INTRODUCTION
Introduction
This chapter serves as the foundational framework for our exploration of collaborative learning practices in teaching English-speaking skills to high school students at Vo Nguyen Giap Gifted High School in Quang Binh Province, Vietnam The chapter consists of the rationale, research gaps, research aims and questions The study's scope, its contributions to language education and structure of the thesis are also focused on.
Background and Rationale
Collaborative learning (CL) is an educational approach where learners actively engage with their peers to achieve shared learning goals, often through group activities, discussions, and problem-solving tasks It is characterized by the exchange of ideas, experiences, and knowledge among students, promoting mutual learning and enhancing critical thinking and problem-solving skills Collaborative learning encourages students to work together and take collective responsibility for their learning outcomes
Dillenbourg (1999) provided a widely cited definition of collaborative learning as a situation in which two or more individuals engage in learning or attempt to learn something collectively This definition emphasizes the fundamental concept of cooperation and collective effort in the learning process
Similarly, Bruffee (1993) emphasized the social aspect of Collaborative learning, defining it as an arrangement in which students are mutually committed to one another's learning, where each recognizes that the success of all is essential, and where students are responsible not only for their own learning but also for their peers' learning This definition underscores the interdependence among students and their shared responsibility for the learning of the entire group
Collaborative learning often takes various forms, such as group projects (Johnson
& Johnson, 2009), problem-based learning (Savery & Duffy, 1995), and Collaborative learning structures (Dillenbourg, 1999) It is widely recognized for its ability to promote active engagement, critical thinking, communication skills, and a deeper understanding of the subject matter through interaction and collective effort among learners (Bruffee, 1993; Michaelsen, Knight, & Fink, 2002)
Collaborative learning, a widely recognized instructional approach, has garnered significant attention in recent years, particularly in the global, Asian, and Vietnamese educational context CL promotes active participation and engagement among students through small-group work, fostering mutual learning, enhancing academic performance, and nurturing problem-solving skills and social abilities (Johnson & Johnson, 2014; Panitz, 2010)
Recently, collaborative learning practices have emerged as a transformative force in English language education, particularly in the teaching of speaking skills The global landscape has witnessed the widespread adoption of collaborative learning to teach English speaking skills, leading to remarkable improvements in learners' speaking proficiency, fluency, accuracy, and motivation (Kuo, Chen, & Chen, 2017;
Li & Li, 2018) Specifically, a study by Kuo, Chen, and Chen (2017) revealed that collaborative learning enhanced high school students’ speaking fluency, accuracy, and complexity Similarly, a study by Li and Li (2018) in China found that collaborative learning improved high school students’ speaking ability, motivation, and confidence These findings emphasize the effectiveness of collaborative learning in teaching English speaking skills
Similarly, in the Asian context, collaborative learning has proven successful in teaching English speaking skills Research conducted by Yunus, Nordin, Salehi, and Embi (2012) in Malaysia reveals how collaborative learning improves students' speaking fluency, accuracy, ability, and motivation
In Vietnam, the Ministry of Education and Training has undertaken significant efforts to modernize Foreign Language Teaching (FLT), shifting from traditional teacher-centered approaches to learner-centered and communicative methodologies (Ministry of Education and Training, 2017) This transformation aligns with the global shift towards a more dynamic and interactive approach to education, emphasizing the development of 21st-century skills According to the Ministry's official website (https://moet.gov.vn/giaoducquocdan/giao-duc-trung- hoc/Pages/default.aspx?ItemIDG33), this shift is driven by the vision of creating a friendly learning environment where learners actively participate in shaping their educational journey
While this shift encompasses various aspects of education, one significant facet is the incorporation of collaborative learning into the English language teaching curriculum in Vietnam As affirmed by the Minister of Education and Training, Phung Xuan Nha, in the ASEM Conference in 2017, the aim is to foster comprehensive human development aligned with the demands of industry 4.0 and international integration
Collaborative learning has shown promising results in the Vietnamese educational context A study conducted by Nguyen (2017) specifically highlighted the positive impact of collaborative learning on students' speaking fluency, accuracy, and confidence Furthermore, collaborative learning has been found to encourage active participation and engagement in speaking activities (Dang & Nguyen, 2019), nurture social and emotional development (Nguyen, 2016), and enhance critical thinking and teamwork skills (Nguyen & Tran, 2020) These findings underscore the potential of collaborative learning to address the evolving educational landscape in Vietnam
Despite the evident benefits, Vietnamese teachers have expressed concerns regarding the effective design and implementation of collaborative learning activities (Nguyen & Tran, 2020) This raises critical questions about the readiness and capacity of teachers to employ collaborative learning strategies effectively Moreover, it highlights the importance of equipping teachers with the necessary training and support to harness the full potential of collaborative learning in high school classrooms.
Problem statements
Despite the numerous studies focusing on collaborative learning, several gaps require addressing Firstly, limited attention has been given to collaborative learning practices in high school contexts, with most studies centered on primary and secondary schools (Zhang & Nunan, 2015) Thus, there is a need for further research that specifically examines collaborative learning practices in high schools (Zhang & Nunan, 2015) Second, within Vietnam, despite the widespread implementation of collaborative learning, significant variations in outcomes exist across regions and school types, including provinces like Quang Binh Teachers in these diverse settings employ a range of strategies to bolster students' speaking confidence, resulting in distinct perspectives, methods, and outcomes This divergence underscores the need for a more comprehensive understanding of the factors contributing to these disparities Third, a prevailing gap in the research landscape relates to the neglect of specific regions and schools within Vietnam Many studies have been conducted in urban areas or have embraced a broader scope, encompassing multiple regions Notably, there has been an absence of research examining the application of collaborative learning specifically in gifted high schools in Vietnam This research void is particularly pertinent given the distinctive features of gifted classes and their potential influence on collaborative learning outcomes
While some studies have examined teachers’ attitudes and beliefs towards collaborative learning, there remains a paucity of research that delves deeper into teachers’ perceptions Understanding teachers’ perspectives is crucial for informing successful implementation strategies (Brindley, Walti, & Blaschke, 2009) Despite existing studies, additional research is needed to comprehensively explore and analyze teachers’ perceptions of collaborative learning in high school contexts
In sum, the above gaps in research highlight the need for more studies that examine collaborative learning practices in high school contexts, with a focus on specific regions and schools, and a greater emphasis on teachers’ perceptions.
Research aims and research questions
The research aims to gain insights into how English teachers perceive collaborative learning as an approach to teaching English-speaking skills at Vo Nguyen Giap Gifted High School in Quang Binh Province and how they tailor it to the needs of their students The study also seeks to identify the factors that influence English teachers' decisions in implementing collaborative learning in their English- speaking classrooms
More specifically, the research seeks the answers to these following questions:
1, How do the teachers perceive the benefits of implementing collaborative learning in their English-speaking classes?
2, How do the teachers perceive the challenges of implementing collaborative learning in their English-speaking classes?
3, What strategies do the teachers employ to customize collaborative learning techniques for their students' needs and abilities?
4, What factors impact the teachers’ choice of collaborative learning strategies?
Scope of the study
This research is primarily dedicated to exploring the perspectives of English teachers at Vo Nguyen Giap Gifted High School, located in Quang Binh Province, regarding the integration of Collaborative learning methodologies into the instruction of English-speaking skills All twelve English teachers at this school willingly participated in this study, with no refusals
The choice of Vo Nguyen Giap Gifted High School as the research context is purposeful and informed by these following reasons
First, the school's location in Quang Binh Province is significant because there's been very little research on how collaborative learning is used in high schools in this area This study aims to fill this gap by exploring how collaborative learning methods are being used here
Second, in Vo Nguyen Giap Gifted High School, there are both gifted classes which consist of students who are exceptionally good at English, and non-gifted classes whose students are of weaker competence in English By exploring both types of classes, we hope to gain insights into how collaborative learning is applied in different high school settings in Vietnam.
Research significance
The outcomes of this research hold substantial implications for both current educational practice and future research endeavors
Firstly, the findings of this study can serve as a foundational basis for the development of tailored training programs aimed at equipping high school English language teachers with the skills and knowledge necessary for effective implementation of collaborative learning practices These programs, guided by the identified challenges and strategies, can be meticulously designed to address the specific needs of teachers, fostering their confidence and competence in implementing collaborative learning strategies
Secondly, the results derived from this study offer valuable insights that can be applied to curriculum design in high school English language education By illuminating the dynamics and effectiveness of collaborative learning practices, the study findings can inform the development of a structured framework or guidelines for the creation of collaborative learning activities These resources can be carefully aligned with the distinctive context of high school English language classrooms, enhancing the overall quality of language education
Thirdly, this research contributes to the existing body of literature centered on teacher perceptions of collaborative learning practices within the realm of English language teaching, particularly within high school contexts The study extends the current knowledge base by providing further empirical evidence pertaining to both the challenges and benefits associated with collaborative learning practices in high school English language classrooms This, in turn, can serve as a foundation for subsequent research initiatives aimed at delving deeper into this area
Finally, this study may have direct implications for educational policymakers and school administrators The insights gained from this research can guide informed decisions regarding the promotion and integration of Collaborative learning practices within high school English language classrooms The findings may also influence resource allocation to facilitate the effective implementation of collaborative learning, aligning educational policy with the current pedagogical situations.
Structure of the thesis
This thesis comprises six main chapters, each with a specific focus and purpose: Chapter 1: Introduction: This introductory chapter provides a comprehensive overview of the significance of collaborative learning in the global context, with a specific emphasis on its relevance in Asian and Vietnamese educational settings It delineates the rationale for the study, identifies existing research gaps, outlines the research objectives, specifies the scope of the study, and highlights its contributions to the field of language education
Chapter 2: Literature Review: In this chapter, an exhaustive review of pertinent literature is presented It examines the theoretical underpinnings of collaborative learning, evaluates its efficacy within the domain of language education, and scrutinizes the multifaceted factors that influence its implementation Critical analyses of prior studies investigating collaborative learning within language classrooms, particularly in high school settings, are comprehensively presented Chapter 3: Research Methodology: This chapter meticulously outlines the research design, elucidates the methods employed for data collection, and expounds upon the techniques used for data analysis It provides detailed explanations regarding participant selection, data sources, and the instruments utilized to garner insights into teacher perceptions and the practical application of collaborative learning strategies Furthermore, ethical considerations and research limitations are addressed
Chapter 4: Findings: In this section, the research findings are meticulously presented and subjected to in-depth analysis The data collected from English teachers at Vo Nguyen Giap Gifted High School are thoroughly scrutinized, affording a nuanced understanding of teacher perspectives regarding collaborative learning and the strategies implemented for teaching English speaking skills
Chapter 5: Discussion: This chapter provides a comprehensive discussion of the research findings within the broader context of the literature review It delves into the implications of the study's results for language education, elucidates the challenges confronted during the research process, and identifies opportunities for the enhancement of collaborative learning practices
Chapter 6: Conclusion: In this concluding chapter, the study's key findings and contributions are succinctly summarized The implications for language teaching practice and the theoretical significance of the research are underscored
Additionally, this chapter proffers recommendations for future research directions within the realm of Collaborative learning in language education.
