Rationale of the study
In recent decades, English has gained significant importance in Vietnam, serving not only as a widely spoken language but also as a crucial tool for intercommunication, international commerce, business, science, and technology This growing relevance has led to an increasing trend in the teaching and learning of English nationwide, with individuals of all ages pursuing the language for various purposes Ultimately, regardless of their motivations, learners aim to make English an integral part of their lives.
In recent years, the communicative language teaching method has gained significant traction, leading to transformative changes in language education at Luong Van Tuy Gifted High School in Ninh Binh This approach has notably enhanced students' speaking skills and overall communicative abilities Within the English major speaking classes, various speaking activities are implemented, with a particular focus on pair work and group work, which are essential components of a learner-centered orientation, due to the numerous benefits they provide.
As an English teacher at Luong Van Tuy Gifted High School, the researcher recognizes the significance of implementing pair work and group work in speaking lessons However, similar to many colleagues, the researcher observes that both students in general and those with higher English proficiency encounter numerous challenges related to teacher dynamics, student interactions, classroom conditions, and the cultural differences between the two languages when engaging in these collaborative activities This realization prompted the decision to undertake the study.
This study examines the factors influencing student participation in pair and group work at Luong Van Tuy Gifted High School, focusing on both teacher and student elements Key student factors include learning styles, attitudes, motivation, language proficiency, learning habits, and gender differences Teacher factors encompass instructional methods, knowledge, characteristics, and roles during oral activities The research aims to evaluate the implementation of pair and group work in English speaking lessons, offering practical suggestions for teachers and students to enhance these collaborative activities Ultimately, the study highlights the importance of using pair and group work flexibly to foster a dynamic classroom environment and improve students' English speaking skills.
Aims of the study
This study aims to explore the factors influencing the participation of English major students in pair work and group work at Luong Van Tuy Gifted High School in Ninh Binh The main objectives of the research include identifying key elements that impact student engagement in collaborative learning activities.
- To identify the application of pair work and group work in speaking lesson at Luong Van Tuy Gifted High School
- To point out some teacher and students‟ factors affecting students‟ participation in pair work and group work
- To give some suggestions for teachers to stimulate students and to improve their participation when working in pairs and in groups.
Scope of the study
This study focuses on 99 English major students at Luong Van Tuy Gifted High School, selected for their foundational knowledge in English, which enhances their participation in speaking activities, particularly in pair and group work The research emphasizes oral activities, recognizing speaking skills as crucial for future employment opportunities Additionally, it aims to identify human factors influencing these skills, specifically teacher and student dynamics The investigation centers on two key techniques: pair work and group work.
Research questions
This study was aimed to answer the three following research questions:
In English speaking classes at Luong Van Tuy Gifted High School, pair work and group work are frequently utilized to enhance student engagement The level of student involvement in these collaborative activities is notably active, fostering a dynamic learning environment that encourages communication and teamwork.
2 Which are the teacher and students‟ factors affecting their participation in pair work and group work?
3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?
Methodology of the study
This study employs a case study approach, drawing on a theoretical framework from various published works on language teaching and acquisition Data were collected from 99 students across three English proficiency classes and 10 English teachers at Luong Van Tuy Gifted High School through surveys, class observations, and interviews The research utilizes both quantitative and qualitative methods, with conclusions and recommendations grounded in statistical analysis of the survey data as well as the author's six years of personal teaching experience and observations.
Significance of the study
The study is of great values by the following reasons:
The self-evaluation of student participation in pair and group work is valuable for English teachers, especially at Luong Van Tuy Gifted High School in Ninh Binh This information can enhance teaching strategies and improve student engagement in collaborative learning.
Identifying the human factors that influence student participation in pairs and groups is essential for teachers Understanding students' preferences and needs regarding activities and techniques can significantly enhance the effectiveness of speaking lessons This insight aids educators in designing more engaging pair and group work, ultimately improving student interaction and learning outcomes.
Third, giving some recommendations for teachers to motivate students to participate in pairs and groups and to overcome obstacles and difficulties in teaching speaking is expected to be beneficial.
Design of the study
The study is divided into four parts: The Introduction, the Development, the Conclusion and the References
This part deals with the rationale, aims, scope, methods, significance and design of the study
This part consists of the following chapters:
Chapter I: The literature review provides a theoretical foundation for Communicative Language Teaching, focusing on speaking skills and related concepts It explores classroom arrangements such as pair work and group work, emphasizing the importance of student participation in these settings Additionally, the chapter examines various factors that influence student involvement in pair and group activities, including individual student characteristics.
Chapter II of the study outlines the situation analysis, identifies participants, and describes the data collection instruments and procedures used It emphasizes the detailed results of the survey and provides a comprehensive analysis of the collected data.
Chapter III : Presentation of statistical results – analyzes the statistical results from questionnaires, class observation and interviews which aim at answering three research questions mentioned in the previous part
Chapter IV presents a summary of key findings and recommendations aimed at enhancing student participation in pair and group work It highlights significant insights gathered from both teachers and students, offering practical solutions to foster more effective collaboration among learners.
Part C: Conclusion: - gives the conclusion from the results of the findings, some suggestions for further researches and limitation of the study
Part D: References: - provides readers a list of the lecturers, their books, the publisher, the year of published, and pages that the author used as recommended documents.
