teachers to master the four key language skills: speaking, listening, reading, and writing.
This action research explores the effectiveness of group work activities in reducing speaking anxiety among secondary school students Among the four essential language skills—listening, writing, reading, and speaking—students often struggle the most with speaking By implementing collaborative tasks, this study aims to provide the necessary support to enhance students' confidence and proficiency in speaking, ultimately fostering a more conducive learning environment.
Teachers at my school have recently implemented activities that encourage students to move beyond simply mastering language structures, allowing them to communicate more effectively in real-life situations The incorporation of group work across various lessons has proven to be an effective strategy for motivating students to learn English By organizing students into groups, teachers facilitate peer support and collaboration, leading to numerous benefits such as increased language practice, purposeful communication, enhanced student involvement and motivation, and opportunities for fostering responsibility, autonomy, and independence among learners.
Simply placing students in a group does not guarantee a beneficial outcome, as group work requires careful planning and facilitation to be effective Without proper implementation, group work can lead to frustration among both students and instructors, ultimately resulting in a waste of time.
In group work at DHHS, it became evident that while stronger students actively contributed, many weaker students remained passive A significant number of students displayed anxiety rather than confidence when speaking English, often exhibiting behaviors such as providing frequent communicative feedback like "uh-huh" and fidgeting with their hair or clothing This observation underscores the importance of studying student anxiety, as it can hinder their participation and learning As Tyron Edwards aptly stated, "Anxiety is the rust of life, destroying its brightness and weakening its power," highlighting the detrimental effects of anxiety on students' educational experiences.
Motivated by a desire to assist her students in overcoming challenges in English speaking, the researcher conducted a study titled "The Use of Group Work to Reduce Grade Ten Students' Anxiety in Speaking Lessons at Dong Hy High School."
This research explores the effectiveness of group work activities in alleviating speaking anxiety among students By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that engaging in group activities can significantly reduce anxiety levels, leading to improved speaking skills and overall communication abilities This approach not only fosters teamwork but also enhances students' comfort in expressing themselves verbally, making it a valuable strategy in educational settings.
II Aims and objectives of the study
- gain understanding of factors that cause students‟ anxiety in speaking English lessons in one tenth form class of Dong Hy high school
- experiementing solutions that can address anxiety-causing factors so as to help the students to feel less anxious in speaking English in the speaking lessons
Those aims are specified into the following objectives:
- to find out what students say about factors that make them anxious in speaking English in the classroom;
- to find out effective classroom techniques that can create a low-anxiety classroom atmostphere so that students can be more active in speaking English in the lessons
In order to achieve the above-mentioned aims and objectives, the study is to seek answers to the following research questions:
1 What factors do a group of grade 10 th students in Dong Hy high school think cause their anxiety in speaking English?
2 What classroom techniques that help to reduce the students‟ stated anxiety in speaking English?
III Scope of the study
As an action research project, the study was conducted with the researcher‟s own students in her own class The study is, therefore, limited itself to just one
The researcher identified students' speaking anxiety as a significant issue in her teaching After analyzing the factors contributing to this anxiety among her 10th-grade students, she implemented various interventions to effectively address the problem.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and enhances confidence in oral communication The findings suggest that structured group interactions significantly reduce anxiety levels, leading to improved speaking skills among students Ultimately, fostering teamwork can be a valuable strategy in educational settings to empower learners and promote a positive attitude towards speaking in public.
IV Methods of the study
This study utilized a quantitative approach, relying solely on questionnaires for data collection Specifically, both pre-action and post-action questionnaires were administered to gather relevant information.
The thesis consists of three parts:
Part A – INTRODUCTION- presents the rationale, the aim, scope, significance, methods, design of the study
Part B – DEVELOPMENT- consists of three chapters
Chapter One of the Literature Review explores essential theories pertaining to speaking skills and their associated concepts, including student participation and group work dynamics in speaking lessons It defines anxiety related to speaking English in the classroom (SEC) and identifies the primary factors contributing to students' anxiety in SEC Additionally, it examines the teacher's role in influencing students' anxiety levels during speaking activities.
Chapter two- Research methodologies- presents the methodology performed in the study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter
Chapter Three presents the results and discussion of the study, focusing on the effectiveness of group work activities in alleviating speaking anxiety among tenth-grade students at Dong Hy High School The findings indicate that collaborative learning environments significantly contribute to reducing students' anxiety levels during speaking lessons, fostering a supportive atmosphere that encourages participation and confidence This chapter explores various group work strategies implemented during the study, highlighting their positive impact on students' speaking skills and overall classroom engagement The discussion emphasizes the importance of incorporating such activities in the curriculum to enhance students' language proficiency and reduce anxiety in speaking situations.
Part C: CONCLUSION- summarizes all the key issues as well as the limitations of the study and suggestions for further study
This research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that structured group interactions can significantly reduce anxiety levels, enabling students to engage more freely in speaking activities Ultimately, this approach not only enhances communication skills but also fosters a positive classroom atmosphere conducive to learning.
PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW
Scope of the study
As an action research project, the study was conducted with the researcher‟s own students in her own class The study is, therefore, limited itself to just one
The researcher identified a significant issue in her teaching: students' speaking anxiety To address this challenge, she analyzed the factors contributing to the anxiety among her 10th-grade students and implemented various interventions aimed at alleviating the problem.
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive learning environment that encourages student interaction and boosts confidence in speaking The findings suggest that engaging in group activities significantly alleviates anxiety, fostering a more positive attitude towards oral communication Ultimately, this research highlights the importance of incorporating group work into language learning to enhance students' speaking skills and reduce anxiety levels.
Methods of the study
This study utilized a quantitative approach, relying solely on questionnaires for data collection Specifically, both pre-action and post-action questionnaires were administered to gather comprehensive insights.
Design of the study
The thesis consists of three parts:
Part A – INTRODUCTION- presents the rationale, the aim, scope, significance, methods, design of the study
Part B – DEVELOPMENT- consists of three chapters
Chapter One of the Literature Review explores essential theories related to speaking skills, emphasizing the significance of student participation and group work in speaking lessons It defines anxiety in the context of speaking English in the classroom and identifies the primary factors contributing to students' anxiety Additionally, it examines the teacher's role in influencing students' anxiety levels during speaking activities.
Chapter two- Research methodologies- presents the methodology performed in the study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter
Chapter Three presents the results and discussion of the study, focusing on the data collected regarding the impact of group work activities on reducing speaking anxiety among grade ten students at Dong Hy High School The findings suggest that implementing collaborative learning strategies significantly alleviates students' anxiety during speaking lessons, fostering a more supportive and engaging classroom environment This approach not only enhances students' confidence in their speaking abilities but also promotes peer interaction, which is crucial for language acquisition The discussion emphasizes the importance of integrating group work into the curriculum as an effective method for addressing anxiety and improving overall student performance in speaking activities.
Part C: CONCLUSION- summarizes all the key issues as well as the limitations of the study and suggestions for further study
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence among learners The findings suggest that engaging in group activities significantly reduces anxiety levels, allowing students to express themselves more freely Ultimately, this research highlights the importance of fostering a collaborative learning atmosphere to enhance speaking skills and reduce anxiety in educational settings.
LITERATURE REVIEW
Speaking skills and its related concepts
Effective speaking skills are crucial in both professional and personal contexts, facilitating clear communication and reducing misunderstandings According to Burn-Joyce (1997), speaking transcends mere conversation, which is defined as the informal exchange of thoughts and information Consequently, speaking is recognized as the most impactful form of communication Penny Ur (1995) emphasizes that speaking is often perceived as the most vital language skill, with individuals proficient in a language being labeled as its speakers, suggesting that speaking encompasses all other aspects of language proficiency.
