Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON USING DIFFERENT METHODS TO IMPROVE GROUPWO
INTRODUCTION
The rationale of the study
Among the four essential language skills—speaking, writing, listening, and reading—speaking demands considerable time and practice for learners Vietnamese students often struggle with this skill due to a lack of emphasis on oral communication in schools, where the focus tends to be on grammar and written assessments Consequently, speaking is frequently overlooked, despite being crucial for language exploration and proficiency.
In Vietnam, school leaders are increasingly recognizing the importance of enhancing students' English proficiency, particularly their speaking skills Language teachers are exploring innovative methods to motivate students to engage more actively in class discussions, with group work emerging as a highly effective strategy Harmer (1999) highlights that group work not only increases individual speaking time but also fosters collaboration, encourages participation, and promotes learner autonomy by allowing students to form their own groups Additionally, this approach alleviates the teacher's traditional role as the sole authority in the classroom.
As an undergraduate student, the researcher recognizes the importance of group work in enhancing students' interest in speaking However, challenges arise when implementing this approach in speaking lessons Notably, there is a lack of studies on the use of group work in universities within developing regions Consequently, the researcher conducted this study to gain practical insights and identify solutions to the challenges associated with incorporating group work in speaking lessons.
This research aims to enhance group work skills during speaking lessons for second-year English major students at Hung Yen University of Technology and Education The researcher seeks to provide a comprehensive and detailed perspective on the effective implementation of this technique.
Aims of the study
This study aims to explore the effectiveness of group work skills in speaking lessons for second-year English majors at Hung Yen University of Technology and Education After observing limited use of group work in speaking classes at the Faculty of Foreign Languages, the researcher seeks to investigate its potential benefits for enhancing student engagement and learning outcomes.
- Investigate the situation of using group working in speaking lessons of the second- year at Faculty of Foreign Language, Hung Yen University of Technology and Education
- Find out difficulties of using group working in speaking lessons of the second- year English major students at Hung Yen University of Technology and Education
- Propose some methods to improve group working skills in speaking lessons at Faculty of Foreign Language, Hung Yen University of Technology and Education.
Research questions
To achieve above aims, this study was carried out to find answers to the following research questions:
The use of group work in speaking lessons for second-year English majors at Hung Yen University of Technology and Education presents both opportunities and challenges Students often face difficulties such as communication barriers, varying levels of participation, and differing language proficiency among group members To enhance group working skills, it is essential to implement effective strategies, including structured activities that promote collaboration, clear guidelines for participation, and regular feedback sessions to foster a supportive learning environment By addressing these challenges and employing targeted methods, students can significantly improve their speaking abilities and overall group dynamics.
The scope of the study
This study investigates the effectiveness of group-work techniques in enhancing the speaking skills of 88 second-year students and 4 English teachers at the Faculty of Foreign Language, Hung Yen University of Technology and Education Due to the small scale and time constraints, the research is limited to this specific group.
Methodology of the study
To achieve the objectives stated, both qualitative and quantitative methods were used The qualitative data collected for the study come from interview questions The quantitative data were questionnaires.
Organization of the study
Chapter 1: Introduction - includes the rationale, aims, scope, significance and methodology of the study
Chapter 2: Literature review- It’s presents literature related to the study including the theoretical background of speaking such as nature of speaking skill, teaching speaking in a classroom and testing speaking and review of existing related works Theoretical background of group-work elaborates the definition of group-work, the advantages and disadvantages of group-work, and the principles in organizing group-work in speaking class
Chapter 3: The study- The results of the study report the main findings obtained from the data collection and discuss the prominent aspects
Chapter 4: Conclusion- The last chapter summary of the whole study The limitations of the study and suggestions for further study are also recommended in this part.
LITERATURE REVIEW
The importance of speaking skills in the classroom
All four language skills are essential, but speaking is particularly crucial for effective language acquisition Mastering speaking lays the groundwork for improving reading, listening, and writing abilities As the most effective form of communication, strong speaking skills greatly enhance overall language proficiency.
Effective speaking skills are crucial for student motivation and engagement in language learning According to Nunan (1988), success in language acquisition is often gauged by one's ability to converse in the target language Students who actively seek opportunities to speak English in their daily lives tend to improve their fluency and confidence Conversely, those who struggle with speaking may feel discouraged and lose interest in learning When speaking activities are designed creatively and appropriately, they can enhance student excitement and motivation Furthermore, practicing speaking can also improve other language skills, leading to successful lessons that inspire further learning.