Summary
This article outlines the aims, scope, research questions, methodologies, significance, and design of the study It is structured into four main chapters: Chapter I provides a literature review, Chapter II details the study itself, Chapter III presents the statistical results, and Chapter IV summarizes the findings and offers recommendations.
LITERATURE REVIEW
Communicative Language Teaching (CLT)
CLT appearing between the 1960s and 1970s marks the beginning of major innovation within language teaching and it has been widely accepted nowadays because of its superior principles
Communicative Language Teaching (CLT) perceives language as a system for conveying meaning, emphasizing activities that foster oral communication and meaningful tasks It aligns objectives with learners' needs, incorporating both functional skills and linguistic goals In this approach, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, materials used in CLT are task-based and authentic, promoting effective communicative language use.
According to Communicative Language Teaching (CLT), the primary goal of language education is to foster "communicative competence." Hymes (1972) describes "communicative competence" as the essential knowledge a speaker must possess to effectively communicate within a speech community.
In Communicative Language Teaching (CLT), students frequently engage in small group activities that promote interaction, as noted by Larsen-Freeman (1986) This approach encourages collaboration through pair and group work, as well as in written assignments (Brumfit, 1983) Teachers prioritize activities that foster meaningful and authentic language use over rote memorization of language patterns.
Communicative activities, as defined by Littlewood (1981), involve teachers creating a situation and initiating an activity, while learners take responsibility for guiding the interaction to its conclusion This approach emphasizes learner autonomy and engagement in the learning process.
Classroom work arrangements: Pair work and Group work
II CLASSROOM ARRANGEMENT: PAIR WORK AND GROUP WORK II.1 Definition and description of Pair work and Group work
Pair work, as defined by linguists and summarized by Adrian Doff (1988), involves dividing a class into pairs where students collaborate simultaneously with their partners, distinct from "public" or "open" pair work where students speak in front of the class According to Byrne (1983), there are two main types of pair work: fixed pairs, where students consistently work with the same partner to complete tasks, and flexible pairs, where students change partners frequently, enhancing engagement and interest in the activity.
Adrian (1988) defines group work as a collaborative process where the teacher organizes the class into small groups, typically consisting of four to five students each Similar to pair work, all groups engage in their tasks simultaneously, fostering teamwork and interaction among students.
Group work fosters cooperation among students, allowing them to share goals and responsibilities while gaining independence in their learning decisions This collaborative environment reduces teacher oversight and alleviates the pressure of differing opinions, enabling students to participate more equally As a result, they feel empowered to experiment and engage more freely with the language.
II.2 Advantages and disadvantages of pair work and group work:
Pair work is essential in teaching and learning speaking skills due to several key advantages It significantly enhances the speaking time for each student, encourages independent interaction without constant teacher guidance, and fosters learner independence Additionally, it allows teachers to focus on specific pairs while others continue their work, reinforcing the idea that "two heads are better than one" and promoting cooperation among learners Furthermore, pair work is relatively quick and easy to organize, making it an effective teaching strategy.
Pair work in the classroom presents several challenges It can create a noisy environment, which some teachers and students find disruptive Educators often fear losing control over their classes, while students may stray from the task at hand, sometimes reverting to their native language Additionally, not all students appreciate pair work; many prefer one-on-one interactions with the teacher rather than collaborating with peers who may share similar language challenges Furthermore, the selection of partners can lead to discomfort if students are paired with individuals they do not get along with.
Like pair work, group work has its both advantages and disadvantages:
Group work is essential in teaching and learning speaking skills due to its numerous advantages It significantly increases students' speaking time and participation, allowing shy individuals to express themselves more comfortably in smaller peer groups Additionally, group settings foster diverse opinions and contributions, enhancing the learning experience beyond what pair work offers This approach also enables teachers to shift from being the sole authority to facilitating discussions, providing support as needed, and identifying language mistakes for future improvement.
Group work has several drawbacks, including potential noise and a loss of teacher control, which can diminish the overall classroom atmosphere Not all students appreciate this approach; some prefer individual attention from the teacher rather than collaboration with peers Additionally, individuals may fall into fixed roles within the group, leading to passive participation from some while others dominate discussions Organizing group activities can also be time-consuming, particularly when transitioning in and out of these sessions, often resulting in chaos.
In conclusion, teachers face several challenges when facilitating group and pair work These challenges can be effectively addressed by considering various factors throughout all stages of the process, including planning, practice, instruction, organization, and presentation By adopting this comprehensive approach, educators can enhance the effectiveness of collaborative learning experiences.
II.3 Organization of pair work and group work
When deciding how to pair or group individual students, several factors should be considered, including friendship, streaming, chance, changing groups, differences among students, and the types of tasks involved (Harmer, 1999:115) Ultimately, the decision on how to group students can vary based on the specific objectives of the lesson and the overall dynamics of the classroom.
II.3.2 Procedures for Pair work and Group work:
Harmer (1999) suggests three stages in carrying out pair work and group work as follow:
To ensure students fully comprehend their upcoming tasks, it's essential to provide clear instructions and outline what completion looks like Encouraging students to repeat or translate the instructions into their native language can help confirm their understanding Additionally, incorporating demonstrations may be necessary to clarify the instructions further.
