INTRODUCTION
Rationale of the study
In today's global landscape, English is essential for communication, influencing economic, cultural, and political relations among countries Consequently, the teaching and learning of English hold significant importance in education worldwide Learners primarily focus on communication and speaking skills, aspiring to work for foreign companies or study abroad, which often leads to the neglect of writing skills While English serves as a tool for exchanging information and broadening perspectives, mastering written communication remains a challenging goal According to Hyland (2003), writing skills are crucial for language development, as learners must also convey their thoughts through written forms like emails and reports A proficient writing style demonstrates cohesion, logical organization, and engagement (Jacobs & L, 1981; Hall).
Although there has been much innovation in English Teaching Methodology, students usually meet difficulties in writing comprehension in the target language
In many classrooms, teachers often employ their own methods of instruction, lacking the enthusiasm needed to engage and motivate students While they typically provide background knowledge, facilitate discussions, and pose related questions, students' writing comprehension in a second language remains limited Additionally, students tend to be passive learners, showing reluctance to participate in activities or collaborate in pairs or groups Both educators and learners fail to recognize that cooperative learning significantly enhances skills, particularly in writing.
This study aims to explore the integration of cooperative activities in writing lessons to enhance motivation among first-year students at Hanoi College of Pharmacy As an English teacher, the researcher seeks to understand the current usage of these activities and assess students' attitudes towards them, ultimately identifying effective strategies to incorporate collaborative methods into writing instruction.
Objectives of the study
Investigating the current situation of using cooperative activities in writing classes for non – English major first year students at Hanoi College of Pharmacy
Identifying students’ attitudes and teachers’ ones towards cooperative activities in writing classes
To enhance motivation among non-English major first-year students at Hanoi College of Pharmacy, several recommendations for implementing cooperative activities are proposed The study aims to address three key research questions related to this objective.
Which cooperative activities are currently used in writing classes for non – English major first-year students at Hanoi College of Pharmacy?
What is the situation of using these cooperative activities in writing class?
Which cooperative activities are the students’ preferences in writing class?
Significance of the study
This study investigates the use of cooperative activities and students' attitudes towards them at Hanoi College of Pharmacy It aims to highlight the benefits of collaborative learning for both students and lecturers, encouraging students to recognize the advantages of teamwork in their writing lessons The research is expected to assist teachers in enhancing their instructional methods and serve as a valuable resource for researchers and educators interested in cooperative learning strategies.
Scope of the study
This study investigates the effectiveness of cooperative activities in writing classes at Hanoi College of Pharmacy, specifically targeting non-English major first-year students The research aims to identify students' preferences and effective strategies to enhance their writing skills through collaborative approaches.
The study examines 120 first-year non-English major students at Hanoi College of Pharmacy, along with input from 7 English lecturers involved in teaching these classes.
Method of the study
The research utilized both qualitative and quantitative methods to assess the writing performance of 120 first-year non-English major students at Hanoi College of Pharmacy, representing two different departments Quantitative methods included the use of close-ended and open-ended questionnaire items, along with rating scale responses Additionally, qualitative data was gathered through semi-structured interviews with seven lecturers from Hanoi College of Medicine and Pharmacy, significantly enhancing the data analysis process.
Organization of the thesis
This study consists of three main parts:
Part one named Introduction, is the introduction which presents the rationale of the study, significance of the study, objectives, research questions, scope and method of the study
Part two called Development, consists of four main chapters:
Chapter one, literature review, deals with theoretical background about writing skills and cooperative learning
Chapter two provides an overview of the implementation of cooperative activities in writing classes for first-year non-English major students at Hanoi College of Pharmacy It examines both students' and teachers' attitudes towards these collaborative methods in the classroom.
Chapter three, data analysis and discussion, focuses on analyzing the data
Chapter four, recommendations, suggests some cooperative activities to apply in writing classes
Part three, conclusion, is the last part, summarizes the main contents of the study
In addition, the pedagogical implications, achievement and limitations of this study are discussed clearly
Besides, other parts of the study are the list of references and the appendixes.
DEVELOPMENT
Academic writing is essential for knowledge construction and processing Klimova (2013) emphasizes its unique role in language teaching, as it integrates skills like listening, reading, and speaking Writing is a multifaceted skill, as noted by Adamzik and Pieth (1997), who identified sublevels such as text competence and writing competence Text competence involves both understanding and producing texts, while writing competence encompasses knowledge of text types, strategic and pragmatic skills, and discourse competence This means that students should recognize that their writing serves a broader audience beyond just their seminar tutors.
Many universities overlook the necessity of academic writing guidance, as faculty often assume that students possess the essential skills for effective writing Establishing clear procedures for the writing process is crucial for enhancing learning outcomes.
Writing process approaches, as noted by Murray (1987), emphasize that writing is an "iterative process." Nunan (1991) further supports this by highlighting that the process approach centers on the steps involved in creating a piece of work This method enables writers to refine their craft by producing, reflecting on, discussing, and revising multiple drafts, ultimately leading to a more polished final product.
LITERATURE REVIEW
Theoretical background of writing
Academic writing is essential for knowledge construction and processing As noted by Klimova (2013), it plays a crucial role in language education, intertwining with listening, reading, and speaking skills Writing is inherently complex, encompassing various sublevels, as identified by Adamzik and Pieth (1997) They distinguish between text competence, which involves understanding and producing texts, and writing competence, which includes knowledge of text types, strategic skills, and discourse competence This discourse competence indicates that students should recognize their writing serves a broader audience beyond just their instructors, even while at university.
Many universities overlook the importance of academic writing guidance, as faculty often assume students possess the necessary writing skills Establishing clear procedures for the writing process is crucial for fostering effective learning.
Writing process approaches, as noted by Murray (1987), emphasize writing as an "iterative process." Nunan (1991) further supports this by highlighting that the process approach prioritizes the various steps involved in crafting a work This method enables writers to refine their skills and achieve greater perfection through the continuous cycle of producing, reflecting on, discussing, and revising multiple drafts.
For more explanation, Murray (1987), in his study, diagrams the process of writing as shown below:
Figure 1: The writing process approach
As Figure shows, the process approach includes different stages These stages of writing process can happen at different points Curry, (1996) claimed that
“Lecturers can help clarify student’s misconception about writing by explicitly teaching the stages of the writing process Some procedures of writing process approach can be discussed below:
Prewriting strategies like brainstorming and freewriting are essential tools for students, enabling them to generate ideas, gather information, and organize their thoughts effectively While seasoned writers may develop ideas during the writing process, students benefit significantly from jotting down their thoughts beforehand to create a structured and coherent formal text.
