Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE USE OF GROUP WORK INLEARNING SPEAKING SKILL FOR THE SECOND-YEAR ENGLISH MAJOR STUDEN
INTRODUCTION
Rational of the study
In today's globalized world, the importance of English cannot be overlooked, especially in developing countries like Vietnam, where it is taught from an early age Young people recognize that proficiency in English is essential for securing good jobs, expanding communication, and accessing global knowledge Consequently, many universities and colleges are incorporating English into their curricula Effective English communication requires fluency and intelligence, which demand time, patience, and hard work Among the four language skills—speaking, writing, listening, and reading—speaking is often the most challenging for Vietnamese students, primarily because schools typically emphasize grammar over oral proficiency and lack direct assessments of speaking skills.
While students receive thorough preparation through written tests that emphasize grammar, reading, and writing, speaking skills are frequently overlooked However, speaking is crucial for learners to effectively explore and master the language.
In Vietnam, school leaders increasingly recognize the significance of enhancing students' English proficiency, particularly in speaking skills Language educators are exploring innovative methods to encourage student participation in class discussions One effective approach is the implementation of group work, which has gained popularity in speaking lessons due to its numerous benefits As noted by Harmer, group work fosters a collaborative learning environment that motivates students to engage more actively in their language development.
Working in groups can enhance communication time among individuals, foster essential skills for participation, cooperation, and negotiation, and promote learner autonomy by enabling students to choose their own groups without teacher intervention This approach also liberates teachers from their traditional roles as controllers and correctors.
Researchers encounter numerous challenges when implementing group work in speaking lessons, particularly in rural university settings where such studies are scarce This study aims to investigate these challenges and provide practical evidence, ultimately seeking solutions to enhance the effectiveness of group work in speaking lessons.
This study explores the effectiveness of group work in enhancing speaking skills among second-year English major students at Hung Yen University of Technology and Education The researcher aims to provide a comprehensive understanding of how to implement this teaching technique effectively.
Aim of study
This study explores the potential of group work to enhance speaking skills among second-year English major students at Hung Yen University of Technology and Education Additionally, it aims to identify the strengths and challenges faced by both students and teachers in the learning and teaching processes To achieve these objectives, the research seeks to address specific questions related to these dynamics.
1 What are the attitudes of students and teachers towards the application of the group work in the speaking lesson?
2 What are the benefits of learning and teaching speaking skill by applying group work?
3 What are the difficulties of learning and teaching speaking skill by applying group work?
Scope of study
This study focuses on enhancing speaking skills among second-year English major students at Hung Yen University of Technology and Education (UTEHY) through the implementation of group work Due to limitations in time, information, and available resources, the research is specifically tailored to second-year English majors and select teachers from the Faculty of Foreign Languages (FFL) at UTEHY's campus II.
Methods of study
The research will utilize both quantitative and qualitative methods, incorporating survey questionnaires and interview questions directed at second-year English major students and faculty at Hung Yen University of Technology and Education Following data collection, the researcher will create tables and charts to effectively present and analyze the gathered information.
Moreover, the study was unable to include all UTEHY It is designed to the second- year English majors of FFL at UTEHY only.
Design of the study
Chapter 1: Introduction – presents rationale, aims of study, scope of study, research question, method of study
Chapter 2: Literature Review – review the theory about speaking and group work in speaking lesson
Chapter 3: Data analysis and recommendation for improving the effectiveness of group work in speaking lesson
LITERATURE REVIEW
Speaking skill
Mastering speaking skills is essential for students learning English Richard (2008) defines speaking as a means of accomplishing tasks, exploring ideas, understanding the world, and fostering social connections Fluency in English not only enhances communication but also enables students to engage with current information across various fields, including science, technology, and health (Cameron, 2001; Brown, 2004).