While students collaborate in pairs or groups, teachers have various options for monitoring their progress They can position themselves at the front, side, or any location in the classroom to observe interactions from a distance This allows them to "tune in" to specific pairs or groups and decide when to intervene or offer assistance Additionally, teachers can circulate around the classroom, listening to discussions and providing support or suggestions as needed, while ensuring that their approach is appropriate for each situation.
When pairs and groups cease collaboration, it's essential to facilitate feedback sessions Allowing a few pairs or groups to showcase the language they've utilized enables us to provide necessary corrections This process not only benefits the presenting students but also offers valuable insights for the entire class, fostering future learning and improvement Moreover, constructive feedback significantly boosts students' motivation for future endeavors.
II.3.3 Seating arrangement in pair work and group work:
Effective seating arrangements are crucial for facilitating pair and group work in the classroom, playing a key role in a teacher's classroom management strategy Teachers must take into account both the physical layout of the classroom and the dynamics of the students To optimize collaboration and interaction, it is recommended to organize the class into structured formats such as orderly rows, separate tables, circles, or horseshoe shapes.
III Students’ participation and factors affecting their participation in Pair work and Group work
III 1 Concept of students’ participation in pair work and group work:
Students‟ participation can be identified in terms of three kinds of interaction: students to their teacher, students to students, and students to material
Effective student-teacher interaction fosters care, cooperation, and engagement within the classroom When students actively participate in discussions and support one another, they align with their teacher's expectations, enhancing their learning experience Participation goes beyond mere attendance; it involves being actively involved in lessons and demonstrating enthusiasm for learning This collaborative environment helps students move away from self-centeredness, promoting a more inclusive classroom dynamic.
Student interactions are fostered through discussions in small groups, where they collaborate, assist, and learn from one another Effective interaction is characterized by cooperation and active contributions to assigned tasks When students engage in teamwork, they feel comfortable and motivated, leading them to put forth their best efforts to achieve their goals.
Summary
This chapter explored the theories related to Communicative Language Teaching (CLT) and examined classroom arrangements such as pair work and group work, emphasizing the importance of student participation Factors influencing this participation include teaching methods, teachers' knowledge, characteristics, and roles in classroom activities Effective teaching methods enhance the appeal of oral activities, while knowledgeable and supportive teachers foster a positive learning environment To boost student involvement in speaking activities, educators should innovate their teaching strategies and deepen their understanding of both language and subject matter Establishing a friendly rapport with students is also crucial The next chapter will provide insights into the English learning context at Luong Van Tuy Gifted High School, covering aspects such as teachers, students, textbooks, and the implementation of pair and group work in speaking lessons, alongside the study's methodology, research questions, instruments, and data collection methods.
THE STUDY
Introduction
This study outlines its rationale, aims, objectives, and scope, while also reviewing literature on pair and group work and the factors influencing student participation Additionally, it examines the English learning context at Luong Van Tuy Gifted High School, detailing the research questions, methodologies, and data collection techniques employed.
English learning situation at Luong Van Tuy Gifted High School
Luong Van Tuy Gifted High School is a newly established school in the system of specialized schools in Ninh Binh Every year, we are responsible for forming 40 classes,
Luong Van Tuy Gifted High School offers 33 specialized classes across 11 groups, with English being a compulsory subject deemed essential for student development The school is well-equipped with an independent learning center, allowing the headmaster to implement extra English classes—one afternoon a week for each specialized class and three afternoons a week for English-specialized classes This initiative has led to noticeable improvements in students' English proficiency However, despite these favorable conditions, challenges in English learning persist, particularly in specialized classes.
Luong Van Tuy Gifted High School has the privilege of selecting students ahead of other provincial schools, with candidates for the English specialized class required to take three compulsory subjects: Maths, Literature, and English, where the English score is weighted more heavily To qualify, students must have a fairly good overall academic standard and achieve a minimum of 8.0 in English in grade nine, indicating a strong foundation in the language This high level of English proficiency allows teachers to effectively nurture and develop the talents of these gifted students All English major students are categorized in Group D, where English is one of the three subjects for university entrance exams, emphasizing its importance English not only differentiates these students from their peers specializing in other subjects but also remains essential for their continued studies at university and practical use in everyday life Consequently, English lessons must cater to these diverse requirements.
The group consists of ten English teachers, predominantly female (90%), aged between 25 and 55, with most holding a B.A degree in English language teaching and one pursuing an M.A One teacher has international experience from studying and working in Singapore for six months Their teaching relies heavily on self-collected materials, as they have been teaching for at least six years Seven teachers manage large classes of over 45 students each, responsible for the learning outcomes of approximately 175 students, while only three have experience teaching English majors for three years The majority instruct non-English majors, resulting in limited experience with major students Additionally, teaching materials are often scarce, with many relying on self-purchased textbooks for secondary school students.
Upper secondary schools offer two distinct textbook systems: a 7-year course for non-major English students and a 7-year course for major English students Major English students are required to study the English textbooks for grades 10, 11, and 12 from both systems These textbooks emphasize the development of four key language skills: reading, speaking, listening, and writing, along with a focus on English structures in the Language focus section.
In addition to their core textbooks, English major students at Luong Van Tuy Gifted High School enhance their knowledge through supplementary materials provided by teachers and various online resources.