Writing is an iterative process that allows students to revise their work based on feedback from peers and instructors According to Murray (2003), re-drafting reduces the likelihood of plagiarism, as instructors may have reviewed earlier drafts In the official draft stage, writers should focus on developing meaning using ideas generated during prewriting Murray also emphasizes that writers, including non-native English speakers, should prioritize conveying meaning over linguistic accuracy, unless it hinders their ability to communicate effectively Ultimately, revising drafts enables students to internalize reader responses and improve their writing skills.
The writing process emphasizes the importance of collecting and responding to feedback during the drafting stage Feedback can come in both oral and written forms from peers or lecturers Students often perceive lecturers’ comments as more valuable due to their academic expertise Engaging in the review process helps students enhance their critical thinking skills and understand different perspectives on their writing Peer reviews can take place in pairs or groups, allowing for collaborative learning over time.
Reflection, as defined by Murray (2003), involves allowing a written piece to rest while considering feedback from peers or instructors This process helps writers identify and address linguistic gaps within their text structure.
The final stages of the writing process involve editing, proofreading, and refining the text (Murray, 2003) During this phase, writers concentrate on the mechanics of writing, such as formatting, references, footnotes, and linguistic accuracy This stage also allows students to collaborate more effectively, as they can work in pairs to review and enhance each other's work.
The process approach to teaching writing emphasizes the importance of the writing process over the final product This method involves several key steps: "prewriting," which includes brainstorming and idea collection; "drafting," where feedback is sought from peers or instructors; and "revising," which focuses on gathering feedback and re-evaluating the organization of the content.
“proofreading”, and “publishing” the final text In order to teach writing successfully, it is necessary that lecturers should take consideration into these useful writing process approaches
1.1.3 The factors affecting student’s motivation to writing skill
Writing skills are inherently complex, making the teaching of writing particularly challenging This complexity is further compounded in second language learning, where various factors contribute to students' low motivation during writing exercises.
The following table lists out summary of factors affecting to students’ motivation to writing through personal experience and consulting previous researchers
Table 1: Factors affecting students’ motivation to writing skills
Factors affecting student’s motivation to writing skill Reseachers
- Teacher’s knowledge and ability to motivate students
- Learner’s shortage of inceptive skills, motivation and pratice and effects of L1
- Internal factors: cognitive and affective attributes
- External factors: knowledge, exposure to the language, background and surrounding
- Internal factors: insecurity, unwillingness to use the target language, lack of knowledge and languages transfer
- External factors: time allocation and the teachers’ methodology
- The impact of students L1 into the target language writing
A group of authors: Belkhir, A and Benyelles, R (2017) the control the teacher had over almost all activities, and student beliefs about learning in this context
- The control of teacher on all activities
- Student’s beliefs about learning environment
- Materials, media, classroom activities, classroom management, teaching approach, and teaching strategy
- Materials, media, classroom activities, classroom management, teacher’s strategy and teacher’s approach
This research aims to identify key factors affecting students' writing skills in the classroom, drawing insights from Yasin's theories The diagram below illustrates the various elements that influence students' motivation to improve their writing abilities.
Figure 2: Factors affecting students’ motivation to writing skill
In summary, this study will concentrate on classroom activities and associated issues to examine their impact on student motivation at Hanoi College of Pharmacy in the following section.
Theoretical background of Cooperative learning
Since ancient times, educators have sought the most effective methods for teaching children, leading to numerous practices and research efforts, with varying degrees of success Among the various teaching approaches, the introduction of group work in classrooms has sparked ongoing debate, particularly regarding Cooperative Learning This method has generated diverse perspectives, which are explored in detail below.
According to a journal on Best Teaching Practices published on June 2014,
Cooperative learning is a dynamic teaching strategy that goes beyond mere group work, requiring a deeper understanding and explicit definitions to grasp its full potential.
Classroom activities Classroom organization Teaching approach/ pedagogy
Students’ motivation to writing skill
Richard, J.C., Plat & Platt (1997) define cooperative learning as a teaching approach where classrooms are structured for students to collaborate in small teams This perspective highlights the importance of teamwork in the learning process, emphasizing the organization of the classroom environment to facilitate effective collaboration among students The following discussions aim to clarify and deepen the understanding of cooperative learning definitions.
Johnson – Johnson (1999) in his study has claimed that “Cooperative learning is a teaching practice that breaks students into groups of 3-4 with each student having a particular role within the group”
In a June 1992 journal article, the authors defined cooperative learning as an effective teaching strategy where small groups of students with varying abilities engage in diverse learning activities to enhance their understanding of a subject Each member plays a dual role, taking responsibility not only for their own learning but also for supporting their peers.
“creating an atmosphere of achievement” Ideally, the above definition mentions to the structure; objective and function of the approach
Similarly, in their work, Johnson & Johnson and Smith, (1989) stated that:
Cooperative learning involves the strategic use of small groups, enabling students to collaborate effectively to enhance both their own learning and that of their peers This approach emphasizes two key aspects: the supportive group environment and the individual roles of each member, where everyone strives for outcomes that benefit themselves as well as the group.
In conclusion, diverse perspectives on Cooperative Learning emphasize the importance of group dynamics and the collaborative environment in which students engage, ultimately enhancing both their own learning and the success of their peers.
Cooperative learning and Competitive learning
Cooperation involves collaboration within a small group to achieve a shared objective, which sets it apart from competitive learning This article will explore the distinctions between Cooperative learning and Competitive learning, particularly in the context of language teaching.
In their 2003 overview of Cooperative Learning, Johnson and Johnson highlighted that Cooperative Learning focuses on the instructional use of small groups, contrasting it with Competitive Learning, which emphasizes an individualistic approach within a group setting.
In Cooperative learning, students collaborate to achieve common objectives, while in Competitive learning, they pursue individual goals that do not align with those of their peers According to McIntyre, T., evaluation in Cooperative and individualistic learning is based on criteria-referenced assessments, whereas Competitive learning relies on norm-referenced evaluations A journal published in June 1992 encapsulates these distinctions, highlighting the fundamental differences between these educational approaches.
Table 2: The difference between Cooperative learning and Competitive learning
Source: McIntyre, T., Retrieved at www.BehaviorAdvisor.com
- One student serves as leader
- Social skills assumed or ignored
Cooperative learning and Collaborative learning
Cooperative learning and collaborative learning are closely related concepts in educational settings Collaborative learning involves students working together to solve problems or complete tasks, fostering a sense of shared responsibility and mutual support According to Laal and Ghodsi (2011), this approach emphasizes interaction and communication among learners, enhancing their understanding and retention of knowledge Understanding the distinction and connection between these two learning strategies can significantly impact teaching methodologies and student engagement.
Collaborative learning is an educational strategy where groups of students work together to tackle problems, complete tasks, or produce projects According to a workshop by the Educational Broadcasting Corporation (2004), this teaching method encourages students to engage with significant questions or create meaningful projects collectively Examples of collaborative learning include students discussing lecture content in groups or collaborating online with peers from different schools.