Effective communication is essential for individuals to exchange information, express emotions, and maintain relationships, making language a fundamental aspect of human existence It distinguishes us from animals and is crucial for survival in everyday life Therefore, speaking skills should be prioritized in the learning and teaching of foreign languages, emphasizing the importance of mastering these skills for successful communication.
Language teachers are exploring innovative methods to motivate students to actively participate in class discussions, with group work emerging as a particularly effective strategy The advantages of group work make it a popular choice in speaking lessons, as it significantly increases individual speaking time, fosters broader participation and collaboration, and promotes learner autonomy by allowing students to choose their own groups Additionally, this approach alleviates teachers from their traditional roles of controlling, driving, and correcting, creating a more dynamic and engaging learning environment.
Group working in a speaking lesson
2.1 Definition of group work and aspects related to group work
Adrian Doff (1988) defines group work in social work as a method where an agency leader facilitates various groups to enhance personal adjustment and community involvement In educational settings, teachers often organize students into small groups, typically consisting of four to five members, enabling simultaneous collaboration similar to pair work.
Some common activities often assigned for students are the discussion, role play, and presentations, to help with successful, diverse and motivational speaking activities
Collaborative group work encourages students to share ideas and responsibilities, fostering a sense of ownership in their contributions This teamwork enhances the overall success of the group while requiring less supervision from teachers and peers.
2.2 Benefits and drawbacks of using group work in the classroom
In "The Practice of ELT" by Harmer (2001), the advantages of incorporating group work in speaking lessons are highlighted Group work significantly increases students' speaking time, enhancing communication among peers It provides opportunities for students with limited interaction to exchange ideas, foster closer relationships, and collaboratively tackle common challenges set by the teacher.
Group work enhances student outcomes by leveraging diverse experiences, knowledge, and perspectives from multiple participants This collaborative environment fosters a rich exchange of ideas, motivating individuals to generate and share more contributions, ultimately enriching group activities.
Collaborative decision-making within a group can streamline tasks and foster the generation of practical ideas By confronting personal biases, group dynamics encourage individuals to acknowledge and overcome their prejudices Additionally, the influence of group pressure can motivate members to embrace necessary changes.
This technique liberates teachers from the traditional role of being the sole expert, enabling them to engage with each group more effectively It allows educators to provide instruction, address student inquiries, and motivate active participation among students (Harmer, J (2001)).
A significant drawback of group discussions is the noise generated by participants, which can hinder teachers' ability to monitor the groups effectively This noise often disrupts other groups, leading to confusion and decreased focus on their tasks.
Group work can lead to negative outcomes, as some students may become passive and rely on their peers to complete the tasks, ultimately benefiting from the collective effort without contributing.
Group work can foster competition among students, often leading to destructive behaviors and disagreements When ideas are criticized, individuals may feel defensive and prioritize regaining self-esteem over collaboration This can result in interrupting others and dismissing their suggestions instead of seeking constructive improvements Additionally, power-seeking individuals may employ tactics like pointing out flaws in others' arguments to assert their dominance Such behaviors undermine the collaborative spirit necessary for effective problem-solving.
Working in groups can be a slower process compared to working individually, as it necessitates collaboration among members at scheduled times, which may lead to organizational challenges This method is time-consuming for both students and teachers, as educators must invest additional time in organizing group activities and managing all team participants effectively.
In conclusion, while group work in speaking lessons may present certain challenges, its benefits significantly surpass the drawbacks Collaborative learning in small groups proves to be far more effective than individual instruction, as supported by Harmer (2001).
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 (Hammer
In group work settings, teachers play a crucial role by designing tasks and analyzing student needs, even as students work independently They facilitate interactions among team members and provide support to help them overcome challenges.
According to Chaudron (1988), teachers play a crucial role in managing classroom activities by planning, organizing, initiating, monitoring, timing, and concluding lessons During group work, teachers remain actively involved, providing support and oversight rather than being passive observers They must closely observe students' progress throughout the entire process to ensure effective learning outcomes.
- Activity selector: teachers must create activities appropriate to the student's abilities, assign tasks to the group, allow for fair distribution, and set up "contests" among the group
- Instructor: teachers give necessary instruction so that the students will be not misleading
- 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 overall performance of the group and the contributions of each individual member Effective assessment of each student's performance not only benefits the students but also enhances the teaching process This approach lays the foundation for the subsequent activities.