II.4 Using pair work and group work in speaking lesson:
Pair work and group work are commonly utilized in English classes, particularly during speaking lessons However, these activities can sometimes lead to confusion and chaos among students Advanced students often engage more actively in group work, dominating discussions and tasks, while weaker students may struggle to contribute due to various factors such as interpersonal dynamics, classroom environment, and cultural barriers.
To enhance participation in English speaking lessons, it is essential to create opportunities for weaker students to express themselves and develop cooperative skills among all learners Teachers should identify the factors influencing student engagement in pair and group work to implement effective strategies that encourage more active communication in English.
Methodology and design of the study
III.1 Subjects of the study:
This study explores the human factors influencing student participation in pair work and group work during speaking lessons The research involves 99 students from three English major classes (10th, 11th, and 12th grades) and 10 English teachers at Luong Van Tuy Gifted High School.
This study investigates the use of Pair work and Group work in three English major classes at Luong Van Tuy Gifted High School, focusing on the human factors that influence student participation in these collaborative learning methods The research specifically aims to address three key questions related to this topic.
1 How often are Pair work and Group work applied in English speaking class in Luong Van Tuy Gifted High School? How actively are the students involved in Pair work and Group work?
2 Which are the human factors affecting their participation in Pair work and Group work?
3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?
This study utilized a case study approach to achieve its objectives, drawing on a theoretical framework from various published works on language teaching and acquisition Data was gathered from two primary sources: students and teachers at Luong Van Tuy Gifted High School, employing methods such as survey questionnaires, class observations, and interviews.
This research employs a quantitative method, analyzing statistics from survey questionnaires and interviews with students and teachers at Luong Van Tuy Gifted High School Additionally, it incorporates a qualitative approach, drawing on the author's six years of teaching experience and class observations in English.
In order to get the needed information the researcher uses the three following research methods: questionnaires, class observation and interviews
This study utilized two types of questionnaires, one for teachers and one for students, to gather data on pair work and group work in educational settings According to Bill Grillham, questionnaires offer advantages in providing suggestive data for testing hypotheses Each questionnaire comprises four sections: the first collects demographic information about the respondents, the second focuses on the implementation of pair and group work and students' participation levels, the third examines human factors influencing participation from both teachers' and students' perspectives, and the fourth explores the preferences of students and teachers regarding the organization and participation in these collaborative activities All questions were closed-ended to minimize the time required for students to complete the survey.
In addition to utilizing survey questionnaires for students and teachers, classroom observations were conducted to validate information regarding the implementation of pair work and group work, as well as to examine the human factors influencing student participation and the preferences of both teachers and students in these collaborative settings The researcher prepared a classroom observation sheet prior to the observations, which lasted 45 minutes for each lesson A checklist was created to guide the observations and note-taking The observed classes spanned grades 10 to 12 and involved all ten English teachers, ensuring that the lessons were not specifically tailored for the observation process.
Following the distribution of questionnaires to both students and teachers, interviews were conducted in Vietnamese with a randomly selected group comprising 9 students from three English major classes and 3 teachers The interview questions were primarily derived from the questionnaires but were expanded to include open-ended inquiries aimed at gaining deeper insights into the reasons behind their responses Each interview lasted approximately 5 minutes.
The data of the research was collected by means of questionnaire survey, classroom observations and interviews
A questionnaire survey was conducted involving 99 students from three English major classes and 10 English teachers, focusing on the use of pair work and group work in English classes The questions, written in English, aimed to explore the impact of human factors on student participation in these collaborative activities, as well as the expectations of both students and teachers regarding their roles in pair and group work The collected data were analyzed using both statistical and descriptive methods.
The researcher conducted class observations to assess factors influencing student participation in pair and group work By utilizing observation sheets, data was collected on students' engagement levels, task behavior, and overall class participation Additionally, human factors impacting participation were examined while ensuring minimal disruption to the class procedures.
Interviews are a fundamental research tool in social science, serving as a means to validate data collected from various sources (McDonough & Donough, 1997) The researcher employed semi-structured interviews, adhering to a prepared list of questions while allowing flexibility for deeper exploration of responses.
“a variety of response from the interviewees” (Verma &Mallick, 1992: 124) All the interviews, which were approximately 5-7 minute long, were audio recorded for later reference
Data analysis goes beyond merely describing collected data; it involves the interpretation of information gathered from surveys, class observations, and interviews The coding categories and schemes used in this research are derived from a thorough examination of the data itself, rather than being predetermined or imposed beforehand.
This chapter outlines essential considerations for studying "Teacher and Students' Factors Affecting Students' Participation in Pair Work and Group Work" at Luong Van Tuy Gifted High School in Ninh Binh It addresses the English learning context, including students, teachers, textbooks, and the implementation of pair and group work in speaking lessons for English majors Additionally, the chapter details the research questions, methods, instruments, and data collection procedures, providing readers with a comprehensive overview of the study The upcoming chapter will present statistical results from the three instruments used to address the research questions.
PRESENTATION OF STATISICAL RESULTS
Presentation of statistical results
After inviting participants to respond to surveys, interviews, and class observations, the researcher dedicated significant time to collecting data from these three sources, resulting in comprehensive findings.