From the perceptive points of view, some researchers have been trying to differentiate collaborative and cooperative learning by pointing out the similarities and the differences of these two terms
Cooperative learning, as defined by authors from the Educational Broadcasting Corporation (2004), is a structured form of collaborative learning where students work together in small groups In this approach, each student is responsible not only for their own contributions but also for the overall success of the group Unlike general collaborative learning, which can occur in any setting where students engage together, cooperative learning specifically involves working on organized activities in a shared location.
Numerous linguistics researchers, including Cloud (2014), Dixx (1998), Orr (1992), Brame and Biel (2015), have explored this issue Despite varying methodologies, some studies, such as those by Nunan (1992), Richards, Platt, & Platt (1997), Winter (1999), Canh (2003), Thanh (2010), and Ha (2010), utilize these approaches interchangeably.
Briefly, the relationship between Collaborative and Cooperative learning can be illustrated as below:
Figure 2: The relationship between Cooperative and Collaborative learning
To effectively implement Cooperative and Collaborative learning in language teaching, it is essential for researchers to carefully consider the specific teaching context and the objectives of their educational practices.
In summary, extensive research has explored the precise concepts of cooperative learning in language education This study particularly values the definitions provided by Johnson & Johnson and Smith (1989), who describe cooperative learning as the "instructional use" of small groups where students collaborate to enhance their own learning and that of their peers.
The participants
The study investigates 120 non – English major first-year students at Hanoi College of Pharmacy In addition, 7 lecturers of teaching English in these classes will be included in this research
Many students from mountainous regions face challenges in learning English due to limited educational opportunities, often beginning their studies in high school rather than in secondary school like their peers This late start contributes to their difficulties in mastering the language Additionally, variations in background knowledge, along with the complexities of English grammar and vocabulary, pose significant obstacles for all students.
Many students exhibit low self-confidence and a lack of engagement in learning English, particularly in writing lessons This widespread struggle with mistakes across various skills contributes to their disinterest in the subject, which they pursue only because it is mandatory.
Data collection instruments
The data of this research were collected via questionnaires, class observation and interviews The class observation was implemented and recorded during writing periods of those classes
The survey questionnaire consists of close-ended, open-ended, and rating-scale questions, organized into three key sections: "Background Information," "Multiple-Choice Questions," and "Students' Opinions." The first section gathers participants' personal background details, including age, gender, years of studying English, and the authentic textbooks used in writing classes The second section explores participants' attitudes towards and the frequency of Cooperative activities in writing classes The final section aims to capture students' feedback on how Cooperative activities impact their motivation in writing Additionally, students are encouraged to provide recommendations for enhancing the use of Cooperative activities in writing classes, which the researcher will consider for implementation to boost student motivation.
Semi-structured interviews were conducted with seven English teachers at the college, taking place after writing periods and at the end of the course during summer holidays The interviews, all conducted in English, included recorded dialogues and extensive notes to capture key information.
To improve the validity of data gathered from questionnaires and semi-structured interviews, the researcher conducted observations in seven classes, focusing on ten writing periods across different units Each 45-minute writing session involved the researcher observing and documenting teacher and student activities without any recordings Notably, specific projects were detailed and included in the Appendix for further reference.
Data collection procedure
The process of collecting data was carried out by four following stages:
Firstly, 120 copies of survey questionnaires written in Vietnamese were hand in to
A study involving 120 first-year non-English major students at Hanoi College of Pharmacy was conducted before the end of the course Out of these, 34 students did not return the completed surveys, resulting in 86 responses available for data analysis.
The researcher conducted seven semi-structured interviews with English teachers from Hanoi College of Pharmacy at the conclusion of the course Prior to the interviews, a set of questions was prepared and distributed to the teachers to facilitate the discussion.
The semi-structured interviews included additional questions and were both recorded and noted for reference All interviewees consented to being recorded and photographed during the process.
To improve data reliability, the research involved conducting class observations across seven randomly selected lessons These observations were documented through notes and supplemented with photographs as per a checklist created by the researcher Both students and teachers in the observed classes consented to the observations, with some even agreeing to have their learning experiences photographed.
The analysis of survey data and class observations revealed the current state of Cooperative activities, students' attitudes towards them, and their preferences Based on these insights, recommendations for effectively implementing Cooperative activities in classes at Hanoi College of Pharmacy are provided.
In summary, this chapter addressed various aspects of the study, including the settings, participants, instruments, and data collection procedures The upcoming chapter will focus on the data analysis, discussions, and findings of the research.
FINDINGS AND DISCUSSION
Cooperation and Cooperative activities
3.1.1 Teachers’ and Students’ understanding about cooperation
Cooperative activities play a crucial role in language education, particularly in developing writing skills A survey conducted at Hanoi College of Pharmacy aimed to clarify the understanding of cooperation among teachers and students Data analysis revealed that over 81% of students correctly understood the concept, while a small minority had misconceptions Similarly, the majority of teachers, approximately five-sevenths, concurred that cooperation involves working collaboratively in small groups to achieve common objectives.
- T1: I think cooperation is working together to accomplish shared goals
- T3: Ss work together on common tasks or learning activities
- T5: Cooperation is working together to accomplish shared goals
- T6: Cooperation means work together to finish a task
- T7: C.A is an interesting activity which motivates Ss in class and inspires them to cooperate in groups to achieve common results
Understanding the concept of Cooperation is essential for effectively applying and implementing Cooperative activities in the classroom This article will explore various Cooperative activities and key factors related to their successful implementation in educational settings.
The chart highlights the diverse range of cooperative activities integrated into writing periods, with discussions/debates, problem-solving, and games being the most prevalent, comprising 59.3%, 26.7%, and 22.1% of activities, respectively In contrast, making group reports accounts for 5.8%, while other activities and giving marks and comments represent only 9.3% and 6.7%, respectively, indicating they are the least common forms of engagement.
In a recent survey of teachers, four-sevenths highlighted that group and pair discussions are prevalent activities during writing sessions, fostering collaboration among students Additionally, three-sevenths noted that techniques like "peer-check" and "think-pair-share" effectively promote cooperation and sharing in writing tasks Furthermore, two-sevenths of the educators acknowledged the effectiveness of group reports during these periods However, it's worth mentioning that two-sevenths of the teachers expressed that cooperative activities were neither engaging nor essential in writing instruction.
- (T4): I sometimes use it because it wastes a lot of time, bad sts may be talk to each other or do other work when applying cooperative activities
Cooperative activities play a crucial role in motivating students in writing classes at Hanoi College of Pharmacy While discussions, problem-solving, and games are frequently utilized, activities like group reports and peer feedback receive less emphasis Despite writing's significant role in language education, certain cooperative tasks, such as report-making and peer-checking, are often overlooked This highlights the need for a more balanced approach to integrating various cooperative activities in the writing curriculum to enhance student engagement and learning outcomes.
