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Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- DANG THI DUONG AN INVESTIGATION INTO PEERS’ ROLES IN GROUP WORK IN SPEAKING SKILL CLASSES AT A HIGH

INTRODUCTION

Rationale of the study

English is an international language and it is known as a very important tool for people to get success in studying as well as working Therefore, the urgent need is set for all educational institutions in teaching English effectively Among four skills of a language, speaking skill is considered the most important and difficult to acquire However, most students find it hard to open their mouth to speak English though they have studied English for at least 7 years This is attributed to a lot of reasons such as studying competence, teaching method, learning programs and etc… And traditional teaching method, Usman Karim (2015) states that in the past, teachers would explicitly explain grammar, vocabulary, and pronunciation to their students while they were seated in class Teachers gave their students the chance to practice learning new language skills The teachers assumed the role of the perceiver or authorizer and constantly told the students what they had to accomplish The students took in what their teachers conveyed to them while sitting quietly and politely In other words, the students paid attention and copied whatever their teacher wrote on the board Textbooks had lesson plans that were rated according to how challenging the grammar constructions were A discrete point exam was used to evaluate language learning success However, the project "Teaching and Learning of Foreign Languages in the National Education System, 2008-2020," launched by MOET (Decision No 1400/Q -TTg, 2008) has made significant changes to the National English curriculum whose the point of teaching is to focus on students Student-centeredness teaching method was provided then Active and imaginative learning exercises help students strengthen their English communication skills Teachers plan and instruct the learning process, motivate students to fully participate in language practice activities, and gradually increase their competence for self-directed learning It can be understood that studying activities should be designed to activate the

2 collaboration of students and teacher-centered method should be substituted for the students- centered With the new program of the MOET, teaching takes place among students as they collaborate and mentor one another in and out of the classroom in the hope of fostering their students’ ability of using language It cannot be denied that the new teaching method in which teachers group students to do the task is more and more popular in education nowadays During the process of doing work together, students will reveal and promote their own roles in a group At the age of high school students, peers’ roles are very important in their personal development, especially in learning at school There is a Vietnamese saying that “better learn from your friend than from your teacher” It means that though teachers play a vital role in their learning process, roles of friends are also extremely important Since peers have such a strong effect on one another, there have been several attempts throughout the years to utilize this influence

As mentioned above, speaking skill is considered a difficult skill to acquire The new curriculum of English emphasizes developing this productive skill in the hope that most of the students can speak English well after finishing the course That is the reason why speaking test accounts for 20% of the total mark for the all final assessment tests In the context of my school, students are quite interested in learning English; however, most of them find it hard to use English as verbal tool In their mind, studying English just means to get knowledge to pass all exams Students also rarely have chances to work together in the primary or secondary schools; hence, on the first days working in group in some speaking classes, most of them hardly express their contribution to the group work Therefore, the duty of high school English teachers is to create more and more opportunities for them to contribute their attempts to do a language task Luckily, students have gradually become familiar with working with their friends in studying language, and most of them naturally express their roles in groups in the aim of finishing the given tasks

In addition, the roles of peers in working together is not only for helping students get better in studying but it also helps them get total development in their personalities and mental life The influence of peers in studying life is quite considerable, therefore, teachers should add group work activities into their teaching process as much as possibly In the context of teaching English at high school, I easily recognize that most of the students show their peers’ roles in the speaking classes The speaking class requires the contribution and collaboration among students the most, then, they need to work together closely to complete the tasks that teachers gives

For the above reasons, I choose the topic “AN INVESTIGATION INTO PEERS’ ROLES IN GROUP WORK IN SPEAKING SKILL CLASSES AT A HIGH SCHOOL” for my master thesis Specifically, this study focuses on investigating some main roles of peers revealed in the process of doing group work in speaking classes I strongly believe that exploring and promoting roles of peers is very important for teachers to teach speaking lesson in groups In addition, from the results of the study, I hope that we can make out the roles performed by peers when doing in group, which roles are not revealed in a speaking class and whether students express any new roles that has not been mentioned in the previous studies Also, I can gain more understanding of peers’ roles in learning groups, which surely help me employ more effective teaching methods in teaching speaking lesson for high school students.

Research problem

In the context of teaching Speaking skill at high school, students are usually required to work in group to discuss a particular topic As can be seen that Speaking skill class needs interaction among students, therefore, teachers often choose to ask students to work in group, which helps them improve their cooperation, negotiation skill as well as their speaking skill

A Speaking skill class is often divided into 6 or 7 students in a group depending on the class

4 size In a group discussion, each member is responsible for giving their own ideas in the hope of completing their given task Each member is supposed to play his/ her own role during the process of group discussion How to make the most out of each role is key for the teacher This implies the research problem of this thesis Various roles are somehow expressed in group discussion and how many roles are involved by students in the stage of preparation as well as in the stage of giving speaking performance This thesis aims at finding out some outstanding roles that students hold in their discussion.

Aim of the study

The aim of the research is to investigate peers’ roles in group work in Speaking skill classes when students are asked to complete a speaking task from teacher In order to achieve the aims, the study is expected to answer the following questions:

1 What are the roles of peers in the stage of preparation of the task?

2 What are the roles of peers in the stage of giving performance of the task?

3 What are students’ feedback on their peers’ roles in group work?

Scope of the study

This study is conducted at a high school, which is located in the western mountainous area in Quang Binh province Therefore, the scope of the study is within the grade-12 students in this school The general context is English is a compulsory subject in 3 years at high school and especially, speaking test is required as a separated part in the first and second final term test through 3 years at high school.

Significance of the study

Theoretically, the study was carried out in the hope to match the theory of peers’ roles in Speaking skill classes in the previous studies

Practically, it hopes that teachers as well as students will understand more about peers’

5 roles in doing group work in speaking task Then, teachers can find more chances to apply the method of doing group more in teaching speaking lessons as well as other skill classes On the other hand, students can be more aware of their own roles in working in group, which can help their work more efficiently

This study consists of five chapters:

Chapter 1 – Introduction – will provide some background that leads to the research The aim, scope, and significance of the study are also included in this chapter

Chapter 2 – Literature Review – will present the theoretical background of the study

Chapter 3 - Methodology – will describe the research methods employed in this study

Chapter 4 – Findings and Discussion – will present the data and discuss the results of the study

Chapter 5 – Conclusion and Implication – will summarize the findings and offer some implications for teacher roles in speaking classes and suggestions for further research

LITERATURE REVIEW

Definition of role

According to Levinson (1959), individuals' ideas and behaviors are addressed by the concept of role, which also highlights the impact of socially structured expectations and standardizing pressures on the person He claimed that a role involves function, adaptability, and process; it is, in a sense, a component of organizational physiology The term "occupies" a social position has real significance; yet, it is unfair to claim that one plays a part, as many people do The word "role" has been employed, expressly or implicitly, by many authors or by the same author on various times, in at least three distinct contexts: a Role can be referred to as the demands (norms, expectations, taboos, obligations, and the like) that are structurally imposed on people in certain social positions In this view, a role is something external to the specific individual, a collection of pressures and facilitations that direct, guide, obstruct, and support that person's performance inside the organization b Role may be characterized as the member's perception of his or her role inside the organization In a sense, it represents his own notion of what someone in his position should consider and do This perspective on social role as a component of the person, which is frequently applied in assessments of vocational roles, comes mostly from Mead (1934) c A popular definition of role is the behavior of an individual member as it relates to the social structure (i.e., as it relates to the norms that are now in place) The way members of a position behave (with or without conscious effort) in accordance with or against a certain set of organizational rules is referred to as their role in this sense Similar to (b), role is described in this instance as an aspect of the actor rather than his societal normative surroundings

In another definition, at least in Parsonian theory, role is viewed set of complementary

Peers’ role in classroom contexts

Peers’ role in classroom contexts has been investigated in lots of studies and most of them pointed out the positive impact of peers on others Peers’ roles in classroom contexts in this thesis are mainly based on two core definitions of the two studies

According to Colvin and Ashman (2010), peer educators frequently serve as counselors, mentors, and trainers when prior knowledge makes learning easier Penelope Jean Smith (2010) confirmed that peers’ roles are described as peer tutoring and peer collaboration He gave the clear definitions of peer tutoring and peer collaboration

Smith (2010) described peers’ roles are as peer tutoring and peer collaboration The author gives the definitions of these two terms:

Peer tutoring “involves an experienced peer assisting an inexperienced peer in completing a task” (Johnson- Pynn & Nisbet, 2002, p.241) Peer collaboration occurs when

“everyone has a more or less equal role in constructing knowledge All members of the group, whether a whole class group or a small one, have equal value although their contribution are various Collaborative learners complement and build on each others’ view to construct shared knowledge” (Hargreaves, 2007, p.188)

Besides, there are some outstanding studies supporting the researcher a lot in discovering the peers’ roles in the context of school Wentzel (1998) carried out a study on the supportive connections that adolescents have with their parents, instructors, and peers in relation to school motivation (engagement in school and classes, academic goal orientations, and pursuit of social goals) According to 167 sixth-grade children, the relationships between perceived parental, educational and social support and student motivation varied depending on the source of the support and the resultant motivation Prosocial goal pursuit was positively correlated with peer support, social responsibility and both forms of interest were