1 To answer the first research question “How often are pair work and group work applied in English speaking class at Luong Van Tuy Gifted High School in Ninh Binh?” and “How actively are the students involved in pair work and group work?”, the author used the information in part II of the questionnaire for students and teachers, the observation sheet 1 and 2 (see appendices 3 and 4), and part II of students and teacher‟s interviews The results were really significant with the following numbers:
The survey revealed that a significant majority of students, 64 out of 99 (64.6%), frequently engaged in pair and group work during English speaking lessons In addition, students were asked to evaluate five statements regarding the benefits of collaborative learning, and their responses were illustrated in a subsequent chart.
Option A Option B Option C Option D Option E
Chart 1: Students’ opinion when being asked about the advantages of PW and GW
The chart indicates that a significant majority of students recognize the importance of pair work (PW) and group work (GW), highlighting their numerous benefits such as increased confidence, enhanced opportunities to practice English, and valuable learning experiences from peers Notably, 58.5% of students reported that working in pairs and groups provided them with greater opportunities to exchange ideas, contributing to a happier and more motivated classroom environment.
In the fourth question, the students were asked about what they often did when being asked to work in pairs and in groups
What the students often did when being asked to work in pairs and groups
Chart 2: What the students often do when being asked to work in pairs and in groups
The chart reveals that 63.6% of students expressed a strong interest in working in pairs and groups In contrast, 17.1% often engaged in unrelated conversations with friends, while only 4% reported remaining silent during group activities Additionally, 9.1% of students admitted to being distracted by other tasks when asked to collaborate.
In question 6, the researcher aimed to assess students' self-evaluation regarding their participation in pair and group work by having them select the appropriate statements A total of six statements were provided, reflecting their level of engagement from minimal to maximal involvement.
Option A Option B Option C Option D Option E Option F
Chart 3: The students’ self – evaluation when taking part in PW and GW
A survey involving 76 students revealed that 76.7% disagreed with the notion that they lacked enthusiasm during speaking lessons, particularly in pair and group work However, 47.4% expressed concerns about insufficient English vocabulary and ideas necessary for participation Additionally, 50.5% preferred to work with friends rather than those seated nearby, while 43.3% were open to collaborating with classmates at the same table A significant 65.6% enjoyed pair and group work, especially when discussing interesting topics prepared at home Furthermore, 66.6% favored collaborative activities designed by the teacher, such as role-play Notably, 75% of the students indicated a preference for group work over individual tasks, highlighting their recognition of the benefits of collaboration.
The second section of the teacher survey questionnaire focused on the application of pair work and group work, as well as the level of student participation in these activities This section included five questions, with the first addressing the teacher's perspective on the significance of pair work and group work in the classroom.
The importance of PW and
Chart 4: Teacher’s opinion on the importance of PW and GW
Most of the teachers were aware of the importance of pair work and group work
In a recent survey, 50% of teachers emphasized the significance of organizing pair and group work in the classroom, while 30% rated it as very important Additionally, 20% acknowledged that it has both advantages and disadvantages Notably, none of the respondents considered it to be without value.
The second question was about how often the teachers implemented pair work and group work in their speaking class
Chart 5: How often the PW and GW are implemented in the speaking class?
The result showed that most of them (80%) often implemented pair work and group work and 20% of them sometimes organized pairs and groups
In a surprising finding, all 10 English teachers developed their own unique approaches to preparing for pair and group tasks, relying primarily on textbook materials Notably, none adhered strictly to the textbook tasks or collaborated with colleagues to create a unified teaching plan.
In a recent study, 80% of teachers identified key strategies to enhance student engagement in pair and group work, prioritizing the following steps: selecting appropriate tasks, providing clear instructions with defined objectives, offering necessary vocabulary and functional language, introducing connector words for idea organization, setting time limits for activities, monitoring student performance, and facilitating student presentations while taking notes for future feedback Classroom observations across three English major classes revealed insights into the effectiveness of these strategies, highlighting both the successful implementation of pair and group work and varying levels of student participation.
Based on classroom observation sheets 1 and 2, which focused on investigating students' on-task behavior and overall class participation, we concluded that both pair work and group work were effectively implemented during the speaking lesson.
At Luong Van Tuy Gifted High School, students frequently engage in collaborative speaking lessons, demonstrating strong motivation while participating in various teacher-organized activities Observations of three classes revealed that students maintained a high level of concentration on their specific tasks throughout the lessons.
In a recent study, 9 students from three English major classes and their three teachers were interviewed for approximately 10 minutes each The findings revealed that all the teachers and 7 out of 9 students (about 80%) reported that pair work and group work were frequently utilized during speaking classes The students demonstrated a strong understanding of the importance of collaborative activities, showing eagerness to participate, with 100% expressing enthusiasm for such methods However, the teachers noted the need for additional preparation time for these activities and emphasized the importance of following specific steps outlined in the literature review to ensure the effectiveness of pair and group work in the classroom.
The survey, class observations, and interviews with students and teachers revealed that pair work and group work activities were frequently utilized in English speaking lessons Students from three English major classes actively participated in these activities, demonstrating a high level of engagement Most students expressed a desire to engage in pair and group work, reflecting a positive attitude towards these collaborative methods Consequently, when tasked with working in pairs or groups, they approached the activities with enthusiasm and interest.