Speaking skills play a crucial role in enhancing other essential abilities such as listening, reading, and writing, ultimately improving overall communication Effective speaking requires active engagement with what is heard, and proficient speakers typically possess a wealth of theoretical and social knowledge, boosting their confidence in reading and writing Therefore, as speaking skills develop, so too do other competencies, leading to a more comprehensive skill set.
Secondly, good speaking is said to be a good source of motivation for students It helps them use the language appropriately and flexibly an every day communication
This action research explores the effectiveness of group work activities in alleviating speaking anxiety among students By fostering collaboration and peer interaction, the study aims to create a supportive environment that encourages students to express themselves more freely The findings suggest that structured group activities not only enhance speaking skills but also significantly reduce anxiety levels, leading to improved overall communication abilities Implementing such strategies in educational settings can promote greater confidence and participation among learners.
Highly motivated students tend to perform better academically, as noted by Harmer (1998) Speaking serves as a significant motivational tool, enabling students to express their ideas quickly and naturally Furthermore, engaging in speaking activities allows students to recognize their language proficiency, inspiring them to study more diligently to enhance their language skills.
Students' speaking activities provide teachers with immediate and accurate feedback on their understanding of the lesson By observing these interactions both in and out of the classroom, educators can identify students' strengths and weaknesses in language skills, enabling them to develop targeted solutions and effective teaching plans.
In conclusion, speaking skill plays a significant in teaching and learning a foreign language That is the reason why speaking skill should be taught and practiced in the language classroom
Harmer (1999:269-270), presents three elements for oral production as the following:
Effective English speakers must master not only the individual phonemes but also the concept of "connected speed." This involves modifying sounds through assimilation, omitting them via elision, adding sounds through linking, and weakening them through contractions and stress patterns.
Expressive devices play a crucial role in conveying meaning, enhancing emotional expression and intensity in communication To become effective communicators, students must learn to utilize these suprasegmental features and devices.
Lexis and grammar: spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language
This action research explores the use of group work activities to alleviate students' speaking anxiety By implementing diverse phrases that serve various functions—such as agreeing, disagreeing, expressing surprise, shock, or approval—teachers can create a supportive environment that encourages student participation This approach not only helps in reducing anxiety but also fosters effective communication skills among learners.
Effective negotiation relies on clear communication, where the language used plays a crucial role in seeking clarification and organizing thoughts Asking for clarification is essential when listening to others, ensuring that all parties understand the discussion and facilitating smoother negotiations.
In conclusion, all this brings up important points that are useful to the teaching and learning speaking skill
Group work in a speaking lesson
Group work is a vital strategy for teachers to enhance students' speaking skills, significantly influencing classroom dynamics through student-centered teaching As highlighted by Nunan (1992), this approach has become integral to modern educational practices, fostering active participation and interaction among learners.
Group work, as defined by Doff (1998: 137), involves the teacher organizing the class into small groups, typically consisting of four to five students each, allowing all groups to collaborate simultaneously.
Group work fosters cooperation among students, allowing them to share goals and responsibilities while gaining independence in their learning decisions This collaborative environment reduces the pressure of a full classroom audience, enabling students to negotiate and consider diverse opinions As a result, they participate more confidently and feel free to experiment with language use.
1.2.2 Advantages and disadvantages of group work
Using group work in teaching and learning languages has some advantages as follows:
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering a collaborative learning environment, students are encouraged to engage more freely in discussions, which helps build their confidence in speaking The study highlights that structured group activities not only enhance communication skills but also create a supportive atmosphere where students feel less intimidated Ultimately, implementing these strategies can significantly reduce anxiety levels and improve overall speaking performance among learners.
To enhance student interaction in large classes, teachers find that creating smaller groups is an effective strategy Students who may hesitate to engage in a class of 50 are often more willing to participate in groups of six to eight Although this approach requires significant preparation from the teacher, it positively impacts the teaching and learning process Evidence shows that in traditional language classes, where teacher talk predominates, students have limited speaking opportunities In contrast, group work allows for increased dialogue, negotiation of meaning, and extended conversational exchanges, ultimately fostering communicative competence, which is a key objective of Communicative Language Teaching (CLT) Therefore, group work is favored as a method to boost student participation in communicative activities within large classes.
Group work has some disadvantages Below are their common problems:
Implementing group work in the classroom can be challenging, with potential issues including loss of teacher control, students using their native language, and the reinforcement of errors However, with the right approach, group work can be highly effective According to Brown (1994), successful group work relies on selecting an appropriate task, such as games, role-plays, or projects, and following guidelines for organization To maximize the benefits of group work, teachers should plan carefully, defining clear objectives and concepts, and providing guidance on group operation and evaluation By establishing a clear framework and providing feedback, teachers can help students work together effectively and achieve their learning goals.
Utilizing group work activities can significantly reduce students' speaking anxiety, as demonstrated in this action research By fostering collaboration among peers, students feel more supported and engaged, leading to improved communication skills It is essential to establish clear grading criteria for group participation, as this encourages individual accountability and enhances the overall effectiveness of the group dynamic Grading against a set standard, rather than on a curve, promotes a more equitable assessment environment, ensuring that all students can succeed based on their contributions and efforts.
1.2.3 Teacher’s role in carrying out group work
Teachers must embrace new attitudes towards the teaching and learning process in large classes, moving away from total control to fostering student autonomy and cooperative learning This shift involves allowing students to take the stage and engage in self-access activities Consequently, beyond their traditional roles as the primary source of knowledge and assessors of student work, teachers must also act as organizers, controllers, assessors, promoters, and participants in group work (Harmer, 1991:124).
The magazine of Vietnam‟s English Teacher and trainer net work (Issue 15- Winter 9- 2008)
Definitions of anxiety in Speaking English in classroom (SEC)
Anxiety, as defined by George Ostler in 1994, is described in the Oxford Dictionary of Current English as a troubled state of mind characterized by worry The Longman Dictionary of Contemporary English further elaborates on this concept, defining anxiety as the feeling of being extremely worried about something This broad definition highlights the pervasive nature of anxiety in our lives.
“a feeling of worry, nervousness, or unease about something with an uncertain outcome” (http://oxforddictionarries.com/?attempted= true) The third one gives a specific and easy to understand definition of anxiety
1.3.2 Anxiety in second language (L2) and in SEC
L2 anxiety is defined as a complex of self-perceptions, beliefs, feelings, and behaviors linked to language learning in the classroom, according to ElKhafaifi (2005) Additionally, Tanveer (2007) identified that the core of L2 anxiety revolves around specific challenges faced by learners in the language acquisition process.
Using group work activities can effectively reduce students' speaking anxiety, which often manifests as feelings of tension or nervousness during communication Implementing these collaborative strategies in educational settings provides a supportive environment that encourages participation and builds confidence By focusing on reducing anxiety in speaking and listening, educators can enhance students' overall learning experiences and promote a more engaging classroom atmosphere This action research highlights the importance of addressing speaking anxiety to improve students' communication skills and academic success.
Though there is no definition of anxiety in SEC found, though ones of L2 anxiety, anxiety in SEC can be understood as a felling of worry, nervousness, or unease in SEC.
Main factors causing students’ anxiety in SEC
According to Horwitz et al (1986: 128, cited by Tan veer, M (2007:11),
Communication apprehension is a form of shyness that involves fear or anxiety related to interacting with others Test anxiety, which is a type of performance anxiety driven by a fear of failure, is not the focus of this research, particularly since there are no assessments on SEC in DHHS high school Additionally, fear of negative evaluation encompasses concerns about how others perceive us, leading to avoidance of evaluative situations and the anticipation of negative judgments The author elaborates on these concepts, noting that oral communication anxiety manifests in both small group interactions and public speaking, often referred to as stage fright.
