Rationale of the study
Firth and Wagner (1997, 2007) challenged traditional views of language and learning, proposing that learning is a social process and language is a complex, dynamic system managed by participants to meet communicative needs This perspective emphasizes the moment-by-moment co-construction of meaning, which can be analyzed through conversation analysis (CA) The emerging field of CA-for-SLA highlights learning as participation, suggesting that interactions can be measured and tracked to assess learning progress (Markee 2008).
Creating a comfortable learning environment is crucial for effective learning, as excessive stress can hinder memory and cognitive processes Teachers play a vital role in making the learning experience enjoyable and motivating for students A positive atmosphere encourages cooperation among learners, while hostility can lead to a tense and unsuccessful experience When students feel accepted and bonded with their peers, they are more likely to engage in the learning process and overcome negative feelings This accepting climate fosters group cohesiveness, highlighting the significance of language classes as social groups in education.
Group cohesiveness, also known as group cohesion or social cohesion, refers to the bonds that connect members of a social group, fostering unity This complex process consists of four key components: social relations, task relations, perceived unity, and emotions (Forsyth, 2010) Strongly cohesive groups encourage greater participation and retention among members The benefits of group cohesiveness include enhanced motivation, improved performance, and increased member satisfaction Consequently, various activities, such as team-building sessions in workplaces and fraternities or sororities in American universities, are implemented to strengthen group cohesion.
Group cohesiveness, as defined by Cummins and Davison (2007), is the sense of closeness and collective identity within a group, serving as the internal force that binds members together Strengthening this cohesiveness is particularly advantageous for teachers and students, especially within Asian cultures A notable characteristic of Chinese and Vietnamese students is their emphasis on collaborative relationships and group harmony.
―keeping face‖, which can be subjected to the group‘s judgment and can be demotivated very quickly if they do not feel accepted in the group
In English Language Teaching (ELT), group cohesiveness plays a crucial role in motivating students to engage in learning and socializing, transforming the educational experience into an enjoyable social activity Effective information exchange and peer support are enhanced when students cooperate with their classmates and teachers Given that cohesiveness significantly influences participation, it is essential to examine how teachers can foster group cohesiveness in the classroom While extensive research exists on this topic, there is a notable lack of studies within the context of Vietnamese education This article aims to explore the dynamics of cohesiveness and motivation in ELT in Vietnam, providing a fresh perspective on the subject.
Scope and aims of the study
This study examines the interaction between teachers and students during English language lessons, focusing on how these interactions influence effectiveness and group cohesiveness Conducted in two Vietnamese universities, the research analyzes six recorded lessons featuring Vietnamese trainers and students The central question addresses the nature of teacher-student interactions and their impact on learning outcomes.
The study aims to find out evidences of enhancing and inhibiting group cohessiveness in the conversations among teacher and students in the classroom.
Significance of the study
The research titled "Enhancing Group Cohesiveness and Motivation in EFL Classrooms" aims to identify techniques that enhance or hinder group cohesiveness, ultimately guiding improvements in teachers' classroom management skills By employing a flexible ad hoc method for analyzing classroom conversations and interactions, the study offers an in-depth examination of English lessons in Vietnam This approach not only provides valuable insights but also facilitates comparisons with other countries, contributing to enhanced student motivation in English Language Teaching (ELT).
Research questions
With the stated premises, this study is designed to examine these questions from the perspectives of the teachers:
1) In what ways may group-management techniques enhance group cohesiveness?
2) In what ways may group-management techniques inhibit group cohesiveness?
4.1 The setting of the study and participants
The research was carried out at the University of Languages and International Studies in conjunction with the Academy of Policy and Development Each classroom accommodates up to 30 students and is fully equipped with modern teaching tools, including a projector, television, and whiteboard.
The teaching team consists of six novice English teachers, all certified at the C1 level They conduct weekly classes lasting four hours, allowing them the flexibility to select their teaching methods based on student satisfaction and progress The students at the two selected institutions exhibit varying proficiency levels, with one group at B2 and the other nearing B1 on the CEFR scale.
4.2 Data collection instruments and procedures
This research employs observation as the primary method for data collection, involving six novice teachers Each teacher's lesson is recorded using a camera and microphone to capture the instructional process.