Speaking is a productive skill that involves the active use of speech organs to convey meaning, which can be observed and measured This definition encompasses three key aspects: first, productive skill refers to the ability to coordinate speech organs such as the lips, tongue, and vocal cords to produce language Second, expressing meaning highlights the purpose of verbal communication, allowing speakers to share ideas and experiences with listeners Lastly, the observable nature of speaking indicates that its effectiveness can be directly assessed through the clarity and impact of the speaker's delivery.
Speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning shaped by context, participants, and their experiences While often spontaneous and evolving, speech also follows identifiable patterns in specific discourse situations, such as declining invitations or making requests For instance, when a salesperson asks, "May I help you?" it typically leads to a sequence involving a statement of need and subsequent exchanges Effective speaking requires learners to master not only the linguistic aspects like grammar and vocabulary but also the sociolinguistic knowledge of when and how to use language appropriately Additionally, spoken language has distinct skills, structures, and conventions that set it apart from written communication.
& McCarthy, 1995; Cohen, 1996) A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act
Traditionally, when people describe speaking skills, they often focus on speaking and listening skills separately in a context of public speaking
Brown (1981) has broadened the definition of speaking skills by identifying three key trends in oral communication activities The first trend emphasizes diverse communication settings, including one-to-many, small group, one-to-one, and mass media interactions The second trend highlights the use of communication to achieve specific objectives, such as informing, persuading, and problem-solving Finally, the third trend focuses on essential competencies necessary for daily life, including giving directions, asking for information, and providing basic details in emergency situations.
Speaking is a crucial skill in language learning, serving as a foundation for mastering other abilities Proficient speaking enhances reading comprehension, listening skills, and writing accuracy As the most effective form of communication, strong speaking skills play a vital role in overall language acquisition (Ur, 1996).
Effective speaking skills are crucial for language learners, as they significantly enhance student motivation According to Nunan (1991), the true measure of success in language learning lies in the ability to engage in conversations in the target language To improve their English speaking skills, students actively seek opportunities to express themselves in daily interactions Conversely, those who struggle with fluency may lack the confidence to participate in class discussions, leading to a decline in their enthusiasm for learning By implementing engaging and creative speaking activities, educators can make speaking lessons more enjoyable, thereby boosting student motivation Furthermore, collaborative speaking practice can enhance other language skills, resulting in successful speaking lessons that inspire students to pursue further learning.
Effective communication within society is essential, as language allows individuals to exchange information, express emotions, and maintain relationships It is a fundamental aspect that differentiates humans from animals and is crucial for survival (Ur, 1996) Therefore, speaking skills should be prioritized in the learning and teaching of foreign languages, emphasizing the importance of mastering these skills for successful communication.
Group work in speaking lesson
Group work is a powerful method for teachers to enhance students' language skills, significantly transforming classroom dynamics through student-centered teaching (Nunan, 1996).
Group work, as defined by Johnson, K (1982), is a collaborative learning activity where a small group of learners engages in working together This collaboration can involve focusing on a single task or dividing responsibilities for various components of a larger project Typically, the tasks assigned to group members are chosen collaboratively by the group itself.
Harmer (1996) states that group work is a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self- initiated language
Adrian Doff (1988:137) describes group work as a collaborative process in which the teacher organizes the class into small groups, typically consisting of four to five students each, enabling all groups to work simultaneously.
Group work fosters collaborative learning among small groups of students, promoting greater responsibility for their own education by shifting focus from the teacher to engaging tasks In these group settings, students can collaboratively create stories, role-play scenarios, prepare presentations, discuss various issues, or reach group decisions Additionally, they have the opportunity to watch, write, or perform video sequences, enhancing their learning experience through active participation.
Group work fosters cooperation among students, allowing them to share goals and responsibilities while gaining independence in their learning decisions This environment reduces the pressure of being observed by the entire class, encouraging students to negotiate and consider diverse perspectives As a result, they participate more equally and feel empowered to experiment with language.