Fear of negative evaluation, while akin to test anxiety, extends beyond exam scenarios and can arise in various social contexts, including job interviews and foreign language classes Recent research highlights that this fear is particularly prevalent during language speaking activities in classroom settings.
Effects of anxiety on students of SEC
Anxiety significantly impacts English speaking abilities, as highlighted by Horwitz et al (1986), who noted that various studies across different instructional contexts and languages consistently reveal a negative correlation between language anxiety and proficiency.
Using group work activities can significantly reduce students' speaking anxiety, as highlighted in the action research conducted by Hyesook Park and Adam R Lee (2004), which found that learners' anxiety levels negatively impact their oral performance Specifically, Vietnamese students often face challenges such as pronouncing difficult sounds and utilizing body language, which can exacerbate feelings of shyness and fear of making mistakes This anxiety detrimentally affects their overall speaking quality in English Therefore, it is essential for teachers to implement strategies that alleviate students' anxiety to enhance their language learning experience.
Teacher’s role to students’ anxiety in SEC
Research by Kurihara (2006) highlights the significant influence of teacher attitudes on student attitudes in English as a Foreign Language (EFL) classrooms It emphasizes that teachers play a crucial role in shaping students' motivation and behavior, ultimately fostering a more positive learning environment.
Tanveer M (2007:71) recommends that creating friendly, informal, and supportive learning environments can encourage students to actively engage in speaking English Teachers can foster such environments through their friendly, helpful, and cooperative behavior, which helps students feel comfortable participating in class discussions This conclusion highlights the importance of a positive classroom atmosphere for effective language learning.
Teaching techniques to reduce students anxiety in SEC
One study which was conducted by Worde (2003) suggests many meaningful measures as following:
- create a low stress, friendly and supportive learning environment;
- foster a proactive role on the part of the students themselves to create an atmosphere of group solidarity and support;
- be sensitive to students‟ fears and insecurities and help them to confront those fears;
This action research explores the effectiveness of group work activities in reducing speaking anxiety among students By fostering a collaborative environment, the study aims to enhance students' confidence and communication skills The findings suggest that engaging in group activities can significantly alleviate anxiety, promoting a more positive learning experience Ultimately, implementing structured group work can lead to improved student participation and better overall performance in speaking tasks.
- use gentle or non-threatening methods of error correction and offer words of encouragement;
- make judicious use of purposeful group work or collaborative activities;
- use relevant and interesting topics for class discussions and exercises;
- consider ways to layer and reinforce the material in an attempt to aid acquisition and retention;
- give written directions for homework assignments;
- speak more slowly or consider using English to clarify key points or give specific directions;
- attend to the learning styles or preferences of the students
- hear and appreciate the voices of students for valuable insights, ideas and suggestions
This action research project focuses on addressing students' speaking anxiety through the implementation of group work, a strategy chosen for its suitability in large classes The researcher posits that appropriate grouping strategies can help reduce stress levels among students when speaking The subsequent section explores the advantages of group work and offers practical grouping techniques to enhance student engagement and confidence.
2 Practical grouping strategies 2.1 Group formation
According to Jung (2004: 5-7), frequently employed grouping methods include random, student - selected and teacher- selected groupings
Random grouping is a popular method for in-class activities due to its ease and efficiency Educators typically organize students based on their seating arrangements or assigned serial numbers The choice of grouping depends on the available time and the nature of the activities planned.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, instructors can create a supportive environment that encourages participation Incorporating games, competitions, and engaging group dynamics not only fosters teamwork but also makes the learning process enjoyable These strategies aim to enhance students' confidence and reduce anxiety during speaking activities, ultimately leading to improved communication skills.
Student-selected grouping is favored by learners, as they tend to gather with friends, which enhances their participation in activities When students work in groups with familiar peers, they feel more at ease using a language they are still mastering This comfort encourages them to take risks, make mistakes, and enjoy the learning process, ultimately leading to a more effective and enjoyable language acquisition experience.
Teacher-formed grouping necessitates meticulous planning, as educators consider students' prior achievements, preparation levels, work habits, and learning preferences By creating heterogeneous groups, teachers foster peer tutoring, facilitate connections among diverse student types, and promote on-task behavior.
This action research explores the effectiveness of group work activities in alleviating speaking anxiety among students By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence in speaking The findings suggest that engaging in group activities significantly reduces anxiety levels, fostering a more positive learning experience Ultimately, the research highlights the importance of incorporating interactive methods in educational settings to enhance student communication skills and reduce apprehension.
Table 2.2 Procedures of group work
The teacher maps out the specific objectives of the lesson, the task used
The teacher introduces new concepts, language items and equips necessary vocabulary, structures to achieve the coming task
The teacher gives clear, details instructions for the task and models them, checks for clarification
The teacher arranges the students in groups, assigns roles to makes sure there is control and order
Process stage The students engage in the interaction cooperatively to achieve the task, the teacher monitors, strolls around the class and gives helps when necessary Reporting stage
Group representatives report their group product to the whole class
The teacher assigns a related task to reinforce learning and self- evaluates what have been done in the group work
Ending stage The teacher assesses the work of groups, corrects errors, makes amendments to future group work
2.3 Common oral activities for group work
Students work in small group, do tasks or discuss certain topics, then the teacher makes a change with group arrangement to give them chance to exchange
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering collaborative environments, students can share their ideas and engage with peers from different groups, which enhances their confidence in speaking The study highlights various strategies for restructuring group interactions to promote a supportive atmosphere, ultimately aiming to improve students' oral communication skills and reduce anxiety levels during speaking tasks.
In the "Three Stay, One Stray" activity, each four-member group engages in a discussion where three members remain in their original group while one member, typically the group reporter, moves to another group This process allows the reporting member to share their group's ideas or decisions on a given issue, fostering collaboration and diverse perspectives among participants.
In the "Three Stray, One Stay" activity, the teacher assigns a number to each group member, allowing those with the same number to form a new group This collaborative approach encourages participants to share their group's agreements and insights within the newly formed teams.
* Pyramid grouping: Students work in small groups (of 2 or 3) on some tasks, then two or three groups are combined to make a new communicative setting
Put students in life- like situation, they will take roles to make conversations
To enhance classroom discussions, teachers should model conversations by assigning specific roles to students and allowing them time to prepare It's essential to consider each student's competence when assigning these roles; simpler tasks with basic expressions should be given to less proficient students, while more capable students can handle roles that require creative and flexible language use Additionally, teachers can support weaker students by encouraging them to write down necessary questions and responses in advance.
Information sharing is a fundamental aspect of group work that enhances individualized learning for students and fosters their language and social skills through cooperative tasks In an Interactive Group Activity (IGA), the process typically involves two key steps The first step is the cognitive and comprehensive stage, where students engage with materials provided by the teacher, allowing them to process and assimilate the knowledge and information presented.
Step 2 : Exchanging ideas and information, students work with follow partners, share the knowledge and information they have just perceived, try their
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By engaging in collaborative discussions, students enhance their communication skills and build confidence The study highlights how structured group interactions allow learners to express themselves more clearly and participate actively, ultimately fostering a supportive environment that reduces anxiety The findings suggest that implementing group work can significantly improve students' speaking abilities and overall classroom experience.
Problem-solving encompasses a diverse array of activities where students are tasked with finding solutions to various challenges (Burne, 1990) This approach encourages critical thinking and creativity, essential skills in the learning process, as highlighted in the English Now magazine (Winter 2005, Issue 11).
Problem-solving is an essential skill applicable to students at all levels, as it involves common processes such as hypothesizing connections between events, actions, or individuals, recognizing differences—whether real or perceived—and evaluating items based on subjective or objective criteria.