Whether the team is successful or not, it depends a lot on the way teachers apply for these roles
According to Lindsay, C., & Knight P (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 of group’s result, report writing
- Presenter (spoken person): present result to other group and answer questions
- Researcher (resource collector): manage time and plan, follow the achievement of the objective
The discussion section offers students an invaluable opportunity to enhance their learning strategies and foster an interactive classroom environment In this setting, students can articulate their thoughts and opinions, which are not only encouraged but also valued Utilizing various discussion strategies, they engage with peers to present their ideas effectively According to Ur (1992), discussion serves as a natural and effective method for learners to practice speaking English freely by exploring diverse topics and situations Key elements for successful discussions include the topic, teamwork, and role play Group discussions often lead to innovative solutions, allowing students to summarize key points, compare and contrast knowledge, and engage in problem-solving, ultimately advancing their skills and understanding.
CONCLUSION
Summary of the study
This study provides an overview of group work, highlighting its definition, significance, and various activities involved It identifies challenges faced by English major students in speaking classes when engaging in group work, drawing insights from questionnaire data and personal observations at FFL, UTEHY The research outlines key factors influencing group work and suggests strategies to help students overcome these difficulties, ultimately aiming to enhance their speaking skills in class.
Limitation of the study
Due to time constraints and the impact of the Covid-19 pandemic, the researcher was unable to survey a large number of English major students at FFL However, a small sample was meticulously analyzed to evaluate the use and effectiveness of group working activities in the speaking classroom for both teachers and students The researcher aimed for objectivity and validity in the study, though some students were uncooperative and declined to complete the survey questionnaire, citing it was not part of their curriculum Additionally, many students were unfamiliar with the concept of "group working activities."
So, the researcher had to explain what group working activities are so that the students could fill up the survey questionnaire.
Frequency of using group working in speaking lessons of teachers and students
In speaking lessons, incorporating group work significantly enhances class engagement, as it allows students to collaborate, support one another, and participate in more dynamic activities Currently, both teachers and students utilize group activities equally, with 50% engaging in this method to foster responsibility and peer learning However, a minority, comprising 25% of both teachers and students, remains skeptical about the effectiveness of group work, citing concerns over time management in the classroom Notably, no participants reported never having used group work in speaking lessons, indicating its widespread adoption despite some reservations.
Question 2: What do you think of learning speaking English?
Table 1: The perception of teachers and students about speaking English
Table 1 reveals that a significant majority of respondents, 63 individuals or approximately 72.73%, perceive speaking English as easy Additionally, around 9.09% of participants consider it very easy, while 15.15% find it difficult, and only 3.03% rate it as very difficult.
A significant majority of students, 72.73%, perceive speaking as an easy task; however, this perception does not equate to proficiency in speaking skills In contrast, students who struggle with speaking may be less likely to engage in classroom discussions, highlighting a potential correlation between difficulty and participation.
A significant majority of teachers, 50%, find speaking in English easy, mirroring the 73% of students who also report ease in spoken English Conversely, only 25% of teachers struggle with speaking the language This alignment in perceptions between students and teachers highlights a positive trend in English speaking proficiency within the educational environment.
2-3 members 5-10 members 10-15 members More than 15
Teachers Students students and teachers be confident in communicating in the class during the lessons
Question 3: Which of the following describes your favorite teamwork number in group working?
Favorite number of teamwork members of students and teachers
In a recent survey, respondents indicated their preferred number of teamwork members, with 51.51% selecting 5-10 members as their ideal group size This was followed by 24.24% who preferred 2-3 members, while 15.15% chose 10-15 members, and 9.09% opted for more than 15 members The findings reveal a clear preference for smaller to medium-sized teams, with 5-10 members being the most favored, followed by 2-3 members, and 10-15 members ranking third, while teams larger than 15 members were least preferred.
The purpose of this inquiry is to identify the preferred group size for students during collaborative activities The findings indicate that the majority of students favor working in small groups of 5 to 10 members, as they prefer a balance that avoids both pairs of 2-3 members and larger groups exceeding 10 members.
The preference for small groups of 5-10 members among students highlights their convenience and effectiveness in collaborative learning These smaller teams foster innovation and active participation in speaking classes, allowing students to support one another, share ideas, and engage in meaningful discussions This dynamic ultimately leads to well-informed decisions and consensus within the group.
Small groups of 2-3 members or large groups exceeding 10 members can hinder the effectiveness of student collaboration in achieving teachers' objectives during speaking lessons While it's not mandatory to adhere strictly to this classification, the insights gained provide valuable information regarding students' needs.