8 positively correlated with teacher support, and school-related interest and goal orientations were positively correlated with parent support The perceived level of parental and peer support was also indirectly linked to studying through the negative associations with emotional suffering Positive relationships between social support in sixth grade and classroom grades one year later can be partially attributed to the pursuit of social responsibility goals and interest in school and classes in sixth grade

Similarly, the pursuit of academic and prosocial objectives, intrinsic value, and self- concept are all examples of motivating outcomes that have been linked to perceived social and emotional support from peers (Wentzel, 1994)

According to Wentzel and Wigfiled (1998), although there are likely a variety of origins for school engagement (Ladd, G W., & Herald, S L (2009)), recent theory and evidence emphasize the significance of interpersonal factors, such as the kinds of relationships that kids and teenagers develop with their classmates and teachers Wentzel and Wigfiled (1998) also indicated that peers may have a crucial, though not unique, role in the behavioral, emotional, and cognitive orientations that kids adopt toward school, according to an emerging body of research linking relationships with peers in particular to several indices of school involvement As a result, the objectives of the study are to critically evaluate what is currently known about the role of particular types of classroom peer relations in the development of children's participation in school-related tasks as well as to examine recent theory and evidence pertaining to the role of peers (i.e., classmates) in the socialization of children's school engagement

Accordingly, a question that classroom peer relationships is whether important contributors to school engagement and adjustment is set The majority of the information that has been uncovered on the factors that influence children's performance in school points to their language and cognitive abilities, their physical and motor skills, and their

9 socioeconomic and racial origins Researchers have only just begun to carefully examine many aspects of children's peer relationships in the classroom as indicators of their involvement and adjustment in the school environment Given that education is, in many ways, a social activity, this is unexpected The majority of teaching methods demand social engagement and communication between professors and students To encourage learning and accomplishment in the classroom, educators have also relied more and more on peer- mediated activities (such as peer cooperation and tutoring, cooperative learning groups) (Johnson & Johnson, 1989; O'Donnell, 2006) The relevance of this subject has fortunately increased due to current theory and data on the interpersonal foundation of learning and accomplishment (Hamre & Pianta, 2001; Ladd, Herald, & Kochel, 2006; Perry & Weinstein,

1998) As a result, the theory that peer relationships in classrooms may impact a variety of characteristics of children's and teenagers' transition to school, including their school involvement, has received more attention from researchers

Although there is a growing body of research on the connections between peer relationships and academic achievement, the potential impact of peer relationships on motivation has been relatively understudied (Fredricks et al., 2004) As a result, the hypothesis that children's relationships with classmates affect their school engagement represents an important investigative goal Furthermore, given that school-aged children spend the majority of their days immersed in a school context where they are surrounded by and interacting with agemates, it is conceivable that peers matter most (i.e., it is arguable that peers, as opposed to teachers or parents, exert greater influence on children's engagement in school)

The hypothesis that children's relationships with classmates expose them to processes (such as participation vs exclusion, support vs conflict, receiving assistance vs being ignored) that affect their capacity to adapt to school challenges and, in turn, influence their

10 development and achievement in this context (such as level of school engagement; amount of learning, increases or decreases in the ability to learn) is one of the most promising lines of inquiry Peer connections presumably vary in their adaptive value for school-related needs because they exert distinct processes on children and bestow different provisions (Ladd, Kochenderfer, & Coleman, 1997) The adaptive value of different kinds of peer connections in the classroom is discussed in the following three parts Each of these parts includes the following sections: (a) identification of relationship processes that are thought to influence students' motivation in the classroom; and (b) reviews of research that provide empirical support for or opposition to such processes

Among those roles, peer tutoring and peer mentoring are quite similar in meaning Because both peer mentoring and peer tutoring include students assisting other students, their definitions are relatively similar According to Falchikov (2001), and Kram (1985), peer mentoring emphasizes a more experienced student helping a less experienced student improve overall academic performance, promotes mentors' personal development, and provides the mentee with guidance, support, and information Peer tutoring, on the other hand, focuses on the mutual assistance about the course content (Janet W Colvin and Marinda Ashman, 2010)

In general, some outstanding roles mentioned in the literature include peer tutor, peer collaborator, peer mentor and peer supporter.

EFL speaking

2.2.1 Definition of EFL speaking skill

Apart from Writing, Speaking is one of the two productive skills, that requires to be incorporated in the development of efficient communication; whereas reading and listening are regarded to be the two receptive skills in language learning and usage Speaking appears to be the most crucial of the four macro English abilities for communication (Zaremba,

According to Gumperz (1999), speaking is collectively produced and is founded on the contributions, presumptions, expectations, and interpretations of the participants' utterances (p 101) Cooperation makes it into a self-regulated, negotiated process that is segmentally formed through brief, frequent turns made up of phrases and sentences (Nunan,

1999, p 226; Sayer, 2005, p.17) The interactive rules and routines that underpin this cooperative discourse (Dornyei and Thurrell, 1994, p 42) direct how conventional language, information, silence, loudness, intonation, and standards of interaction are employed to structure speaking Due to the cultural differences in how conversational routines are used across nations, this arrangement is culture-bound (Richards, 1980, p 419) Openings and closings, turn-taking techniques, and adjacency pairs such as welcomes and apologies are among the characteristics of conversational routines highlighted by Dornyei and Thurrell

Speaking is also a multi-sensory activity since it incorporates paralinguistic characteristics that influence conversational flow, such as eye contact, facial expressions, body language, pace, pauses, and voice quality variations (Thornbury, 2005, p 9) The construction of speech appears to be heavily influenced by culture, which has ramifications for how English speaking is taught and learnt Speaking is often done face-to-face (Van Lier,

1989, p 492), which makes it extremely interactional and social from the perspective of the situation in which it occurs

No one can communicate successfully without having a sufficient understanding of vocabulary, grammar, culture, genre, speech actions, register, discourse, and phonology, these abilities are extremely difficult, complex, and multifaceted Bygate (1987) also held the view that speaking skills are difficult because speaking requires the existence of two conditions: the reciprocity requirement and the time constraint condition The reciprocity

12 requirement is the concept that more than one person is needed while conversing This implies the speaker should adapt their terminology, sentence structure, and speaking style to the audience They should also encourage audience participation by letting them ask questions and respond to the questions When speaking spontaneously, there is a lack of planning and preparation due to time constraints In addition, Kolb (2005) and Fraser (2002) claimed that exciting, demanding, and encouraging situations might affect language acquisition in general and speaking skills learning in particular Therefore, creating a positive and satisfying learning atmosphere in the classroom is crucial since it can aid in the process of language acquisition As a result, language teachers should take into account their students' linguistic and pragmatic ability as well as their psychological requirements They should also make an effort to satisfy these needs by recognizing and addressing any emotional aspects that may have an influence on their students' learning (Mak, 2011)

In conclusion, speaking is a particular type of spoken discourse that is primarily social and used in social settings

2.2.2 EFL speaking classes at high school

Juhana performed study on the psychological issues senior high school students in Tangerang, Banten, encountered in 2012 His study found that psychological issues including shyness, anxiety, lack of confidence, and motivation might prevent students from speaking out in English class The fear of being teased by their peers was a prevalent source of those variables, such as the dread of making errors Most students said that encouraging them to be more confident in their English-speaking abilities is a worthwhile strategy to examine as a potential means of overcoming those psychological barriers This research shows that teachers need to pay more attention to their students barriers to speaking in class He continues by saying that, to a certain extent, encouraging students to talk in English helps them to actively participate in speaking in class All of these points to the significance of

13 developing a supportive learning environment in the classroom (Juhana, 2012)

The 2016 study "Psychological Factors Affecting EFL Students' Speaking Performance" by Ariyanti focused on EFL students The study revealed that Indonesian students frequently experience anxiety when speaking because they are worried of making errors by conducting direct observation and interviews with them during speaking class since of their lack of confidence in their ability to use English, students frequently blend it with their native tongue because they are afraid of making mistakes Psychological obstacles can also be seen during class discussions, as some students choose to remain mute because of a lack of desire, fear of making mistakes, and self-esteem issues From the natural events that occurred in the speaking class, it can be inferred that psychological factors that prevent students from speaking effectively may be due to feelings of being overly anxious about making mistakes and a lack of self-esteem that are connected to shyness and their level of anxiety Given this tendency, it is preferable for teachers to aid their students in improving their English-speaking performance (Ariyanti, 2016)

According to Asakereh and Dehghannezhad (2015), the outcomes of Pearson correlation analyses revealed that speaking skill achievement was significantly correlated with both speaking skill self-efficacy beliefs and students’ satisfaction with speaking classes, with the latter being stronger Additionally, the outcomes of Pearson correlation analyses revealed a substantial positive relationship between speaking skills self-efficacy beliefs and student satisfaction with speaking lessons Speaking self-efficacy beliefs were a noticeably higher predictor of speaking skill achievement among the independent factors of the research, according to multiple regression analyses