Chapter conclusion
This chapter establishes the significance of collaborative learning in teaching
English-speaking skills to high school students at Vo Nguyen Giap Gifted High
School in Vietnam It identifies research gaps and outlines the aims and scope of the study The research questions will guide the investigation to gain insights into teacher perceptions and factors influencing collaborative learning practices The findings will contribute to language education, providing practical recommendations for language teachers and policymakers The subsequent chapters will delve into the literature review, research methodology, findings, and analysis, culminating in valuable contributions to the field of collaborative learning in high school language education.
LITERATURE REVIEW
Introduction
This chapter delves into a comprehensive review of relevant literature concerning collaborative learning practices including essential concepts, theories, and studies, the benefits and disadvantages of collaborative learning on English Speaking Skill, and some kinds of collaborative activities.
Definitions of key terms
Speaking, a cornerstone of human communication, has historically been essential for conveying knowledge, expressing ideas, and fostering social connections Chaney
(1998) offers a definition of speaking as the act of creating and sharing meaning through verbal and nonverbal symbols in diverse situations This definition aligns with Finochiaro's assertion that speaking embodies true language, underlining how language proficiency becomes evident through spoken communication (as cited in Sukrianto)
The ability to speak extends to a student's capacity to verbally express thoughts and emotions At its core, speaking serves as a tool for action, embodying the speaker's endeavor to influence their audience through discourse Consequently, the interactive process of speaking entails not only generating information but also receiving and processing it, as emphasized by Burn and Joyce (1997) In the realm of English as a foreign language instruction, speaking is the most frequently utilized skill, complementing the teaching of listening, reading, and writing (Al-ma'shy, 2011) Richards and Renandy (2002) posit that speaking poses inherent complexities for second and foreign language learners Bygate (2002) characterizes speaking as a demanding skill that requires learners to effectively apply their language proficiency in authentic situations, involving various cognitive and performative processes Juhana (2012) underscores the role of psychological variables, such as shyness, anxiety, and motivation, in shaping EFL students' speaking proficiency Notably, anxiety emerges as a significant impediment to accurate English speaking among EFL learners Yalkhong and Usaha (2012) further assert that a substantial proportion of EFL students experience heightened anxiety when tasked with speaking in English Consequently, speaking is recognized as a particularly challenging language skill for both EFL and ESL learners, with anxiety levels intensifying as proficiency advances (Tsiplakides & Keramida, 2009)
In summary, the ability to speak holds immense importance, coupled with noteworthy challenges Effective instruction should prioritize enhancing students' communicative competence, as speaking enables individuals to express their thoughts while adhering to social and cultural norms within diverse communication contexts
A helpful distinction between two fundamental language functions was delineated by Brown and Yule (as cited in Fauzi, 2012, p 4) These functions encompass the transactional function, focused on conveying information, and the interactional function, aimed at fostering social relationships through speech
A critical differentiation to consider in the analysis of speaking proficiency development is the contrast between monologue and dialogue Bygate (as cited in Fauzi, 2012, p 5) introduced the distinction between motor-perceptive skills, which pertain to accurate language usage, and interactional skills, involving the utilization of motor-perceptive skills for effective communication Motor-perceptive skills are honed through activities such as model dialogues, pattern practice, and oral drills Traditionally, it was assumed that mastery of motor-perceptive skills alone was sufficient for successful communication
Prior research (e.g Joughin, 2007; King, Young, & Behnke, 2000; Sundrarajun
& Kely, 2010) indicate that providing opportunities for oral presentations enhances students' comprehension, linguistic prowess, and reduces speaking anxiety Within the context of EFL learners, oral presentations are recognized as a language learning activity that enhances psychological attributes such as self-efficacy and anxiety reduction In the Japanese education system, oral presentations are considered vital for enhancing presentation skills, a notion supported by academic literature (Iimura, 2016; Kawauchi, 2012; Makino, 2014)
Collaborative learning, when thoughtfully structured, has demonstrated remarkable and favorable outcomes in various English classes across Vietnam As its name implies, collaborative learning facilitates students' engagement in group-based tasks or problem-solving activities with their peers (Laal & Ghodsi, 2011) This approach entails active participation of each group member in the learning process, with shared goals driving their collective efforts In essence, the success of individual learning objectives is dependent on the collaboration among group members (Herrmann, 2013) The concept of collaboration can be expounded in various ways Johnson and Johnson (1999) describe "Collaborative learning " (CL) as an array of instructional strategies fostering student cooperation in small groups of two to five individuals, aiming to optimize both individual and group learning Slavin (1987) characterizes it as a set of "instructional strategies in which students are encouraged or compelled to collaborate on academic tasks." Sharan (1994) defines CL as a student-centered and group-centered methodology for classroom teaching and learning Presseisen (1992) portrays CL as an educational approach integrating social skills objectives with academic content objectives According to Kagan (1994), collaborative learning encompasses a social endeavor where knowledge is acquired through the sharing of information In this context, group members assume the roles of both facilitating their peers' learning and constructing their own knowledge According to Gerlach (1994), social interaction serves as a catalyst for applying CL This interaction manifests as individuals engaging in discourse while participating in educational endeavors (Golub et al., 1988)
Macaro (1997) identifies collaborative learning as an approach where students collaborate to achieve "shared learning goals." It underscores that collaborative learning Activities (CLA) are fostered through group or pair projects involving students in the learning process This strategy encompasses five key attributes, ranked in order of significance: "1) a shared task or learning activity suitable for group work,
2) small-group learning, 3) cooperative behavior, 4) interdependence, and 5) individual accountability and responsibility" (Davison, 1994, p 25) These attributes collectively contribute to the enhancement of students' speaking skills
In essence, collaborative language learning revolves around the cooperative pursuit of common learning objectives (Slavin, 1985) Continuous cooperation and participation from students, peers, and instructors are essential throughout the learning journey (Slavin, 1983; Nunan, 1992) The foremost advantage of collaborative language learning lies in its ability to nurture language proficiency by motivating students to partake in collaborative activities Put differently, the learner bears responsibility for both their personal learning progress and the advancement of their team or group The working definition of this resreach alligns with definitions of Johnson and Johnson (1999) and Slavin (1987)
2.2.2.2 Basic components of collaborative learning structure
Based on the comprehensive framework outlined by Johnson, Johnson, and Smith
(1991), collaborative learning (CL) encompasses a multifaceted approach comprised of the following five fundamental elements:
Positive Interdependence: This pivotal element underscores the imperative of fostering a collaborative environment where students are not only encouraged but also required to work together The core principle is that individual success is inherently linked to the success of the entire group In other words, each team member's performance directly impacts the collective outcome Positive interdependence is established when learners perceive the value in cooperating with their peers This shared commitment leads to improved individual learning outcomes and enhances the quality of the group's collaborative work (Johnson, Johnson, & Smith, 1991)
Individual Accountability: The second element hinges on the principle that while collaboration is essential, each participant remains individually accountable for their contributions Each student's role and responsibilities are well-defined, emphasizing fairness and equitable distribution of efforts This ensures that no one can merely rely on others to carry the load, fostering a sense of personal responsibility and engagement (Johnson, Johnson, & Smith, 1991)
Promotive Interaction: The third component encapsulates the essence of collaboration by encouraging active interaction among team members This involves students proactively assisting one another in the accomplishment of tasks and shared objectives Through meaningful exchanges, students collectively strive for a deeper understanding of concepts and problem-solving techniques This interdependence leads to a richer learning experience as participants share knowledge, offer diverse perspectives, and collectively engage in learning tasks (Johnson, Johnson, & Smith,
Interpersonal and Social Skills: The development of effective communication, conflict resolution, and interpersonal skills is the cornerstone of this element Collaborative learning emphasizes the importance of cultivating skills such as giving and receiving constructive feedback, engaging in respectful discourse, and collectively making decisions These skills not only enhance the learning process but also prepare students for successful interactions in real-world scenarios (Johnson, Johnson, & Smith, 1991)
Group Processing: The final element, Group Processing, involves continuous reflection and evaluation After completing tasks or assignments, group members engage in a structured review of their collaborative experience This reflection provides insights into group dynamics, strategies that were effective, areas for improvement, and individual contributions The aim is to refine the collaborative process, foster a culture of continuous improvement, and enhance the effectiveness of future collaborative endeavors (Johnson, Johnson, & Smith, 1991)
2.2.2.3 Phases of Collaborative learning structure
The process of developing education for collaborative learning involves five distinct stages: engagement, exploration, transformation, presentation, and reflection, as articulated by Reid et al.'s Collaborative learning Model in 1989 During the
Benefits of Collaborative learning in English Speaking Skills
Collaborative learning is known to offer a wide array of advantages to students, spanning across various dimensions Johnsons (1989) and Pantiz (1999) both list numerous advantages of collaborative learning, and put these advantages into four main categories: social, psychological, academic, and assessment On the scope of this research, three multifaceted benefits of collaborative learning on English speaking skills will be delved into
Participation in Collaborative learning engenders a multitude of social benefits for students Instead of pitting students against each other in competition, it fosters an environment of mutual support and cooperation within the learning ecosystem (Panitz; T., 1996; Cohen B.P & Cohen, E.G., 1991) The essence of collaborative learning lies in shared goals aimed at achieving specific English language learning objectives Students, under this paradigm, are intrinsically motivated to contribute actively to the learning process
Research by Johnson (1990) supports the idea that student goal accomplishments are positively correlated within a collaborative learning environment The premise is that students believe their own learning objectives are attainable only if their peers in the learning group also succeed This paradigm shift encourages an appreciation for diversity through the integration of ideas from individuals with varying traits, social backgrounds, social knowledge, and genders (Dửrnyei, 2002) The activities that encompass collaborative learning interactions enable students to explore a diverse array of grammatical structures, leading to a more profound linguistic understanding and expanded thinking (Gillies, 2007)
In face-to-face interactions, students have increased opportunities to negotiate, communicate, and collectively shape their learning experiences, ultimately cultivating a sense of belonging and community within the classroom (Johnson, Johnson, & Holubec, 2013) This collaborative process contributes significantly to the creation of a flexible and adaptive learning environment (Candy, 1991)
Collaborative learning extends psychological advantages, notably in the realm of reducing language anxiety among students Language anxiety, characterized by mental distress arising from apprehension of negative language-related outcomes, is a common challenge in language learning (Suleimenova, 2013) Collaborative learning environments foster trust within groups, allowing students to share their emotions and experiences more freely This, in turn, mitigates language anxiety, providing a secure and welcoming space for English language learning (Gregersen, 2017)
Within this supportive context, even shy students may find it easier to practice speaking, buoyed by the belief that their contributions will be valued by their peers (Gregersen, 2017) This mutual trust aids in dispelling doubts and anxieties associated with expressing opinions in the target language, leading to increased comfort in using the language despite potential grammatical errors (Dửrnyei, 2002) Consequently, students become less apprehensive about making mistakes, as the fear of judgment is significantly diminished within collaborative settings (Dửrnyei, 2002) This contributes to fostering favourable teacher attitudes and has a positive impact on students' self-esteem Effective reduction of anxiety by teachers enhances learner attitudes and self-esteem, further facilitating the language learning process (Crandall,
Collaborative learning plays a pivotal role in promoting critical thinking skills by nurturing the development of analytical and creative thinking abilities (Brandon & Hollingshead, 1999) Furthermore, collaborative learning enhances students' organizational, communicative, public speaking, problem-solving, and leadership skills (Cheng & Warren, 2000) According to research by Johnson and Johnson
(1986), collaborative teams exhibit superior cognitive engagement and longer retention of materials compared to isolated individual learners Shared learning experiences facilitate discussions, encourage student ownership of learning, and nurture critical thinking skills, ultimately contributing to improved classroom outcomes (Totten, Sills, Digby, & Russ, 1991)
These diverse benefits underscore the significance of collaborative learning in enhancing students' English speaking skills, offering them not only a holistic educational experience but also personal and interpersonal growth opportunities.