The use of the picture cards inevitably involves the use of group work Below are some among the activities that are useful for group work:
Common oral activities for group work
Students work in small group, do tasks or discuss certain topics, then the teacher makes a change with group arrangement to give them chance to exchange
This action research explores the effectiveness of group work activities in reducing speaking anxiety among students By encouraging collaboration, students can share their ideas with peers from different groups, fostering a supportive environment The study highlights various strategies that can be implemented to enhance student engagement and confidence during speaking tasks Ultimately, the findings suggest that structured group activities can significantly alleviate anxiety, promoting a more positive learning experience.
In the "Three Stay, One Stray" activity, each group of four engages in a discussion, after which one member, typically the group reporter, moves to another group This member presents their group's ideas or decisions on the assigned issue, fostering collaboration and sharing of perspectives among different teams.
In the "Three Stray, One Stay" activity, the teacher assigns a number to each student, allowing those with the same number to form a group This method encourages collaboration as group members share their insights and agreements with the new group.
* Pyramid grouping: Students work in small groups (of 2 or 3) on some tasks, then two or three groups are combined to make a new communicative setting
Put students in life- like situation, they will take roles to make conversations
Modeling contextual conversations in the classroom involves assigning roles to students and allowing them preparation time Teachers should consider each student's competence when designating roles, providing simpler tasks with basic expressions for less proficient students, while offering more creative and open-ended roles for those with greater abilities Additionally, teachers can assist struggling students by encouraging them to write down necessary questions and responses.
Information sharing is a fundamental aspect of group work that enhances individualized learning and fosters language and social skills among students Typically, this process involves two key steps: the first step is the cognitive and comprehensive stage, where students engage with materials provided by the teacher to process and assimilate the knowledge and information presented.
Step 2 : Exchanging ideas and information, students work with follow partners, share the knowledge and information they have just perceived, try their
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By engaging in collaborative tasks, students enhance their communication skills and gain confidence in expressing their ideas The findings suggest that such interactive approaches not only improve comprehension among peers but also foster a supportive environment for further discussion, ultimately contributing to a reduction in anxiety related to speaking.
Problem-solving encompasses a diverse array of activities that challenge students to identify and develop solutions to various issues (Burne, 1990, as cited in English Now, Winter 2005).
Problem-solving is an essential skill relevant to students at all levels, as it involves processes we encounter in everyday life We often hypothesize connections between various elements, detect differences—whether real or perceived—and evaluate items based on subjective or objective criteria.
The use of the picture cards inevitably involves the use of group work Below are some among the activities that are useful for group work:
Kim's Game involves students working in groups to observe a selection of items displayed on a table for thirty seconds After this brief observation period, the items are concealed with a cloth, prompting the groups to describe and identify the objects they saw Finally, group leaders present their findings and discussions to the entire class.
What is my line: The students in groups have to ask questions of another member within a limited time span and discover his /her occupation
In the engaging game of "Twenty Questions," one student selects an object or picture, placing it face down The other participants then take turns asking questions to deduce the identity of the item This interactive activity promotes critical thinking and enhances communication skills while fostering teamwork among students.
In conclusion, group activities are highly effective for enhancing students' speaking skills, often leading to unexpected improvements in the classroom.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that engaging in group activities significantly reduces anxiety levels, fostering better communication skills among students Ultimately, this approach not only enhances speaking abilities but also promotes a positive learning atmosphere.
Problems and solutions in using class group work
Effective in-class group work can be enhanced through meticulous preparation, clear instructions, and suitable facilitation Addressing common issues can lead to a more productive learning environment, as outlined by Jacobs and Hall (1994: 32, 2-13).
Table 2.4: Problems and solutions in using class group work
1, Students are resistant to group work
Teachers can emphasize the importance of small-group tasks by facilitating a plenary discussion that allows students to express concerns based on their previous experiences This approach not only addresses students' apprehensions but also clarifies how these tasks differ from past assignments, fostering a better understanding of their unique benefits.
2 Student talks too much or dominates the group
Teachers should privately communicate that, while they appreciate the valuable contributions from individual students, it’s important to allow all learners the opportunity to think independently and engage in the learning process.
3, Students talk too little or are
Teacher should speak to the student privately to determine the reason for lack of participation,
Teachers should emphasize to students that the material covered in group work will be assessed in upcoming quizzes or tests To reinforce this, educators can create test questions that require students to summarize the findings of their group projects.
4, Students are not listening to fellow group members
In a general class setting, the teacher can provide feedback on the issue and later address it during the plenary session It's essential for the teacher to call a time out and reorganize the activity, ensuring that all students link their comments to the previous speaker's points This approach fosters a more cohesive and engaging discussion among students.
5, Students lack the social skills needed to work with others
Teachers should encourage students who prefer working alone to participate in group activities while providing them with specific tasks that allow for some degree of isolation Additionally, teachers should instruct students on how to politely refuse, disagree, and argue in English, fostering effective communication skills within group dynamics.
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety By fostering a collaborative environment, students can engage more comfortably, enhancing their communication skills and confidence The study highlights the importance of supportive peer interactions in alleviating anxiety and promoting active participation in speaking tasks Ultimately, implementing group work strategies can significantly improve students' overall speaking abilities and reduce the fear associated with public speaking.
Teachers should focus on task-oriented activities to enhance student engagement By briefly joining group discussions, they can encourage participation and facilitate learning Additionally, establishing class-agreed rules for managing disruptive behavior is essential for maintaining a productive learning environment.
The researcher explored Maurie's 4/3/2 technique, which involves delivering the same talk to three different listeners with decreasing time limits: four minutes for the first, three for the second, and two for the third This method not only allows the speaker to practice the same content repeatedly but also builds confidence and facilitates easier access to the necessary language for effective delivery.
It can be inferred that the 4/3/2 technique is effective in reducing speakers‟ anxiety in speaking English
The reviewed studies highlight effective teaching techniques for reducing anxiety, which are crucial for this research Despite numerous recommended measures, there has been a lack of experimental focus on using group work specifically to alleviate students' anxiety during speaking lessons This research aims to address that gap.
Summary
This chapter reviews the key theoretical foundations for implementing group work in educational settings, highlighting its benefits and challenges for teachers Effective group work requires careful consideration of group size, duration, and composition to align with the task at hand Additionally, thorough planning and clear communication of the group activities to students are essential Proper direction and supervision of groups during learning activities are crucial for success The chapter outlines the main stages involved in implementing group work in language classes, emphasizing the vital role teachers play in facilitating successful outcomes.
This article explores the use of group work activities as a method to alleviate students' speaking anxiety, focusing on action research within the context of small group instruction It provides a theoretical background on anxiety in speaking English, including definitions, key factors contributing to students' anxiety, and the impact of anxiety on their performance Additionally, it discusses the teacher's role in addressing students' anxiety and presents effective teaching techniques aimed at reducing this anxiety These insights serve as a guideline for the effective implementation of group work activities, which will be further elaborated in Chapter III.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence among learners The findings suggest that engaging in group activities not only reduces anxiety levels but also enhances overall communication skills, making it a valuable approach in educational settings.
RESEARCH METHODOLOGY
Research questions
The researcher carries out this study with the aim to answer two questions :
1 What factors do a group of grade 10 th students in Dong Hy high school think cause their anxiety in speaking English?
2 What classroom techniques that help to reduce the students‟ stated anxiety in speaking English?
Description of data collection instruments
Questionnaires are a highly effective tool for information collection due to their numerous advantages According to Burns (1999:129), they are easier and less time-consuming to administer than interviews, allowing researchers to gather responses from a larger number of informants quickly Additionally, since responses are provided in written form, there is no need for supplementary recording techniques, making the data collection process more efficient.
Surveys and questionnaires demand more preparation time compared to interviews, as researchers must ensure that questions are clear, easily interpretable, and unambiguous Additionally, questionnaires may not effectively capture the depth or unexpected insights that interviews can provide.