An action research at tertiary level done by Savaşỗı (2014) about the reason why some students are reluctant to use L2 in EFL speaking classes also had a brief conclusion When it comes to speaking in a second language (L2), students behave significantly more reluctantly

14 than when they do other class activities like reading, writing, and listening "Willing learners in an ESL setting who are unwilling to speak English within and outside of the classroom is not a trivial matter," as Ali (2007) explains The findings showed that a number of factors, including anxiety, a fear of rejection, instructor strategies, and culture, had an impact on the problem of speakers' hesitation The current study explores the factors that contribute to students' resistance in EFL oral communication classes, examines how students see the situation, and offers recommendations for the area of second language acquisition on how to encourage participation

2.2.3 Group work in EFL speaking classes

Karim (2015) claims that group work is one method that improves on the conventional lock-step method of teaching languages The detailed explanation of grammar rules, line-by-line reading and translation exercises, memorization of challenging words, repetition of words, phrases, and sentences, and dialogue memorization are all part of the classic lockstep method of teaching languages Because of this, learners frequently behave passively in class and do not exercise their language skills In other words, language instruction emphasizes the dissemination of grammatical information rather than the use of language

Since the advent of communicative language education in the 1970s, the traditional teaching methods have been replaced by a variety of cutting-edge and successful language teaching methodologies Group projects is one of them Working with language in a small group of four or five people is called group work Students can increase their opportunities to practice language use in the classroom through group projects Numerous studies have found that group activity enhances language acquisition more than standard language instruction

As there is very little English language exposure accessible outside of schools, the usage of the English language is strongly essential in English as a Foreign Language (EFL)

15 classrooms Group work is a technique used to help students who are learning English as a second language make the most of their usage of the language Numerous studies on group work in language instruction have demonstrated that pair or group work is preferable to the conventional classroom paradigm Group work can improve learning outcomes in the teaching and learning of the English language, according to several research findings The lockstep strategy provides relatively little chance for the learner to discuss and receive feedback for acquisition, according to research, as Huda (1999, p.90) says A group of 4 students, for instance, would allow each student to talk for 14 of the period, but a group of 30 students would only allow each student to speak for 1/30 of the period This is because group work has some advantages These benefits of group work are mentioned by Brown (2001, p.177) as benefits of group work Here are some of them: a) Working in groups produces interactive language in unison Traditionally, instructor speaking takes center stage in the classroom Teachers drill the students, facilitate class discussions, and explicitly explain grammar to the students The students have less opportunities to use the language as a result They often act passively Few students have the opportunity to practice the language, which makes the English lecture rather monotonous Student initiation, face-to-face give-and-take, experience in meaning negotiation, lengthy conversational exchanges, and the assumption of roles that would otherwise be impossible are all made feasible by small groups This is consistent with Long and Porter(1985) claim that activities led by the teacher lead to less meaning negotiation than small group activities b) Working in groups fosters a positive emotional environment Brown (2001) goes on to say that the pupils feel safer when they are grouped together They are difficult to criticize or insult Students who are inhibited participate and speak up during the teaching and learning process They cooperate in small groups to complete a task Students' enthusiasm and self-confidence rise as a result of working in groups

16 c) Working in groups fosters learner autonomy and responsibility Group work makes students more accountable for action and development compared to whole-class activities when students tend to be passive and individual individuals relax so much and bury themselves in the class They find it difficult to remain silent and conceal themselves in small groups As a result, every student has the opportunity to practice the language they are learning d) Group activities are a step toward individualized learning Students with a range of skills can execute a variety of tasks in small groups It makes it simple for the teacher to identify differences amongst students in terms of their age, cultural background, area of study, cognitive style, motivation, aptitude, and personality Along with the aforementioned benefits, Brumfit (1994, p.87) notes that group work creates a "Naturalistic environment."

Relevant studies into peers’ roles in group work in EFL classrooms

According to Colvin and Ashman (2010), peer educators frequently serve as counselors, mentors, and trainers when prior knowledge makes learning easier Smith (2010) confirmed that peers’ roles are described as peer tutoring and peer collaboration He gave the clear definitions of peer tutoring and peer collaboration

Smith (2010) described peers’ roles are as peer tutoring and peer collaboration The author gives the definitions of these two terms:

Peer tutoring “involves an experienced peer assisting an inexperienced peer in completing a task” (Johnson- Pynn & Nisbet, 2002, p.241) Peer collaboration occurs when

“everyone has a more or less equal role in constructing knowledge All members of the group, whether a whole class group or a small one, have equal value although their contribution are various Collaborative learners complement and build on each others’ view to construct shared knowledge” (Hargreaves, 2007, p.188)

In the study of Colvin and Ashman (2010), they find that there have been several attempts throughout the years to formally harness and use the effect that peers have on one another Peer educators frequently serve as counselors, mentors, and trainers when prior knowledge makes learning easier The roles of peers in this research are mentioned as a specific description based on the responsibilities that they take over

In another study, the authors have studied the value of students getting along with each other and motivating others to get engaged on their campus It is known as peers’ roles in learning In addition, the physical and mental energy that students invest in their academic work is said to rise as a result of engagement in the classroom and interactions with teachers and other students It can be understood that roles of peers is revealed as a tool of engagement to have students get more interest in learning

According to Damon & Phelps (1989a, p 18), peer interactions that are characterized by high degrees of both equality and mutuality" encourage active participation in problem solving and the exchange of ideas, according to research in applied linguistics and education One common type of peer-assisted learning is peer tutoring, in which one peer assumes the position of tutor and directs or assists the other in some way This includes peer review of a writing or performance assignment This often pairs up a more knowledgeable (expert) student with a less knowledgeable (novice) student This is comparable to the Vygotskian notion that a skilled learner may improve a novice's performance by providing scaffolding (O'Donnell, 2006) Researchers of traditional classroom settings have recognized the key differences between the peer tutor and the instructor (Damon & Phelps, 1989a; Topping & Ehly, 1998), and these differences also apply to contexts of taught language learning The advantage of peer-assisted learning over teacher-learner instruction is that the peer tutor is less of a status and competence model than the instructor and is closer in age and experience These elements may make peer tutors more approachable and willing to engage in discussion

19 during evaluations, letting the novice try out various strategies and linguistic experiments Peers may also provide unique insights that the instructor, given his or her knowledge, cannot on the challenges that classmates are encountering The expert peer's linguistic, intellectual, and emotional growth may also be aided by having to explain things to the partners (Watanabe & Swain, 2007) When "expert" students are viewed as having more to offer or being more helpful class members, there is a risk of creating social status distinctions in the classroom (O'Donnell, 2006) In the Watanabe and Swain (2007) study, which looks at writing among mismatched couples, peer tutoring is observed When working with a partner who has a greater level of expertise, it is noteworthy to note that Mei believes her partner to be similarly skilled, and their communication exhibits excellent mutuality Mei agrees that working with Chie helped with both the language and process of her writing after the session Mei seems at ease working with this peer, offering Chie advice and taking an active part Peer modeling is commonly replicated when heritage learners—who have been exposed to the target language in the family environment— are matched with L2 students, who have only seen target language use in formal contexts

According to Carson (2012), peer advising, which is described as "students helping students" (Diambra and Cole-Zakrzewski, 2002, p 56), occurs in a classroom Peer advising emphasizes the reciprocal interaction of peers helping peers during the collaborative learning process in a less formal, structured, and authoritative manner The term "peer advisor" is used to describe a more experienced language learner who provides advice on English study to a peer advisee or group of peer advisees (the less experienced language learners) Even though peer advisors and peer advisees collaborate to learn during peer advising, the peer advisor takes on additional duty by offering advice based on the peer advisee's needs

In general, peers’ roles are characterized in a plenty of studies with a variety of features and definitions However, with the level of high school students, there is little

20 research about peers’ roles in speaking classes when they work in groups Moreover, most of the studies mentioned a particular role in the context of primary or secondary school students more than some multiple roles at high school In the particular context of Speaking skill classes at high school, I frequently ask students to work in group in the hope of getting more effective learning result Therefore, this necessitates investigation into what roles of peers are involved in specific stages of a Speaking class and how students perceive effects of peers’ roles That is the gap as well as the reason why I choose this topic for my thesis

METHODOLOGY

Research approach

This study was guided by these three research questions,

Research question 1: What are the roles of peers in the stage of preparation of the task? Research question 2: What are the roles of peers in the stage of giving performance of the task?

Research question 3: What are students’ feedbacks on their peers’ roles in group work?

Answering these research questions needs both qualitative and quantitative approaches According to Condelli and Wrigley (1999) the best research design is a mixed method that integrates qualitative and quantitative research Specifically, audio- recording, questionnaires and interviews were carried out to collect data The data collected from questionnaires were used to quantitatively analyze students’ answers about peers’ roles in the stage of preparation and giving the speaking task as well as students’ feedbacks on their peers’ roles in group work To have more reliable and accurate data, the researcher used the information from audio-recordings and interviews to get qualitative data with the same aspects.