According to Chart 2, teachers prefer to organize their students into groups of 5-10 members, with 50% indicating this as their favored size for teamwork In contrast, only 25% prefer smaller groups of 2-3 members, while 10% opt for larger groups of 10-15 members, and very few favor groups exceeding 15 members A group size of 5-10 allows teachers to maintain better control over the class and facilitates the production of effective work within each group.
Question 4: What is the student’s role in using group working in speaking lessons?
Normal Important Very important Not important
Students' role in using group working in speaking lessons
In response to the previous question about the favorite numbers of teamwork members during speaking lessons, participants are now asked to evaluate and rank their roles within the language class from highest to lowest.
A survey revealed that 51.51% of respondents believe their roles in group work are very important, while 40% consider them important, and 9.09% feel their roles are not significant Those who view their roles as unimportant are less likely to participate verbally in class, hindering the effectiveness of group work Conversely, students who recognize the importance of their roles in group activities find it easier to speak English This suggests that valuing participation in group work not only enhances engagement but also significantly improves students' speaking skills through various activities such as discussions, debates, and arguments.
For teachers: Question 4: What is the teacher’s role in using group working in speaking lessons?
Normal Important Very important Not important
Teacher’s role in using group working in speaking classes
Chart 4 highlights the significant role of teachers in group work, with 75% of respondents rating their importance as "Very Important" or "Important." In contrast, only 25% considered their role as "Normal," while there were no responses for "Not Important" or "No Idea." This aligns with student perceptions, emphasizing that both teachers and students are crucial in collaborative settings They should strive to work together, fostering a productive environment that enhances the group experience and cultivates a positive atmosphere for all involved.
Question 5: Do you find it difficult to work with your classmates in groups?
Difficulties encountered in group work of students
A significant majority of 83 respondents, accounting for 94.03%, reported experiencing difficulties when collaborating with their classmates, indicating a preference for cooperative work to express their ideas Conversely, 5 respondents, or 5.7%, indicated challenges in group settings, suggesting a possible inclination towards individual work This highlights the importance for educators to consider various factors when implementing cooperative learning strategies to enhance student engagement and effectiveness.
Normal Important Very important Not important
Always Sometimes Never substantial benefits
For teachers: Question 5: Do you find it difficult to work with your students in groups?
Difficulties encountered in group work of teachers
A recent survey reveals that 70% of teachers struggle with group work among students, highlighting a significant challenge in collaborative learning environments In contrast, students consistently report difficulties in working with their peers during group activities Additionally, 30% of teachers frequently encounter obstacles when organizing group tasks, often due to a lack of engagement and dedication from certain students.
Question 6: Which of the following activities did you enjoy best?
Table 2: The group working activities students enjoy best in speaking lessons
This article explores preferred techniques for speaking activities among subjects, highlighting the most popular methods used by teachers According to the summarized data, debating ranks highest at 39.39%, closely followed by discussion at 33.33% Additionally, six participants identified problem-solving as their favorite technique, while only 6.06% favored peer editing.
This indicates that in the first place, subjects are aware of these activities and secondly those who find debating enjoyable are motivated when they set to work in groups
For teachers: Question 6: Which of the following activities did you enjoy best in teaching group working?
Table 3: The group working activities teachers enjoy best in teaching speaking lessons
In my view, teachers favor various activities in speaking lessons, with no significant difference among the four techniques surveyed Debating and peer editing each garnered 25% of responses, while roundtable discussions also attracted a similar 50% combined This indicates that educators consistently strive to implement diverse techniques and adapt their approaches to keep students engaged and enhance the effectiveness of lessons, ultimately enriching students' knowledge.
Hesitate to join group working activities
Do not concentrate on listening to fellow group members
Distraction in lessons Other option
Question 7 What are the difficulties do you have when using group working in speaking lessons?
Difficulties when doing group working in speaking lessons
Chart 7 reveals that while hesitation is a common trait among students at Hung Yen University of Technology and Education, only 17.9% express reluctance to participate in group work This suggests that UTEHY English majors are generally willing to engage in group activities However, the primary issue lies in their inability to concentrate during these sessions, as 82.1% of respondents report losing focus due to distractions, hindering their effectiveness in discussions and collaborative learning.
Current group activities in speaking lessons fail to engage students and focus their thoughts on the main topics To enhance the effectiveness of these lessons, both students and teachers need to implement changes that foster greater participation and interest in group work.
Students hesitate to join group working activities
Students do not concentrate on listening to fellow group members
Students distract so much in lessons
For teachers: Question 7: Which difficulties do you have when teaching group working in speaking lesson?