Data collection was strategically aligned with teachers' course schedules to minimize disruptions during critical activities such as in-class writing and oral presentations This approach aimed to enhance the observation of teachers' group-management techniques Following the observations, the author reviewed the class video recordings and conducted recorded interviews with the teachers for analysis From this process, three key themes emerged, highlighting effective group-management techniques that fostered group cohesiveness.
1) Encouraging the cooperation of the students
2) Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
4) Evidence of group cohesiveness inhibition
The analysis focuses on six recorded lessons to examine the interactions between teachers and students, employing Interaction Analysis approaches Specifically, the recordings are assessed using an ad hoc method aimed at understanding how teachers can improve interaction and foster group cohesion through various management techniques This targeted approach is chosen to address specific questions rather than explore a wide range of issues, with further justification provided in Part B.
Design of the thesis
This study consists of three main parts: introduction, development adn conclusion
The introduction provides rationale, scope, aims, significance, research questions, methods, and design of the study
The article is structured into three chapters: Chapter One reviews the theoretical framework relevant to the study, Chapter Two outlines the methodology employed, and Chapter Three presents the study's findings.
The conclusion provides a brief summary of all main parts presented in the study, the conclusion which encloses practical suggestions for teaching and further research.
LITERATURE REVIEW
Group cohesiveness and motivation
A group consists of two or more individuals connected through social relationships, with key factors for formation including communication, influence, interaction, and shared goals (Forsyth, 2006) A study group aims to enhance collaborative learning, relying on four essential elements: motivation, social cohesion, cognitive development, and learning According to Slavin (2014), motivation fosters group bonding, enhancing performance and resilience against challenges Social cohesion emphasizes the collective desire to assist peers, particularly those struggling, which strengthens group dynamics Furthermore, cognitive development arises from cooperative partnerships, as members engage in problem-solving and task completion, leading to critical analysis and enhanced learning outcomes.
Students' motivation to learn is shaped by various interconnected factors, including teachers, assignments, and group dynamics Their previous confidence influences their classroom perceptions and attitudes, driving their efforts toward achievement Research indicates that intrinsic motivation positively impacts language learning proficiency (Colibaba, 2009) Additionally, Anwar's (2015) study highlights the beneficial relationship between group work and student motivation, suggesting that collaborative activities enhance motivation to master course content Consequently, the interplay between grouping and student motivation plays a crucial role in fostering positive attitudes toward learning English and ultimately improving language proficiency (Kalvodova, 2008; Kuo, 2009).
Cooperative learning, as highlighted by Slavin (2006), involves diverse group members collaborating to achieve shared learning objectives This approach fosters essential skills such as active listening, effective communication, mutual respect, and inclusivity among learners Slavin outlines three key stages of cooperative learning activities: first, forming learning groups to understand each member's knowledge and the relevant theory or application; second, engaging in group discussions to optimize findings; and finally, ensuring all groups complete their tasks and consolidate their learning through a teacher-administered quiz.
Other researchers also look into how to enhance group cohesiveness According to Ronald and Rivas (2005), the strategies needed to maximize the group dynamics are as follows:
- Identify the group dynamics during the group interaction
- Assess the impact on the group dynamics and members as part of the entire group
- Assess the impact of group dynamics of members from various ethnic backgrounds and social and economic
- Assess the impact of group dynamics today on the utilization of the group in the future
- Facilitate and guide the development dynamics of the group members
Group cohesion is essential for the success of study groups, as it directly influences performance and learning outcomes The ability to integrate the diverse interests and contributions of all members fosters a collaborative environment that enhances achievement According to Dornyei (2009), three key elements significantly impact group cohesiveness in educational settings.
1) Interpersonal attraction: There is a strong desire to love the members of the group naturally with rational and realistic objectives to promote common goals
2) Commitment to task: A strong desire to have and be a member of the group because of the interest in completing the task, in other words, the feeling of individual involvement of the group is more due to the bonding strength of the group's goals
3) Group pride: A strong desire to join the group because of the prestige that comes as part of the membership of the group
Effective group cohesion is driven by a combination of elements, with strong leadership from teachers playing a crucial role To maintain this cohesiveness, educators must guide students toward a common goal and foster teamwork Teachers should act as facilitators and leaders, understanding various leadership models that enhance group support and promote independent learning (Gałajda, 2012; Burke, 2011).