SUMMARY OF FINDINGS AND RECOMMENDATIONS
Findings
I.1 How often are pair work and group work used in speaking lesson at Luong Van Tuy Gifted High School? How actively do students participate in pair work and group work?
After gathering data through two survey questionnaires, classroom observations, and interviews, I gained insights into the implementation of pair and group work during speaking lessons in three English major classes at Luong Van Tuy Gifted High School.
Teachers can effectively motivate students in speaking lessons through techniques such as pair work and group work At Luong Van Tuy Gifted High School in Ninh Binh, teachers frequently implement these methods to provide students with opportunities to practice English Observations of speaking lessons revealed that, despite limited preparation time, both teachers and students effectively prepared for discussion topics Teachers fostered students' willingness to speak English by incorporating engaging warm-up activities and diverse tasks, ensuring all students participated without hesitation By following established steps for successful pair and group work, teachers facilitated effective speaking activities that enhanced student engagement.
The survey results, class observations, and interviews revealed that most students in the three English major classes recognized the benefits of pair and group work, understanding that these techniques were employed by their teacher to enhance motivation during speaking lessons They appreciated the opportunity to learn from their peers and foster a sense of cooperation Consequently, when asked to engage in group or pair activities, students displayed enthusiasm and interest in the tasks assigned by the teacher However, some students appeared shy and hesitant to participate in speaking tasks; these individuals were encouraged to express themselves in English through supportive suggestions and notes from the teacher.
I.2 What are the human factors which affect students’ participation in Pair work and Group work?
Pair work and group activities significantly enhanced students' opportunities to practice the target language, as noted by both teachers and students, leading to greater engagement in lessons However, both students and teachers faced challenges during these collaborative activities, highlighting the need to address difficulties that arose in the classroom dynamics.
Many teachers, particularly those who are newer to the profession, lack a thorough understanding of pair work and group work methodologies This gap in knowledge often leads to confusion and passivity during the organization of these activities As a result, they frequently miss opportunities to motivate students to express their own ideas In some instances, students struggle to contribute meaningfully, as they are constrained by rigid guidelines, such as making sentences with cue words or reading from a sample dialogue.
Habits of old teaching methods : Despite the fact that the teachers at Luong Van
Tuy Gifted High School recognized the advantages of pair and group work in teaching; however, some educators struggled to implement these methods effectively After a prolonged period of reliance on traditional approaches, they found it challenging to adapt to new strategies Although they aimed to incorporate collaborative activities regularly, ineffective execution often led them back to their old teaching habits.
Many teachers at my school struggle with lesson preparation due to their busy schedules, which include family responsibilities and teaching extra classes for additional income As a result, they often neglect to create detailed lesson plans for pair and group work and lack the knowledge to effectively utilize modern teaching equipment This limited time and experience hinder their ability to incorporate innovative teaching methods in the classroom.
Passive learning styles can hinder student participation in pair and group work, as noted by Burns and Joyce (1974:134) Many learners are still influenced by traditional teaching methods, such as Grammar Translation and the Audio-Lingual Method, which were prevalent in secondary education In these environments, speaking was often discouraged, leading students to focus on listening to teachers, taking notes, and completing grammar exercises rather than engaging in conversation This background may explain their reluctance to participate actively in collaborative learning activities.
Many students experience anxiety about making mistakes due to their proficiency in English and a scarcity of ideas This lack of confidence hinders their ability to effectively communicate their thoughts with peers.
Gender differences significantly influence student participation in pair and group work In three English proficiency classes at Luong Van Tuy Gifted High School, many students exhibited shyness and hesitation when collaborating with partners of the opposite gender.
I.3 What are the feasible solutions to improve students’ participation in pair work and in group work, as recommended by the teachers and students?
When implementing pair and group work activities, teachers may face challenges such as student noise, loss of classroom control, a tendency for students to prefer individual work, and excessive use of their native language These issues can be effectively addressed by considering various factors throughout the different stages of the activities, including planning, practice, instruction, organization, and presentation (Sim Gerk Ngoh).
To enhance student participation in pair work (PW) and group work (GW), teachers must take responsibility for their English proficiency and select appropriate teaching methods tailored to their students It is essential for educators to self-evaluate their ability to organize oral activities within a communicative language teaching (CLT) framework, moving away from traditional approaches During lessons, teachers should implement various steps to facilitate PW and GW, offering assistance to students as needed while fostering an engaging and dynamic classroom atmosphere Additionally, teachers should aim to reduce their own speaking time and encourage more student participation in discussions.
Students must recognize the importance of speaking skills in learning English and their active participation in speaking activities When working in pairs or groups, they should minimize the use of their mother tongue and focus on maximizing their speaking opportunities in English, while also embracing any mistakes they make Effective collaboration with partners is essential for success, as each participant should demonstrate friendliness, helpfulness, and cooperation.
Some main recommendations
The author aims to enhance student participation in pair and group work by offering practical suggestions based on feedback from both teachers and students.
To enhance the long-term quality of training and boost student participation in classroom oral activities, the English department at Luong Van Tuy Gifted High School should collaborate with teachers to develop a comprehensive plan aimed at improving students' English proficiency.
Organizing courses focused on techniques for managing oral activities, particularly pair work and group work, is essential for English teachers These courses are highly effective as they save time and address common challenges related to collaborative learning, allowing for direct discussion and resolution of issues.