Possible challenges of collaborative learning in foreign language learning
Collaborative learning, while offering various advantages, is not without its potential drawbacks, particularly in the foreign language learning context It's essential to critically examine these challenges to develop strategies that mitigate their impact effectively
Collaborative learning may encounter social challenges that hinder effective participation Research by Jọrvelọ, Volet, and Jọrvenoja (2010) suggests that these groups may face social obstacles impeding both the learning process and task completion One significant challenge is social conflict, where students' entrenched beliefs can hinder consensus-building, leading to reduced engagement in discussions Discordant goals, personalities, and interests can impede participation (Jarvenoja & Jarvela, 2009) Varied perspectives on tasks can obstruct consensus, derailing the learning process if left unresolved Lingering conflicts can consequently impede students' willingness to fully engage in collaborative projects, thereby affecting their speaking performance
Moreover, diverse student backgrounds can affect social interactions during collaborative discussions Students often gravitate towards peers sharing similar personalities or cultural affinities Interpersonal dynamics, distinct learning priorities, communication styles, and power dynamics can complicate group communication (Arvaja, Salovaara, Hakkinen, & Jarvela, 2007, as cited in Jọrvelọ, Volet, & Jọrvenoja, 2010)
Despite the importance of speaking in language learning, students frequently experience unease and anxiety when required to communicate in a second or foreign language (Suleimenova, 2013) The fear of making grammatical or pronunciation errors deters students from conversing in English with teachers and peers (Taiwo,
2013) Furthermore, friendship dynamics might impede effective collaboration, as friends often prioritize socializing over focused collaborative activities (Janssen, Erkens, Kirschner, & Kanselaar, 2009; Shah & Jehn, 1993) This may result in neglecting personal accountability, as there's little fear of repercussions from peers Additionally, learners might withhold full participation, particularly in cultures valuing harmony over individual contribution (Nguyen, Terlouw, & Pilot, 2005; Pearson,
1991) Unequal participation may arise, with responsible students disproportionately carrying the workload Traditional teachers unaccustomed to this approach might also find themselves under additional strain (Richards & Rodgers, 2001)
Excessive use of the mother tongue within and outside the classroom can undermine students' spoken English proficiency (Oyinloye, 2002) Students might revert to their native language in the absence of the teacher, diverting attention from the target language's grammatical intricacies Some students may resort to requesting explanations in their native language, hindering advanced learners' progress
Furthermore, inadequate interpersonal and cooperation skills can hinder both individual and collaborative learning (Webb, Nemer, & Zuniga, 2002; Shimazoe & Aldrich, 2010) Such deficiencies can lead to free-riding, a well-studied challenge in collaborative learning literature (Freeman & Greenacre, 2010; Popov et al., 2012) Additionally, competence status can hinder collective learning, marginalizing low- status students and overshadowing their contributions (Bunderson & Reagans, 2011) Lastly, the overemphasis on written over spoken English in textbooks hampers oral communication skill development (Taiwo, 2013), impairing students' ability to enhance their spoken communication abilities
These potential social, psychological, and academic disadvantages underscore the importance of careful planning and facilitation when implementing collaborative learning in foreign language contexts Acknowledging these challenges is the first step towards effectively addressing and mitigating them to ensure that Collaborative learning remains a valuable tool for language acquisition.
Collaborative learning activities
Collaborative learning activities can foster peer interaction while promoting the growth of communicative language skills and understanding of concepts and information Various collaborative learning activities contribute to these educational objectives:
Jigsaw: The jigsaw method is an instructional strategy aimed at reducing conflict and enhancing positive educational outcomes It encourages cooperation within a classroom and helps students recognize their significance as part of a collective whole In this unique form of information gap, each group member is provided specific information (Brown, 2001)
Round Table and Round Robin: Round Robin encourages uninhibited brainstorming to generate a multitude of ideas without evaluation The structure of
Round Robin provides equal opportunities for idea contribution and discourages evaluative discourse during the process Both Round Table and Round Robin hold substantial significance as collaborative learning frameworks (Tony, 1996) These formats entail alternating oral contributions among students Round Table particularly ensures equitable engagement among group members and promotes idea development Brainstorming activities encompass question generation, idea stimulation, problem- solving, responses to open-ended questions, and information recall
Three-Step Interview: The Three-Step Interview, according to Holt (1993), entails participants producing and receiving verbal input The third stage requires each student to convey what they've heard, resulting in balanced participation and individual accountability for attentive listening Although simple cooperative structures may appear similar, minor variations yield significant differences The three-step interview proves effective in fostering equal participation, speaking, and listening skills
Role-Play: Through discussion, students explore various concepts or responses to questions Post-discussion, a student is randomly selected to summarize the small group dialogue Numbered Heads Together is a valuable tool for gauging students' prior knowledge at the beginning of a unit or assessing comprehension after studying a topic
Think-Pair-Share: Ponder-Pair-Share enables students to independently contemplate and collaboratively discuss questions in small groups prior to addressing the class This activity encompasses four steps:
• Small groups of four students attend to a teacher-posed question
• Each student individually reflects before formulating responses
• Students in pairs share their responses and engage in discussions
• The teacher selects a few students to address the entire class
Carousel Brainstorming: In Carousel Brainstorming, groups collaborate actively to generate multiple ideas during brainstorming sessions This approach incorporates movement, engaging kinesthetic learners and stimulating cognitive activity Brainstorming encompasses various techniques, including question generation, idea stimulation, problem-solving, responding to open-ended queries, and information recall.
Gaps from previous studies
Collaborative learning in the Vietnamese educational context sparks debates and differences, especially when compared to traditional Vietnamese teaching beliefs These distinctions stem from contrasting perspectives on teaching and learning, essentially boiling down to a student-centered versus teacher-centered approach The transition from traditional teaching to collaborative learning hinges on a change in the roles of educators Without this shift, integrating collaborative learning practices can be challenging Therefore, adopting Western teaching methods without due consideration can be risky, particularly in a gifted high school setting where the need to enrich students' knowledge conflicts with time constraints
While collaborative learning (CL) boasts various benefits, offering a comprehensive explanation of its efficacy is challenging due to its multifaceted nature CL encourages knowledge sharing, idea clarification, and ideation among students It also fosters peer interactions, broadening students' horizons and introducing them to new perspectives Observing and emulating task techniques employed by fellow students significantly contributes to the learning process (Azmitia, 1988; Smith & MacGregor, 1992)
Previous research primarily focused on the benefits of CL in teaching writing However, Pattanpichet (2011) showcased its effectiveness in enhancing English- speaking skills and creating a conductive learning environment for Bangkok EFL undergraduates in speaking classes Additionally, Nguyen (2013) highlighted the advantages of group presentation tasks for Vietnamese EFL students These studies underscore the importance of CL in language learning In today's academic landscape, group collaboration and presentation skills have become increasingly significant Beyond academic growth, CL nurtures essential soft skills such as teamwork, problem-solving, and effective communication—attributes highly sought after in today's job market
Despite previous research revealing common challenges faced by educators and students when implementing collaborative learning, a comprehensive understanding of the barriers to its effective application is still lacking This study aims to bridge this gap by providing insights and recommendations, furthering the discourse on the dynamic uses of CL in various educational contexts As education evolves, CL continues to be an adaptable and robust tool for collaborative knowledge construction and the holistic development of essential skills.
Chapter Conclusion
This chapter delved into the definition and roles of speaking skills, as well as explored various facets of collaborative learning methodology, encompassing its definition, fundamental components, phases, advantages, and drawbacks This foundational understanding of key concepts is crucial to establishing the theoretical groundwork for the research The next chapter will explore in depth the research methodology.
RESEARCH METHODOLOGY
Chapter introduction
This chapter outlines the research design, data collection methods, and data analysis techniques employed in this study The chapter includes an overview of the research design, a description of the research participants, the Data Collection procedures, the Data Analysis process, Data Interpretation, Data Validation, and Ethical Considerations.
Research design
In this study, a qualitative case study design was employed to investigate teachers' perceptions of collaborative learning practices in Vo Nguyen Giap Gifted High School (Creswell, 2013) This choice was made because our research is more interested in words and their meanings rather than numerical data (Maxwell, 1996) When a study focuses on revealing experiences, emotions, and unique viewpoints, qualitative case study is chosen because it facilitates an in-depth exploration of teachers' perceptions regarding the use of collaborative learning for teaching English speaking skills (Merriam, 2009) This design allows us to thoroughly understand the subject by collecting data from different sources, including questionnaires and semi- structured interviews (Yin, 2015) In the following sections, we will explain in more detailed about the research participants, data collection instruments and data collection process.