To affirm the cohesion of the group, Dornyei (2009, 273-277) describes the characteristics of a group that has a strong cohesion as follows:
1) The learning atmosphere of mutually-welcomed and appreciate one another so that shows signs of strong mutual desire and sharing;
2) Mutual to pay attention to one another;
3) Insist on and loyal to his group but also welcome and convince others to join;
4) Pay attention to group norms and oppose efforts that lead to the destruction of the group;
5) Participate in group voluntarily and pleased to work with others
6) Easy to cooperate with anyone who is in the group members, so that the group task can be changed flexibly
7) Actively participate in group activities and always ready to share personal experiences with others
8) Frequently use the term ―we‖ when conveying the idea and can even produce a special group jargon
9) Have a competitive relationship with parties outside the group as well
10) Easy to express satisfaction of group experience; and
11) Participate more easily with one another within the group or outside the group
A positive learning atmosphere thrives in communicative settings where every group member actively contributes to task completion By utilizing interactive and communicative learning methods, groups can enhance their cohesiveness, ultimately facilitating the achievement of learning objectives.
To enhance communicative learning strategies in language acquisition, it is crucial to focus on the effective application of various learning activities The cohesion among learners significantly impacts their collective ability to engage and succeed in language tasks Therefore, implementing diverse and interactive learning approaches can optimize group dynamics and foster a more productive learning environment.
1 Learning from each other in the group and the class;
2 Providing a frequent interaction touch to fellow learners;
3 Encouraging the cooperation of the students
4 Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside and outside the classroom
5 Developing a competition between groups; and
6 Provision of models and total support of teachers as a whole is necessary
Engaging in various activities can significantly boost group cohesion within the classroom, with certain activities extending their impact to interactions outside the classroom as well Notably, outdoor activities have the potential to greatly enhance this sense of cohesion among group members.
This study highlights the significance of group cohesiveness in enhancing the effectiveness of assignments within study groups, ultimately leading to improved learning outcomes The objective was to assess the level of group cohesiveness following the implementation of group work activities.
Review of previous studies
1.2.1 Review of previous studies on group cohesiveness
Previous studies have examined group cohesiveness across various countries In the article "Working with Group Tasks and Group Cohesiveness," Khoirul Anwar investigates the relationship between group tasks and cohesiveness in Indonesia, focusing on 28 students enrolled in the Teaching English for Young Learners course at the University of Muhammadiyah Gresik After implementing group work activities, participants completed questionnaires and underwent interviews to assess group cohesiveness The findings indicated that group work activities significantly enhanced cohesiveness, primarily due to factors such as group pride, interpersonal attractions, and commitment to group tasks.
In "Group dynamics in the EFL classroom: The role of the cohesive group of Syrian tertiary learners," Mohammad Musaab WAZZAN investigates the key factors that foster a cohesive language learning environment in Syria The study focuses on 10 Syrian tertiary learners, aged 18-24, from various academic departments at the University of Aleppo enrolled in a general English course It emphasizes the techniques employed by the learners and identifies specific challenges they faced The findings reveal that a cohesive group significantly enhances the learning experience, underscoring the necessity for EFL teachers to understand the importance of fostering cohesiveness in their classrooms Data analysis indicates that classmates play a crucial role in both student motivation and overall learning outcomes.
A study conducted by Katsuko Matsubara in Japan examined the connections between L2 motivation, willingness to communicate (WTC), and classroom group dynamics among 237 rural Japanese university students who are non-English majors The research utilized two questionnaires to assess L2 motivation and classroom group dynamics, alongside WTC Notably, the findings revealed that components of classroom group dynamics, particularly the Student-centered Approach and Intergroup Approach Tendency, had significant impacts on the students' willingness to communicate.
A study titled "Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives" challenges the stereotype of Chinese students as reticent and passive in English as a Foreign Language classrooms By examining teachers' classroom management techniques through grounded theory research, the study analyzed classroom observations, film data, and post-lesson interviews with four teachers The findings revealed that Chinese students actively engaged in learning when provided with a supportive environment The research highlighted three key strategies for teachers to enhance student participation: fostering group cohesion, implementing effective teacher-student and student-student scaffolding, and replacing traditional textbook materials with more relevant resources to better support students' language and emotional needs.