Research setting and participants

As mentioned in Chapter 1, this study aims at investigating peers’ roles in group work in Speaking skill classes The study was conducted among grade-12 students at a high school

This high school is located in the mountainous area in the western of Bo Trach district, Quang Binh province This area is about 50km far from city centre- Dong Hoi city This place is famous for the caves such as Phong Nha, Paradise, Son Doong, Tien Son… The

22 peaceful atmosphere as well as the well-known natural sites have attracted a hundred of million domestic and foreign visitors As a result, a lot of homestays, hotels and services have appeared and the need of staff who can speak English is more and more urgent Therefore, studying English has been emerged in these years However, speaking ability and using English every day is not highly appreciated and their grammar knowledge is also not good Specifically, the average mark of English in National High school exam is 4.06, which is the lowest score among 6 subjects

The immediate context is English Speaking skill classes of three grade-12 classes at a high school The number of students in each class is 40 and most of them are the same age of

18 With this number of students, teacher often groups students into 6-7 students in a group The textbook they were using to study English is textbook Tieng Anh 12 thi diem This textbook contains 10 units, each unit includes 8 lessons and speaking skill lesson is lesson 4 in each unit Speaking skill lesson topic is based on the general topic of the unit And most of the post-speaking part require students to work in group to do a small discussion or presentation to extend the knowledge and improve speaking skill for students One more special point is that speaking skill must be a separated test part in all final tests at high schools Speaking test accounts for 20% total mark of the final term tests

In this investigation, the participants consisted of 125 students in three grade-12 classes They are are using textbook Tieng Anh 12 thi diem These classes participated in audio- recording files, questionnaire and interview

As I investigated, most of students started to study English when they were at grade 3

It means that the majority of students have ten years learning English It indicated that the participants have a long time in studying English so they can contribute valuable opinions for the research.

Instruments for data collection

In scientific research, questionnaires are defined as any written instruments that give participants a series of questions to answer or statements to respond (Brown, 2001) The main strength of questionnaires is the ease of their construction (Dửrnyei, 2007) Another strength is that questionnaires provide researchers the chance to collect a large amount of information in a short amount of time (Dửrnyei, 2007) Therefore, using questionnaires in data collection is effective in terms of saving the researcher’s time, effort, and financial expenses Besides, questionnaires are considered to provide a general freedom from bias on the part of an interviewer and the sense of anonymity to respondents That is the reason why questionnaires were used to quantitatively investigate the peers’ roles in group work during the process of learning English based on three research questions Questionnaires were designed with ended-questions with 5 levels: Always (Luôn luôn), Usually (Thường thường), Sometimes

(Thỉnh thoảng), Seldom (Hiếm khi), Never (Không bao giờ) according to Likert Scale, which typically provides five possible answers to a statement or question that allows respondents to indicate their positive-to-negative strength of agreement or strength of feeling regarding the

24 question or statement And an open-question: Other ideas (Ý kiến khác của bạn: ……) at the end of each part was also designed in the hope that students could write down their own ideas about peers’ roles that were not mentioned in the ended-questions Questionnaires included three main parts and one extra part Part A was an extra part which elicits participants’ demographic information and 2 general questions about working in group in speaking classes Part B investigated students’ level of frequency toward peers’ roles in the preparation stage of doing task Part C explored the students’ level of frequency toward peers’ roles in the performance stage of doing task in group And part D aimed to investigate students’ feedbacks to peers’ roles in group work during their group work

The researcher referred to the studies from Chapter two to design questionnaires Among a lot of studies, the studies of Janet W Colvin and Marinda Ashman (2010) and Penelope Jean Smith (2010) were the two core studies that the researcher used the theory to refer and complete questionnaires The questionnaires were in Vietnamese to avoid misunderstanding that might occur due to English proficiency

The questionnaires for students were printed in hard copy and were delivered to the students in three grade-12 classes in their speaking skill lessons The researcher used hard copy to ensure the return rate after being handed All questionnaires were sent to students after the teacher had finished the speaking skill lesson in which students did group work for their speaking performance This helped the researcher get the most accurate information from students The questionnaires took the students about 8 to 10 minutes to finish

Interviews were used to collect data for this research because it is a research tool that enables the researchers to gain insights into roles of peers that cannot be inferred from the

25 questionnaire Using interview in social science research brings some benefits: i) a well- planned interview can provide a rich set of data in naturalistic settings; ii) face-to-face interviews are considered to be the method with which the highest response rates can be achieved (Creswell, 2012) For the present study, a semi-structured interview format was employed to complement the questionnaire results and elicit the more personal feedbacks about roles of peers in working in group which may not emerge from the data collected through the questionnaire Therefore, the interview questions were designed mainly based on three research questions and what students mainly showed in the questionnaires

Interviews were conducted face to face with eight available students and were audio- recorded for later data analysis with their prior permission Each interview lasted about 15 minutes; Vietnamese was used to provide comfort and maximize understanding to enhance the accuracy of students’ responses The scripts of the interviews were translated into English for analysis

Using audio recordings to create transcripts of in-depth interviews and group discussions has been a routine practice during the past 30 years, becoming a "normalized discursive activity", (Nordstrom, 2015, p.388) Using a recorder, in the words of Tuckett

(2005, p.33), is necessary to "challenge claims" that qualitative research is subject to systematic bias To ensure "rigor and validity" in qualitative research, Seale and Silverman

(1997) included "recording data objectively and exhaustively, including the use of audiotapes, videotapes, and various degrees of detail in data transcription" as one of the strategies (p 380) Audio-recording is known as a very authentic material to collect information In this research, this method was chosen in order to get the most practical conversations among students during their discussion in group work The author recorded

26 audio during group work in three classes, which included about 9-10 groups each class The audio-recordings were carried out through the application of recording in smartphones Students were asked to use their own smartphones to record their discussions This made students have high awareness of doing group work to complete the given task All audios were recorded and immediately sent to teachers after the lesson Then, the recordings were saved and used to help the author get the real conversations among students in their group work The scripts of the audio-recordings were translated into English for the best analysis.

Data collection procedures

Based on the order of the research questions, the researcher decided to record the group work first In Speaking skill classes, teacher divided classes into 9-10 groups, then, teacher gave them the topic of the lesson and noted down some requirements of the speaking performance Then, groups had 10-15 minutes to discuss and do the given task In the process of discussing, teacher asked students to use their own smartphones to record their job and sent audio files to teacher immediately after they finished By this way, students were more aware of their group discussion and carried out it more seriously, which could help teacher save time a lot

After audio-recording, the researcher handed questionnaires to students and instructed them to complete in within 10 to 15 minutes The questionnaires were collected and the researcher started to calculate the percentage based on students’ answers From the general statistics of the questionnaires, the research had an overall look at students’ ideas about peers’ roles in doing group work

Interview was done basing on students’ availability and willingness These students of course were in three classes that were used in recording and handing questionnaires The interviews were based on the content of three research questions and the questionnaires

Data analysis

After collecting all the data, the researcher started to analyze the data

In this study, the data collected from the audio-recordings, questionnaires and interviews were analysed with the use of both qualitative and quantitative approaches

For quantitative analysis, the results from questionnaire data were subsequently tabulated and converted to percentages, which were used to explain and discuss

For qualitative analysis, data obtained from audio- recordings and interviews were used for thematic analysis The data from the audio- recordings and intervews transcribed verbatim and the transcripts were presented in Appendix Then, a summary form is produced immediately after each audio-recording and interview has taken place This includes practical information about the time, place, the participants, the duration and details about the content and themes After that, the researcher reread the transcripts to look for the meaning and determine which piece of data was greatly valuable Then, the researcher assigned codes to the data by classifying data to make it easier to organize and retrieve Next, the main themes, the relationships among data as well as the similarities of responses were identified and used to find explanations

The participants’ real names are not shown in this thesis so as to protect their privacy Therefore, audio-recordings and interviews transcripts are presented with anonymous signs during the process of analyzing.

FINDINGS & DISCUSSION

Findings

The findings in this study are presented based on the order of the research questions Roles of peers are analyzed in two stages of a group work and students’ feedbacks of their peers’ roles in Speaking skill classes through evidences collected from audio-recordings, questionnaires and interviews

4.1.1 Roles of peers in the stage of preparation of the task

The author carried out three types of instruments to collect data for the 1 st research question “What are the roles of peers in the stage of preparation of the task? The data from the audio-recordings, interviews and questionnaires are respectively analyzed to make clear roles of peers in the stage of preparation in Speaking skill classes

Audio-recording and interview data would be qualitatively analyzed There are 15 audio-recording files recorded in 3 classes Based on the number of students in each class, 5 -

6 groups were divided In general, data collected from audio-recordings showed that some main roles were repeatedly expressed in group discussions Therefore, the researcher wished to pick up the most outstanding pieces of audio- recording scripts to make evident to the roles

For the beginning, most of the group discussions showed that all students were seriously involved in doing group work in speaking classes, peer collaboration was clearly expressed in most of the discussions through a lot of words Each student eagerly spoke out their ideas about the topic of the speaking lesson to find out the best content for the speaking

29 task The ideas from each member in a group were coherently linked and continued to get the best content for the speaking task Through the following scripts from some audio-recordings, peer collaboration was easily recognized:

S1: Huh, another group have already chosen saola for their presentation, we now can choose dinosaur for ours

S2: Ok, our presentation will include 6 parts

S2: No, no need to choose 6 species

S4: So, each of us will be choose one?