Research participants
Purposive sampling was used to select the participants based on their experience and involvement in collaborative learning practices Purposive sampling, also known as judgment sampling, is the purposeful selection of an informant based on the attributes the informant possesses It is a nonrandom technique that does not require underlying ideas or a predetermined number of informants Simply said, the researcher determines what information is required and then searches for people who are willing and able to supply it based on their knowledge or experience (Bernard 2002; Lewis & Sheppard 2006)
A variety of data collection approaches can be employed in conjunction with purposeful sampling (Godambe 1982) A survey may be used to initiate a study, and purposive sampling may subsequently be used based on the survey results (Brown
2005) The purposive sampling technique ensures that the sample consisted of experienced English teachers providing a comprehensive understanding of collaborative learning practices in the high school context
Among the twelve participants, eleven were women, and one was a man, resulting in a slight gender imbalance This mix of genders brought depth to the study by capturing various viewpoints across different age groups and educational backgrounds The participants' ages ranged from 35 to 50 years, representing a significant breadth of experience This generational diversity allowed for a comprehensive assessment of cooperative teaching methods from various temporal perspectives, making the study more meaningful
It is noteworthy that each participant held a Master's degree, highlighting their dedication to education and their expertise in both theory and practical teaching strategies The educational background of the participants lends weight to the study's findings
Equally important is the variety of participants, which included teachers specializing in English instruction as well as those teaching non-English subjects This balance mirrors real-world educational scenarios and adds credibility to the research findings
Another significant aspect is the collective teaching experience of the participants As shown in the provided chart, an impressive 66.7% of the teachers had over 16 years of teaching experience, while an additional 25% had taught for 11 to
15 years These statistics underline the substantial teaching background of the participants The presence of highly experienced English instructors not only strengthens the reliability of the study but also enhances its potential to provide insights based on a wealth of teaching knowledge
In summary, the diversity of the participants' profiles, combined with their extensive teaching backgrounds, adds credibility to the research By considering factors such as gender, age, academic specialization, and teaching experience, the study achieves a level of depth and relevance This careful selection of participants provides academic authenticity to the research, positioning it to make a meaningful contribution to scholarly discussions on the effectiveness of cooperative teaching methods
Table 1: Background information of research participants
Participants Age Years of experience
Ms Mai 36 11-15 years Master's degree
Mr Bach 44 16+ years Master's degree
Ms Lan 46 16+ years Master's degree
Ms Hue 35 11-15 years Master's degree
Ms Ly 36 11-15 years Master's degree
Ms Cuc 48 16+ years Master's degree
Ms Hong 47 16+ years Master's degree
Ms Sen 45 16+ years Master's degree
Ms Phuong 47 16+ years Master's degree
Ms Gao 50 16+ years Master's degree
Ms Tra 41 16+ years Master's degree
Ms Tigon 44 16+ years Master's degree
Data collection
Due to the nature of the research and the limited resources available, a mixed- approach was adopted to gather data on teachers' perceptions of the practices of using collaborative learning in teaching English-speaking skills at Vo Nguyen Giap Gifted High School The data collection involved administering questionnaire and conducting semi-structured interviews with 12 English teachers from the school
A questionnaire, as described by Brehob (2001), is a structured form designed for individuals to provide demographic information and share their views and interests Kirakowski (1998) further defines it as a method for eliciting, recording, and collecting information In this study, online surveys were selected as the primary data collection method due to their efficiency in reaching participants and ensuring anonymity Online questionnaire offers the advantage of providing respondents with a comfortable and confidential environment, which encourages honest responses, unlike face-to-face or telephone inquiries In this research, it is important to note that the primary aim of this questionnaire was to gather qualitative data rather than focusing on quantitative measures (see explanations in section 3.2) The questionnaire was sent to the teachers before the interview so that they had some time to read, think, and understand more about the topic This could help both the researcher and the teachers discuss more deeply about the topic in the face-to-face interviews
The questionnaire featured a mix of closed-ended and open-ended questions, enabling the collection of qualitative data regarding teachers' experiences and beliefs concerning collaborative learning practices Closed-ended questions facilitated quantifiable responses, while open-ended questions allowed teachers to provide detailed insights and explanations
The questionnaire's structure consisted of four parts as shown in Table 2
Types of questions Aim of questions
Section 1 6 Two open-ended questions and four closed questions
Section 2 10 One open question and nine closed questions
Investigate teachers' perceptions of advantages and disadvantages of CL
Section 3 5 One open question and four closed questions
Explore strategies and decisions on choosing specific CL strategies
Section 4 3 One open-ended and two closed ended questions
Identify the key factors contributing to the success of implementing CL
Table 2: Description of the questionaire
The questionnaire was distributed to the teachers in advance, allowing them time to reflect on the research topic before participating in in-depth interviews This process served a dual purpose: it helped the researchers formulate more comprehensive interview questions based on the survey results and ensured that teachers had a clear understanding of the subject matter Additionally, the questionnaires were presented in Vietnamese to ensure clarity, effective communication, and to enable teachers to convey their thoughts without language barriers
The researchers conducted a thorough review of the responses provided in each questionnaire During this process, they meticulously examined the answers and made detailed notes on specific points that needed further exploration and clarification These notes served as a guide for the subsequent face-to-face interviews with the participants, ensuring that the researchers could delve deeper into the areas of interest and request additional information or clarification where necessary
The data collection process commenced with the distribution of an online questionnaire to all 12 English teachers at Vo Nguyen Giap Gifted High School Following this, individual face-to-face semi-structured interviews were conducted This approach aligns with the recommendations of McNamara (1999), as it permits a deeper exploration of respondents' questionnaire responses, facilitating a more profound understanding of their perspectives regarding collaborative learning Semi-structured interviews are characterized by open-ended questions designed to encourage participants to express their thoughts freely These interviews were conducted in a flexible manner, allowing for probing questions and follow-up inquiries based on the teachers' responses Open-ended questions were deliberately chosen to avoid influencing the teachers' answers, as the use of closed-ended questions may restrict their responses (Creswell, 2012; McNamara, 1999)
Following the interviews, all recordings were transcribed and stored in Microsoft Word files, with participants' names altered to preserve their privacy
The interview process was divided into two distinct sections, aligned with the research objectives In the first section, the aim was to elucidate the teachers' perceptions regarding the benefits and challenges of implementing collaborative learning in English-speaking classes at Vo Nguyen Giap High School This section comprised six questions, sequentially exploring the concept of Collaborative learning, the challenges encountered during its implementation, strategies for addressing these challenges, the observed impact on students, a comparison of its benefits for different student groups within the school, and practical examples of adapting the method during its application
In the second section, the research focused on the strategies employed by teachers at Vo Nguyen Giap Specialized High School to customize collaborative learning techniques to meet the unique needs and abilities of their students, along with the factors influencing their decisions on choosing specific CL strategies This section encompassed nine questions, with up to eight questions delving into techniques, criteria, timing, and influential factors for determining the most suitable approach The final question aimed to investigate the courses that teachers had taken on collaborative learning and its effectiveness in their professional development The division of questions in accordance with specific objectives ensured a clear, comprehensive, and comprehensible exploration of the study's subject matter
Furthermore, the interviews were conducted in Vietnamese to facilitate comprehensive expression by the teachers, ensuring the collection of the richest and clearest information
The combination of questionnaires and semi-structured interviews provided a reliable approach to data collection It facilitated a comprehensive exploration of the
English teachers' perceptions of the use of collaborative learning in the context of teaching English-speaking skills at Vo Nguyen Giap Gifted High School The interviews yielded deeper insights into the teachers' experiences, beliefs, and decisions on choosing specific CL strategies This enriched the qualitative data of the study, contributing to a holistic understanding of collaborative learning practices in this high school setting.
Data Analysis
The researcher conducted a comprehensive review of the responses provided in each questionnaire, meticulously examining the answers and making detailed notes on specific points that required further exploration and clarification These notes served as a guide for the subsequent face-to-face interviews with the participants, ensuring a deeper dive into the areas of interest and allowing for requests for additional information or clarification as needed
In the data analysis phase, Thematic Analysis and Descriptive Analysis were employed to analyze the data collected from both semi-structured interviews and questionnaire Thematic Analysis, as described by Braun and Clarke (2006), was utilized for a profound exploration of participants' responses, facilitating the identification of prevalent themes, patterns, and underlying meanings that emerged from the dataset This method aligns seamlessly with the qualitative nature of the study, streamlining the systematic organization and interpretation of the abundant and diverse qualitative data reflecting the perspectives of the participants on Collaborative learning in the realm of teaching English speaking skills
Throughout the analysis process, the transcribed interviews and data from the questionnaires underwent meticulous scrutiny to ensure data immersion and familiarization Open coding was conducted to generate initial codes, and then, through a systematic process of coding and categorization, themes were identified and refined (Braun & Clarke, 2006) Specifically, the advantages and disadvantages of employing collaborative learning in teaching speaking skills were coded and analyzed under three primary themes: social, psychological, and academic dimensions The researcher collaborated closely with the supervisor to uphold data reliability and rigor, fostering inter-coder agreement through regular discussions and consensus-building.
Data Interpretation
The identified themes were meticulously analyzed and interpreted within the framework of the research questions and the existing literature concerning collaborative learning in language education This data interpretation process will leverage the theoretical frameworks discussed in the literature review, with a particular focus on the social constructivist perspectives of Collaborative learning as proposed by Vygotsky (1978) and Bandura (1977) (see sections 2.3, 2.4 and 2.5) This approach aims to provide a more profound understanding of how teachers perceive and implement collaborative learning strategies in high school language classrooms
To present a comprehensive overview, data from the closed-ended questions in the questionnaires was graphically displayed in charts and tables, including percentages This presentation offers insights into common tendencies and background information In conjunction, data derived from interviews and open- ended questionnaire responses was used to support and enhance these findings, thereby ensuring clarity and depth
Moreover, the data interpretation will take into account the distinctive context of
Vo Nguyen Giap Gifted High School in Quang Binh Province, Vietnam, and its implications for language education within high school settings By anchoring the interpretation in the specific research context, the researcher aims to develop nuanced and contextually relevant insights that resonate with the experiences of teachers at the selected school This approach ensures that the findings are not only academically sound but also practically valuable for educators in similar settings.
Reliability and validility
According to Joppe (2000), reliability refers to the degree to which results are consistent across time and an accurate reflection of the entire population under research and when a study's findings can be replicated using a comparable approach, the research instrument is considered reliable Joppe (2000) also defines that validity determines whether the research truly measures what was intended to measure or how truthful the research results are
Additionally, the research findings were presented and discussed with the research supervisor during regular research meetings, ensuring peer validation and feedback This process of data validation will enhance the trustworthiness and reliability of the study by subjecting the research findings to critical examination and evaluation by experts in the field
To enhance the credibility and validity of the research findings, the data from questionnaires and interviews were triangulated, comparing and contrasting the results from both sources Triangulation helps to cross-validate the findings and provides a more comprehensive understanding of teachers' perceptions of the practices of using collaborative learning (Creswell & Miller, 2000) By triangulating data, any discrepancies or inconsistencies in participants' responses can be cross- validated, allowing for a more accurate representation of teachers' perspectives and practices.
Ethical Considerations
Throughout the data collection process, strict adherence to ethical guidelines was maintained to protect the rights and privacy of participants Informed consents were obtained from all participants, and their identities were kept confidential by not using their real name All data then were securely stored and accessible only to the research team.
Chapter conclusion
In sum, this chapter holds significant importance as it outlines the approach to conducting the research, analyzing the collected data, and comprehending the focus of the study Moreover, it underscores the research's significance, ensuring its reliability and validity Consequently, this chapter serves as a pivotal cornerstone for the subsequent chapter, which delves into the in-depth analysis of the data collected.
FINDINGS AND DISCUSSIONS
Introduction
This chapter presents the outcomes of the survey and the insights gathered from interviews with teachers The chapter also includes a comparison with previous studies.