1.2.2 Review of previous studies on classroom interaction using Conversation analysis
Numerous studies have utilized Conversation Analysis (CA) to enhance second language interactions and promote language learning According to Seedhouse (2011), CA enables the exploration of how language competence is collaboratively constructed in specific contexts by participants Notable systematic analyses of interactional development are presented by Hellermann (2008) and Cekaite (2007), who integrate CA with a language socialization framework from a longitudinal perspective Additional research in this area includes contributions from Young and Miller (2004) and Brouwer and Wagner.
Brouwer (2003) investigates the word search sequences utilized by native and nonnative speakers, distinguishing between those that provide language learning opportunities and those that do not This research complements other cross-sectional studies, including works by Lazaraton (2004) and Mondada and Pekarek Doehler (2004).
This chapter explores the concepts of group cohesiveness and motivation, highlighting recent studies on classroom interaction and motivation across various Asian countries Additionally, it discusses the current trend of employing Collaborative Activities (CA) for Second Language Acquisition (SLA).
METHODOLOGY
Restatement of the research questions
The research question has clearly been shown in part A already Nevertheless, for the sake of highlighting the selected research method, the research question is restated here again:
1) In what ways may group-management techniques enhance group cohesiveness?
2) In what ways may group-management techniques inhibit group cohesiveness?
The setting of the study and participants
The research took place at the University of Languages and International Studies and the Academy of Policy and Development, where each classroom accommodates up to 30 students All classrooms are fully equipped with modern facilities, including projectors, televisions, and whiteboards.
The article discusses six novice English teachers, all certified at the C1 level, who conduct weekly classes lasting four hours These teachers have the flexibility to select their own teaching methods, provided they meet student satisfaction and demonstrate progress The students at the two selected institutions exhibit varying proficiency levels; the first group is at the B2 level, while the second group is nearing the B1 level on the CEFR scale.
Research types
This study utilizes action research to explore the impact of teacher management techniques on group cohesion and motivation By employing qualitative data, the research objectives are met through the observation and recording of six lessons, followed by a detailed analysis of the recorded materials.
Implementation of the Action Research
Action research is highly regarded in education as it enables teachers to address various challenges encountered in the classroom By identifying specific issues and experimenting with potential solutions, educators can enhance their teaching practices According to Denscombe (2010, p 6), the primary aim of an action research strategy is to tackle a distinct problem and develop guidelines for effective educational practices.
Kurt Lewin, a professor at MIT, introduced the concept of "action research" in 1944 In his 1946 paper titled "Action Research and Minority Problems," he defined action research as a comparative study of the conditions and effects of different forms of social action, emphasizing a systematic approach that involves a cyclical process of planning, action, and evaluating the outcomes.
Action research follows a systematic five-step process as outlined by Eileen Ferrance (2000) The first step involves identifying the problem, followed by data collection through interviews, questionnaires, and observations Next, the collected data is analyzed to pinpoint issues The researcher then designs a plan of action to implement changes and study their effects After executing the intervention, the researcher evaluates its impact to determine if the desired outcomes were achieved If the results are unsatisfactory, alternative methods should be explored to enhance the situation.
The researcher selected action research for this study due to its problem-focused approach, particularly in addressing the challenges faced by six novice teachers who frequently utilize group activities in their classrooms A significant issue observed is the students' reluctance to collaborate, which, even in more enthusiastic scenarios, results in a lack of cohesiveness that hinders better outcomes within limited timeframes Consequently, the research aims to identify effective techniques to enhance group cohesiveness while highlighting less effective strategies Additionally, this action research provides an opportunity for the researcher to assess the teachers' interventions, identify emerging issues, and inform necessary changes.
Data collection instruments and procedures
This research employs observation as the primary method for data collection, involving six novice teachers Each teacher's lesson is recorded using a camera and microphone to capture the instructional process.
This study is based on data collected from six videos, each capturing a full 45-minute lesson observed by the author and recorded by an assistant crew.
Teacher T‘s lessons were filmed on the the 29th of Ferbuary and 7th of March
2017, 2017, which are marked as video 1 and video 2
Teacher D‘s lessons were filmed on the 7th and the 9th of March, which are marked as video 3 and video 4
Teacher P‘s lessons were filmed on the 10 th of March and 16th of March, where are marked as video 5 and video 6
Data collection was strategically aligned with teachers' course schedules to minimize disruptions during in-class writing, oral presentations, or assessments that could hinder the observation of group-management techniques Following the observations, the author reviewed class video recordings and conducted recorded interviews with the teachers to analyze the sessions This analysis revealed three common themes that highlighted effective group-management techniques aimed at fostering group cohesiveness.