In the English group, teachers can engage in professional meetings and seminars to share their experiences in teaching and material selection These collaborative sessions allow educators to address challenges they face in their teaching practices Additionally, teachers can observe each other's lectures, gaining valuable insights that contribute to enhancing overall teaching quality.
To boost student engagement in classroom speaking activities, teachers should focus on enhancing both intrinsic and extrinsic motivation This can be achieved by revising the current assessment system to encourage greater participation and involvement from students.
Training students in pair and group work skills is essential for their development Teachers must prepare effectively by designing purposeful activities similar to task-based learning in the classroom The teacher's attitude during these collaborative sessions greatly influences the lesson's success, requiring them to observe, listen, provide encouragement, and offer constructive feedback Additionally, to enhance the effectiveness of pair and group work, teachers should address the tendency of students to use Vietnamese during discussions by actively monitoring groups and modeling appropriate language use, ensuring that English remains the primary mode of communication.
Students should engage actively in pairs and groups, fostering a high level of motivation to become effective speakers in the classroom To enhance their background knowledge, they are encouraged to explore supplementary materials such as videos, online articles, and publications like magazines and newspapers It's crucial for students to recognize that confidence plays a vital role in collaborative settings; fear of making mistakes or losing face can hinder their ability to express ideas and utilize their language skills Teachers and peers are there to support them, providing constructive feedback that leads to improvement and progress.
To foster a strong foundation in English, students should develop a habit of using the language from their very first lesson This consistent practice encourages greater participation in classroom speaking activities Students are encouraged to follow their teacher's lead in using English, even if their language skills are basic It's essential to integrate English usage across all skills, not just speaking Additionally, utilizing various resources like newspapers and the internet can help students become familiar with native speakers' voices, ultimately enhancing their pronunciation skills.
Students should actively collaborate with friends and teachers to enhance their learning experience By utilizing effective techniques, they engage in teamwork from the preparatory phase through discussions and presentations in class Building strong relationships with peers allows them to support each other in topic preparation, share ideas, and provide constructive feedback during discussions While working closely with friends, it’s essential for students to seek assistance from their teachers, who are always available to clarify doubts regarding vocabulary, pronunciation, and effective work strategies, as well as to offer valuable insights on their performance.
To enhance their English speaking skills, students should actively seek out opportunities for practice Engaging in group work or discussions with teachers in the classroom can significantly improve fluency Additionally, participating in English-speaking clubs or conversing with foreigners visiting Vietnam provides valuable experience These activities not only boost confidence but also encourage greater participation in oral classroom activities.
Conclusions
The analysis in the previous chapter reveals that pair work and group work are frequently utilized in English speaking classes at Luong Van Tuy Gifted High School in Ninh Binh.
Two key human factors influencing student participation in pair and group work are the teachers and the students themselves These factors can have both positive and negative impacts on participation Challenges include a lack of knowledge and time in organizing activities, reliance on traditional teaching methods, inadequate preparation, and students' passive learning styles Additionally, issues such as pronunciation difficulties, fear of making mistakes, gender differences, and excessive use of the mother tongue further hinder effective engagement in pair and group work.
To enhance student participation in pair and group work, teachers must consider key factors that leverage the benefits of these collaborative activities in speaking classes.
Limitation of the study
The duration provided is insufficient for students to effectively adapt to the learning process or to evaluate the impact of innovative teaching methods in language education.
Data collection involved questionnaires, class observations, and interviews with both students and teachers However, the information gathered from the questionnaires was limited and often inaccurate, reflecting more of the respondents' beliefs or perceptions about pair and group work rather than their actual practices Additionally, some students may have provided responses based on misunderstandings of the concepts or terms used in the questionnaire.
Suggestions for further studies
This study focuses on the implementation of pair and group work specifically at Luong Van Tuy Gifted High School in Ninh Binh, serving as a case study Future research should explore additional aspects of collaborative learning in various educational settings.
- A study of the ways to use material provided by the textbook effectively in organizing pair and group work
- A study on the tips and techniques, which help to organize successfully pair work and group work in crowded classes
- A study on classroom conditions affecting students‟ participation in PW and GW
A study highlights the cultural barriers impacting students' motivation in English speaking Utilizing pair and group work as part of Communicative Language Teaching can enhance engagement and effectiveness for both teachers and students The author welcomes feedback and suggestions from readers to improve this approach.
1 Barry K (1993) Group Work Management London
2 Brown H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagory London: Prentice Hall Regents
3 Bryrne D (1983) Teaching Oral English London: Longman
4 Downs, M (2000) Increasing Students Motivation Teacher‟ Edition 4
5 Doff A (1988) Teaching English: A training course for Teachers Cambridge University Press
6 Ellis R (1994) The study of the Second Language Course for Teachers ,
7 Harmer J (1991) The Practice English Language Teaching Longman
8 Harmer J (1999) The Practice of ELT Longman
9 Honey Field J (1991) The Formation of Small Groups in the Language Classroom Guiderlines – A Periodical for Classroom Language teachers Vol.13 No 1
June 1991, SEMEO Regional Language Center
10 Larsen Freeman D.M (1986) Techniques and Principles on Language Teaching Oxford University Press
11 Little Wood W (1981) Communicartive Language Teaching Great Britain/
12 Nunan D (1989) Designing Tasks for the Communicative Classroom Great Britain: Cambridge University Press
13 Penny Ur (1996) A course in language teaching Cambridge University Press Using groups in teaching and learning Retrieved from the World Wide Web: http://edutech.usu.au/groups/dsp_contacts.cfm
14 Stern H.H (1983) Fundamental Concepts of Language Learning Oxford:
15 Skim Grek, Ngoh (1991) Small group work in the Classroom , Guidelines
16 Richard J.C and Roger T.S (1986) Approches to Methods in Language Teaching Cambridge University Press
17 Underwood, M (1987) Effective Class Management: A Practical Approach
APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the human factors influencing student participation in pair and group work during speaking lessons at Luong Van Tuy Gifted High School in Ninh Binh Your cooperation in completing the questionnaire is greatly valued, as the information you provide will be instrumental for the study and will be used exclusively for research purposes Thank you for your support!