Teachers’ perceptions of implementing collaborative learning in English-
This section explores the viewpoints of English teachers at Vo Nguyen Giap Gifted High School regarding the advantages and challenges of implementing collaborative learning in their English-speaking classes The goal is to uncover their definitions and perceptions of collaborative learning, providing insights into the various perspectives held by these teachers Through their viewpoints, we aim to gain a deeper understanding of the complexity of collaborative learning and its application in their teaching practices The presentation of data from questionnaires and interviews will follow
4.2.1 Teachers’ perceptions of collaborative learning
In this section, the researcher analyzed teacher’s responses through the result of questionnaires and interviews with the aim to comprehend their conceptualizations of collaborative learning
The spectrum of interpretations gleaned from the questionnaire responses illuminates the complexity of teachers' perspectives on collaborative learning Below are some of their viewpoints:
Teacher Mai introduces a digital dimension to collaborative learning, envisioning it as "an e-learning technique by which one or more students jointly learn, share, and research an educational course." This perspective alludes to the potential convergence of collaborative learning with modern technological advancements, aligning with the digital age's influence on pedagogical methodologies
Teacher Tigon frames collaborative learning as a strategic methodology for cultivating collaboration, continuous learning, and adaptive management within educational initiatives They emphasize the cooperation among students, recognizing its benefits in English teaching, particularly in speaking lessons
A collaborative learning approach involves pupils working together on activities or learning tasks in a group small enough to ensure that everyone participates Pupils in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task (#Teacher Tigon,
This perspective resonates with Ertmer and Newby's (1993) emphasis on the role of collaborative environments in fostering adaptive engagement, reflecting a strategic awareness of collaborative learning's broader implications
The two other teachers (Teachers Lan and Phuong) underscore Collaborative learning's essence as leveraging group dynamics to enhance learning outcomes They articulate that it involves learners working collectively to tackle challenges, complete tasks, or grasp new concepts This interpretation echoes Johnson and Johnson's
(1999) assertion that collaborative learning thrives on shared problem-solving and cooperative task completion As shown below:
In my opinion, collaborative learning is organizing learning activities in groups or pairs to increase interaction between students and thereby increase students' competence in learning activities to accomplish that lesson goal (#Teacher Lan,
In my opinion, collaborative learning means that students will work together, in groups or in pairs or in techniques such as roleplay or interview And that will help students develop their confidence and speaking ability, practice their speaking and listening abilities and understand each other better (#Teacher Phuong, Interview Response)
Ms Phuong highlights the pivotal role of collaboration within smaller groups, underscoring the value of student engagement within a confined context This perspective aligns with Slavin's (1995) recommendation for creating effective collaborative learning environments through manageable group sizes, ensuring maximal interaction and engagement She stated:
As far as I know, collaborative learning is a way that we organize and use small groups to improve students' learning abilities and interdependence and mutual help Whether or not the success of the learning task is highly dependent on teamwork in Collaborative learning (#Teacher Phuong, Questionnaire Response)
Other teachers’ comprehensive perspective emphasizes cooperative work within pairs or groups This notion is congruent with Dillenbourg's (1999) concept of collaborative activities, centered around cooperative discussions and shared tasks
For an English teacher who has been teaching English for more than 20 years, I think collaborative learning means teachers’ using teaching activities such as pairwork or groupwork, in which students will use interaction and communication skills to achieve their knowledge goals and develop skills (#Teacher Bach, Interview Response)
Teacher Cuc expresses uncertainty, signifying the potential variability in teachers' familiarity with the collaborative learning paradigm This observation resonates with the inherent diversity of perceptions that can exist within a teaching community
In my opinion, collaborative learning is the learning of many individual students in a class There they can study in groups, in pairs to develop their speaking skills (#Teacher Cuc, Interview Response)
Comparing these findings with prior research, it becomes evident that the diverse interpretations of collaborative learning are not unique to this specific context Scholars have highlighted various aspects of collaborative learning, and this diversity is reflected in the teachers' perspectives
Furthermore, the teachers’ understanding of collaborative learning revealed in this study underscores the importance of a pedagogical approach that acknowledges and accommodates these diverse perceptions Teachers can leverage these varying viewpoints to design collaborative learning experiences that align with their own conceptions while remaining consistent with pedagogical goals (Ertmer & Newby, 1993)
This foundational understanding of how teachers conceptualize collaborative learning informs the subsequent analysis of teachers' perspectives on the benefits and challenges of implementing collaborative learning in English-speaking classes (Johnson & Johnson, 1999; Dillenbourg, 1999)
4.2.2 Teachers’ perception about the benefits of implementing CL in teaching English speaking skills
Teachers’ perceptions about the challenges of implementing CL in teaching
This section explores the challenges that Vo Nguyen Giap High School teachers have faced in the process of applying collaborative learning in speaking lessons Understanding the difficulties is of great importance in giving teachers direction for adapting their teaching techniques to their target audience
4.3.1 Key findings on teachers’ perception about the challenges of implementing CL in teaching English speaking skills
Figure 5 below illustrates the common obstacles faced by teachers during the implementation of collaborative learning in English-speaking classes at Vo Nguyen Giap Gifted High School based on the questionnaires
Figure 5: Teachers' challenges in implementing Collaborative learning
As can be seen from the figure, over 83% of the participants (10 teachers) cited time constraints as a significant hurdle; 75% (9 teachers) pointed to uneven participation among group members; 50% (6 teachers) of the surveyed teachers a Difficulty in managing group dynamics b Language barriers among students c Uneven participation among group members d Lack of student motivation e Time constraints f Other (please specify): encountered challenges related to managing group dynamics, and an equal number faced obstacles associated with students' language barriers Additionally, 25% (3 teachers) attributed the challenges to students' lack of motivation
Moreover, during direct interviews, most teachers identified the most significant obstacles as time constraints and the varying levels of students' language proficiency They argued that these differences often led to unequal participation in assigned activities, subsequently affecting the final outcomes Moreover, 50% of teachers (6 teachers) emphasized the impact of class size, expressing that it's more challenging to implement CL in larger classes with 35-40 students compared to smaller classes with 20-25 students Notably, four out of the twelve interviewed teachers emphasized the influence of motivational factors on students These challenges can be categorized into three main aspects:
One teacher highlighted the constraint of time, especially in a short 45-minute lesson They noted that executing collaborative activities, particularly during critical moments like test revisions, could be challenging (#Teacher Mai)
During the teaching process, I found some challenges as follows: Time is the first one Because with the duration of a 45- minute lesson, it is not easy for the collaborative activities to be carried out smoothly Especially at some points of time like revision for tests, it is almost impossible to apply these methods (#Teacher Mai, interview response)
Another teacher pointed out the large class size as a hindrance, indicating that with a significant number of students, it becomes increasingly difficult to implement these methods effectively (#Teacher Cuc)
Firstly, because our class size is quite large [… ] And thirdly, the time to fulfill a speaking task is not much- just about 45 minutes, so it is difficult to meet the requirements (#Teacher Cuc, interview response)
The uneven level of students in terms of speaking, listening, and grammar skills was identified as a significant challenge by some teachers They observed that while some students were proficient and actively contributed, others hesitated to speak when working with peers (#Teacher Ly)
The second obstacle is the even level of the students While some students have very good speaking, listening and grammar skills and contribute actively, others are still afraid to speak when cooperating with others (#Teacher Ly, interview response)
Another teacher echoed this sentiment, mentioning the diverse characteristics, personalities, abilities, and interests of students as a hurdle to successful CL implementation (#Teacher Sen)
The second challenge was that students had quite diverse classifications in terms of their characteristics, personalities, abilities, interests, (#Teacher Sen, Questionnaire Response)
The disparity in students' skill levels within groups emerged as a consistent challenge Some students were more dominant and active, while others, less proficient, tended to be passive and less involved in activities (#Teacher Bach)
While implementing collaborative teaching, I have encountered the following difficulties: First, it is the disparity in the level of students There are usually more dominant students in the group and these students are usually active while less qualified students are often passive and less involved in activities The second difficulty was that cooperative teaching often takes a long time (#Teacher Bach, interview response)
Furthermore, another teacher noted that although some students excelled in grammar, their speaking skills lagged behind (#Teacher Gao)
There are many children who learn grammar very well, but their speaking skills have many limitations (#Teacher Gao, Questionnaire Response)
These challenges highlight the importance of addressing the constraints of time, class size, varying skill levels, and diverse student characteristics when implementing collaborative learning in English-speaking classes Teachers need to find strategies to effectively manage these challenges for a successful learning experience
4.3.2 Discussions on teachers’ perception about the challenges of implementing CL in teaching English speaking skills
The challenges reported by teachers align with findings from previous studies Emotions have been recognized as significant factors in academic learning, impacting motivation, cognitive abilities, and academic achievement (Ainley, Corrigan, & Richardson, 2005; Assor, Kaplan, Kanat-Maymon, & Roth, 2005; Pekrun, Frenzel, Goetz, & Perry, 2007) Research has also explored the consequences of negative emotions, such as test anxiety and low self-esteem, on learning and academic achievement (Ng & Lee, 2015; Chapell et al., 2005)
Furthermore, the social dimension's importance in emotional reactions and experiences has been acknowledged in previous research Some emotions, including shame, pride, envy, and sympathy, are rooted in social interactions (Pekrun et al., 2002; Wosnitza & Volet, 2005) If these negative socio-emotional interactions are not effectively managed, they can impede group learning (Bakhtiar, Webster, & Hadwin, 2018)
In summary, the challenges faced by teachers in implementing CL for English- speaking skills align with existing literature, emphasizing the importance of addressing emotional, social, and academic factors to enhance the effectiveness of collaborative learning environments These findings provide valuable insights for teachers seeking to overcome these challenges and optimize the CL experience for their students In the next section, we will explore the strategies that these teachers applied to address these problems.