1) Encouraging the cooperation of the students
2) Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
Data analysis methods
The analysis of six lesson recordings focuses on the interactions between teachers and students, utilizing Interaction Analysis approaches Specifically, the recordings are examined using a tailored method aimed at understanding how teachers can improve interaction and foster group cohesion through various management techniques, rather than exploring a wide range of topics.
The primary benefit of this approach to Interactive Analysis (IA) is that it enables researchers to concentrate on specific details within interactions, facilitating thorough descriptions and explanations This method emphasizes an internal perspective rather than an external one, making ad hoc systems more effective in fostering understanding and generating insightful explanations compared to traditional system-based approaches.
Steve Walsh (2011) summarizes the main advantages of ad hoc approaches to interaction analysis as follows:
• Ad hoc approaches to classroom observation give participants ownership of the research design process and greater insights into the issues under investigation
• By focusing on the detail of the interaction, such approaches allow practitioners to access and understand complex phenomena that might otherwise take years of class experience to acquire
• Ad hoc systems enable observers to focus on the microcosms of interactions that might so easily be missed by the ‗broad brush‘ descriptions provided by systems-based approaches
Due to the above mentioned advantages of the ad hoc approach toward conversation analysis, the research decided to adopt this method for the study
This chapter outlines the qualitative methodology of the study, beginning with a detailed description of the research context, participants, and materials It explains the rationale for selecting action research and provides an in-depth overview of the data collection instruments used The chapter concludes with a comprehensive account of the methods and procedures employed for data analysis.
RESULTS
Encouraging the cooperation of the students
In the analyzed video, the teacher encouraged student cooperation by implementing a unique rule: whenever a student hears a peer using the incorrect verb tense, they are to gently tap their friend's hand as a reminder This approach fosters a supportive learning environment while promoting accountability among students.
Instant peer feedback is a valuable activity that encourages students to focus on their classmates' speeches while assisting them in self-correction As students take turns speaking, they actively help one another identify and rectify mistakes that may go unnoticed during their English conversations.
Another activity that the teacher used in this class to promote cooperation was to encourage student to ask more open-ended questions Excerpt from video 1
When working in pairs and facing communication challenges, it's important to know how to keep the conversation flowing If your partner seems stuck, take the initiative to ask open-ended questions that encourage dialogue Utilize question prompts such as "What," "When," "Why," and "Who" to help guide the discussion and stimulate responses This approach not only aids your partner but also enhances the overall interaction, making it more engaging and productive.
Teacher: “Yes I’ll show you an example right away.”
Teacher: “Ok Lan, what did you do last weekend?”
Student: “ I went out with my friend.”
Teacher: “ Where did you go?”
Student: “ I went to Hoan Kiem Lake”
Teacher: “ What did you do there?”
The teacher continues until she uses all the questions words Then, the teacher reminds the students to give clear and detailed answers
This scaffolding technique encourages students to engage more in speaking sessions by facilitating peer interaction, which enhances communication and collaboration during group activities As students share personal information, they build stronger connections with their classmates, fostering a sense of cohesiveness within the class.
Introduce the textbook conversation example to students and assign them the task of developing their own skit Organize students into groups to create and perform their skits based on the provided example Monitor and assess each group's performance as they present in front of the class.
During the observed class from video 6, the teacher use drama as a group activity The process of preparing and staging a play bind the group member together
3.2 Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
Divide the class into six groups and tasks them with rearranging and organizing slips of paper containing sentences into cohesive a paragraph
Rearrange the slips of paper in groups and answer the questions written on the slips of paper
Write answer slots for questions on the board answer questions pertaining to the paragraph on the board
In the observed class, the teacher directs students to close their books and form groups of five or six She assigns them the task of rearranging slips of paper with sentences into cohesive paragraphs Once a group completes their task, they are invited to write their answers on the board.
This activity promotes collaborative knowledge sharing among students, as they work together to fill in gaps left by the missing textbook Additionally, it provides teachers with the opportunity to observe group interactions, enabling them to make necessary adjustments to enhance group cohesiveness.