S5: I think no need, we just choose some typical kinds and make it specific

S1 : Our group only pick up a video of gorilla for all kinds, therefore, we must point out the overall situation of all types of animals

S2 : Yap, so we talk about the situation, then come to gorilla situation, is it ok?

S3 : Yap, the next part is the impact

S2 : It is not suitable to talk about impact there

S1 : I also think that the impact is not suitable because it is showed in the video already S4 : Yeah, that’s right!

In script 1, it can be seen that the content of the speaking task was about endangered animals When S1 chose “dinosaur for ours”, S2 continued S1’s words with detail plan for their presentation “our presentation will include 6 parts”, then, other members in the group continually exchanged their ideas about the way to choose the main type of endangered animal for their presentation

In script 2, the topic of the presentation was also about rare or endangered animals In this

30 group discussion, besides supporting ideas to each other about the plan to do presentation, S2 rejected S3’s idea about the impact S2 thought that the impact was not a suitable part to mention after the overall situation of rare animals And then, the group agreed with S2 to eliminate the impact part The peer collaboration was not only the agreement among students in group but it was also the disagreement or rejection to find the most suitable plan for the speaking task

One more role the researcher could recognize through the audio-recordings was the way students taught and instructed each other to get knowledge This role was known as peer tutor In these following scripts, it can be seen that members in group expressed mutual help and assistance to achieve better understanding about the knowledge or other aspects related to the topic of the speaking task Some following scripts were shown to prove that:

S1 : We choose the topic of AI

S2 : AI is about animals, right?

S1 : No AI means Artificial Intelligence

S1 A: Well, what is business administration?

S2: It means you are a manager in taking care of customers in restaurants or something like that…

S3: Maybe you can manage a hotel

In script 1, it can be seen that S2 misunderstood about the AI, she said that AI was about animal, then, S1 explained that AI was Artificial Intelligence Although this was a simple piece of knowledge, student still did not have an exact understanding And the immediate assistance from peers was necessary In the audio-recording of this group discussion, the

31 researcher also heard the sound of laugh of S3, which made the listener thought that their peer relationship seemed to be very close and comfortable As a result, the way S1 helped S2 understand the meaning of AI was also very natural and refresh

In script 2, the topic of the speaking task was about job Among a lot of jobs, S1 thought about business administration and she did not know what this job was and what she must do when she chose to learnt this major Although their knowledge of this aspect was not adequate and appreciated, they still expressed their ideas in the hope of helping their peers with something useful

In script 1 and 2, role seemed to be a tutor, who could hold the role of instructing a small group with what they had better understanding and helping peers get right knowledge of something

Besides the role of tutor, the researcher also explored the position of facilitator role in some discussions As defined in Cambridge Dictionary, a facilitator is someone who helps a person or organization do something more easily or find the answer to a problem, by discussing things and suggesting ways of doing things In group discussion in a class, facilitator was revealed as a group leader, who leaded the group to be in the right way These following scripts may be the evidence:

S1: Now, I will arrange the order to make presentation I will be the beginner…then

S2: Ok After introduction made by me, S3 will present the alarming situation of the rare animals nowadays Is it fine?

S1: Then, the reasons will be carried out by S4 and S5 The first idea that each elephant has been killed each hour to get ivory will be presented by S4

S3: First, I would like to introduce our group members, they are very hard and a little bit

32 crazy Then, I will introduce our group’s topic and after that S3 will carry out your part S3: Yap, S3 part is the first part, isn’t it?

S3: Yap, after S3 finishes, I will lead in part 2 of S1

S2: Oh take time…what do these mean?

S3: Well, they are reality, gorilla, consequence, reason, measure and quiz They are main parts in our presentation

In script 1, it can be seen that S1 was a group leader or facilitator Her role was “arrange the order to make presentation” and she was “the beginner” to start the speaking task This means that she played a very vital role in the preparation of the task of the group She assigned the duties, started the speaking task and facilitated all members to follow the plan Notably, the group members agreed and supported her to implement the task

Similar to script 1, S3 seemed to be the facilitator of the group in script 2 S3 also was the person who started the presentation and assigned the duty of the member in implementing the task Specially, when S2 did not understand some new words in the speaking lesson, S3 was willing to explain carefully

Discussion

As shown in the findings particularly from audio-recording in group work, students play their roles naturally to support their peers and get the most effective discussion It is clearly seen that each student holds a particular role in group and most of them join together to complete the given task From the good preparation, they surely feel more and more confident in their speaking performances

Overall, the findings from the research indicate that in Speaking skill classes, group work is a very effective studying method When doing in group, students mostly have a desire to complete the speaking task perfectly, then, they actively support their friends to have efficient discussion In group work, they occupy some particular roles which were mentioned in literature One more important thing is that students themselves provide good feedbacks on their peers’ roles in group in Speaking skill classes

The following sections discuss the notable issues emerging from the findings Based on the findings, the researcher has found that most of the roles are taken both in the stage of preparation and in the stage of giving performance Although the frequency of playing those roles are different in each stage, students also show their significant contribution to group discussion In addition, students also had high appreciation to their peers’ roles when they were together in group discussion

Peers’ roles in group work in speaking classes are demonstrated into 3 sections based

49 on three research questions as mentioned

4.2.1 Roles of peers in the stage of preparation of the task

Based on the research findings, the researcher finds that a majority of the roles mentioned in the literature are obviously shown in the stage of the preparation of the speaking task These roles are considered as peer tutor, peer mentor, peer collaborator, peer advisor and peer facilitator, as the literature as pointed out (Colvin and Ashman (2010));

Smith (2010); Damon & Phelps (1989a)) When students are asked to conduct a speaking activity, they all wish to get a good speaking performance, hence, they have a tendency to achieve careful preparation As a result, the first stage in a process of group discussion is considered as the most important stage, therefore, the roles of students are easily expressed in the stage of preparation As findings result show, peers’ roles can be divided into 2 types: equal roles and unequal roles Students are equal in group work when they equally collaborate with each other to hold an effective group discussion And when more experienced students gives assistance to less experienced students in learning, this is considered as unequal roles

Among the mentioned roles in the literature, equal role can be considered as peer collaboration According to Hargreaves (2007, p.188), peer collaboration occurs when

“everyone has a more or less equal role in constructing knowledge All members of the group, whether a whole class group or a small one, have equal value although their contribution are various Collaborative learners complement and build on each others’ view to construct shared knowledge” Therefore, in the background of a small group in speaking classes, collaboration among students starts from the equal position in the aim of sharing knowledge to a particular speaking topic as well as they all get equal value from their speaking activity In their group discussion, the students do not have more supporting ideas but also they can reject unsuitable ideas for the topic Rejection in discussion does not mean

50 that they meet problems with their peers but it is the close collaboration to make the discussion develop in the right way

In addition, unequal roles are also revealed in the preparation stage of group discussion They are considered as peer tutor, peer mentor, peer advisor and peer facilitator Peer tutor is clearly emerged from the research findings According to Johnson- Pynn & Peer

(2002), tutoring “involves an experienced peer assisting an inexperienced peer in completing a task” In addition, in the study of Damon & Phelps (1989), the authors concluded that one common type of peer-assisted learning is peer tutoring, in which one peer assumes the position of tutor and directs or assists the other in some way Moreover, according to Colvin and Ashman (2010), peer tutoring typically focuses on a more advanced student helping lower-level students with course content In the stage of preparation, the role of tutoring are clearly expressed As can be seen from the data collected form audio-recordings, questionnaires and interviews, a student having more experience and knowledge are often appointed as a group leader, who is believed to help lower- experienced students with the main content of the speaking task

Besides the role of peer tutor, peer mentor can also be seen from the collected data Peer tutoring and peer mentoring are quite the same in definition because these two roles involve students helping other students However, peer tutor focuses on the mutual assistance about the course content (Colvin and Ashman, 2010) while peer mentoring emphasizes a more experienced student assisting a less experienced student in improving overall academic performance, promotes mentors' personal development, and gives the mentee guidance, support, and information (Falchikov, 2001; Kram, 1985) In the stage of preparation, this role is obviously occupied and significantly contributes to a good discussion There are some members who are always willing to offer assistance to their lower peers with more specific information and enthusiastic instructions