2.2.2 Advantages and limitations of using group work in the speaking room
2.2.2.1: Advantages of using group work in speaking room
Group work increases students’ talking time
Group work significantly enhances student practice in language learning Long and Porter (1985) found that in a 50-minute lesson with 30 students, individual speaking time with the teacher is limited to just 30 seconds, amounting to only one hour of speaking practice per student per year This insufficient practice contributes to low achievement among second language learners Research by Hubert Skrzyński (2005) demonstrates that group work addresses this issue effectively, as it allows multiple students to engage in conversation and exchange ideas simultaneously, greatly increasing their opportunities to practice speaking English.
Group work creates a more secure and positive classroom atmosphere
Group work significantly enhances learner confidence, as noted by Yasemin Godek (2004) Many students find it intimidating to answer questions in front of the entire class, which can lead to a dull and stressful classroom atmosphere that hinders language learning Martine L (2006) highlights that even knowledgeable students often hesitate to share their answers due to uncertainty about their correctness (p 35) In contrast, small group settings provide a secure environment where students feel more at ease speaking a foreign language, especially those who are timid or less proficient This comfort fosters self-confidence, allowing them to express their thoughts more freely (Hubert Skrzyński, 2005).
3.Group work gives chance for students learning from each other
Collaborative group work significantly enhances student learning by allowing peers to support one another across varying ability levels Through this interaction, students not only teach each other but also introduce new vocabulary and concepts, facilitating a natural exchange of knowledge and correction of mistakes This approach fosters interdependence among students, reducing reliance on the teacher, who plays a vital role as a planner, supervisor, and organizer Ultimately, group work cultivates active participation, patience, cooperation, and mutual respect, helping students develop social skills rather than individualistic tendencies.
Long and Porter (1985) emphasize that group work significantly enhances student engagement in language acquisition by creating a lively and entertaining classroom atmosphere In group settings, students can freely express their thoughts and opinions, fostering a sense of independence and relaxation Moreover, group work serves as a motivational tool, as students often find collaboration with peers more enjoyable than solitary tasks (Martine, L 2006) By incorporating fun and interactive lessons, educators can not only encourage attendance but also inspire students to actively participate in their own learning journey.
5.Group work has positive effect on the teachers
Group work in English lessons benefits both students and teachers, as highlighted by Yasemin Godek (2004) By organizing students into groups, teachers can efficiently manage their time, allowing the entire class to engage in exercises simultaneously rather than teaching each student individually This approach not only enhances the quality of learning but also enables teachers to incorporate more activities into their lessons Consequently, students appreciate this interactive teaching style, leading to a positive rapport between teachers and students, which ultimately brings satisfaction and fulfillment to educators.
2.2.2.2 Limitations of using group work in speaking room
Besides mentioned advantages, using group work also brings about some limitations These are four main limitations
1 Students often speak in their native language
In her 2006 study, Martine L highlights the common issue of students reverting to their mother tongue while speaking English, particularly during challenging or unengaging activities, or when they struggle to comprehend the teacher's instructions This tendency often stems from students' difficulties in articulating their thoughts in English To address this, teachers should select activities that are relevant, engaging, and enjoyable for students Additionally, providing clear instructions and actively monitoring the classroom can encourage students to use English in discussions and improve their language skills.
Students do not take the same equal responsibilities in the group
One significant drawback for learners is that shy or less confident students may be overshadowed by more dominant peers, leading to their exclusion from practice opportunities As a result, these low-achieving students often miss out on participating in discussions and expressing their opinions, which can diminish their confidence and motivation This issue is exacerbated when group members fail to support one another, further isolating those who struggle.
3 Using group work can make noise and indiscipline
Group work in classrooms often leads to noise and indiscipline, creating more challenges for teachers than for students While students may be oblivious to the noise and the activities of other groups, this "productive noise" indicates active participation in learning tasks However, the resulting disruption can frustrate nearby classes.