Difficulties when teaching group working in speaking lessons
The chart indicates that losing concentration is a significant issue, with 50% of respondents citing it as a challenge in teaching group work Additionally, both students' hesitation and distraction account for 25% each Excessive smartphone use for texting and chatting on platforms like Zalo, Viber, and Facebook contributes to students' lack of focus on their studies Furthermore, hesitation has become a prevalent issue among UTEHY students, as many are reluctant to engage with peers, speak up in class, and defend their viewpoints.
Question 8: Which strategies in group working should be adapted in speaking lessons at Faculty of Foreign Language, UTEHY to improve speaking skills for the second-year English majors?
1 Using different types of group working 13.7 100
2 Spending more time on group working activities 5.4 25
3 Encouraging students to prepare some group working activities then lead group working section in speaking lessons on class
Table 4: Strategies in group working should be adapted in speaking classes for the second-year English major students
To address the challenges faced by students and teachers during group work at UTEHY, several strategies are recommended to enhance collaborative activities, ultimately improving the speaking skills of second-year English majors.
The analysis of the chart reveals minimal differences among the strategies assessed, indicating that both students and teachers prefer not to increase the time allocated for group work (5.4% or 5 respondents) or to switch classes (6.8% or 6 respondents) This suggests that the current duration for group activities is adequate and does not require adjustment Additionally, remaining in the same class with familiar partners is perceived as more comfortable and convenient compared to collaborating with unfamiliar students from other classes.
In the upcoming group working activities for speaking lessons at UTEHY, both students and teachers are keen to implement two main strategies: encouraging student-led group activities (30.3% of respondents) and enhancing technological support (31.2% of respondents) With the rapid advancement of fourth-generation technology, it is essential for educators and learners to adapt their methods of acquiring knowledge and accessing information through the internet The significance of online teaching and learning is increasingly recognized in this evolving educational landscape.
4 Switching classes by adding some students from other class and vice versa
5 Meeting other teachers to share and discuss about group working activities to find suitable ones for each own class
6 Equipping more technology supports to help students and teachers have much more options on group working activities
The COVID-19 pandemic has significantly impacted various sectors globally, highlighting the critical role of technology in education With the support of advanced tools and resources, teaching and learning have become more engaging and effective, utilizing vast databases and innovative software to enhance the educational experience.
To enhance speaking skills among second-year English majors at the Faculty of Foreign Language, UTEHY, teachers are eager to completely revamp their group work strategies They emphasize the necessity of incorporating new technology and upgrading existing devices to effectively support lessons However, only a quarter of teachers believe that extending lesson time is beneficial, highlighting the importance of practical language use over prolonged group discussions without tangible outcomes.
3.4.2 Data analysis of the interview questions
Question 1: How often do you work in group in speaking lessons, and list some group activities you used?
Frequency of doing group working in speaking lessons
Some group activities students often used in speaking lessons: Debating, roundtable, peer editing and discussion
According to Chart 9, a significant majority of students engage in group activities, such as debating and roundtable discussions, with 65% reporting that they often work in groups and 20% indicating they do so very often Conversely, only a small percentage of students, specifically 5%, never participate in group work, suggesting that these individuals may not feel comfortable in collaborative settings.
Very often Often Sometimes Never group-working activities or they get trouble with working with other students in the class
We should take the concern to these cases to help them join in groups and improve much more their speaking skills
Question 2: What do you think about the importance of group working in speaking lessons?
The importance of group working
A recent investigation involving student interviews revealed that group work is deemed crucial for enhancing speaking skills All participants emphasized the significance of collaborative learning, noting that it facilitates the exchange of thoughts and ideas among peers Students expressed that group work allows them to seek assistance when faced with challenges or complex concepts, promoting a deeper understanding Furthermore, they acknowledged that working in groups leads to greater progress compared to working independently.
Question 3: Do you have any difficulties when working in-group in speaking lessons and suggest ways to overcome that difficulty?
Some students struggle to answer questions due to a lack of confidence, while others face difficulties in group work because they are accustomed to working independently They often feel uneasy when being observed by peers and may become embarrassed if they make mistakes, leading to laughter from the class These students desire a supportive and friendly environment to foster collaboration and learning.
Very important Important Easy Not important
The significance of a collaborative attitude among students is crucial for fostering a supportive learning environment Students desire assistance from their peers to enhance their engagement and comfort during group activities Furthermore, they seek greater attention from teachers, as they often feel overshadowed by high-performing classmates, struggling to keep up with the pace of group tasks and sometimes feeling lost in lengthy and challenging assignments.