Two questionnaires, a pre-action and a post-action survey, were administered to students before and after the intervention Both questionnaires were designed in Vietnamese to ensure clarity for the students, enabling the researcher to gather more detailed responses.
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence in speaking The findings suggest that engaging in group activities not only alleviates anxiety but also enhances communication skills among students, fostering a more interactive and dynamic learning atmosphere Ultimately, this research highlights the importance of incorporating group work as a strategy to improve students' speaking abilities and overall classroom experience.
2.2.2 Questionnaire The pre-action questionnaire
To investigate the factors contributing to students' anxiety in speaking English, a questionnaire was developed and distributed among the students This questionnaire includes six key questions aimed at identifying the root causes of their anxiety.
This article examines students' evaluations of their anxiety levels during speaking lessons in SEC It identifies factors influencing their anxious participation, assesses their feelings towards group work activities, and evaluates their attitudes towards collaboration Additionally, the article explores students' perspectives on grouping strategies and highlights their preferred group work tasks in speaking lessons.
After an eight-week intervention, a follow-up questionnaire was administered to students to assess the impact of the action on their speaking anxiety and to identify which group work activities boosted their confidence in speaking English Comprising three questions, the first sought students' feedback on their participation in the activities over the eight weeks, the second inquired about their favorite group work activities during speaking lessons, and the third gathered their responses regarding their overall participation in these activities Consistent with the pre-action questionnaire, the post-action questionnaire was also written in Vietnamese.
Participants
For the student survey, 2 questionnaires (Appendix 1, 2) were delivered to
A group of 35 students from grade 10A12 at Dong Hy High School, guided by a researcher, has been studying English for over four years in both secondary and high school Despite this extensive education, their focus on speaking skills has been limited, resulting in a lack of proficiency in verbal communication.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering a collaborative environment, the study aims to enhance students' confidence and communication skills Implementing structured group tasks encourages peer interaction and reduces the fear of speaking in front of others The findings suggest that group work not only diminishes anxiety but also promotes a more engaging and supportive learning atmosphere Ultimately, this approach can lead to improved language proficiency and a positive classroom experience for students.
Many students struggle with English proficiency and lack confidence in speaking due to limited exposure to an English-speaking environment and speaking assessments in exams This study randomly selected participants from 14 classes at my school to examine these challenges.
The researcher has been a teacher of English for 15 years and has been working at DHHS for more than 12 years.
Research method
To carry out this study, action research was used A quantitative method was used in this study with the questionnaire being used as the only instrument of data collection
Action research has been defined in a number of different ways Kemis and
Action Research, as defined by McTaggart (1988), is characterized by being conducted by practitioners, such as classroom teachers, rather than external researchers; it is collaborative in nature and focuses on facilitating change Wallace (1998) further emphasizes that Action Research involves collecting and analyzing data from everyday practices to inform future decisions regarding teaching methods.
In "Action Research for Educational Change," John Elliott (1991) describes Action Research as a collaborative process where teachers evaluate their practices, enhance their understanding of personal theories, and develop a collective vision of educational values This approach encourages the implementation of new strategies that align their practices with their educational beliefs, while also documenting their work in an accessible manner for fellow educators Similarly, Dave Ebbut (1985) defines action research as a systematic investigation conducted by practitioners aimed at improving their practices through practical actions and reflecting on the outcomes of these actions.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By identifying a clear research focus, the study aims to implement collaborative strategies that foster a supportive learning environment Conducted at the Regional Language Centre under the guidance of Dr Tan Su Hwi, the research highlights the significance of peer interaction in enhancing students' confidence and communication skills Ultimately, this approach seeks to create a more engaging and less intimidating atmosphere for language learners.
This study adopts Nunan's seven-step procedure for action research, which breaks down the research cycle into manageable phases: Initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up (Nunan, 1992: 17-19) Each of these steps will be elaborated upon in the following section.
2.4.2 Procedure of the action research
2.4.2.1 Initiation (From week 1 to week 2)
Many of my current students in speaking lessons exhibit a lack of interest and motivation, often showing reluctance and anxiety during activities This issue was highlighted through a recording of classroom interactions and confirmed by Questionnaire 1, which explored the causes of their speaking anxiety, preferences for speaking activities, and suggestions for improving lesson effectiveness Consequently, I aimed to identify the factors contributing to students' anxious participation in speaking lessons, leading to the formulation of key research questions: What factors cause students' anxiety in speaking lessons, and what measures can be taken to address this problem?
2.4.2.2 Preliminary investigation (From week 3 to week 5)
In Units 9, 10, and 11, speaking lessons were conducted in a conventional manner, resulting in insufficient practice time for group work activities This was assessed by analyzing the nature of students' contributions during these lessons.
The researcher hypothesizes that implementing effective group work activities will enhance student participation in speaking lessons while simultaneously lowering their anxiety levels.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering a collaborative learning environment, students can engage more comfortably in discussions, ultimately enhancing their speaking skills The study highlights the importance of peer support and interaction, which contribute significantly to reducing anxiety levels Implementing structured group activities not only encourages participation but also builds confidence among students, making them more willing to express themselves verbally The findings suggest that integrating group work into the curriculum can be a valuable strategy for educators aiming to improve student communication skills while minimizing anxiety.
2.4.2.4 Intervention (From week 6 to week 8)
Incorporating student cooperation and support into the group work learning method proved challenging during the initial lessons, requiring significant time and energy to facilitate group formation, explain essential skills, and foster learner autonomy Each lesson served as a platform for the researcher to test and refine her approach to group work design and classroom management, focusing on controlling and supporting group activities To enhance student engagement with the content of the speaking lessons in units 12, 13, and 14 for class 10 A12 at DHHS, the teacher implemented various strategies aimed at connecting the material to students' backgrounds and interests.
Students began by brainstorming ideas related to their topics, after which the teacher assigned specific roles to each student for various scenarios, such as discussing films from their English textbook This approach allowed the anxious student to practice asking questions, leading to increased speaking opportunities, while dominant students had fewer chances to talk since they primarily answered questions To further balance participation, the "4/3/2 technique" was implemented, limiting dominant students' speaking time and encouraging anxious students to engage more The teacher noted signs of anxiety among students and remained attentive to their needs, implementing appropriate strategies to address their concerns Recognizing that many students feared making pronunciation mistakes, the teacher focused on enhancing their pronunciation skills without immediately correcting errors, fostering a supportive learning environment.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By incorporating free-to-speak activities like interviews and discussions, teachers foster a friendly and comfortable speaking environment that encourages student participation and confidence.
To extend how students undertook the task in group work activities and to establish the achieve of students‟ contribution after the intervention of the plan:
In Questionnaire 2 (Appendix 2), students' performance during group work activities across lessons 12, 13, and 14 was evaluated The questionnaire focused on their collaborative methods, challenges faced, strategies for overcoming these challenges, attitudes towards teamwork, and the effectiveness of different techniques and group organization.
After several weeks, the class was re-recorded to evaluate the effectiveness of the suggested solutions in the action plan The comparison of post-intervention data with pre-intervention results revealed significantly increased student involvement in group activities, along with enhanced language complexity and student-led interactions This analysis will detail the extent of student contributions in group work, providing valuable insights for the teacher regarding the effectiveness of the speaking lessons and identifying areas for improvement in future sessions.
The researcher presents a thesis to colleagues, particularly younger teachers, outlining the procedures and results of the action research This collaborative effort allows colleagues to share their feedback and experiences regarding the sampled lessons and the implementation of group work activities in speaking lessons.
The teacher investigates the use of group work and questioning technique to increase student‟s participation in communicative activities in large classes
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence in speaking The findings suggest that structured group interactions significantly reduce anxiety levels, enhancing students' overall communication skills This approach not only fosters teamwork but also helps students feel more comfortable and engaged during speaking activities.