4 Teacher may lack of time
In English lessons lasting forty-five minutes, extensive group activities can hinder the completion of lesson plans To ensure effective teaching, educators should strategically allocate time for group work while maintaining a limited number of students per group This approach allows for a more manageable and productive learning environment (Yasemin Godek, 2004: 31).
2.2.3 How to organize group work:
According to I- Jung (2004), frequently employed grouping methods include random, student- selected and teacher- selected groupings
Random grouping is commonly utilized for in-class activities due to its convenience, but it overlooks the diverse differences among students, including their language proficiency, learning styles, and abilities.
Random grouping can be effectively achieved through various methods such as seating arrangements, assigned serial numbers, counting off, distributing playing cards, or handing out numbered pieces of paper This approach is particularly beneficial for competitive review activities that are brief in duration Additionally, it serves to bridge the gap between faster and slower students in the classroom.
Student-selected grouping is favored by learners as it allows them to collaborate with friends, enhancing their comfort and participation in activities This familiarity encourages students to take risks, learn from mistakes, and enjoy the learning process However, this approach can lead to excessive socialization, potentially alienating newcomers Additionally, stronger students may inadvertently take on a disproportionate share of the workload, leaving weaker peers at a disadvantage.
Teacher-formed grouping is acknowledged by most teachers as requiring the most amount of careful planning
Group size significantly influences behavior and functioning, with optimal size determined by task type, available time, and member skill levels Smaller groups tend to enhance individual participation and reduce the likelihood of exclusion among members.
Smaller groups, typically consisting of two or three members, are ideal for quick activities and require minimal management skills, making them suitable for initiating cooperative learning According to Honeyfield (1991), Ilung (2004), and Ngoh (1991), a four-member group can enhance engagement and challenge by allowing diverse opinions and necessitating negotiation for consensus However, it is recommended that groups should not exceed six participants to maintain effectiveness (Honeyfield, 1991; Ilung, 2004).
2.3 Teacher’s and students’ roles in group work
The roles of the teacher in group work, as mentioned in Communicative Language Teaching, are a guide, facilitator, organizer, evaluator, promoter, and participant (Harmer,
In group work settings, while students operate independently, it is essential for teachers to design tasks and assess the needs of the group Teachers play a crucial role in facilitating interactions among team members and assisting them in overcoming challenges.
According to Cross (1992), teachers play a crucial role as managers of classroom activities, requiring them to plan, organize, initiate, monitor, and conclude lessons effectively During group work, teachers remain actively involved, providing support and oversight while closely observing students' progress throughout the entire process.
Teachers should design activities that align with students' abilities, ensuring tasks are fairly distributed among the group and incorporating competitive elements to engage learners Additionally, instructors must provide clear guidance to prevent any misunderstandings, facilitating a productive learning environment.
Performance controller: While students are working in groups, it is a time for teachers to help them understand and be able to solve difficulties they encounter in the group
During group work, teachers must evaluate both the collective performance of the group and the contributions of individual members Accurate assessments can significantly benefit both students and teachers, enhancing the overall learning experience This approach lays the foundation for the upcoming activities.
Whether the team is successful or not, it depends a lot on the way teachers apply for these roles
According to Lin (2006), the most common roles for the group of three to four are described as below:
Facilitator (leader): make sure the objective is met, monitor group discussion, clarify work of the group
Scribe (secretary): take note group’s result, report writing
Presenter (spoken person): present result to other group and answer questions
Researcher (resource collector): manage time and plan, follow achievement of the objective
The discussion section in the classroom offers students an opportunity to engage in interactive learning by expressing their thoughts and opinions to peers This collaborative environment encourages the use of various discussion strategies, fostering effective communication and critical thinking According to Ur (1992), discussions are a natural and effective method for learners to practice speaking English freely while exploring diverse topics Key elements for a successful discussion include a relevant topic, teamwork, and role play Group discussions often lead to innovative solutions, enabling students to summarize key points, compare and contrast ideas, and enhance their problem-solving skills, ultimately contributing to their overall understanding and progress in the class.