Last but not least, peer advisor is also a role that appeared in group discussion According to Mynard & Carson (2012), peer advisor can provides advice on English study to a peer advisee or group of peer advisees or the peer advisor can take on additional duty by offering advice based on the peer advisee's needs This role can be considered as peer facilitator, who is found to be very supportive, cooperative and friendly towards the group members Peer facilitators have played their role effectively to motivate, assist and guide the students (Ismail, N et al (2015)) The collected data shows that the frequency of occupying the role of advisor or facilitator seems to be less than peer tutor or peer mentor However, this role plays a significant part in motivating group members to conduct the given task

Through a lot of data that the researcher collected from three grade-12 classes, it can be confirmed that most of the roles mentioned in the literature appear in the first stage of preparation of the speaking tasks There are some typical reasons why a lot of roles are taken in this stage

First of all, that is the features of the given task Speaking tasks should be relevant to the main topic of the unit and also a must-be activity in studying English As mentioned in chapter three, among 8 lessons in a unit, there is a speaking skill lesson Besides the speaking lesson of the unit, speaking task may appear in other post-parts of other language skills For example, in post- reading or post- listening, speaking task is highly suggested to apply in classes, which helps students have more chances to practice speaking In addition, most of the speaking topic is based on the general topic of the unit Therefore, the knowledge, vocabulary as well as structures are familiar to students, which can help them feel easier in using language to speak Moreover, most of the speaking tasks are used to assess students and get marks, therefore, students have a strong desire to complete the task in the best way Marks are considered as the most effective way to encourage and motivate students to join in speaking tasks and make more attempt in collaborating with their friends to perform the task

Secondly, peers’ relationship is considered as an important factor The researcher is the English teacher of 3 classes joining in this study, especially, I was both the form teacher and English teacher of a class within 3 years Therefore, I had a lot of time to observe the way they connected and worked together Because this study was conducted when they were in the last term of grade-12, they had two and a half years studying in class with each other, hence, they had a deep understanding about their friends’ learning experience as well as characteristics From that, close relationships began and developed During group discussion, relationships among group members seemed borderless, they all had bond connection Therefore, they comfortably expressed themselves and as a result, the roles were also revealed naturally

In conclusion, there is no doubt to say that a lot of roles are occupied in the preparation stage of the speaking task in the most natural way

4.2.2 Roles of peers in the stage of giving performance of the task

According to the research findings, in the stage of giving speaking performance, students did not show as many roles as they do in the stage of preparation Because they had a careful preparation about the speaking task, they felt quite confident to present, therefore, only a few roles were shown Among them, peer advisor and peer facilitator are mainly expressed in this stage Student had a tendency to give advice and support to their friends in group As mentioned in the literature, Mynard & Carson (2012) emphasized that peer advisor is used to describe a more experienced language learner who provides advice on English study to a peer advisee or group of peer advisees (the less experienced language learners) In addition, they also have duty to takes on additional duty by offering advice based on the peer advisee's needs Remarkably, data collected from the questionnaires and interviews also revealed that group member did not only help their peers with English knowledge but they also spent time to give some advice about other aspects related to the topic of the speaking

53 task As mentioned in the literature, peer facilitators have played their role effectively to motivate, assist and guide the students (Ismail, N et al (2015) Through the finding, it can be seen that students employed this role perfectly They were always willing to give assistance and support to their peers, specifically, they strongly encouraged the group members during the performance

CONCLUSION AND IMPLICATIONS

Summary of findings

5.1.1 Roles of peers in the stage of preparation of the task

The data collected from audio-recordings, interviews and questionnaires reveal that most of the students show their particular roles in group work in Speaking skill classes such as collaborator, tutor, mentor, advisor and facilitator These roles are naturally expressed in the stage of preparation because this stage plays the most vital part in conducting speaking task The stage requires students to prepare a lot of things such as the main content, the detail ideas, the duties for each group member, etc… for the speaking task, therefore, students actively involve in discussing During the discussion, they may equally collaborate with their peers in the aim of finding solutions for the task or they may be unequal in instructing, advising or encouraging their peers to stimulate their ideas When their roles are collaborators, the ideas of the group members may be accepted and developed, or may be rejected to other more suitable ones in the hope of meeting the requirements of speaking task

In the close atmosphere of the class and the bond relationships among students and students with teacher, they comfortably share their own ideas about the topic and get comments from the others In the terms of unequal roles, they can become a tutor or mentor who give useful guidance, support, and information to their peers about both English knowledge and social knowledge in the scope of their understanding They can also be an advisor or a facilitator who can motivate, assist and guide their peers In general, all roles occupied in this stage are specifically mentioned in the literature

5.1.2 Roles of peers in the stage of giving performance of the task

The data collected from interviews and questionnaires demonstrates that there are few roles occupied in the stage of conducting speaking task The most common roles can be met in this stage are advisor and facilitator During the speaking performance of their peers, students have a tendency to give encouragement and feedbacks immediately to their peers They think that the instant motivation and comments will help their peers feel more confident and motivated to complete their speaking performance Actually, when students get their specific duty and careful preparation in the first stage, there is no need to give more collaboration or instructions Hence, there is little appearance of collaboration, tutor or mentor Their main job in this stage is to give well-performed presentation And it is clear that the timely encouragement as well as instant feedbacks are suitable to be shown in this stage Briefly, peers’ roles in this stage are not expressed much It is limited within peer advisor and facilitator

5.1.3 Students’ feedbacks on their peers’ roles in group work

The data collected from interviews and questionnaires shows that students have good feedbacks to their peers’ roles in group wok in Speaking skill classes The students confirm that each group member has considerable contribution to the completion of the speaking task Although some students are hesitant and shy to join group discussion and perform speaking task, other group members are always willing to help them feel close and trustful to collaborate and contribute to group work It can be denied to say that students hold their roles in group work naturally and they all look up to their peers’ roles in group Through their feedbacks to their peers’ roles in group work in Speaking skill classes, it can be seen that they respect their peers and appreciate their peers’ duties in carrying out speaking task in group discussion This positive attitude shows that students have an obvious and great awareness of their own roles and their peers’ roles when working together

Limitation of the study

The collected data were only limited in scope with a limited number of participants and might not be generalized to other contexts Because the research time is not long enough, the number of interviews is still limited The research context is just in three grade-12 classes with 125 students in a high mountainous school in the Central of Vietnam, specifically in a high school in Quang Binh Therefore, the finding data might not be overall enough That is the limitation as well as the unique feature in my findings, which the focus is students in a remote area of a province

This study raises attention about all peers’ roles in group work, which are not only a simply methodological issue but these peers’ roles indicates the closeness and trust between human and human in a studying atmosphere Hopefully, future studies should be carried out to explore these roles in a bigger scope with stronger evidences.

Implication

This study aims at students’ roles in group work in a speaking class From that, teacher can have more awareness about peers’ roles to get better teaching method in speaking classes Teachers should have sufficient knowledge about roles of peers in a language class in general and in a speaking class in particular This aspect of pedagogical knowledge should be paid more attention as much as teaching methodologies Then, teachers are able to decide whether to apply group work in speaking classes or not and can make use of peers’ roles in the most appropriate lesson to get the most effective speaking performance Besides the common roles in terms of pedagogy, teachers should find more chances to highlight the roles that relate more to human interaction and classroom vibe These roles might also contribute to the classroom outcome

From this thesis, the author hopes that EFL students can have chances to learn from students’ roles in group work in a speaking class The roles that students involved in group work are natural and need more interest from EFL students Group work plays a very important part during the process of learning language, especially, in Speaking skill classes Therefore, students are able to have a deeper understanding about the roles and are more aware of involving these roles in learning When taking these roles, the students do not only improve their ability in working in group but they also have more opportunities to develop their personality and social skills.

Conclusion

In conclusion, this research aims to investigate the peers’ roles in group work in Speaking skill classes at a high school in Quang Binh province Quantitative and qualitative approach were employed for this study Audio- recordings, questionnaires and interviews were used to collect data

Although the research was implemented in a limited scope, it also directly benefits the researcher in the future This research has contributed deep insights about peers’ roles, which are important and need to be developed along with the methodology As an enthusiasm teacher, the investigation of peers’ roles is directly related to teaching method, which can help teachers master the advantages of group work in language classes In addition, the roles of peers are related to develop human-human relationship, which need to be trained and developed by the experienced researcher That is a lifelong endeavor

Hopefully, this research can make some contribution to improvement the awareness of peers’ roles in group work and can be applied in teaching not only in Speaking skill classes but also in other language skill classes

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The purpose of this questionnaire is to collect data about peers’ roles in a speaking class Your participation and response is really invaluable The collected data is only used for this research and will be kept secret Please share your opinions by answering the following questions Thank you for your cooperation.

APPENDICES APPENDIX A QUESTIONNAIRE FOR STUDENT

3) Which grade are you in?

4) Do you satisfy with your English speaking skill class?

5) Do you satisfy with working in group in your English speaking skill class?