Data collecting procedure
In the preliminary investigation, the researcher distributed Questionnaire 1 to participants and provided assistance in completing it The results were then synthesized, compared, and discussed to ensure accurate analysis During the intervention stage, the teacher developed strategies to help students connect with the content of six speaking lessons from units 9 to 14 To assess the impact of group work on student anxiety, Questionnaire 2 was administered, allowing for an evaluation of the effectiveness of teaching techniques on student contributions during speaking lessons.
Data analysis
Data from questionnaires and observations were analyzed using Microsoft Excel and SPSS, focusing on descriptive statistics such as means and percentages This analysis assessed students' contributions to group work, the impact of various factors on their anxiety during speaking lessons, and the techniques employed by the researcher to alleviate this anxiety Additionally, recorded sessions were examined alongside questionnaire data to ensure a comprehensive and accurate analysis.
Summary
This chapter has addressed key aspects of the research, focusing on the essential factors needed to answer the research questions The researcher identified the participants, data collection tools, procedures, and analysis methods A quantitative approach was employed to fulfill the study's objectives The findings and discussions related to the research questions will be presented in the next chapter.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages communication and enhances confidence among learners The findings suggest that engaging in group activities significantly reduces anxiety levels, promoting a more positive speaking experience Overall, this research highlights the importance of interactive learning strategies in fostering student participation and improving oral communication skills.
RESULTS AND DISCUSSION
The initial data
Questionnaire 1 aimed to assess students' anxiety levels regarding participation in speaking lessons and gather their opinions on group work activities, including their suggestions and feedback for improving these collaborative exercises.
Question 1: Students’ evaluation on their anxiety in SEC Table 1 : Students’ evaluation on their anxiety in SEC
Very anxious Quite anxious A little anxious
Students' evaluation on their anxiety in SEC
Chart 1: Students’ evaluation on their anxiety in SEC
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and builds confidence among learners The findings indicate that group work not only alleviates anxiety but also enhances communication skills, fostering a more engaging classroom atmosphere Ultimately, this research highlights the significance of interactive learning strategies in promoting student well-being and academic success.
The chart highlights a significant concern regarding student anxiety in SEC, with 60% of participants expressing high levels of anxiety about speaking In contrast, only 20% reported feeling somewhat anxious, indicating that addressing this issue is crucial for both students and teachers.
In a recent survey, 17.1% of participants reported experiencing some anxiety, while only 2.9% indicated they felt no anxiety at all regarding SEC This raises the question of whether multiple factors contribute to these feelings, a topic that will be explored in further sections.
Question 2: Factors making students anxious in SEC Chart 2: Factors making students anxious in SEC
MAM BCM BAS ADT SFW AO
Factors making students anxious in SEC
MAM: Making a mistake BCM: being corrected mistakes soon as they are made BAS: being asked to speak without preparation
ADT: A difficult topic SFW: Speaking in front of the whole class AO: Another one
The result surprised the researcher Four factors a) making a mistake, b) being corrected mistakes soon as they are made, c) being asked to speak without
This action research study explores the effectiveness of group work activities in reducing students' speaking anxiety The findings indicate that when students are required to speak in front of the entire class without prior preparation, it significantly exacerbates their anxiety levels The survey results showed that only a small percentage of students felt comfortable speaking unprepared, with 5.71% feeling at ease, 22.86% somewhat comfortable, 54.29% anxious, and 17.14% very anxious These results highlight the detrimental impact of unprepared speaking situations on students' confidence and underscore the importance of structured group activities to mitigate anxiety and enhance speaking skills.
Question 3 : The students’ attitude when speaking in group work activities Table 2: Students’ feeling when speaking in group work activities
The data reveals that over 85% of students (30 out of 35) feel more comfortable participating in group work activities, while only 14.3% (5 out of 35) believe these activities are a waste of time.
Question 4: Student attitude to group work activities
Table 3: Student attitude to group work activities in speaking lessons
Lesson exciting and lively class atmosphere
Noisy and out- of- control class
More opportunitie s for student use
The research also investigated into the students‟ attitude to group work to look for hopeful evidence for the success of the speaking lesson with group work
Using group work activities has been shown to significantly reduce students' speaking anxiety, as evidenced by a study where 85.7% of students supported this method in their speaking classes Furthermore, 82.9% believed that group work creates an engaging and dynamic classroom atmosphere, providing anxious students with more opportunities for communicative practice Additionally, 71.4% of participants anticipated positive outcomes from group work, including enhanced cooperation and mutual support among peers To maximize effectiveness, teachers should employ appropriate techniques to ensure equal participation, facilitating a more productive learning environment While 25.7% and 8.6% of students expressed concerns about potential noise and the use of their mother tongue, the overall positive feedback gives confidence in implementing group work strategies in speaking lessons.
Question 5: Students’ ideas about grouping strategies when they participate in group work activities
Table 4: Student’s attitudes toward grouping strategies
Teacher assigns student in a group 6 17,1 %
Teacher changes the group member from time to time
A recent survey revealed that over 50% of students prefer to select their own groups for collaborative projects, while 17% favor teacher-assigned groupings Additionally, 40% of students expressed a desire for the teacher to periodically change group members to enhance the learning experience.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that engaging in group work not only enhances students' speaking skills but also significantly reduces anxiety levels, promoting a more positive learning experience This approach highlights the importance of social interaction in language acquisition and emphasizes the role of educators in fostering a comfortable atmosphere for student expression.
Question 6: Students’ favorite group work tasks in speaking lessons
In a recent survey of 35 students regarding their preferred group work tasks in speaking lessons, only 5.7% expressed a liking for discussions, while 8.6% favored interviews The majority, at 37.1%, preferred role play, citing increased confidence in speaking during these activities Surprisingly, only 22.9% enjoyed games, whereas over 25% (9 out of 35) preferred Information Gap Activities (IGA), as they provided more opportunities for speaking In IGA tasks, students could alternate roles as askers and answerers, enhancing their engagement and communication skills.
Game Role play IGA Interview
The findings from Questionnaire 1 indicate that students experience anxiety during speaking lessons due to several factors, including insufficient planning by both teachers and students, limited vocabulary and language structures, a lack of encouragement from teachers, inadequate rule setting, and the absence of assigned roles in activities.
This action research explores the effectiveness of group work activities in alleviating speaking anxiety among students By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that structured group interactions can significantly reduce anxiety levels, leading to improved communication skills Ultimately, this research highlights the importance of incorporating group work as a strategy to enhance student engagement and foster a positive learning atmosphere.
Discussion
In this chapter, I will synthesize and analyze the initial data, present the hypotheses, and outline the planning and implementation of action steps Additionally, I will provide data to monitor changes and evaluate the effectiveness of the action research (AR).
Questionnaire 1 aimed to assess students' anxiety levels regarding participation in speaking activities and to gather their opinions on group work It also sought to collect suggestions and feedback related to group work in speaking lessons.
Question 1: Students’ evaluation on their anxiety in SEC Table 1 : Students’ evaluation on their anxiety in SEC
Very anxious Quite anxious A little anxious
Students' evaluation on their anxiety in SEC
Chart 1: Students’ evaluation on their anxiety in SEC
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering a collaborative environment, the study aims to enhance student engagement and confidence in speaking tasks The findings suggest that structured group interactions can significantly reduce anxiety levels, promoting a more positive learning experience Ultimately, this research highlights the importance of implementing group work strategies in educational settings to support students' oral communication skills.
The chart highlights a significant concern regarding student anxiety in SEC, revealing that 60% of participants experience high levels of anxiety when speaking In contrast, only 20% reported feeling moderately anxious, indicating a pressing need for strategies to alleviate this issue among both students and teachers.
In a recent study, 17.1% of participants reported feeling slight anxiety, while only 2.9% indicated they experienced no anxiety at all in the SEC This raises the question of whether multiple factors contribute to these feelings, a topic that will be explored further in the following sections.