Teachers’ strategies to address challenges encountered when applying (CL)
In this section, we explore the strategies employed by teachers at Vo Nguyen Giap Gifted High School to address challenges encountered during the implementation of collaborative learning (CL) in their English-speaking classes These strategies are essential to ensure a successful CL experience for students and to adapt to the specific needs of the student population
4.4.1 Key findings on the teachers’ common techniques to overcome challenges when applying CL
Figure 6 below illustrates the techniques employed by teachers to tackle challenges associated with CL in their English-speaking classes
Figure 6: Teachers' strategies to overcome challenges
It is so interesting that all of 12 teachers (100%) consider technology as a pivotal tool for facilitating Collaborative learning This viewpoint aligns with Scardamalia and Bereiter's (2008) recognition of the importance of ICT-based tools in enhancing Collaborative learning across diverse teaching and learning environments A smaller percentage of teachers (33,3%-58,3%) supplement their strategies by consulting with colleagues or drawing from educational resources However, during interviews, teachers provided additional strategies they employed to address these challenges effectively Notably, 8 out of 12 teachers focused on selecting appropriate lesson content to mitigate time constraints Simultaneously, they made deliberate efforts to create balanced groups, comprising both proficient and struggling students, to encourage mutual support within the collaborative process a Group discussion with other teachers b Seeking advice from educational resources c Seeking advice from colleagues outside of the school d Using technology to facilitate collaborative learning e Other (please specify)
[…] I tried to choose the suitable lesson to apply and changed the strategies to best fit the time As for students, I tried to divide the groups reasonably, including weak students and good ones, so that they could help each other (#Teacher Mai, interview response)
Firstly, with the challenge of unequal participation among students due to varying levels, I tried to alternately distribute students with different levels so that they could support each other in the collaboration process Secondly, considering time constraints, I selected learning activities suitable for the content And thirdly, due to class size challenges, I chose content that allowed for effective organization within a 45-minute lesson (#Teacher Lan, interview response)
Regarding students' levels, I ensured even group distribution .We redesigned the activities to stimulate and encourage the most active participation in the lesson
[…] Secondly, we had to have a strategy to divide students into appropriate groups Thirdly, we must choose the content of the lesson so that the topics align with their mindset, fit their interests, and allow ample room for them to engage (#Teacher
In addition, two interviewed teachers emphasized the necessity of thorough understanding and preparation for their students This involved studying and comprehending students' proficiency levels, needs, and age-specific considerations Such insights allowed them to adapt teaching activities to encourage maximum student participation
It is necessary to invest, prepare, and apply many different strategies For example, it's like I have researched in advance to understand the students' proficiency levels and needs, as well as the class size, so I can organize teaching accordingly
To overcome the challenges is really difficult The most important thing is that we have to understand the students (#Teacher Cuc, interview response)
In particular, one male participant employed a slightly different approach He emphasized the clarity of task assignments and active monitoring to ensure equitable participation among all team members He stated in the interview:
I assigned tasks very clearly, and I would go around to check Usually, I would have all the members of the group present the outcome of the discussion and divide the executive sections." (#Teacher Bach, interview response)
4.4.2 Discussions on the teachers’ common techniques to overcome challenges when applying CL
The strategies used by teachers to overcome challenges in CL implementation at
Vo Nguyen Giap Gifted High School encompass a range of approaches, all with a strong focus on student-centered teaching Leveraging technology, content selection, and group composition are vital elements in addressing the unique needs and dynamics of each classroom (Scaramella & Bereiter, 2008) These strategies resonate with previous research emphasizing the importance of adapting teaching methods to cater to individual class dynamics and challenges
Moreover, the teachers' emphasis on understanding and preparing for their students aligns seamlessly with the broader educational literature It underscores the significance of student-centered teaching approaches that tailor instructional strategies to students' proficiency levels, interests, and group dynamics, ensuring the effective implementation of CL (Johnson & Johnson, 1999)
In summary, the teachers' strategies for overcoming CL challenges not only reflect a thoughtful and student-centered approach but also serve as a valuable resource for educators seeking to enhance the effectiveness of CL in their classrooms
The use of technology, careful content selection, and creating balanced groups are practical steps that enable teachers to address the diverse challenges they encounter when applying collaborative learning techniques.
The CL techniques in improving students’ English-speaking skills
This section focuses on the exploration of the CL techniques employed by teachers at Vo Nguyen Giap Gifted High School to enhance their students' English speaking skills The objective is to discern which strategies yield the most significant improvements in speaking proficiency
4.5.1 Key finding on teachers’ CL technique
Figure 7 offers insights into the techniques embraced by the participants during their English speaking lessons
Figure 7 : The most effective techniques to improve students’ English speaking skills
The figure highlights that a substantial 75% of the teachers (9 in total) identified Think -Pair- Share, Role play, and Three- step Interview as the most effective CL techniques for enhancing students' English speaking skills Additionally, over 66% of the teachers (8 teachers) favored Round Table and Round Robin activities, while a smaller proportion, 33.3%, (4 teachers) opted for Jig Saw as their preferred technique These insights provide valuable guidance for educators and researchers seeking to understand the practical approaches that resonate within the teaching community
These findings are further illuminated by the teachers' own voices:
Extract 32 a Think -Pair- Share b Role play c JigSaw d Round Table and Round Robin e Three- step interview f Other (please specify):
I used a lot of collaborative techniques in each class, such as pair work, group work, even interviews or roleplay, and almost after each unit, students would have a project (#Teacher Mai, interview response)
The techniques I often used in my teaching were interviews, roleplays, discussions, or projects (#Teacher Hue, interview response)
I could use group work and pair work based on the types of speeches, such as in the form of interviews, in the form of a play, in the form of a report, and in the form of a report on the content of a survey or projects after a lesson (#Teacher Hong, interview response)
In my English classes, I used mostly group or pair learning which were played on different techniques, such as plays or interviews, discussions… (#Teacher Tra, questionaire response)
Some suitable activities that I could assign them to practice were role-play, projects, and required them to cooperate with each other in class, or at home (#Teacher Ly, interview response)
All these teachers are using various techniques like group work, pair work, role- plays, interviews, discussions, and projects to make learning more engaging These techniques help students not only participate actively but also practice using English in different situations The teachers' choices align with good practices in language teaching, showing that using a mix of techniques can really improve students' English speaking abilities This information can be useful for other teachers looking to use collaborative learning methods in their own classrooms It highlights the importance of using different techniques to suit the diverse needs and styles of students
4.5.2 Discussions on teachers’ CL techniques
The results of this study highlight the importance of using collaborative learning (CL) techniques to improve students' English speaking skills The fact that most teachers prefer group work, pair work, and discussions aligns with established teaching practices These techniques are known for their ability to engage students actively, encourage collaboration, and facilitate effective communication (Johnson & Johnson, 2009)
Additionally, the popularity of role-play activities as an effective CL technique for improving speaking skills is noteworthy Role-play provides students with valuable opportunities to practice real-life conversations, a method that significantly contributes to language development (Kok, 2009) It allows students to take on different roles and engage in practical language use, bridging the gap between theory and real-life application
While fewer teachers endorsed peer feedback, this technique remains a powerful tool for student development Peer feedback encourages self-assessment, teaches constructive criticism, and enables students to learn from each other (Topping, 1998)
It empowers students to critically evaluate each other's performance, identify areas for improvement, and engage in a mutually beneficial learning process
In a broader context, these findings emphasize the pedagogical importance of interactive and collaborative activities in language education They highlight that language learning goes beyond memorization and grammar drills, underscoring the value of authentic engagement and real-life application
Furthermore, the adoption of activities such as pair work, group work, and role plays by teachers demonstrates their commitment to creating dynamic and effective learning environments These techniques not only enhance speaking skills but also foster essential life skills, including teamwork, critical thinking, and effective communication Such skills are crucial for students' overall development and their ability to navigate an increasingly interconnected world
Class discussions and group oral presentations, as recommended by Brooks and Wilson (2015), play a multifaceted role in this context They provide students with opportunities to refine their communication skills, share knowledge with peers, and see the tangible results of their efforts during successful presentations These activities, when done effectively, contribute not only to speaking proficiency but also to the development of students' overall language skills and communication abilities
In conclusion, the findings underscore that using CL techniques in language education is not just a pedagogical choice but a strategic approach to nurturing well- rounded, proficient language users These techniques empower students to apply language skills in real settings, equipping them with the tools for effective communication and lifelong learning As teachers, it's crucial to recognize and harness the potential of CL techniques to enhance the language learning experience (Johnson & Johnson, 2009; Kok, 2009; Topping, 1998; Brooks & Wilson, 2015).
Teachers’ strategies to customize Collaborative learning technique to meet the
4.6.1 Key findings on teachers’ strategies
Figure 8 offers valuable insights into the strategies implemented by teachers at
Vo Nguyen Giap Gifted High School to tailor Collaborative learning techniques to their students' unique needs and abilities Four primary strategies emerged, and their endorsement rates are as follows:
Figure 8: Teachers' strategies to customize Collaborative learning techniques to meet students’ unique needs and abilities a Grouping students by skill level: b Assign roles and responsibilities within groups: c Providing different materials for different groups: d Modifying/ adapting the materials and task to meet student’s needs: e Providing additional support for struggling students: f Other (please specify):
Adapting Materials and Tasks to Match Student Needs (91.7%)
Teachers demonstrated a strong inclination to adapt their teaching materials and tasks to align with their students' distinct needs This adaptive approach ensures that the content remains relevant and suitable for each class's level Teacher Ly explained this strategy:
As mentioned, I based on the level of the students to group them suitably At the same time, the content of the lesson must be redesigned to match students so that firstly it could ensure the content of the lesson; secondly, it must be appropriate to the level of each class (#Teacher Ly, interview response)
Teacher Mai described how she restructured lesson content to match her students' proficiency levels, emphasizing the importance of relevant and appropriate materials
I based on the level of the students to group them suitably At the same time, the content of the lesson must be redesigned to match students so that firstly it could ensure the content of the lesson; secondly, it must be appropriate to the level of each class (#Teacher Mai, interview response)
Assigning Roles and Responsibilities within Groups (75%)
Many teachers actively assign roles and responsibilities within collaborative groups This practice is aimed at promoting equitable participation and highlighting the cooperative nature of group work Teacher Bach shared his approach:
I have assigned groups, and in those groups, I usually balance in terms of qualifications, meaning in a group, there would be at least a good student I also balance the ratio of boys and girls, and then I give them a very specific task that all of them have to present (#Teacher Bach, interview response)
Teacher Lan emphasized how she meticulously balances qualifications and responsibilities within student groups to ensure equal participation and task ownership
Surely in the process of applying CL and when group or pair activities are exploited, there will definitely be differences among individuals in that classroom When this different phenomenon occurs, first of all, I will try to assign tasks that are appropriate to each student's capacity, hobbies and strengths so that they can perform at their best And the second support is that I will increase observation to see if the students have interacted well or not (#Teacher Lan, interview response)
Offering Additional Support to Struggling Students (75%)
Acknowledging that students’ progress at varying rates, a substantial number of teachers provide extra support to those who may be struggling This strategy aligns with the principles of differentiated instruction and ensures that all students receive necessary assistance