3 Your study result of the previous terms:
Part II: Information about the application of pair work and group work in English speaking lesson and the students’ participation in Pair work and group work
1 How often do you work in pairs and in group in your English speaking lesson? a very often b often c Not very often d never
2 How do you feel when you work in pairs and in groups? I feel…… a very interested b interested c not very interested d bored
3 How do pair work and group work activities help you in your English speaking lesson? (Tick the suitable column to shown how much pair work and group work activities help you.)
Improving your English skills can significantly boost your confidence and increase your interest in lessons Engaging with classmates provides valuable opportunities for idea exchange, while consistent practice enhances your language proficiency.
4 What do you often do when you are asked to work in pairs and in groups? b Remain silent all the time c Chat with other members about another topic d Speak in Vietnamese e Do other things
5 During your speaking lesson, the appropriate time for Pair work and Group work that you take part in is…… ? (Please tick the appropriate box) a 5 minutes per period d more than 15 minutes per period b 10 minutes per period e others; please specify……… c 15 minutes per period
6 Please self – evaluate your participation in Pair Work and Group Work by ticking the appropriate box the following statements:
Many students have varying feelings about participating in pair and group work in class Some express hesitation and often refrain from speaking during discussions, while others desire to engage but struggle to find the right words There are those who prefer collaborating only with nearby classmates or at their own table, while many enjoy working in pairs or groups to discuss topics they have prepared in advance Additionally, students appreciate participating in teacher-designed activities, particularly role-plays in different scenarios However, a segment of students prefers to work individually, showing a clear divide in preferences for collaborative versus solitary learning experiences.
Part III: Information about factors affecting students’ participation in Pair work and group work
1 Do you encounter difficulties when working in pairs and in groups? a Yes, often b Yes, sometimes c Yes, but rarely d No, never
2 What factors can cause these difficulties? (More than one option is acceptable) a Factors come from students b Factors come from teacher c Factors come from classroom condition d Cultural obstacles e Others; please specify………
3 What are the most important factors that come from teacher which affect students’ participation in pair work and in group work? a The teacher’s proficiency English level b The teacher’s experience in organizing speaking activities c The teacher’s age d The teacher’s characteristic e The teacher’s role in organizing activities to motivate students to take part in Pair work and group work f The teacher’s uneven allocation of turns g The teacher’s unclear instruction h The teacher’s interruption/ anger when students make mistakes
4 What are the most important factors that come from students themselves which affect their participation in Pair work and group work? a The passive learning style b Less motivation in taking part in Pair work and group work c The students’ low proficiency English level d Being not accustomed to speaking English in class e Fear of mistakes and derision f Gender difference g Poor cooperation among partners h Overuse the mother tongue/ Vietnamese i Some learners prefer to work individually
Part IV: Information about the students’ desire when taking part in Pair work and group work
1 What do you like your teacher to do to facilitate pair work and group work activities in the speaking lesson? a To provide a promotion lead – in b To give clear instruction c To provide necessary vocabulary and functional language d To minimize his/ her talking time e Not to interrupt when students make mistakes f To create a competitive atmosphere during speaking lesson g To give feedback, praise and encouragement h To move around the class and support the students i Other; please specify………
2 Who do you want to work with in a pair or a group? a Students at the same table b Students you like c Students with higher proficiency level of English d Students with lower proficiency of English e Students of the same proficiency
3 To help students to motivate in taking part in Pair work and group work, what should the students do? a Know clearly the topic, the background knowledge concerning the topic involving the vocabulary, the structure, the ideas arrangement… to talk b Have the active learning style c Maximize his/ her talking time d Face with mistakes made when speaking e Be co – operative with your partners f Not to overuse Vietnamese
APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHER
This survey aims to investigate the factors influencing student participation in pair and group work during speaking lessons at Luong Van Tuy Gifted High School in Ninh Binh Your cooperation in completing the questionnaire is greatly valued, as the information you provide will be instrumental for this study and will be used exclusively for research purposes Thank you for your support!
Part I: General information about teachers:
3 Numbers of years of teaching experience: ………….years
4 Highest academic/ professional qualification: a A teacher’ certificate in language education b A diploma in language education c A Bachelor’s degree in language education d A master’s degree in language education e Others; please specify………
5 Number of class (es) you have taught English: ………
Part II: Information concerning the application/ organization of Pair work and group work and the students’ level participation in Pair work and group work