3.1.3 The frequency of using Cooperative activities in writing periods
Figure 9: Frequency of using Cooperative activities in writing periods
The pie chart reveals that approximately 50% of students engage in activities “2 - 3 times a week,” while 22% participate “4 - 5 times a week,” and nearly 17% do so “once per week.” Notably, the preference for “2 - 3 times a week” is double that of those choosing “4 - 5 times a week” and triple that of students opting for “once per week.” Additionally, the figures for students participating “once every two weeks” and “never” are relatively low, at 5% and 6%, respectively This indicates a clear trend in student engagement frequency.
In their writing classes, cooperative activities were confirmed to be used regularly by some participants, while others reported using them occasionally or rarely Specifically, 4 to 5 times a week, 2 to 3 times a week, once a week, or once every two weeks were the various frequencies noted for these activities.
- (T2): Cooperative activities are an effective way for students to improve their learning I often use it in the writing lessons
- (T3): I usually ask Ss to work in group of 3, 4, 5 or 10 Ss to finish a task from teacher
- (T4): I sometimes use it because it wastes a lot of time…
- (T5): […] I usually use in my class
Cooperative activities are frequently utilized in writing classes at Hanoi College of Pharmacy However, the varied responses from participants suggest that the implementation of these activities is inconsistent across different writing periods.
Students’ attitudes to Cooperative activities and materials
3.2.1 Students’ attitudes to writing periods
Table 5: Students’ attitudes to writing periods
Statements Strong like Like Neutral Dislike Strong dislike
10 I really enjoy writing lessons in our class 4 33 39 9 1
At Hanoi College of Pharmacy, only 37 students, or approximately 43%, expressed positive attitudes towards writing periods, while over 57% (59 students) reported neutral or negative feelings This aligns with the observations of interviewed teachers, most of whom noted that their students generally do not enjoy writing lessons, with only one-sixth acknowledging that a few students have a liking for them.
- (T3): No, they aren’t They feel bored, do not want to do any tasks
- (T4): Some of them are interested
- (T7): Generally speaking, most of ss are not
Various cooperative activities were implemented in the classes to enhance student engagement and motivation during writing lessons However, the study's findings reveal that students exhibited negative attitudes towards these writing periods.
In summary, data analysis reveals several key factors that enhance students' preference for writing periods, including engaging cooperative activities, teachers' expertise, the use of supplementary and authentic materials, a positive class atmosphere, and teachers' motivation and encouragement Notably, cooperative activities stand out as a crucial element in motivating students during writing classes, which educators at Hanoi College of Pharmacy should prioritize.
3.2.2 Students’ attitudes to Cooperative activities
Students’ preferences for Cooperative activities
Figure 10: Student’s preferences for Cooperative activities
Games Discussions/ Debate Problem solving Giving marks and comments Making group reports
The bar chart illustrates students' preferences for various cooperative activities during writing periods at Hanoi College of Pharmacy It reveals that a significant majority, 59.3%, favor Games, which is three times more than those who prefer Discussions/Debates and Problem-solving, each at 22.1% Additionally, 16.3% of students show interest in Giving marks and comments, while 11.6% prefer Making group reports, and other activities account for 3.5%.
Surveys and interviews reveal notable discrepancies regarding student engagement, with interviewed teachers indicating that games are not the preferred activities for their students Only one-third of the teachers surveyed believe that games effectively boost students' motivation during writing sessions.
- (T2): Group work is preferred I think games are most interested activities in my class
- (T7): May be, game is the most interesting activity and they didn’t like making reports
Through class observations, the researcher finds that students of two classes were attractive; attentive and cooperative when taking part in games
- (T4): They all tried to finish the duty …All students took part in the activities
- (T5): Students are cooperative, active They cooperate well
The pie chart reveals that 22.1% of students express an interest in discussions, debates, and problem-solving activities However, only one-sixth of the observed classes demonstrated that students focused more on these areas Additionally, interviews with teachers indicated a consensus that discussions and problem-solving are not their preferred activities during writing periods in these classes.
At Hanoi College of Pharmacy, discussions were the most prevalent activity during writing periods, accounting for 59.3%, while games ranked third at 22.1% Interestingly, games emerged as the top preference among first-year non-English major students, with discussions and problem-solving activities following closely behind This highlights a significant concern: despite the regular use of cooperative activities in writing classes, their implementation was found to be inadequate.
Grouping division in Cooperative activities
Figure 11: Group division in Cooperative activities
The data presented in Figure 4 highlights students' preferences for group sizes during writing periods, revealing that a significant 57.0% favor collaborating in groups of 5 to 6 members In contrast, only 2.3% prefer working in pairs, 32.6% in groups of 3 to 4, and 9.3% in larger groups, with another 2.3% having no specific preference This indicates that the preference for groups of 5 to 6 students is nearly double that of those who favor groups of 3 to 4, and four times greater than those who prefer smaller or larger configurations.
In writing classes at Hanoi College of Pharmacy, it is essential to consider the size of groups for effective collaboration on complex tasks While students may prefer working in groups of 5 to 6, research from the “Center for Faculty Excellent Presents” (October 2006) suggests that larger groups are more effective for tackling challenging assignments, as they allow for greater participation and diverse input from all members Therefore, incorporating larger groups can enhance the problem-solving process in writing classes.
Figure 12: Group forming in Cooperative activities
The pie chart reveals that a majority of students prefer to form groups randomly (34.9%) or independently (32.6%), rather than being selected by teachers or others Only 9.3% of students favor teacher selection, while 8.1% prefer grouping by shared interests Additionally, the data indicates that the percentage of students choosing groups based on skill level and ability (16.3%) is nearly double that of those selecting groups by interest and significantly higher than those influenced by other factors.
A recent survey revealed that approximately 35% of students prefer random group selection, while five-sevenths of interviewed teachers reported using random methods for group division Only one-seventh of teachers allowed students to choose their own groups, despite 32.6% of students expressing a desire for self-selection This indicates a clear preference among learners for both random and self-selected grouping methods The findings highlight the effectiveness of random grouping in promoting student cooperation and enthusiasm, offering valuable insights for educators at Hanoi College of Pharmacy to enhance their teaching strategies during collaborative activities.