Penny Ur, in "Discussion that Works" (1992), highlights the limitations of debate but emphasizes its significance, noting that the insights gained from this activity surpass those from other methods He outlines essential steps for effective debate design, such as determining group size, topic selection, and time allocation, as well as fostering motivation In "A Course in Language Teaching" (1996), Ur further categorizes debates into two opposing groups: for and against The group work involved in debates consists of two stages: preparation and argumentation.
In the initial phase, educators present arguments as opposing viewpoints Next, they split the class into two groups: one group supports the teacher's topics while the other opposes them Designated speakers from each group present their cases, leading to an open discussion Crucially, the teacher concludes the session by facilitating a vote on the topic, ensuring active participation and engagement from all students.
THE STUDY
This chapter outlines the study's context, detailing the research methodology that guides the achievement of its aims and objectives, along with the data collection procedures It concludes with an analysis of the data and a discussion of the findings.
The study focused on 41 second-year English major students from the Department of Foreign Languages at UTEHY, primarily comprising female students aged 20 to 21 Most participants had been studying English for approximately 10 years, and the research was conducted during their second semester of the 2020-2021 academic year at Campus 2, UTEHY.
The study focuses on four experienced English teachers from the Faculty of Foreign Languages at UTEHY, all of whom hold MA degrees and specialize in teaching English speaking skills to students.
The textbook "Get Ready for IELTS" is an excellent resource for second-year English majors, offering opportunities for students to develop fluent speaking skills It consists of 12 well-structured units that engage students and enhance their communicative abilities Each unit outlines the necessary competencies and writing objectives, facilitating effective learning and practice.
1 Family Family and describing people
2 Free time Free time activities
5 TV and radio TV and radio programmes
7 Studying Studying and academic subjects
9 Holiday and travel Holiday and travel
11 Important events Important life events
This thesis employs both quantitative and qualitative methods to effectively gather and analyze numerical data and statistics derived from surveys and interviews conducted with students and teachers.
A survey questionnaire is a widely used tool for gathering data on attitudes and opinions from a large audience, specifically targeting 41 students and 4 lecturers in this study It aims to collect feedback after implementing group work in teaching speaking skills, addressing the existing challenges faced by students Based on these identified difficulties, the researcher intends to provide recommendations to enhance the effectiveness of this learning technique for students.
The researcher conducted interviews with five randomly selected students, utilizing open-ended questions tailored to the study's objectives Following the interviews, the researcher meticulously analyzed the data, ensuring accurate recording of the results The findings from the interviews will be integrated with the data collected from the questionnaires, providing a comprehensive analysis in each section.
The analysis of data gathered from survey questionnaires and interviews was instrumental in identifying key elements that enabled the author to develop tailored extra speaking skills for the club.
The data gathered from the questionnaires will be categorized according to the research questions Qualitative data from closed questions will be displayed using charts or tables, while qualitative data from open-ended questions will be presented in a list format.
Data from interviews will be presented by analyzing and discussing relevant responses from the participants
The questionnaire was distributed to 41 learners and 4 lecturers, and the data collected is analyzed in this section through various charts and tables that illustrate the responses from both the questionnaires and interviews.
3.6.1 Teachers and students’ attitudes towards the application of group work in speaking lesson
Statistics reveal that both students and teachers frequently utilize group work (GW) in speaking lessons, with usage rates at 51.2% for students and 75% for teachers Additionally, a significant 36.6% of students use GW occasionally, while only 25% of teachers do the same Notably, no students reported never using GW in speaking lessons, although there are still 5 students who do not engage with it at all.