Question 2: Factors making students anxious in SEC Chart 2: Factors making students anxious in SEC
MAM BCM BAS ADT SFW AO
Factors making students anxious in SEC
MAM: Making a mistake BCM: being corrected mistakes soon as they are made BAS: being asked to speak without preparation
ADT: A difficult topic SFW: Speaking in front of the whole class AO: Another one
The result surprised the researcher Four factors a) making a mistake, b) being corrected mistakes soon as they are made, c) being asked to speak without
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety The findings indicate that when students are required to speak in front of the entire class without prior preparation, it significantly heightens their anxiety levels, with a distribution of responses showing 5.71%, 22.86%, 54.29%, and 17.14% respectively This underscores the detrimental impact of unprepared speaking tasks on students' confidence and overall speaking performance.
Question 3 : The students’ attitude when speaking in group work activities Table 2: Students’ feeling when speaking in group work activities
According to the data presented, over 85% of students (30 out of 35) reported feeling more comfortable speaking during group work activities, while only 14.3% (5 out of 35) considered it a waste of time.
Question 4: Student attitude to group work activities
Table 3: Student attitude to group work activities in speaking lessons
Lesson exciting and lively class atmosphere
Noisy and out- of- control class
More opportunitie s for student use
The research also investigated into the students‟ attitude to group work to look for hopeful evidence for the success of the speaking lesson with group work
Using group work activities can significantly reduce students' speaking anxiety, as evidenced by a study where 85.7% of students supported this approach in their speaking classes Additionally, 82.9% felt that group work created an engaging and lively classroom atmosphere, providing anxious students with more opportunities for communicative practice Furthermore, 71.4% of participants anticipated positive outcomes in terms of cooperation and mutual support among peers To enhance the effectiveness of group work, teachers should employ strategies that promote equal participation, thereby facilitating easier and more productive learning experiences While only 25.7% and 8.6% of students expressed concerns about potential noise and the use of their mother tongue, the overall positive feedback bolstered the researcher's confidence in implementing group work methods in speaking lessons.
Question 5: Students’ ideas about grouping strategies when they participate in group work activities
Table 4: Student’s attitudes toward grouping strategies
Teacher assigns student in a group 6 17,1 %
Teacher changes the group member from time to time
A survey of students revealed that over 50% (15 out of 35) prefer to select their own groups for collaborative projects In contrast, only 17% expressed a preference for teacher-formed groups, while 40% requested periodic changes in group members by the teacher.
This research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence among learners The findings suggest that engaging in group activities not only reduces anxiety levels but also enhances communication skills, leading to improved overall performance in speaking tasks This approach highlights the importance of fostering teamwork in educational settings to promote a more relaxed and interactive learning atmosphere.
Question 6: Students’ favorite group work tasks in speaking lessons
In a recent survey of 35 students regarding their preferences for group work tasks in speaking lessons, the majority favored role play, with 37.1% (13 students) indicating it as their preferred activity due to the increased confidence it provided In contrast, only 5.7% (2 students) enjoyed discussions, and 8.6% (3 students) preferred interviews Surprisingly, just 22.9% (8 students) liked games, while over 25% (9 students) appreciated Information Gap Activities (IGA) for the opportunities they offered to speak In IGA, students could alternate roles as askers and answerers, enhancing their speaking practice These findings are illustrated in Chart 3 below.
Game Role play IGA Interview
The findings from Questionnaire 1 indicated that students' anxiety during speaking lessons stemmed from several factors, including insufficient planning by both teachers and students prior to speaking tasks, limited vocabulary and language structures among students, a lack of encouragement from teachers, unclear rules, and the absence of role assignments in activities.
This action research explores the effectiveness of group work activities in reducing speaking anxiety among students By implementing collaborative tasks, students can engage more comfortably, fostering a supportive environment that encourages participation The study highlights the positive impact of teamwork on building confidence and enhancing communication skills Ultimately, the findings suggest that integrating group activities into the curriculum can significantly alleviate anxiety, promoting a more interactive and enjoyable learning experience.
As mentioned above, the students‟ contribution generated during group work activities of six speaking lessons were confirmed by questionnaire 2 (see Appendix
2) This was done to collect the data to monitor change
To validate the findings, students were asked to complete questionnaire 2, which aimed to assess the effectiveness of the newly implemented techniques in group work during speaking lessons The results from this questionnaire provided further confirmation of the positive impact of these techniques on student engagement and learning outcomes.
Question 1: The students’ confident participation after intervention
According to student feedback, a significant 62.8% of participants (22 out of 35) demonstrated high confidence during group work, actively contributing and sharing numerous ideas Additionally, 28.6% (10 out of 35) also engaged in the collaborative efforts.
Summary of main findings
In this chapter, I will synthesize and analyze the initial data, present the hypotheses, and outline the planning and implementation of action steps Additionally, I will provide data to monitor changes and evaluate the effectiveness of the action research (AR).
Questionnaire 1 aimed to assess students' anxiety levels regarding participation in speaking activities and to gather their opinions on group work It also sought to collect suggestions and feedback related to these group activities within speaking lessons.
Question 1: Students’ evaluation on their anxiety in SEC Table 1 : Students’ evaluation on their anxiety in SEC
Very anxious Quite anxious A little anxious
Students' evaluation on their anxiety in SEC
Students‟ evaluation on their anxiety in SEC
This action research explores the effectiveness of group work activities in reducing speaking anxiety among students By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that engaging in group activities not only alleviates anxiety but also enhances communication skills, fostering a more interactive and dynamic learning experience Ultimately, this approach proves beneficial in helping students overcome their fears of speaking in public.
The chart highlights a significant concern regarding student anxiety in the SEC, revealing that 60% of participants experience high levels of anxiety when speaking, while only 20% report moderate anxiety This issue is critical for both students and teachers to address.
In a recent survey, 17.1% of participants reported experiencing mild anxiety, while only 2.9% indicated they were not anxious at all This raises the question of whether various factors contribute to these feelings of anxiety, a topic that will be explored in the following sections.
Factors making students anxious in SEC most
MAM BCM BAS ADT SFW AO
Factors making students anxious in SEC
MAM: Making a mistake BCM: being corrected mistakes soon as they are made BAS: being asked to speak without preparation
ADT: A difficult topic SFW: Speaking in front of the whole class AO: Another one
The result surprised the researcher Four factors a) making a mistake, b) being corrected mistakes soon as they are made, c) being asked to speak without
This action research explores the effectiveness of group work activities in reducing students' speaking anxiety The findings indicate that unprepared speaking in front of the class significantly contributes to students' anxiety, with a distribution of responses showing 5.71%, 22.86%, 54.29%, and 17.14% for various levels of comfort The results highlight that the lack of preparation is detrimental to students' speaking abilities and is a primary factor in their anxiety during speaking exercises.
Question 3 : The students’ attitude when speaking in group work activities Table 2: Students’ feeling when speaking in group work activities
A recent survey revealed that over 85% of students (30 out of 35) feel more comfortable participating in group work activities, highlighting a positive attitude towards collaborative speaking In contrast, only 14.3% (5 out of 35) of students viewed these activities as a waste of time.
Question 4: Student attitude to group work activities
Table 3: Student attitude to group work activities in speaking lessons
Lesson exciting and lively class atmosphere
Noisy and out- of- control class
More opportunitie s for student use
The research also investigated into the students‟ attitude to group work to look for hopeful evidence for the success of the speaking lesson with group work
Using group work activities has proven effective in reducing students' speaking anxiety, as evidenced by a significant majority of students—85.7%—supporting its implementation in speaking classes Additionally, 82.9% of students believe that group work fosters an engaging lesson environment and provides anxious learners with more opportunities for communicative practice Furthermore, 71.4% of students anticipate positive outcomes from group work, particularly in enhancing cooperation and mutual assistance among peers To maximize the benefits of group activities, teachers should employ appropriate techniques to ensure equal participation, thereby facilitating a more effective learning experience Despite some concerns, with only 25.7% and 8.6% of students hesitant to engage due to fears of noise and the use of their mother tongue, the overall enthusiasm for group work supports its integration into speaking lessons.