Students’ cooperation in groups in Cooperative activities
Table 4: Students’ cooperation in Cooperative Activities (*)
Statements Strong agree Agree Neutral Disagree Strong disagree
1 We are cooperative in challenge tasks 40.7 37.2 17.4 4.7 0.0
2 Each member is aware of his role when taking part in a group 27.9 57.0 7.0 8.1 0.0
3 We respect and support others in challenging activities 47.7 41.9 5.8 4.7 0.0
4 We share our responsibilities to achieve a common goal 29.1 64.0 4.7 2.3 0.0
5 We are strongly motivated to out - perform and share equally 18.6 64.0 17.4 0.0 0.0
6 Cooperative activities enhance our motivation to our work 29.1 54.7 14.0 2.3 0.0
7 I learned a lot from activities such as team - based, critical thinking and creativity skills, etc 27.9 34.9 33.7 1.2 2.3
The data indicates that approximately 78% of students agree that their teams are cooperative in tackling difficult tasks, highlighting the importance of shared goals in motivating group collaboration Furthermore, over 85% of students recognize their individual roles in cooperative activities, while 90% express respect and support for their peers during challenging tasks This collective responsibility is crucial for group success, as most students affirm their commitment to achieving common objectives Additionally, students report being strongly motivated to excel and share responsibilities equally within their teams.
The research reveals key factors of cooperation in the classes, including positive interdependence, promotive interaction, and individual accountability, as discussed in the previous chapter.
6 Cooperative activities enhance our motivation to our work 29.1 54.7 14.0 2.3 0.0
7 I learned a lot from activities such as team - based, critical thinking and creativity skills, etc 27.9 34.9 33.7 1.2 2.3
Approximately 63% of students believe that participating in group activities enhances their team-based, critical thinking, and creativity skills Furthermore, around 84% of students reported feeling motivated to collaborate and share ideas while engaged in these group activities.
These findings of the study show the fact that students are willing and comfortable to take part in Cooperative activities and share a common goal in their groups
Collaborative group work enhances students' motivation and cooperation while sharing responsibilities This research provides valuable insights for educators at Hanoi College of Pharmacy, aiding in the organization of cooperative activities and increasing student engagement in writing classes.
Figure 13: Student’s preferences for materials
CONCLUSION
Conclusion
Despite the widespread application of cooperative learning in universities globally, its integration into writing classes for non-English major first-year students at Hanoi College of Pharmacy remains unexamined This research aims to assess the current use of cooperative activities in writing lessons and to gauge students' attitudes towards these methods The goal is to identify effective strategies for incorporating cooperative learning into writing periods to enhance motivation among first-year students at Hanoi College of Pharmacy.
By considering the aims of the research, the researcher set up 3 main questions as follows:
Which Cooperative activities are currently used in writing classes for non – English major first-year students at Hanoi College of Pharmacy?
What is the situation of using these activities in writing class?
Which Cooperative activities are the students’ preferences?
To address the three research questions, the researcher employed questionnaires, interviews, and classroom observations as data collection methods Through the observation and interviews conducted with first-year non-English major students at Hanoi College of Pharmacy, significant insights were gained The findings presented in the previous chapter enabled the researcher to formulate the following conclusions.
Cooperative activities in language teaching often include games, discussions, debates, and problem-solving, with discussions and games being the most prevalent However, report-making is less frequently utilized in these classes Despite the significance of writing in language education, activities related to the writing process, such as report creation and peer review, are not regularly implemented.
The survey indicates that while cooperative activities were frequently utilized during writing sessions, their implementation was often inadequate Among the regularly employed activities, discussions, debates, problem-solving, and games stand out, with games being the most favored option among students.
Research indicates that students prefer working in groups of 5 to 6, often selecting their groups randomly or independently In contrast, more than two-thirds of teachers reported that they assign groups randomly This discrepancy highlights the significance of group formation in enhancing student collaboration and engagement during writing activities To ensure successful lessons, it is crucial for educators at Hanoi College of Pharmacy to consider these preferences.
The research offers valuable insights for educators at Hanoi College of Pharmacy, highlighting that both teachers and students agree on the optimal duration for Cooperative activities during Writing periods The findings indicate that a duration of 5 to 10 minutes is ideal for effectively conducting these activities.
The researcher investigates students' attitudes toward cooperative activities during writing periods at Hanoi College of Pharmacy Findings indicate that while students generally hold positive views on the materials and collaboration aspects, they express negative sentiments regarding the types of activities and the formation of groups Ultimately, the nature of the activities and group dynamics are identified as the most significant factors influencing students' attitudes.
Recommendations
While cooperative activities have been integrated into the writing process, their impact on student achievement remains unexamined To improve the effectiveness of these activities for students at Hanoi College of Pharmacy, several recommendations are proposed for both teachers and students.
Cooperative activities play a crucial role in enhancing student motivation in the classroom, making it essential for teachers to prioritize their organization and implementation To maximize effectiveness, educators should adopt a flexible and creative approach in designing and adjusting these activities to align with students' interests and proficiency levels, thereby fostering greater cooperation and engagement among learners.
Empowering students with greater rights and privileges in the classroom fosters a sense of freedom in choosing their partners or groups Additionally, while utilizing diverse resources such as the internet and newspapers, teachers should also leverage textbooks and authentic materials, tailoring them to align with students’ interests and proficiency levels to enhance engagement and motivation in learning.
Students should develop essential social and team-based skills to enhance their learning experience By becoming more cooperative and responsible in group activities, they can maximize the collective success of their teams Furthermore, fostering flexibility and adaptability in the face of change is crucial for students to achieve greater accomplishments in their lives.
Limitations
The research faced several limitations due to objective factors Firstly, the survey had a limited number of participants, and its reliability was compromised as some questionnaires were either incomplete or not returned Secondly, the researcher could not simultaneously cover all group activities during writing periods Additionally, some students exhibited reluctance and discomfort during class observations Lastly, time constraints prevented the researcher from conducting more observations to thoroughly investigate the factors influencing students' preferences in writing periods Consequently, the reasons behind students' neutral attitudes towards writing periods at Hanoi College of Pharmacy were not fully explored.
Suggestions for further study
The researcher focused on implementing Cooperative activities for non-English major first-year students at Hanoi College of Pharmacy due to time constraints With additional time, the researcher would explore factors influencing students' preferences and conduct experimental research to assess the effectiveness of Cooperative learning in enhancing student cooperation during writing sessions This study aims to provide valuable insights for educators interested in applying Cooperative activities in language teaching, encouraging further research on its impact on student motivation The author hopes that these findings will serve as a useful resource for future studies on Cooperative learning approaches in Vietnamese universities.
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2 Anderson, A., & Lynch, T (1988) Listening New York: Oxford University Press
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Difficulties and Sources: A Move towards Solution the Case of Second Year EFL Learners at Tlemcen University International Journal of Learning, Teaching and Educational Research Vol 16, No 6, pp 80-88
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Context: Balancing Product and Process in Writing Class at Tertiary Level
Journal of NELTA Vol 15 No 1-2, p.77- 86
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This survey, conducted by Ha Noi University of Languages and International Studies, aims to evaluate the effectiveness of writing activities in the classroom and explore ways to enhance their application to boost student motivation It is strictly for educational purposes, ensuring that all responses are anonymous and that there are no right or wrong answers.