Chart 1: The level of use of group work in speaking lessons students teachers students, equivalent to 12.2%, who still rarely use this method This shows that students consciously use GW to increase efficiency when learning speaking skills
Besides, according to the results from the interview, when asked about the level of using
GW in speaking class, 4 out of 5 students said that they also regularly use GW in speaking class
Chart 2: The important level of group work in speaking lessons
According to Chart 2, a significant majority of both teachers (75%) and students (75.6%) recognize the importance of group writing in enhancing writing skills Additionally, 25% of teachers consider this approach to be very important, compared to 24.4% of students who share this view Notably, there are no students who believe that group work is unimportant, underscoring its perceived value in the educational process.
Both teachers and students recognize the significance of incorporating group work methods in speaking lessons to engage students effectively This understanding has led to an increasing number of teachers implementing group work strategies in their speaking classes today.
50 %, very intersted intersted not very intersted bored
Chart 3: Teachers’ and students’ attitudes towards the application of group work
In speaking lessons, both teachers and students exhibit a positive attitude towards group work, with 100% of teachers and 92.7% of students finding it enjoyable Only 7.3% of students express a lack of interest, highlighting a significant preference for collaborative learning Those who appreciate teamwork cite several benefits, including the opportunity for students to learn from one another, increased confidence and comfort in expressing ideas, and enhanced participation, all contributing to a more engaging classroom atmosphere.
3.6.2 The benefits of learning and teaching speaking skills by applying group work
Applying group work in speaking lessons, students have received many benefits from it: Using group work in speaking lessons makes it easier to understand the lessons
Using group work in speaking lessons helps students more confident 43.9%
Using group work in speaking lessons makes the atmosphere in the lessons comfortable Students no longer felt strained
Using group work in speaking lessons makes students prefer to learn speaking skill
Using group work in speaking lessons gives students the opportunity to express their own views
Table 1: The effectiveness of using group work to learn speaking skill
CONCLUSION
Summary
The study confidently addresses the initial research questions, demonstrating the effectiveness of group work in enhancing English speaking skills among second-year English majors The author has observed student behaviors and identified strategies to boost their initiative in learning speaking skills Chapter 2 provides a theoretical foundation through a literature review that explores the significance, benefits, and methodologies of speaking skills and collaborative learning.
The study offers valuable recommendations for both teachers and students aimed at enhancing the teaching and learning process Its goal is to empower all second-year English major students at UTEHY to develop strong speaking skills and communicate confidently in English.
While this study is not exhaustive due to its scope and various factors, the author aims for the research to assist teachers in enhancing their students' speaking skills.
Limitation
This study has notable limitations, including a small sample size and a brief research duration, which may hinder the ability to draw convincing conclusions.
Suggestion for the study
Based on the study's findings and its limitations, future research should focus on conducting similar surveys with a larger participant pool or over an extended timeframe to enhance the reliability of the results.
The study employed various techniques to enhance the effectiveness of speech learning, aiming to assess their impact and applicability in future evaluations.
1 Brown, H D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy New York: Pearson Education Brown
2 Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents
3 Burns, A., & Joyce, H (1997) National Center for English Language Teaching and Research Sydney
4 Ahmed, I (2013) Importance Of Group Work For ESL Students In Bangladesh: A
5 Doff, A (1988) Teach English- A training course for Teachers Cambridge University Press
6 Harmer, J (1998) How to teach English Cambridge University Press
7 Harmer, J (1999) The Practice of ELT Longman
8 Hubert Skrzyński (2005) “Advantages and disadvantages of Pair Work and Group
9 Long, Michael H and Patricia A Porter (1985) Group work, interlanguage talk, and second language acquisition TESOL Quarterly
10 Long, Michael H Adams, L; McLean; & Castanos, F (1976) “Doing things with Words-
Verbal Interaction in Lockstep and Small Group Classroom Situation” On TESOL 76
11 Martine, Linda, (2006) “The advantages and disadvantages of using Small Group and
Pair work in the Class room” Himeji Dokkyo University
12 Nunan, D (1991) Designing tasks for the Communicative Classroom Sydney:
13 Paul Nation, (1989) “Group work and language learning” English teaching forum
14 Honeyfield, J (1991) The information of small groups in the Language Classroom
15 I-Jung, C (2004) Utilizing group work effectively in the English language classroom TESL reporter
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18 Ur, P (1992) Discussion that work Cambridge University Press
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APPENDIX 1: SURVEY QUESTIONAIRE FOR STUDENTS
This survey aims to support my research titled "A Study on Using Group Work to Enhance Speaking Skills Among Second-Year English Major Students at Hung Yen University of Technology and Education." Your participation in answering the following questions is greatly valued.