Based on the analysis of the student questionnaires, we note that:
Teaching a foreign language goes beyond simply imparting knowledge; it involves creating interactive environments where students can express their thoughts and engage in communication using the target language Ultimately, learning a foreign language is about speaking and effectively communicating in that language.
Many students primarily focus on their speaking skills, often overlooking the interconnectedness of reading, writing, and listening However, enhancing speaking abilities can significantly support and improve the development of these other essential skills.
Many students eager to learn English often hesitate to speak due to a lack of self-confidence, fear of making mistakes, and concerns about negative feedback from teachers To address these psychological barriers, it is essential for educators to create a supportive classroom environment that encourages students to communicate exclusively in English.
In teaching speaking, students exhibit varied preferences for different techniques, with most expressing a keen interest in discussion and debate It is essential for teachers to adapt their methods to enhance student participation Additionally, students have distinct preferences regarding classroom arrangements, such as group work, pair work, or individual tasks Therefore, educators should incorporate diverse teaching strategies that offer learners ample opportunities for communicative interaction and effective language use.
Students often lack awareness of the essential skills needed for effective group work It is crucial for teachers to educate their students about the significance of developing these skills to enhance group collaboration and overall success in group activities.
Students seek greater control and engagement in group work, desiring technological support to enhance their comfort and appeal in these activities Teachers can reduce the time spent on lengthy handouts and complex information, allowing students to preview lessons at home and formulate questions and ideas This approach enables teachers to dedicate more time to researching and preparing engaging materials, ultimately guiding students more effectively during group work activities.
Technology significantly enhances our overall living standards and, more specifically, the education system However, education remains an interactive field where direct engagement between students and teachers is irreplaceable by any technological support In the past, the traditional model involved teachers delivering information while students passively listened or took notes Today, it is essential to evolve teaching and learning methods, particularly for university students majoring in English at Hung Yen University of Technology and Education.
Improper talking time was a significant issue among students, as the group leader often dominated discussions, leaving little opportunity for others to contribute To address this, Jacobs and Hall (1994) suggest assigning different roles within the group to ensure that everyone has a chance to lead Based on my experience, teachers can also designate any group member to present their findings Additionally, limited vocabulary resources caused students to rely heavily on their mother tongue during speaking lessons, further hindering their language development.
In 1994, it was emphasized that teachers should encourage the use of the target language during group work As students collaborate, teachers should circulate the classroom, reminding them to utilize the target language and offering necessary phrases and structures beforehand Shigao Zheng (2012) suggests that teamwork can help overcome limited vocabulary resources, allowing students to share information and stories related to the words they've learned This collaborative environment fosters motivation among group members to expand their vocabulary Ultimately, teachers should equip students with essential language tools to facilitate their English speaking skills.
Excessive teaching time is a significant challenge for educators, as highlighted by Lawrence Ingvarson (2005), who recommends that teachers collaborate to share responsibilities and design student-centered activities This collaboration allows for better lesson preparation, group work organization, and efficient grading Additionally, managing noise levels during group work is crucial; teachers can encourage quieter discussions by reminding students to keep answers confidential or offering incentives for the quietest group, as suggested by Lundquist (2003) It is also beneficial for teachers to assign a student leader to help maintain order within groups Lastly, to address the issue of mixed-level classes, Al-Subaiei (2017) proposes pairing higher proficiency students with those who are less advanced, fostering peer support and enhancing learning outcomes This approach has proven effective for teachers at Hung Yen University of Technology and Education.
This study explores the definition and significance of group work in language learning, particularly in speaking classes at FFL, UTEHY It highlights various group working activities and identifies common challenges faced by English major students during these activities By analyzing data from questionnaires and personal observations, the researcher uncovers key factors influencing group work and provides insights into the difficulties students encounter Additionally, the study offers practical suggestions to help students overcome these challenges, ultimately aiming to enhance their speaking skills in the classroom.
Due to time constraints and the impact of the Covid-19 pandemic, the researcher was unable to survey a significant number of English major students at FFL However, a small sample was thoroughly analyzed to assess the implementation and effectiveness of group working activities in speaking classrooms for both teachers and students The researcher aimed to ensure the study's objectivity and validity, despite facing challenges such as student non-cooperation in completing the survey, as it was not a requirement for their studies Additionally, many students were unfamiliar with the concept of "group working activities."
So, the researcher had to explain what group working activities are so that the students could fill up the survey questionnaire