Kindly fill in the table
Gender: Learning English for:……… năm
Kindly please circle your options You could choose more than one You could give your own ideas by filling in the blanks “Others”
1 In your opinion, what are cooperative activities?
A Members in groups work independently and do some different tasks
B Members in groups work together to achieve a common goal
C Members in groups work together and compete together inside their group
2 How often are cooperative activities used in writing lesson in class?
A 4 - 5 times/ week or more D Once in every two weeks
3 Which cooperative activities are used writing lesson in class?
A Games D Giving marks and comments
4 Which cooperative activities impressed you most?
A Games D Giving marks and comments
5 How long do these activities take?
A Less than 5 minutes D More than 10 minutes
6 How are the groups divided into?
A Pairs D Groups of 10 or more
7 How is the group formed?
8 Which are useful and interesting supplementary materials used in the writing lessons?
A Textbook/ handouts/ diary D Software (ipad, itool, ebook)
B Visual aids (Projector/ computer/TV) E Others:………
C Journals/ Newspapers h n 3 art 3 greement scale
Kindly please tick “ ” in the box that describe your answer
Cooperative activities and writing lesson
1 2 3 4 5 Strongly agree Agree Neutral Disagree strongly disagree
9 We are cooperative in challenging tasks
10 Each member is aware of his role when taking part in a group
11 We respect and support others in challenging activities
12 We share our responsibilities to achieve a common goal
13 We are strongly motivated to out – perform and share equally
14 Cooperative activities enhance our work
15 I learned a lot from activities such as team – based; critical thinking and creativity skills, etc…
16 Cooperative activities are very effective to my studying
17 I really enjoy some cooperative activities in writing class
18 I really enjoy writing lessons in our class
Suggestions to improve(if possible)
Phi u kh o s t n y c th c hi n b i c ……….… – tr ng………., nh m nh gi nh ng ho t ng nh m (theo c p, nh m) c s d ng tr n l p v t m ra ph ơng ph p hi u qu nh m ng d ng nh ng ho t ng n y l m t ng c m h ng h c cho sinh vi n.
Nghiên cứu này nhằm thảo luận về những lợi ích của giáo dục không mang tính thương mại Phíu khảo sát không có câu hỏi sai lệch Tất cả những thông tin thu thập được sẽ được bảo mật Thông tin cá nhân sẽ được giữ kín.
Vui l ng i n th ng tin v o bảng sau:
Giới tính: Thời gian học tiếng Anh:……… năm
Tuổi: Giáo trình đang học: h n 2 C u h i nhiều lựa chọn y khoanh tr n lựa chọn c a b n C th chọn m t ho c nhi u ph ng n Vui long i n v o ph n “ ki n kh c” n u b n mu n a ra ph ng n kh c
1 Theo b n, ho t ng h p t c nh m trong l p l :
A Ho t ng gi a c c c nh n v i nhi m v kh c nhau
B Ho t ng c p, nh m cùng th c hi n nhi m v chung
C Ho t ng ơn lẻ của c c nh m v c s c nh tranh lẫn nhau trong nh m
2 T n xu t s d ng c c ho t ng h p t c nh m trong ti t vi t tr n l p …
A Th ng xuy n(4-5 l n/1 tu n) D 2 tu n 1 l n
3 Ho t ng h p t c nh m n o c s d ng tr n l p? (chọn m t ho c nhi u ph ng n)
A Tr chơi D Ch m iểm theo nh m
B Th o luận theo nh m E Vi t b o c o nh m
C Gi i quy t v n theo nh m F ki n kh c:………
4 Theo b n, ho t ng tr n g y h ng th v i b n nh t? (chọn m t ho c nhi u ph ng n)
A Tr chơi D Ch m iểm theo nh m
B Th o luận theo nh m E Vi t b o c o nh m
C Gi i quy t v n theo nh m F ki n kh c:………
5 Theo b n, th i gian d nh cho c c ho t ng nh m n n l …
6 Theo b n m i nh m tr n l p n n c chia th nh …
A Ngẫu nhi n D Gi ng vi n ch n
B Theo s thích E Sinh vi n ch n
C Theo tr nh , kh n ng F ki n kh c:………
8 Theo b n, trong nh ng t i li u tham kh o sau, t i li u n o l b ích, h ng th n n c s d ng trong ti t vi t? (chọn m t ho c nhi u ph ng n)
A S ch gi o tr nh/ handout/ s nhật kí D Ph n m m h tr (ipad, itool, ebook)
B M y chi u/ m y tính/ TV E ki n kh c:………
Vui l ng nh d u “ ”v o th hi n ki n c a b n
Các ho t đ ng nh m v tiết học
Ho n to n đ ng ng ình th ờng h ng đ ng Ho n to n kh ng đ ng
9 Th nh vi n lu n h p t c với nhau khi tham gia nh m
10 Mỗi c nh n u thức tr ch nhi m c a mình trong nh m
11 Th nh vi n t n trọng v hỗ tr nhau trong nh m
12 Th nh vi n chia sẻ tr ch nhi m nhằm t c mục ti u chung
13 Nh m r t hứng th l m vi c v chia sẻ c ng vi c c ng bằng
14 Ho t ng nh m l m tăng hứng th với c ng vi c
15 T i học c: k năng nh m, k năng t duy, s ng t o, v.v
16 T i th y l m vi c nh m r t hi u quả với vi c học c a t i
17 T i r t thích c c ho t ng nh m trong ti t k năng vi t
18 T i r t thích k năng vi t tr n lớp xu t nếu c )
Ho t ng nh m tr n l p : + T n xu t s d ng:
+ Ph ơng th c t ch c nh m:……… ki n kh c: ………
Material: Course book – Life lines (elementary) Unit 10 - Travel (Page 70)
Title/ Topic: Write about something that happened to you on a journey or a holiday
Date: September 6 th 2018 Skills: Writing
- General: Students can write about their last journey or holiday
- Before: Students read the whole story “Torquay? But I said Turkey!” and answered some questions
- While writing: Individually check grammar, spelling, topic sentences, supporting sentences
- After writing: Pairs check, edit errors related to grammar, spelling, logicality
- Frequency: Before writing and after writing
- Teaching aids: Power point, board, magnet
- Students’ attitude: They felt bored Some of them got in the activity actively
Some of them were active but a half of them were passive
- Students’ cooperation: Most of them worked individually
Total Assessment: - Cooperative activities (Variety/ Frequency, etc) Think – pair – share / Peer instruction (used in before and after writing)
- Students’ participations: (Comments/ Suggestions): About more than 30 students are very enthusiastic but the rest are lazy to discuss and give ideals
Material: Course book – Life lines (elementary) Unit 11 Fashion (P.79)
Title/ Topic: Write a paragraph Compare what you normally do with what you’re doing today
Date: September 7 th 2018 Skills: Writing
- General: Students can write a paragraph to compare what they usually do and what they are doing today
Students use present and present continuous tense
1 Students looked at the pictures and the headline to answer some questions
2 Students read the text “Tamara’s a model pupil”
3 Students underlined present and present continuous tense + What do you think of Tamara’s situation?
- While writing: Students wrote a paragraph individually
Students asked teacher any new words and teacher went along the Students have to finish after classroom to guide each student
Students collaborated in pairs to revise their writings, providing feedback to each other The teacher then selected two exemplary pieces, photographed them, and displayed the images on a slide for the class to review as samples.