Teacher: “To start with our lesson today, I’d like to divide you into 6 groups, alright?”
Teacher: “Each group will receive this piece of paper (holds up slips of paper)‖
Teacher: “On each piece of paper you will have a sentence, alright?
And your task is to reorganize this sentence and then make a meaningful paragraph.[And] while you reorganize the sentences to make a paragraph, you will have to do two things.”
Teacher: “First one, you’ll have to rearrange that and you’ll have to answer these three questions (points to the board).‖
Teacher: “You’ll have five minutes for this activity Close every book, please.
Developing a competition between groups
The teacher organizes a listening exercise by dividing the class into two groups, each selecting a representative The chosen representatives are provided with headphones to eliminate external noise and are sent outside the classroom to listen to a topic-based audio file just once while taking notes Afterward, students are given three minutes to compare their notes in smaller groups before reconvening to discuss their findings in a larger group setting.
During the class, group representatives will be called upon to present their compiled information The first group representative will share their findings, followed by the second group representative, with each group presenting one at a time in front of the class.
In the analyzed video, the teacher fostered competition between two groups by selecting representatives who wore headphones to eliminate distractions The remaining students listened to an audio file on the topic just once and took notes After a brief three-minute discussion in smaller groups, they shared their findings with the larger competing group The representatives then returned to the class to receive and absorb the compiled information from their peers before presenting it to the entire class.
In today’s lesson, we will listen to a recording focused on food riots, exploring both their causes and potential solutions.
Teacher: but we do not open the book I would like you to work in two big groups, alright?
Teacher: So this one will be group 1 Big group one (gestures to left side of the class)
Teacher: and this one is big group 2 (gestures to the right side of the class)
Teacher: Now, let’s take out a piece of paper.[so that] you can write on it
The teacher instructed Group 1 to select and send forward one representative, either a boy or girl, whom they believe exemplifies the best student in their group Similarly, Group 2 was asked to do the same, identifying their top student to present as their representative.
The teacher assists students in selecting representatives by introducing two individuals who will have the opportunity to listen to songs, providing them with headphones and media devices for the experience.
Teacher: Ok, while these two people are enjoying the songs, you guys
The class will have the opportunity to listen to a recording once, taking notes on the causes and solutions for food riots Following this, students will engage in small group discussions for three minutes to develop an outline and gather relevant ideas Afterward, they will reconvene into a larger group for an additional two minutes to finalize their collective outline.
In the upcoming session, two representatives will present on the causes and solutions of food riots You will first listen to their insights and then summarize what you’ve learned for them Make sure you are prepared and understand the task at hand.
This activity showcased how competition influences group cohesion, as teams worked diligently to assemble information from the audio track The lack of a neutral ground fostered a strong group identity among students, leading them to prioritize collective goals over individual recognition.
Slap the board – Teacher P – Video 5
Teacher Students instruct students to work in groups to find the meanings of the vocabulary words in the lesson and memorize them work together in groups to memorize words
Put the vocabulary items on the board in any order
Form groups and select a representative to stand at the front of the class with their back to the board Call out a word, and the representative must turn around and slap the correct word on the board Keep track of each student's score on the board and then reset the position or rotate representatives as needed.
In the observed class from video 5, the teacher engaged students in a group game to explore the Vietnamese meanings of vocabulary words, exemplifying the total physical response method Students selected representatives to participate in a competitive activity where they faced away from the board displaying pictures of the vocabulary The teacher called out vocabulary words, prompting students to quickly turn around and grab the matching images, fostering an interactive and dynamic learning environment.
The teacher encourages students to explore a box of new words, instructing them to find the Vietnamese meanings of each term within a five-minute timeframe Following this activity, an engaging game will take place to reinforce their learning.
Teacher: You don’t need to write them down! Just try to remember them! You can use any kind of dictionary
[students work in groups for five minutes]
Teacher: Now we will have a game Each time, for each turn I will need one person to come from each group
Teacher: Each time I will name one type of clothes For example what is this (shows picture of a dress)
Teacher: Yes, that’s right So four of you will be here! 1 2 3 4! Group 1, group 2, group 3, and group 4
Teacher: I will say dress and you will have to be the fastest one to grab this, ok? and take it to your group, ok?