Part B: Your roles in the stage of preparation of the task in Speaking skill classes

Please tick in the box “Always”, “Usually”, “Sometimes”, “Rarely” or “Never” according to your personal opinion about your role in the stage of preparation in group work in Speaking skill classes

Roles Always Usually Sometimes Rarely Never

Brainstorm ideas to design a speech

Assign tasks to perform the talk

Remind your friends to do the task

Manage group work and guide how to

Motivate and encourage your group members to do the lesson

Take notes and summarize the opinions of your group members

Provide support with knowledge, ideas, and vocabulary to build speaking activity

Part C: Your roles in the stage of giving performance of the task in Speaking skill classes

Please tick in the box “Always”, “Usually”, “Sometimes”, “Rarely” or “Never” according to your personal opinion about your role in the stage of giving performance in

Roles Always Usually Sometimes Rarely Never

Evaluate the discussion comments of the members

Coordinate the implementation of speaking activities for group members

Model and guide team members to follow

Encourage your peers to participate in the presentation of the task

Give feedbacks to group performance

Part D: Students’ feedbacks on their peers’ roles in group work in Speaking skill classes

Please tick in the box “Always”, “Usually”, “Sometimes”, “Rarely” or “Never” according to your personal feedback on your friend's role in group work in Speaking skill classes

Roles Always Usually Sometimes Rarely Never

Provide evaluations in the group discussion

Know how to coordinate speaking activities for group members

Model and guide group members to follow

Encourage your peers to participate in the presentation of the task

Give feedbacks to group performance

Phiếu khảo sát này nhằm mục đích thu thập thông tin về các vai trò của học sinh trong lớp học Nói Sự hợp tác và phản hồi của bạn thực sự rất có giá trị Các dữ liệu thu nhập được chỉ phục vụ cho nghiên cứu này và sẽ được bảo mật Xin vui lòng chia sẻ ý kiến của bạn thông qua việc trả lời những mục sau đây Cảm ơn bạn.

Phần A: Thông tin cá nhân

1)Tên của bạn (nếu muốn):

2) Tuổi của bạn ( nếu muốn):

3) Bạn đang học lớp mấy?

4) Bạn nói chung có hài lòng với việc học môn Nói ở lớp không?

5) Bạn có hài lòng với việc làm việc nhóm ở lớp trong hoạt động Nói hay không ?

Phần B: Vai trò của bạn trong giai đoạn chuẩn bị cho hoạt động Nói khi làm việc theo nhóm

Hãy đánh dấu tick  vào ô “Luôn luôn”, “Thường thường”, “Thỉnh thoảng”,

“Hiếm khi” hoặc “Không bao giờ” theo ý kiến cá nhân của bạn về vai trò của bản thân trong giai đoạn chuẩn bị cho hoạt động Nói khi làm việc nhóm ở lớp

Các vai trò Luôn luôn

Lên ý tưởng để thiết kế bài nói

Phân chia nhiệm vụ để thực hiện bài nói

Nhắc nhở các bạn thực hiện nhiệm vụ

69 Điều hành việc làm nhóm và định hướng cách làm bài cho các bạn Động viên, khuyến khích các bạn cùng nhóm cùng thực hiện bài học

Ghi chép và tổng hợp các ý kiến của các bạn cùng nhóm Đưa ra hỗ trợ về kiến thức, ý tưởng, từ vựng để xây dựng bài nói Ý kiến khác của bạn:

Phần C: Vai trò của bạn trong giai đoạn thực hiện hoạt động Nói

Hãy đánh dấu tick  vào ô “Luôn luôn”, “Thường thường”, “Thỉnh thoảng”,

“Hiếm khi” hoặc “Không bao giờ” theo ý kiến cá nhân của bạn về vai trò của bản thân trong giai đoạn thực hiện hoạt động Nói ở lớp

Các vai trò Luôn luôn

Không bao giờ Đánh giá các ý kiến thảo luận của các bạn thành viên Điều phối việc thực hiện hoạt động nói cho các thành viên trong nhóm

Làm mẫu và hướng dẫn thành viên cùng nhóm làm theo Đưa ra các lời động viên, khuyến khích

70 các bạn tham gia vào việc trình bày bài nói Đưa ra các phản hồi cho các ý kiến thảo luận trong nhóm Ý kiến khác của bạn:

Phần D: Phản hồi của bạn về vai trò của bạn mình trong hoạt động nhóm nói chung

Hãy đánh dấu tick  vào ô “Luôn luôn”, “Thường thường”, “Thỉnh thoảng”,

“Hiếm khi” hoặc “Không bao giờ” theo phản hồi của cá nhân bạn về vai trò của bạn mình trong hoạt động nhóm nói chung

Các vai trò Luôn luôn

Không bao giờ Đưa ra các đánh giá trong việc đóng góp ý kiến thảo luận của nhóm

Biết cách điều phối việc thực hiện hoạt động nói cho các thành viên trong nhóm

Làm mẫu và hướng dẫn thành viên cùng nhóm làm theo Đưa ra các lời động viên, khuyến khích các bạn tham gia vào việc trình bày bài nói Đưa ra các phản hồi cho các ý kiến thảo luận trong nhóm

APPENDIX C AUDIO- RECORDING SCRIPT: GROUP 1

S1 : Thì trước hết là nhóm mình 7 thành viên đúng không? S2 : Chủ đề là ri nha

S3 : Phân công công việc ri nạ

S1 : Động vật có nguy tuyệt chủng

S1 : Dừ bị tuyệt chủng hay có nguy cơ bị tuyệt chủng ?

- Có nguy cơ là khác với bị

S2 : Có nguy cơ ri cũng được

S2 : Nguy cơ bị tuyệt chủng

S5 : Động vật có nguy cơ bị tuyệt chủng

S4 : Sile đầu tiên là giới thiệu

S1 : Mà ai giới thiệu đạ nở

S2 : Giới thiệu về xi hè ? ờ

S1 : không giới thiệu thành viên á

S2 : Mình giới thiệu chay hay là

S1 : Giới thiệu chủ đề của mình á

S2 : Giới thiệu chay hay là sile

S4 : đừng có ảnh xi nựa

S1 : Đầu tiên là S3 là intro y nha

S1 : làm intro xong là mình giới thiệu về chủ đề của mình luôn

S2 : file đầu tiên là giới thiệu , rồi file thứ 2 là

S4 : file thứ 2 là bắt đầu kiểu

S2 : file thứ 2 là ghi kì tên của chủ đề

S4 : không phải kiểu tóm tắt kì nớ nò

S2 : không thì mình cũng phải ghi kì tên chủ đề đó nạ xong tên chủ đề

S4 : xong mền tóm tắt mục tiêu mà mình sẽ làm trong kì sile ni nì

S2 : Nội dung chính nì ( ghi vô giấy ) kì sile thứ 3 mình nên dùng video tổng hợp toàn bộ các loại nớ

S2 : mền nên dùng video tổng hợp lại các loại nớ để đầu tiên hay để cuối cùng ?

S1 : Đầu tiên để cho họ hiểu , tất cả các nội dung mà mình cần truyền tải

S4 : video về hoạt hình nò

S1 : không , không lấy cái nớ

S2 : thì mi phải tìm mình ghi ra đây rồi các nội dung từ cái một đứa mô làm cái mô rứa nò

S2 : ý thứ 3 là kì mục xi hè ? nêu ra các động vật bị tuyệt chủng hè hay là răng

S4 : video về động vật bị tuyệt chủng

S2 : xong răng Nêu ra cái chi hè ?Các loài bị tuyệt chủng

- Xong nựa là giới thiệu từng cái một , một đứa là sẽ nói về các loài có nguy cơ bị tuyệt chủng nỉ , xong là nói về Nguyên nhân , một đứa nói về

S4 : thực trạng là cái chi đó ?

Ba : thực trạng là hiện tại

S1 : là hiện tại ở trên giới thế hay Việt Nam có mấy loài bị tuyệt chủng

S2 : một đứa nói về biện phát để mà ,… Xong nựa Là

S2 : Nguyên nhân , biện pháp , thực trạng một cái nựa là xi hè ?