In completing these questions, please choose the answer by circling the letter next to your choice, ticking off the items in a list or expressing your ideas in the blanks
Thank you very much in advance
How long have you been learning English?
1 How often do you learn English speaking skills by group work? a) Always b) Sometimes c) Rarely d) Never
2 How important of group work is in speaking skill? a) Very important b) Important c) Rather important d) Unimportant
3 How do your students feel when they work in groups in your speaking class? a) Very interested b) Interested c) Not very interested d) Bored
4 What do you think about advantages of learning English speaking skill by using group work? (more than one answer is possible) a) Using group work in speaking lessons makes it easier to understand the lessons b) Using group work in speaking lessons helps students more confident c) Using group work in speaking lessons makes the atmosphere in the lessons comfortable Students no longer felt strained d) Using group work in speaking lessons makes students prefer to learn speaking skill e) Using group work in speaking lessons gives students the opportunity to express their own views
5 How often do you have difficulties in organizing group work? a) Always b) Often c) Sometimes d) Never
6 What difficulties do you have when carrying group work in your speaking class? (more than one answer is possible) a) Hesitate to join group work activities b) Do not concentrate on listening to fellow group members c) Disagreement d) Noise e) Lack of initiative when working with other members
7 What are your suggestions to make learning English speaking skill by group work more effectively? (more than one answer is possible) a) Respect team members b) Team work fun, optimistic, serious c) Actively cultivate skills, practice self-discipline d) Others…
APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS
This survey aims to gather valuable insights for my research titled "A Study on Using Group Work to Enhance Speaking Skills Among Second-Year English Major Students at Hung Yen University of Technology and Education." Your participation in answering the following questions is greatly appreciated.
In completing these questions, please choose the answer by circling the letter next to your choice, ticking off the items in a list or expressing your ideas in the blanks
Thank you very much in advance
1 How often do you teach English speaking skills by group work? e) Always f) Sometimes g) Rarely h) Never
2 How important of group work is in speaking skill? e) Very important f) Important g) Rather important h) Unimportant
3 How do your students feel when they work in groups in your speaking class? e) Very interested f) Interested g) Not very interested h) Bored
4 What do you think about advantages of teaching English speaking skill by using group work? (more than one answer is possible) a) It increases the students’ speaking time b) It promotes students’ independence and cooperation c) It improves students’ motivation d) Shy and passive students have more chance of expressing themselves e) It creates exciting atmosphere for the lesson f) Students can learn from each other g) It decreases the teacher speaking time h) The teacher can relax or do anything he/she wants i) It kills time
5 How often do you have difficulties in organizing group work? e) Always f) Often g) Sometimes h) Never
6 What difficulties do you have when carrying group work in your writing class? (more than one answer is possible) a) Too little time to prepare for group work b) Overload work c) Lack of academic training in group work d) Multi-level class e) Low student’s proficiency f) Students’ resistance to class participation g) Immovable seating arrangement h) Students use Vietnamese during group work i) Students make so much noise j) Others …
7 What did you do to overcome these difficulties? (Any choices) a) Tried to use different ways of implementing group work b) Made the speaking tasks suitable to the student c) Punished lazy students d) Asked the administrator to facilitate classroom conditions e) Others …