Teacher: so in the end, the group with the biggest number of pieces of paper will win the game, ok?
[students come up to the front of the class while the teacher writes an impromptu scoreboard for the groups]
Teacher: ok, ok ,ok! Turn your backs to the board! Ready? Tights!
[the students scramble to the board One student grabs the picture representing ―tie‖ and the class falsely celebrates]
[Student quickly adjust to the new information and scurry to grab the picture representing ―tights‖ from the board]
Teacher: everyone sit down Tights! (writing ‖tights‖ on the board and marks group 1 with a point)
Teacher: Ok other people come up to the board Ok, gloves!
In a competitive classroom activity, students demonstrated increased focus and group cohesion when faced with a misunderstood question This prompted them to set aside personal egos for the collective success of their team, leading to the selection of the most capable representatives to approach the board Meanwhile, other students actively supported their peers by offering clues and gestures, showcasing their unity Their eagerness for team success was evident as they swiftly engaged in the task, determined to earn points for their group, despite any challenges they faced.
Evidence of group cohesiveness inhibition
The teacher organizes a listening exercise by dividing the class into two groups, each selecting a representative These representatives are equipped with headphones to eliminate external noise and are taken outside the classroom to listen to an audio file on a specific topic, which they hear only once while taking notes Afterward, students are given three minutes to collaborate in small groups to compare their notes before regrouping for a larger discussion.
Group representatives in the class should compile their findings and present them one at a time The first group representative will share their results, followed by the second group representative, allowing each group to showcase their work in front of the class sequentially.
In the analyzed video, the teacher selected two leaders to represent each half of the class, but the specific duties and expectations of these leadership roles were not communicated As a result, students remained unaware of the responsibilities they might encounter and the potential impact of their actions on the group dynamics.
In an environment marked by uncertainty and instability, group cohesion is hindered, as students lack the necessary information to participate willingly The absence of clear guidelines and expectations discourages them from volunteering or selecting a representative for their group This reluctance stems from premature cohesiveness, highlighting the challenges faced in fostering effective collaboration among students.
Food riots occur due to food shortages or unequal distribution, impacting countries worldwide, including the United States and New Zealand Possible causes of these riots include harvest failures In today's lesson, we will listen to a recording discussing food riots, focusing on their causes and potential solutions Please form two large groups for this activity, and refrain from opening your books during the discussion.
The teacher organized the class into two large groups and instructed each group to select one representative they believe is the best student Students were asked to take out a piece of paper to write down their chosen representative for both groups.
Teacher: [gestures to group one] Now! One person
[two student arrive to class late Other students giggle]
Teacher: come on [gestures to group two] this one, these five Quan right? Come here
Teacher: you can not talk? Are you sure? [gestures to next student] how about you? [both students nod]
Teacher: You do not have to do many things I promise You even have the chance to relax outside (insists with Quan) Still no? Ok Quan come on Come here
[The teacher focuses on group one.]
Teacher: Ok now another representative from this side
Teacher: Minh? Ok come here
In the classroom, a student's willingness to participate highlights the importance of cohesive group dynamics Group 2 initially selected Quan as their leader, but he shirked his responsibilities, undermining the group's success and causing tension among members His individualism led to doubt and disappointment, evident in the group's depressed body language when he declared, "I cannot talk." This scenario underscores how a lack of participation can inhibit cohesion and negatively affect team morale.
Group One is experiencing a surge in cohesion while Group Two's morale remains low, giving Group One an advantageous head start in building strong bonds for the activity ahead Although a detailed explanation is still pending, it is evident that Group One is expected to learn from Group Two's mistakes Consequently, the emerging dynamic emphasizes the need for the next leader to be both bold and selfless to ensure the group's success.
Minh's confident volunteering, prompted by her teacher's choice, fosters greater cohesion and confidence within her group This highlights the significant impact of clear expectations on student group dynamics Educators can enhance group cohesion by providing explicit instructions prior to activities, enabling students to evaluate their own abilities and those of their peers Conversely, a lack of time for self-assessment can lead to hesitancy among students, potentially creating challenges in the learning process.