S1 : ý nghĩa của việc bảo vệ các loài

S4 : S2 ghi sile mau về tao coi với tể

S1 : bựa tao gửi kì tờ giấy cho mi coi đó chỉ

S2 : mi làm trên Canva ri …

S4 : mình gửi sile về động vật trong nhóm nò

S1 : cái nớ tì về tối mình gọi làm ,…

S2 : ý nghĩa xong nựa là xong nựa là có cầm thêm câu hỏi hay là cho hình ảnh cuối slide không

S1 : kì cái ni không cần phải là ghi câu hỏi mù , lớp mình đa số không biết tiếng anh mình

75 cho hình ảnh xong mền hỏi đó là con vật chi có nguy cơ bị tuyệt chủng hay như răng đó ? S2 : À không ví dụ như ri nha : trong các loài ni nha trong các loài ni nha

S4 : ri nha , trong các con vật ni gọi là tên chi

S1 : À đúng rồi cho từng hình ảnh lên nha cho đáp án A là , Mền có câu hỏi tìm những loài có nguy cơ bị tuyệt chủng xong mền cho những hình ảnh những loài là có nguy cơ bị và loài bị tuyệt chủng xong là mình hỏi mấy đứa nớ

S2 : Hoặc là câu thứ 2 tên mô đúng của loài mô

S1 : à mà đều nói rứa thì ghi lại luôn ri

S5 : ghi lại để còn nhớ

S1 : hệ thống các câu hỏi

S4 : đầu tiên là hình ảnh ri

S1 : tìm những loài có nguy cơ bị tuyệt chủng

S4 : đều hình ảnh mần răng đủ sile hè

S2 : ôi chơ sile là mấy chẳng được

S2 : câu thứ 2 là nối tên với ảnh

S1 : Tìm tên đúng trong hình ảnh ni

S2 : nảy định nói làm cái in bình thường cô thầy hay đố vui của mền nò hay có kì dãy ô ô ri nì đều kiểu rứa , hay làm ô nớ hay hơn hè với lại mình có thể làm được nhiều câu hơn nò

- Kiểu như là cho 7 câu nha xong

S1 : Không mình làm ngắn gọn thôi ví dụ như 1 2 câu rứa thoi chơ làm nhiều tốn thời gian

Ba : thôi mình làm 2 câu ri

S1 : quan trọng cái thuyết trình

S2 : nhưng câu ăn điểm vẫn sẽ là cái ni

S1 : hỏi nhiều quá không hay

S6 : câu thứ 3 là hỏi con mô tuyệt chủng ở Việt Nam mình

S2 : con mô ở địa phương mình á

S6 : à ở nơi địa phương mình hiện tại có con mô bị tuyệt chủng

S6 : ở Việt Nam luôn ì chơ bây nghị địa phương được mấy

S1 : hay thực tế tí đi

S4 : thực tế đây chi nựa

S2 : hay là bạn biết loài vật nào đang có nguy cơ bị tuyệt chủng

S5 : thì địa phương tì gần đây

S2 : nhà ri nha : đầu tiên là tên chủ đề , video về tuyệt chủng thì dễ nì

-Về video tì cả nhóm đều phải tìm nha

_ các loài bị tuyệt chủng là Sơn nha ,

Biện pháp là S4 nha Ý nghĩa là S5

S2 : hay là mình giới thiệu chung chung xong chặp giới thiệu một con ví dụ như Hổ S1 : dừ thg Sơn tìm ra các loài bị tuyệt chủng xong mình lấy 1 con trong nớ để mình nêu ví dụ

- Ví dụ là số lượng loài là hiện tại hay thế giới ,

S2 : đều mấy cái sau ni đều sẽ nói về con nớ kì con mà mình lấy ví dụ

S1 : mình lấy ví dụ điển hình

S2 : đây là chung rồi , chung toàn bộ tất cả mọi thứ

- Nếu mà in thằng S1 đang nói là mình nêu các loài bị tuyệt chủng nha xong là giới thiệu Hổ như răng thực trạng sao , nguyên nhân , biện pháp để bảo vệ con Hổ nớ

S1 : đầu tiên mền lấy ví dụ các loài xong lấy 1 con để khái quát làm ví dụ minh họa ,

- Dừ mình khái quát như ri đều về phải phân công nhiệm vụ rõ ràng

Sơn : Ảnh và tên các động vật bị tuyệt chủng

S1 : Giới thiệu và câu hỏi

APPENDIX D AUDIO- RECORDING SCRIPT: GROUP 2

S1 :chọn chủ đề Artificial Intelligence

S2 :AI là về động vật à

S1 :AI là về trí tuệ nhân tạo

S1 :hôm bữa mình phân là S5 làm robot rồi S3 thì làm chức năng còn S2 làm lợi ích S1: có thấy chủ đề này khó quá không?

S3: sau những đợt cười vô tri bạn sẽ được 0.5 điểm

S1: thế đổi chủ đề hè ?

S3 : cái này cũng được nè

S1 :cái ni về cái gì

S4: đổi chủ đề rồi khó

S6 :về nhà ngủ đi đã

S1: mình làm về động vật

S1 : không phải chó gâu gâu đâu, ý là đóng vai động vật rồi lên tiếng sos

S3 :nếu mà làm như vậy thì phải kiếm đồ mặc

S1 :kiếm mặt nạ mà đội nhé

S4 : tớ thấy làm tiếng của động vật hay hơn

S1 : không được làm mà gâu gâu gâu cả nhóm bàn luận: phần 1 sẽ nói về thế giới động vật đa dạng và quý hiếm p2 về lợi ích của động vật đó ,hiện trạng p3 về tiếng nói sos của động vật và bảo vệ

S3 :P5 chơi một trò chơi rồi phát quà

S4 :khi nào mình thuyết trình

S4: làm rồi gửi lên nhóm

S1 :giờ là phân nhiệm vụ , ai làm phần giới thiệu dơ tay coi

S3: tớ làm phần nào cũng được hết

S4: chia tác hại và lợi ích riêng ra

S4: tớ làm lợi ích tác hại cho

S1: Trừơng đóng làm động vật

S1 :chắc chắn là dài rồi

S1 :S7 làm phần giới thiệu nha

S7 :tớ phát quà rồi mà

S4 :ngắn làm không được mô

S1 : thế mình làm khái quát nội dung

APPENDIX E AUDIO- RECORDING SCRIPT: GROUP 3

S2: Kiểu nhe…chủ đề của mình là nói về công việc mà trong kiểu mình là học sinh nờ, kiểu mình học xong mình sẽ chọn nghề nghiệp tương lai là kiểu mình sẽ mần chi nờ, xong chừ kiểu nội dung bài ni hắn nhiều cho nên là mình chọn 1 chủ đề là hãy nói là công việc hoặc là ước mơ của bạn sau này, ví dụ như công việc của bạn là làm chi xong, ví dụ như là làm một cô giáo đi, vì răng bạn lại yêu thích nghề nớ xong cái nghề nớ truyền cho bạn cái gì, nếu như bạn trở thành người giáo viên như bạn mong muốn, bạn sẽ làm gì cho cái nghề của bạn kiểu như là truyền đạt những cái ý như răng cho học sinh hiểu với như răng đó nờ…hiểu ý tau không?

S3: Rứa là chừ mình chọn nghề chi cũng được chơ rựa sau ni ra S5 mền đi du học thì răng… S2: ih đúng rồi…ý là trong tương lai sau ni mình ước mình mong muốn mình mần chi nờ…hiểu không?

S2: du học xong mi du học mãi mi không mần chi à

S2: Mi du học về rồi làm nghề chi chơ?

S2: Ờ đó, ví dụ rứa, ví dụ quản lí khách sạn…thì mi tìm ra lí do vì răng mi ưng mần quản lí khách sạn nha xong rồi là quản lí khách sạn có thu nhập có ổn định với mi hay không rồi có nuôi sống mi hay không rồi là ví dụ như sau ni mi có gia đình rồi mần chi đó nờ…

S4: rứa chừ đưa ra câu hỏi tiền đề sẵn luôn để soạn câu hỏi cho dễ dàng

S2: Ih, đầu tiên nhe, ước mơ công việc của bây nì,

S2:…uh…rồi sau đó…thứ S1 là ờ…lí do vì răng mà chọn…rồi là những yêu cầu để đạt được công việc nì…cái thứ tư là…

S4: thu nhập rồi lợi ích chi cho bản thân

S1 A:…lợi ích nữa nờ tại vì hắn có nhiều cấy tác động…

S2: rồi…lợi ích rồi đó….xong rồi là…ừm….cì việc đó có ích cho bản thân rồi có ích cho xã hội hay không

S1: vưa vưa thôi răng mà nhiều rứa, tiếng anh đọc không ngạ mô

S2: thì đó…ví dụ như

S1: tau không có ước mơ

S2: chừ bây muốn t làm powerpoint xong rồi từng đứa lên thuyết trình hết đúng không… S1 A: mi có thể làm chủ xong hỏi từng đứa rứa nờ…

S2: tau có ý định như ni nì, đến cì hôm thuyết trình mình sẽ xin cô lên ngồi bàn đầu rồi như một cuộc họp mình đang bàn về công việc sau khi ra S5 nhưng mà mình sẽ nói bằng tiếng anh, hiểu không? như kiểu tau thì tau đang lo không biết mần việc chi như ri nì rồi ví dụ như mình có thể tư vấn về nghề nghiệp tương lai cho bạn rứa nờ…ví dụ như Trà S3 nói đầu tiên nhe ví dụ như tau muốn mần giáo viên xong kiểu làm như răng để thành giáo viên xong bắt đầu mi lên thuyết trình….xong rồi mần lần lần in rứa…

S1: tau thấy mần rứa rườm rà quá…

S4: với lại ngôn ngữ giao tiếp của mình không linh hoạt…nói chung mình làm powerpoint thì cứ làm từng đứa đi chơ làm rứa lâu lắc lắm…một đứa mấy slide đó thôi

S2: ví dụ như đừng có chọn mấy cì nghề nữa mà chọn thống nhất một cì nghề mô đó

S1 : Mi ngây ah…mần răng mà thống nhất được, một đứa một nghề riêng mà…

S4: đây mình đang nói về ước mơ …

S2: là nói về ước mơ phải không?