- Frequency: Using in after writing
- Teaching aids: Power point, board, magnet, poster
- Students’ attitude: Most of them were attracted in the lesson
Only 4-6 students were lazy but they still finished their duty
- Students’ participation: They all got in the activities
- Students’ cooperation: They cooperated with others
Total Assessment: - Cooperative activities (Variety/ Frequency, etc) Peer tutoring or peer check
- Students’ participations: (Comments/ Suggestions): Most of them are very active
Material: Course book – Life lines (elementary) Title/ Topic: Write the story from the creatures’ point of view Unit 12: Health (P84)
Date: September 11 th 2018 Skills: Writing
In this classroom activity, the teacher organizes students into pairs to engage in discussions centered around a specific topic presented on A4 sheets This collaborative approach fosters negotiation skills and encourages students to support one another in their learning process Ultimately, they synthesize their discussions to identify key ideas, which they then present to the teacher for further evaluation.
- General: Students can imagine a story about the creatures
1 Teacher divides class into groups, group of 5-6
Teacher prepares A0 size Teacher prepares a sheet of paper
2 Project: and student work in group , they gather to discuss about the topic Then each group is assigned with their topic that requires them to work together to find down the final draft with topic sentences, supporting sentences and final sentences
Teacher went to each group and supported them
After 15 minutes a team leader goes to other team and present the topic All groups have the same dudy
- Frequency: used in the whole lesson
- Teaching aids: board, magnet, paper, color pencils
- Grouping: Teacher counts one, two , same numbers mean same group
They are all active and interested in this story
Total Assessment: - Cooperative activities (Variety/ Frequency, etc): Discussion and Report activity
- Students’ participations: (Comments/ Suggestions): They are all try to finish within the given time
Material: Course book – Life lines (elementary) Unit 11: Fashion
Title/ Topic: Write a paragraph Compare what you normally do with what you’re doing today
Date: September 21 st 2018 Skills: Writing
- General: Students can write a paragraph to compare what they usually do and what they are doing today
Students use present and present continuous tense
1 Students answered questions related to some pictures
2 Read the text “Tamara’s a model pupil”
3 Students were divided into 5 groups Each group discussed about what Tamara usually do and what she is doing this week After 5 minutes, the leader of each group moved to other group and presented their product
15 minutes a paragraph individually Students asked teacher any new words and teacher went along the classroom to guide each student
- After writing: Teacher took photos 5 writings and showed them on the slide to check all mistakes and contents as samples
- Teaching aids: Power point, board, magnet, poster
- Students’ attitude: 3-4 students in group 2, 5 were talkative They did not discuss the topic
- Students’ participation: They all took part in activities but some were hard-working and some were lazy
- Students’ cooperation: In group 2 and 5, they did not cooperate well Some of them talked about unrelated topics
Total Assessment: - Cooperative activities (Variety/ Frequency, etc) : Only in the step “before writing” applies jigsaw cooperative activity
- Students’ participations: (Comments/ Suggestions): Some participate well enough but some are not
Material: Course book – Life lines (elementary) Unit 13: Winners
Title/ Topic: Write about a famous person that you admire
Date: September 21 st 2018 Skills: Writing
- General: Write about a famous person
1 Students read the text “the year of the tiger”
2 Students in 4 groups answered questions related to the text
These questions were raised by teacher
3 Teachers asked some other questions about famous person
4 Teacher suggested some topic sentences
- While writing: Write a paragraph individually Students asked teacher any new words and teacher went along the classroom to guide each student
- After writing: Teacher collected all writings and then gave back to students randomly
Students checked their friends’ product
- Teaching aids: board, magnet, and poster
- Students’ attitude: They all triedtry to finish the duty
All students took part in the activities
Total Assessment: - Cooperative activities (Variety/ Frequency, etc) : Games are used in step “before writing” and peer instruction activity in step “after writing”
- Students’ participations: (Comments/ Suggestions): participate well
Material: Course book – Life lines (elementary) Title/ Topic: Write the story from the creatures’ point of view Unit 12: Health (P84)
Date: September 28 th 2018 Skills: Writing
In a collaborative classroom activity, the teacher divides students into pairs to engage in discussions centered around a specific topic using A4 sheets This exercise promotes negotiation skills and encourages students to support one another Ultimately, they summarize the main ideas before presenting their findings to the teacher.
- General: Students can imagine a story about the creatures
1 Teacher divides class into groups, group of 5-6 Teacher prepares A0 size Teacher prepares a sheet of paper
2 Project: and student work in group , they gather to discuss about the topic Then each group is assigned with their topic that requires them to work together to find down the final draft with topic sentences, supporting sentences and final sentences
After 15 minutes a team leader goes to other team and present the topic All groups have the same dudy
Teacher went to each group and supported them
- Frequency: used in the whole lesson
- Teaching aids: board, magnet, paper, color pencils
- Grouping: Teacher counts one, two , same numbers mean same group
- Students’ participation: They are active and interested in this story but not all 5 students are lazy and talkative the class so they do not do much
Total Assessment: - Cooperative activities (Variety/ Frequency, etc): Discussion and Report activity
- Students’ participations: (Comments/ Suggestions): They are all try to finish within the given tim
Material: Course book – Life lines (elementary) Unit 10: Travel
Title/ Topic: Write about something that happened to you on a journey or a holida
Date: October 6 th 2018 Skills: Writing
- General: Students can write about their last journey or holiday
1 T showed some pictures on power point then asked students about their holiday or journey
2 Students read the whole story
“Torquay? But I said Turkey!” and answered some questions in the course book
3 Students worked in group of 5 for 3 minutes then underlined title, topic sentences, detail sentences and final sentences
- While writing: Teacher gave each group a poster They wrote topic sentences, supporting sentences and final sentences for the above topic
- After writing: All group stuck their poster on the board and the leader presented before class
- Frequency: team works were used in the whole lesson
- Teaching aids: Power point, board, magnet, poster, sharpeners
- Grouping: Students sit on chairs next to each other are 1 group
Total Assessment: - Cooperative activities (Variety/ Frequency, etc)
Problem solving and decision making (before writing), Report activity (while writing) and jigsaw (after writing)
- Students’ participations: (Comments/ Suggestions): enthusiastic
Material: Course book – Life lines (elementary) Title/ Topic: Write about something that happened to you on a journey or a holiday
Date: October 15 th 2018 Skills: Writing
- General: Students can write about their last journey or holiday
- Before: Students read the whole story “Torquay? But I said Turkey!” and answered some questions in the course book
- While writing: Students worked in group (6 groups) to write the topic sentences, supporting sentences and final sentences on a poster
- After writing: All groups shared their results with others and gave feedback
Teacher went to each group and supported them
- Frequency: used in while writing and after writing
- Teaching aids: board, magnet, poster, color pencils
Total Assessment: - Cooperative activities (Variety/ Frequency, etc): Report activity (while writing) and peer check activity (after writing)
- Students’ participations: (Comments/ Suggestions): All of them are cooperative
Material: Course book – Life lines (elementary) Title/ Topic: Write about something that happened to you on a journey or a holiday
Date: October 21 st 2018 Skills: Writing
Each group of students is tasked with collaboratively recounting their experiences from a journey or holiday They must work together to finalize their narrative, gathering and organizing their ideas before documenting them on a sheet of paper provided by their teacher.