Question 5: Students’ ideas about grouping strategies when they participate in group work activities
Table 4: Student’s attitudes toward grouping strategies
Teacher assigns student in a group 6 17,1 %
Teacher changes the group member from time to time
A survey of students revealed that over 50% (15 out of 35) prefer to select their own groups for collaborative work, while more than 17% enjoy teacher-formed groupings Additionally, 40% of students expressed a desire for the teacher to periodically change group members.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence The findings suggest that structured group interactions significantly reduce anxiety levels, fostering a more engaging and communicative classroom atmosphere Ultimately, this approach highlights the importance of teamwork in enhancing students' speaking skills and overall learning experience.
Question 6: Students’ favorite group work tasks in speaking lessons
In a survey of 35 students regarding their preferences for group work tasks in speaking lessons, only 5.7% favored discussions, while 8.6% preferred interviews The most popular activity was role play, supported by 37.1% of students, who felt it boosted their confidence in speaking Surprisingly, only 22.9% enjoyed games, and over 25% (9 out of 35) preferred Information Gap Activities (IGA), as they believed these provided more opportunities to speak In IGA, students could alternate roles as askers and answerers, enhancing their engagement and communication skills.
Students‟ favourite activities
Game Role play IGA Interview
The findings from Questionnaire 1 indicated that students experience anxiety during speaking lessons due to several factors, including insufficient planning by both teachers and students, limited vocabulary and grammatical structures, inadequate encouragement from teachers, unclear rules, and a lack of assigned roles in activities.
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By fostering a collaborative environment, the study aims to enhance student confidence and participation in speaking tasks The findings suggest that structured group activities not only reduce anxiety levels but also promote peer support, leading to improved communication skills Ultimately, implementing these strategies can create a more engaging and less intimidating atmosphere for students, encouraging them to express themselves more freely.
As mentioned above, the students‟ contribution generated during group work activities of six speaking lessons were confirmed by questionnaire 2 (see Appendix
2) This was done to collect the data to monitor change
To validate the findings, students were asked to complete questionnaire 2, which aimed to assess the effectiveness of the newly implemented techniques in group work activities during speaking lessons The results from this questionnaire provided further confirmation of the positive impact of these techniques.
Question 1: The students’ confident participation after intervention
A significant portion of students, 62.8% (22 out of 35), expressed high confidence in their participation, actively contributing ideas during group work Meanwhile, 28.6% (10 out of 35) also engaged in the discussions, highlighting a collaborative learning environment.
In a survey of 35 students, 94.3% (33 students) expressed confidence, while 5.7% (2 students) indicated a lack of confidence, and only 2.9% (1 student) reported no change in their confidence levels These results are illustrated in Chart 4 below.
Chart 4: The students’ participation in group work activities
Students' participation in group work activities
Very confidentQuite confidentNot confidentLimit
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By implementing collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence among learners The findings suggest that engaging in group activities not only reduces anxiety but also enhances communication skills, fostering a more positive learning experience Ultimately, this research highlights the importance of interactive methods in language education to help students overcome their fear of speaking.
Question 2: Students’ preferences to group work activities in speaking lessons
In a study of group work activities during speaking lessons, students reported varying levels of preference, with only 8.6% expressing a liking for discussions and 11.4% favoring games Notably, 40.0% of students preferred role play, citing increased confidence in speaking during these activities Conversely, only 17.1% enjoyed Information Gap Activities, while 22.9% showed a preference for interviews These findings are summarized in Table 5 below.
Table 5: Students’ preferences to group work activities in speaking lessons
Looking at the table above, we can see that the majority of the students were very encouraging with the group work activities applied
Question 3: Students’ self- evaluated participation in speaking activities in group
Table 6: Students’ self- evaluate on working in group
Spoke most of the time 3 8,6 %
Spoke as much as others in the group 29 82,8%
Spoke the least in the group 2 5,7%
Never spoke in the group 1 2,9%
This action research explores the effectiveness of group work activities in alleviating students' speaking anxiety By incorporating collaborative tasks, the study aims to create a supportive environment that encourages participation and boosts confidence in speaking The findings suggest that group dynamics significantly contribute to reducing anxiety levels, promoting a more engaging and interactive learning experience Ultimately, the research highlights the importance of utilizing group activities as a strategy to enhance students' oral communication skills while minimizing their apprehension.
A recent survey on students' self-evaluation of group work revealed that a significant majority, 82.8% (29 out of 35), felt they contributed equally in discussions Meanwhile, 8.6% (3 out of 35) acknowledged they dominated the conversation, while only 5.7% (2 out of 35) indicated they spoke the least, and 2.9% (1 out of 35) reported never participating in group activities.
The result from questionnaire and observation helped the researcher answer the 2 research questions
The first research question : What factors do a group of grade 10 th students in Dong Hy high school think cause their anxiety in speaking English?
Two main types of factors influence students' language anxiety: intrinsic and extrinsic Intrinsic factors are related to the students themselves, particularly their English-speaking abilities and associated anxieties These include challenges with pronunciation, fluency, generating ideas, and uncertainty about what to say A significant aspect of these intrinsic factors is the fear of making mistakes, which can lead to nervousness and a loss of confidence This aligns with Muhammad Tanveer's (2007) study, which found that ESL/EFL learners often experience anxiety that diminishes their confidence when responding to questions in class.
Extrinsic factors affecting student anxiety in speaking include the difficulty of the topics, the teacher's correction methods, and the dynamics of speaking in pairs, groups, or in front of the class The findings indicate that teachers significantly influence students' anxiety levels; insensitivity in teaching methods can exacerbate this anxiety Notably, students reported feeling much more anxious when speaking in front of the entire class compared to smaller group settings Therefore, it is essential to encourage students to engage in speaking activities to build their confidence.
This action research explores the effectiveness of group work activities in reducing speaking anxiety among students The findings indicate that collaborative learning, such as pair work and group discussions, significantly alleviates anxiety during speaking tasks These results align with previous studies conducted by Osboe, S., Fujimura, T., and Hirschel, R., highlighting the benefits of interactive learning environments for enhancing student confidence in speaking.
The second research question: What classroom techniques that help to reduce the students’ stated anxiety in speaking English?
The action plan reveals that student anxiety is a psychological state that can be alleviated by modifying teaching techniques, thereby fostering a more comfortable environment for speaking English in the classroom.
At DHHS, traditional teacher-centered methods dominated classroom activities, leading to limited student participation and high anxiety levels among learners Although pair and group work were occasionally used, their organization required improvement The textbook "Tieng Anh 10," aligned with the Communicative Approach, provided a solid foundation, yet many teachers still relied on traditional lecturing for student self-access tasks Following an intervention, a three-stage group work learning method was implemented, incorporating techniques like brainstorming, role assignments, and discussions This shift resulted in significant improvements in class dynamics, with speaking activities designed to promote active learning through collaboration The teacher transitioned to a managerial role, facilitating and guiding student interactions, while students emerged as active participants, enhancing their language, communication, and teamwork skills Observations during this phase reflected these positive changes.
An action research study focused on using group work activities to reduce students' speaking anxiety has shown promising results The findings confirmed that students' anxiety levels were significantly lowered in a supportive learning environment Additionally, the teacher successfully fostered cooperation among learners, raised their awareness of learner autonomy, and gradually encouraged the development of active learning habits.