Divide the class into six groups and tasks them with rearranging and organizing slips of paper containing sentences into cohesive a paragraph
Rearrange the slips of paper in groups and answer the questions written on the slips of paper
Write answer slots for questions on the board answer questions pertaining to the paragraph on the board
In this analysis of video 4, the teacher divides students into six groups and assigns them the task of organizing slips of paper with sentences into a cohesive paragraph While students respond to questions about the paragraph on the board, the teacher circulates to provide feedback However, the limited time for the activity hinders group cohesion Although the teacher's monitoring is typically helpful, excessive oversight negatively impacts group coherence, as students need time to bond and understand each other's strengths and weaknesses Consequently, the conditions necessary for effective cohesion, including shared goals and a unified thought process, were not fully realized.
Teacher: oral sharing presentation right, so what do you think? How can you make that presentation? Oral sharing presentation? What are the steps? First one, you have to…
Teacher: yeah, right the material You have to go online, right? And you have to search for the article, right? And then?
Ss: the summary Teacher: yeah and then you do summarize the article and then ? Ss: Uh…
Teacher: you make the presentation, that's all
To effectively write a comparison paragraph, start by gathering and summarizing relevant information Next, assess the consistency of the data by identifying what is accurate and what may be incorrect This process involves comparing and contrasting different pieces of information Today, we will focus on mastering the skills necessary for crafting a well-structured comparison paragraph.
Ss:(laughter) Teacher: ok, so to start Ok a compare and contrast paragraph alright so to start with our lesson today I'd like you I'd like to dive you into
In this activity, each of the six groups will receive a piece of paper containing a sentence Your task is to reorganize these sentences to create a meaningful paragraph While doing so, you must answer three key questions: What is the topic of the paragraph? What is the conclusion? What are the purposes of the paragraph? Each group will consist of a different number of participants, and you will have five minutes to complete this task Once finished, please close your books and proceed to the board to write your answers using chalk.
4 You are group 5 you are group 1, Mmm hmm You are group 2 remember group 2, alright Mmm hmm And you are group 3 Is it hard for you, a little bit hard A Little bit hard?
Teacher: Ok, group 2, don't look at the board, focus on your work
Teacher: I don't know, I don't know Be quick! Be quick! Finished? Be quick! Don't look at the board! Don't look at the board!
[Students go up to the board and write the answers to the questions]
Teacher: Finished? Be quick! Be quick!
The article emphasizes that a comparison and contrast paragraph should align with the writer's purpose, which may include assisting readers in making informed decisions about the subjects discussed.
When faced with a decision, it's essential to compare options A and B to determine which one is superior This process involves gathering relevant information about each option and demonstrating your understanding of the subject matter To effectively make a choice, you should establish clear criteria for comparison, guiding you in selecting the most pertinent information Ultimately, the goal is to articulate your reasoning and justify your decision based on the criteria you've developed.
Recommendation
This study examined how group-management techniques can both enhance and inhibit group cohesiveness among predominantly female Vietnamese university students aged 18 to 19 Key findings indicated that clear task expectations encouraged student participation and fostered cohesion, while sufficient time for group development further promoted a positive group experience Competition among groups strengthened cohesion when winning but weakened it when losing An optimal environment was found in a controlled setting focused on a shared goal rather than competition However, excessive teacher talking time, member hesitation, and over-competition were identified as factors that inhibited group cohesion Future research should explore diverse age groups and ethnic backgrounds to gain broader insights.
Limitations and suggestion for further study
This study has inherent limitations, primarily due to its focus on college students, suggesting the need for further research across various age groups Additionally, the predominance of female participants indicates that a more diverse demographic could yield more accurate results Lastly, expanding the research to include a larger population is essential, as this study only encompasses six lessons across two universities.
Implication
This study highlights two key implications for effective teaching management First, teachers should minimize their talking time, as excessive verbal instruction can confuse students and hinder their ability to concentrate on tasks Second, educators are encouraged to reduce competitiveness in the classroom by incorporating more goal-oriented and production-oriented activities, fostering a collaborative learning environment.
Conclusion
This study explored how group-management techniques can both enhance and inhibit group cohesiveness among predominantly female Vietnamese university students aged 18 to 19, with some male participants Key findings indicated that while certain activities fostered cohesion, they could also unintentionally hinder it To improve group dynamics, educators should minimize their talking time and reduce excessive competitiveness Further research is recommended with a larger and more diverse demographic to gain deeper insights into this subject.
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APPENDIX Images from videos video 1