- General: Students can write about their last journey or holiday
1 Students skim and scan the whole story “Torquay? But I said Turkey!” and answered some questions in the course book
2 Project: Teacher prepares a sheet of paper and ask student to work in group of 8 (6 groups) to write a mindmap for the topic with topic sentences, supporting sentences and final sentences
After 15 minutes a team leader goes to other team and present the topic All groups have the
Teacher went to each group and supported them same dudy
- Frequency: used in while writing
- Teaching aids: board, magnet, paper, color pencils
- Students’ participation: some are enthusiastic, some feel bored
- Students’ cooperation: 4 groups are well cooperative, 2 others are not
Total Assessment: - Cooperative activities (Variety/ Frequency, etc): Report activity and peer check activity
- Students’ participations: (Comments/ Suggestions): Some are cooperative, some are not
Material: Course book – Life lines (elementary) Unit 11: Fashion
Title/ Topic: Write a paragraph, compare what you normally do with what you are doing today
Date: October 25 th 2018 Skills: Writing
Description: Teacher divides class into groups Each group of students is assigned with their task on writing about what you usually do and what are you doing today
Two groups focus on their usual activities, while others concentrate on their current tasks Collaboration is essential for them to create a cohesive final version They gather all their ideas and document them on a sheet provided by the teacher Ultimately, the group leader presents their findings to the other groups, allowing them to take notes before the deadline.
- General: Students can write about what they normally do with what you are doing today
Using present simple tense and present continous
- Before writing: Teacher divides class into 4 groups
Teacher asks Ss some question
“what do you usually do in the morning, afternoon ”/ Today, are there any differences”
Teacher goes to each group
While wiring: Teacher prepares a sheet of paper and Teacher divides class into 4 groups 2 group writing about what you normally do 2 other groups talk about what you are doing today?
After writing: after the project, Ss presents to other groups Other groups listen and note down ideas they hear and supports them
- Frequency: used in while writing
- Teaching aids: board, magnet, paper, color pencils
- Students’ participation: some are enthusiastic, some feel bored
- Students’ cooperation: 4 groups are well cooperative, 2 others are not
Total Assessment: - Cooperative activities (Variety/ Frequency, etc): Report activity and jigsaw activity
- Students’ participations: (Comments/ Suggestions): Some are cooperative, some are not
APPENDIX 3: INTERVIEW WITH TEACHERS (The tapescripts were transferred from recorded materials) Teacher T: (class 1)
R: I am conducting a research on incorporating cooperative activities in writing class to motivate the non – major fist – year students in writing class? Would you mind if I asked you some questions?
R: How long have you been teaching English at this university?
I have you been teaching English at this university for 3 years
R: How many students in your class?
R: How about your students’ proficiency level in writing skill?
They are not very good at writing Because they didn’t more chances to practice writing in particular and language skills in general
R: Are they interested in writing?
No Of course not Writing is considered as a language skill which is difficult for my students to acquire
R: What do you think about their problems in your class?
- Teachers’ uncareful guidance R: What do you think about cooperative activities ? Can you specify? What are they? Do you often use them in the writing lessons?
I think cooperation is working together to accomplish shared goals Then they work through the assignment until all group members successfully understand and
- It also is the way the teacher divides the students into groups to accomplish a writing task together
R: And what are the reasons?
- Enhancing students’ social skills (interact with each other)
- Increasing motivation and positive attitude toward learning R: Could you please tell me what activities you often use in class?
- Project R: Which one interests the students most?
The Think-Pair-Share strategy involves a teacher posing a question, prompting students to first think individually, then pair up to discuss their ideas After this discussion, pairs share their insights with other pairs, teams, or the entire class, fostering collaborative learning and enhancing critical thinking skills.
R: Can you tell me how you group your students?
In my classroom, I encourage collaborative learning by having students first work in teams to tackle a specific problem or task After this group effort, the teams split into pairs, allowing students to focus on the same or a related issue together Finally, the pairs dissolve, and each student independently works on completing the original or a related task, fostering individual accountability and reinforcing their understanding.
Some students do not participate in working in groups
To the uncooperative members, I give them low marks However, this is not the best way
R: What do you do to motivate them to take part in activities or cooperate with their partners?
I always consider about the group size I often ask students to work in group of 4- 5 members I think it is an ideal group
Yes, Students have chances to work and discuss with others
R: How long do you spend on Cooperative activities in class?
I think 4- 5 mins, because they don’t want to work together
R: Which supplementary materials do you use in the writing period?
I do not use any supplementary materials
R: Thank you very much for your cooperation!
R: I am conducting a research on incorporating cooperative activities in writing class to motivate the non – major fist – year students in writing class? Would you mind if I asked you some questions?
R: How long have you been teaching English at this university?
R: How many students in your class? 40 students
R: How about your students’ proficiency level in writing skill?
Pre - intermediate R: Are they interested in writing? No
R: What do you think about their problems in your class?
They lack of academic vocabulary and they are not good at grammar
R: What do you think about cooperative activities ? Can you specify? What are they? Do you often use them in the writing lessons?
Cooperative activities is an effective way for students to improve their learning I often use it in the writing lessons
R: And what are the reasons?
They tend to learn harder and develop their social skills and self – efficacy because they have to work together to achieve the best results
R: Could you please tell me what activities you often use in class?
Pair work and group work R: Which one interests the students most?
R: Can you tell me how you group your students?
Low – ability with high – ability students with the same learning styles
R: Is there any problem? The number of high – ability students and low – ability students are not equal
R: What do you do to motivate them to take part in activities or cooperate with their partners?
Games and awards are the good way to make them active in class
R: Is it effective? Yes R: How long do you spend on Cooperative activities in class?
5 or less than 10 mins I think it’s suitable for them to work in their group
R: Which supplementary materials do you use in the writing period?
Sample writings Vocabulary list for given topic