Well, firstly, I depended on the content of the lesson and the students' ability For example, with the same content of a lesson, in a better class, I would mostly introduce, guide, and let students do But in weaker classes, I would give some hints or instructions and even model (#Teacher Hong, interview response)
Teacher Tra shared her approach to providing extra support to struggling students, demonstrating a commitment to catering to individual learning needs
For example, with the same content of a lesson, in a better class, I would mostly introduce, guide, and let students do But in weaker classes, I would give some hints or instructions and even model (Teacher Tra)
Grouping Students According to Learning Levels (66.7%)
Teachers adopt the practice of grouping students based on their learning levels This approach creates homogeneous groups where collaboration can be more effective, allowing each student to contribute meaningfully
Depending on the level of the student, on the content of the lesson, on the needs and abilities of the student, I adjusted my method accordingly with each student's needs (#Teacher Lan, interview response)
Teacher Tigon’s practice of adjusting her teaching approach based on individual student needs exemplifies how this strategy enhances Collaborative learning
During my teaching, I usually adjust my methods and strategies on the basis of the needs and abilities of the student and the content of the lesson (Teacher Tigon, interview response)
These examples further strengthen the case for the effectiveness of these strategies in customizing Collaborative learning techniques to meet the unique needs and abilities of students, ultimately contributing to a more inclusive and supportive learning environment
By implementing these strategies, teachers at Vo Nguyen Giap Gifted High School not only adapt to their students' diverse learning needs but also align with broader educational trends emphasizing adaptability and personalization, thereby enhancing the educational experience for all students
4.6.2 Discussions on the teachers’ strategies to customize collaborative learning techniques to meet students’ unique needs and abilities
The findings from teachers at Vo Nguyen Giap Gifted High School underscore their adeptness in personalizing Collaborative learning techniques to meet their students' unique needs These strategies align harmoniously with established educational principles and demonstrate an unwavering commitment to effective and tailored education
Factors affecting teachers’ decisions on choosing specific CL strategies
In the pursuit of effective Collaborative learning in English-speaking classes, it is imperative to understand the factors influencing teachers' decisions on choosing specific CL strategies Figure 9 offer valuable insights into the considerations that guide the choices of teachers at Vo Nguyen Giap Gifted High School when selecting Collaborative learning techniques
Figure 9: Factors influencing teachers’ decisions on choosing specific CL strategies
Teachers' decisions in implementing Collaborative learning predominantly hinges on two main groups of factors: human and objective conditions Within the human factors group, the paramount influence stems from students' needs and competencies, resonating with 91.7% of respondents This signifies that teachers are acutely aware of the importance of tailoring their methods to their students' b Time constraints c Curriculum requirements d Availability of resources e Classroom size f Teacher experience and preference g Other (please specify): a Student needs and abilities requirements Subsequently, teacher experience and interests, while significant at 58.3%, emerge as the second most influential factors within this category Conversely, the group of objective conditions encompasses factors such as time constraints, curriculum requirements, class sizes, and resource availability, with no distinct differences in their impact, ranging between 58% and 75%
Moreover, when delving into the specifics, nearly 67% of interviewed teachers cited the level of students as the most pivotal criterion in determining the choice of a collaborative technique Following closely behind is the content of the lesson These preferences underpin the notion that teachers consider students' proficiency levels and course material when tailoring their teaching methods The followings are some opinions of the teachers:
I could base the content on the students' level to design something suitable, thereby increasing their interest (#Teacher Ly, interview response)
With classes that perform better or exhibit a tendency to engage more in conversations, I will employ more Collaborative learning activities." (#Teacher Lan, interview response)
Additionally, over 33% of teachers incorporate the element of time into their decisions on choosing specific CL strategies They strategically adapt their use of Collaborative learning techniques based on the timing within the academic calendar, demonstrating a nuanced understanding of when such methods are most effective As Teacher Mai mentioned:
If this is a period when students are preparing for tests, I will limit the use of Collaborative learning In other cases, especially in listening and speaking classes, I will apply more (#Teacher Mai, interview response)
In conclusion, teachers' decisions regarding the implementation of Collaborative learning techniques in English-speaking classes are predominantly driven by the lesson objectives (58.3%), followed by considerations for students' needs, abilities, and learning styles (25%) Only a minority, approximately 16.7%, factor in the previous experiences of teachers when making these critical decisions (see Figure 10)
Figure 10: Teachers’ reasons for selecting certain CL techniques in English- speaking classes
The foundations upon which Collaborative learning techniques are selected further underscore the intricate nature of the decisions on choosing specific CL strategies These foundations are influenced by various facets, with lesson objectives occupying the central position
Interestingly, during the interview, we found another important feature affecting teachers’ choice of CL techniques was “throughout understanding of learners” As most of asked teachers agree, in the quest for effective teaching, another significant task of teachers is to comprehensively understand their students During in-depth interviews, all teachers emphasized the importance of conducting thorough surveys of their students' needs, abilities, interests, and knowledge before deciding to employ Collaborative learning techniques This practice ensures that their chosen methods align with the students' unique profiles
I gave them topics for them to choose, the ones they like the most They would rank these topics from 1 to 10, for example, and the most popular topics were selected for collaborative work (#Teacher Cuc, interview response) a Based on the specific lesson objectives and outcomes you are trying to achieve b Based on your students' individual needs, abilities, and learning styles c Based on the dynamics of the particular group of students in your class d Based on your previous experiences using certain collaborative learning techniques e Other (please specify):
Before I began the class, I usually spent some time assessing my students' needs through surveys or even diagnostic tests to gauge their abilities and requirements This allowed me to apply the most appropriate techniques during the teaching process (#Teacher Lan, interview response)
Furthermore, when asked about managing the diversity of individuals within a class when employing Collaborative learning techniques, nearly 67% of teachers emphasized the importance of conducting surveys and learning about each student's interests, strengths, and abilities This information serves as a foundation for motivating, managing, assigning tasks, and arranging appropriate groups According to their perspective, this tailored approach effectively engages students in collaborative activities and leverages their strengths The remaining 33% of teachers placed more emphasis on the effectiveness of mixing groups, with Teacher Lan also stressing the importance of managing group activities effectively
In summary, these findings underscore the pivotal role of teachers in assessing and understanding their students thoroughly This understanding serves as the bedrock upon which effective Collaborative learning techniques are built, ensuring that they cater to the diverse needs and strengths of individual students Consequently, teachers' adaptability and personalized approach contribute significantly to the success of Collaborative learning experiences in the classroom
4.7.2 Discussions on factors affecting teachers’ decisions on choosing specific CL strategies
The findings related to the factors influencing teachers' decisions in implementing Collaborative learning techniques shed light on several crucial aspects that resonate with previous research in the field of Collaborative learning (CL)
First and foremost, the pivotal role of student needs and competencies, as identified by 91.7% of teachers, aligns with established research highlighting the significance of student-centered pedagogical approaches The emphasis on tailoring Collaborative learning techniques to students' unique requirements echoes the principles of differentiation, which have been widely recognized as effective strategies for enhancing learning outcomes (Tomlinson & Allan, 2000) This concurrence underlines the importance of teachers prioritizing students' needs as a guiding factor in the decisions on choosing specific CL strategies
Furthermore, the consideration of teacher experience and interests by 58.3% of respondents reflects the critical role of instructors in shaping the learning experience Previous studies have emphasized that teachers who are enthusiastic and engaged with the pedagogical approach they employ are more likely to foster a positive learning environment (Ryan & Deci, 2000) This alignment highlights the significance of teachers’ motivation and commitment in the successful implementation of Collaborative learning techniques
Teachers’ suggestions on how to implement CL in English speaking classrooms
This section delves into the insights provided by teachers regarding the essential factors contributing to a successful Collaborative learning experience in English- speaking classrooms at Vo Nguyen Giap Gifted High School It also explores their suggestions for implementing Collaborative learning effectively, which encompass critical elements necessary for optimizing students' English speaking skills
4.8.1 Key findings on the teachers’ suggestions on how to implement CL in English speaking classrooms
4.8.1.1 Factors contributing to the success of Collaborative learning
Figure 11 illustrates a balanced distribution of opinions among teachers, highlighting the key factors they deem critical for the success of Collaborative learning These factors include:
Figure 11: Factors contributing to the success of Collaborative learning
• Supportive Classroom Environment (75%): Teachers overwhelmingly emphasize the importance of fostering a classroom atmosphere where students feel encouraged, comfortable, and motivated to actively engage in Collaborative learning a A supportive classroom environment b Adequate preparation and planning c Clear learning objectives and outcomes d Effective communication and collaboration between students e Effective monitoring and assessment of student progress f Other (please specify): activities This aligns with prior research emphasizing the role of the learning environment in shaping student attitudes and behaviors (Deci et al., 1989)
For example, Teacher Ly said,
I must determine with the criterion to encourage them to study in the most active learning atmosphere and bring them a happy lesson with full of excitement (#Teacher Ly interview response)
Furthermore, some teachers mentioned flexibility in adapting the classroom setup to cater to students' needs Teacher Hue highlighted,
… For example, on hot days or cold winter days, if students have suggestions about the arrangement of seats, space or time to organize Collaborative learning techniques, I base on their needs to adjust the duration and my choice to make my teaching more effectively (#Teacher Hue interview response)
• Adequate Preparation and Planning (83.3%): Adequate preparation and meticulous planning are seen as vital prerequisites for effective Collaborative learning This aligns with existing literature highlighting the need for thorough lesson planning and alignment of activities with learning objectives (Johnson et al., 2007) Teachers stressed the importance of thorough preparation and planning They believe that this is crucial to the success of Collaborative learning activities As Teacher Lan mentioned,
Before taking classes, I usually spend some time assessing the needs I survey, or
I even have a test so that I can find out what the students' abilities are, how I find out the needs of the students so that I can apply the appropriate techniques in the process (#Teacher Lan, interview response)
• Clear Learning Objectives and Outcomes (83.3%): Teachers stress the importance of articulating clear learning objectives and outcomes to guide collaborative activities This corresponds with established educational practices emphasizing the role of clearly defined goals in enhancing student motivation and engagement (Locke & Latham, 2002) Clarity of learning objectives and outcomes is seen as a crucial aspect of successful Collaborative learning Teachers highlighted the importance of aligning the activities with clear goals As Teacher Bach pointed out,
….Depending on the objectives of the lessons and especially the needs of students, I can give tasks and organize appropriate activities (#Teacher Bach, interview response)
Teacher Ly emphasized the need to identify specific goals, stating,
We have to identify the goals of students to achieve and what content they need to aim at to apply the techniques suitably (#Teacher Ly, interview response)
• Effective Communication and Collaboration Among Students (91.7%):
Teachers recognize that effective communication and collaboration among students are central to the success of Collaborative learning This aligns with prior research highlighting the benefits of peer interaction in enhancing learning outcomes (Slavin,
1995) Teachers strongly emphasize the importance of effective communication and collaboration among students They believe that this is a cornerstone of successful Collaborative learning As Teacher Bach explained,
Working in pairs will bring mutual help and students can obtain, or I mean they can develop ideas from their friends (#Teacher Bach, interview response)
Teacher Cuc emphasized the role of individual contributions in group work, stating:
That each person contributing ideas is a way for everyone to have a speech meeting the requirements and has the final product (#Teacher Cuc, interview response)
Effective Monitoring and Evaluation of Students’ Learning Progress (83.3%): Teachers underscore the significance of continuous monitoring and evaluation to assess students' progress and adjust instructional strategies accordingly This resonates with research advocating formative assessment practices to enhance student learning (Black & Wiliam, 1998) Continuous monitoring and evaluation are seen as vital components of successful Collaborative learning Teachers highlighted the importance of formative assessment to track student progress As Teacher Bach explained,
I assigned tasks very clearly, and I would go around to check Usually, I would have all the members of the group present the outcome of the discussion and divide the executive sections." (#Teacher Bach, interview response)
These findings emphasize that creating a supportive classroom environment, thorough planning, clearly defined objectives, effective communication and collaboration among students, and continuous monitoring are integral to the success of Collaborative learning in English-speaking classrooms This holistic approach ensures that students are not only engaged but also benefit from an enriched learning experience
4.8.1.2 Professional Development and Knowledge Enhancement
Beyond the immediate classroom context, teachers emphasize the importance of ongoing professional development and knowledge enhancement They convey their commitment to continually improving their skills and techniques related to Collaborative learning Teachers recount their experiences of learning about Collaborative learning during their undergraduate and master's studies, supplemented by participation in professional training, seminars, and workshops This ongoing commitment to professional development empowers them with confidence and enriches their teaching practice As expressed by Teacher Tigon:
I learned about Collaborative learning in college I have also participated in numerous training sessions, and with each experience, I gain more skills and confidence in applying Collaborative learning techniques effectively (#Teacher
This sentiment is echoed by another teacher (Teacher Lan), who underscores the significance of ongoing learning:
I actually trained during my years at university, and during my teaching career,
I continued to take part in summer training courses Understanding Collaborative learning techniques helps me grasp issues more thoroughly, and I feel more confident when applying these techniques to achieve the best results (#Teacher Lan, interview response)
4.8.1.3 Teachers’ recommendations for implementing collaborative learning
In Figure 12, teachers offer practical recommendations for colleagues seeking to implement Collaborative learning effectively:
Figure 12: Teachers’ recommendations to implement Collaborative learning
Careful Workgroup Planning and Organization (41.7%): Teachers advise their colleagues to be meticulous in planning and organizing workgroups They stress the importance of thoughtful grouping and task allocation to ensure that students are motivated and can achieve desired results For example, Teacher Ly suggests, a Plan and structure group work carefully b Set clear expectations for student participation c Provide opportunities for individual accountability within group work d Foster a positive and supportive classroom environment e Provide regular feedback to students f Incorporate technology into collaborative learning activities g Other (please specify)
We have to divide the class reasonably so that students are motivated and bring the desired results (#Teacher Ly, Interview response)
I will have a private conversation with them and depend on their needs, their levels, I can arrange the group suitably (#Teacher Hue, Interview response)
• Incorporating Technology into Collaborative learning Activities (25%):
Recognizing the technological landscape of modern education, teachers suggest integrating technology to enhance Collaborative learning experiences
• Setting Clear Expectations for Student Participation (16.7%): Clarity in setting expectations for student involvement is highlighted as a crucial component for successful Collaborative learning Teachers emphasize the importance of setting clear expectations for student involvement in collaborative activities They suggest defining roles and tasks to ensure that students are confident and motivated For instance, Teacher Tra explained
For example, the one who is very good at English will be the group leader; and the weaker ones, I assigned tasks that are satisfactory for them As a result, when presenting their task, everyone is confident and can complete their part in the task and they have a very positive feeling and motivation them to learn more (#Teacher
• Promoting a Positive and Supportive Classroom Environment (16.7%):
Chapter conclusion
In conclusion, the findings from Vo Nguyen Giap Gifted High School not only reaffirm established principles in Collaborative learning but also provide practical recommendations rooted in teachers' experiences These insights contribute to the ongoing discourse on effective pedagogical practices, particularly in the context of Collaborative learning, and emphasize the importance of continuous professional development for teachers.
CONCLUSION, LIMITATIONS AND IMPLICATIONS
Chapter introduction
This chapter summarizes the key findings of the research and explores the implications of Collaborative learning in English-speaking classrooms at Vo Nguyen Giap Gifted High School Additionally, it acknowledges the limitations of the study and provides suggestions for future research.
Summary of Key Findings
This research yielded several findings of collaborative learning (CL) practices in English-speaking classrooms at Vo Nguyen Giap Gifted High School
Firstly, at Vo Nguyen Giap Gifted High School, English teachers displayed diverse perceptions of Collaborative learning (CL) While some embraced it as an effective pedagogical approach, others faced challenges and had reservations about its applicability This diversity of perspectives highlights the nuanced nature of CL adoption among teachers
Secondly, the teachers recognized several benefits of CL These included increasing student engagement, improving communication and collaboration skills, enhancing learning outcomes, and creating a more inclusive and supportive classroom environment These perceived advantages align with the broader literature on Collaborative learning, emphasizing its potential to foster active learning and skill development
Thirdly, the teachers also encountered challenges in implementing Collaborative learning, including managing group dynamics, addressing language barriers, time constraints, uneven student participation, and varying levels of student motivation These challenges resonated with prior research on Collaborative learning, illustrating common hurdles faced by teachers when adopting collaborative pedagogies
Fourthly, to make CL effective in their English-speaking classrooms, teachers employed various strategies These included adapting materials and tasks, assigning roles and responsibilities, providing additional support to struggling students, and grouping students according to their learning levels These findings align with established principles of adaptive learning and differentiated instruction
Finally, the teachers provided practical recommendations for effective CL implementation They emphasized careful planning, technology integration, clear communication, and the creation of a positive and supportive classroom environment These suggestions offer valuable guidance for teachers seeking to maximize the benefits of collaborative techniques
In conclusion, this research reveals the multifaceted nature of CL adoption among teachers at Vo Nguyen Giap Gifted High School While perceptions of CL vary, teachers have identified strategies to make it effective, recognized its benefits, and acknowledged the challenges it poses The study underscores the importance of adapting teaching strategies to cater to students' unique needs and abilities It highlights the potential benefits of Collaborative learning, such as increasing engagement and improving communication skills, while also acknowledging the challenges and offering practical recommendations for successful implementation.
Limitations
In this section, we critically assess the limitations of our current research on Collaborative learning (CL) practices in Vo Nguyen Giap Gifted High School in 2 main aspects: a) Sample Size and Context: One limitation of this study is the relatively small sample size of teachers from Vo Nguyen Giap Gifted High School As such, the findings may not be fully representative of the broader teaching community, and the specific context of this school might not align with other educational institutions b) Teacher Bias: The study relies on self-reported data from teachers, which could introduce bias Teachers may provide responses they believe align with perceived expectations, rather than reflecting their genuine experiences and opinions.
Implications
In order for Collaborative learning to be successful, the teacher must see learning as a process of growing and expanding student potential The instructor's job is to facilitate learning rather than to disseminate knowledge In order to pique students' interest, this includes developing and overseeing meaningful learning experiences and challenging their thinking through practical issues As a result, it is crucial that instructors, lecturers, or trainers possess strong facilitation, organization, and supervision skills It is better for the professors, lecturers, or trainers to have some prior experience in the role Furthermore, it would appear crucial for teachers to consider typical disadvantages that could influence CL in order to identify appropriate modifications for their classes and practices Meanwhile, by thinking about the benefits of Collaborative learning techniques, teachers can be inspired to apply this technique more frequently Last but not least, there should be regular training sessions for teachers to provide them techniques to define clear collaborative goals for CL or to understand how to promote the development of collaborative abilities of their students and their experience in CL may improve greatly
5.4.2 Implications for further research a) Comparative Studies: Conducting comparative studies across multiple schools or educational contexts could provide a more comprehensive understanding of CL adoption, benefits, and challenges Examining variations among schools with diverse student populations may reveal valuable insights b) Student Perspectives: Future research should incorporate the perspectives of students to gain a more holistic view of CL Understanding how students perceive the benefits and challenges of CL can complement teacher perspectives c) Longitudinal Studies: Long-term studies tracking the effects of CL on student outcomes, such as language proficiency and soft skills development, would offer valuable insights into the sustainability and impact of Collaborative learning over time d) Intervention Studies: Implementing interventions based on teachers' suggestions and studying their effectiveness in real classroom settings could provide practical guidance for teachers seeking to optimize CL practices e) Cultural Context: Exploring the influence of cultural factors on CL adoption and efficacy could yield intriguing results Different cultural contexts may affect the way CL is perceived and implemented f) Teacher Professional Development: Investigating the impact of continuous professional development programs, specifically tailored to CL techniques, on teachers' perceptions and practices can help in designing effective training initiatives g) Quantitative Analysis: Complementing qualitative findings with quantitative data, such as student performance metrics, can provide a more comprehensive assessment of the impact of CL on learning outcomes
By addressing these limitations and pursuing these research suggestions, future studies can contribute to a deeper understanding of Collaborative learning, its effective implementation, and its impact on both teachers and students in diverse educational contexts These extended research avenues will further enrich our understanding of Collaborative learning practices in educational settings
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QUESTIONNAIRE FOR ENGLISH TEACHERS AT VO NGUYEN GIAP
GIFTED HIGH SCHOOL IN QUANG BINH PROVINCE:
Thank you for agreeing to participate in this survey The aim of this survey is to gain insights into your perceptions of collaborative learning as an approach to teaching English speaking skills at Vo Nguyen Giap Gifted High School and how you tailor it to the needs of your students Both closed-ended and open-ended questions are used in this questionnaire There are 4 main parts in this questionnaire
The survey will take approximately 30-45 minutes Your answer will contribute to the success of the research The data collected are used in the research paper only, not for any other purposes
Again, thank you very much for your help
3 What is your gender? o Male o Female o Prefer not to say
4 What is your highest level of education? o Bachelor's degree o Master's degree o Doctorate degree o Other (please specify)
5 How many years have you been teaching English? o 0-5 years o 6-10 years o 11-15 years o 16+ years
6 What type of class are you currently teaching at Vo Nguyen Giap Gifted High School? o Gifted o Non-gifted
PART 2: Perceptions of Collaborative Learning
7 In your opinion, what is collaborative learning?
- - How familiar are you with the concept of collaborative learning? a Very familiar b Somewhat familiar c Not very familiar d Not at all familiar
8 Have you ever used collaborative learning techniques in your English- speaking classes at Vo Nguyen Giap Gifted High School? a Yes b No
9 If yes, how often do you use collaborative learning techniques in your English-speaking classes? a Rarely b Occasionally c Sometimes d Frequently e Always
10 How effective do you believe collaborative learning is in improving students' English speaking skills? a Very effective b Somewhat effective c Not very effective d Not at all effective e Don't know
11 In your opinion, what are the benefits of implementing collaborative learning in teaching English speaking skills at Vo Nguyen Giap Gifted High School? (Select all that apply) a Improve students’ communication skills b Increase students’ engagement c Enhance students’ critical thinking skills d Better students’ teamwork skills d Help students have higher achievement e Other (please specify):
12 What are some challenges you have experienced in implementing collaborative learning in your English-speaking classes at Vo Nguyen Giap Gifted High School? (Select all that apply) a Difficulty in managing group dynamics b Language barriers among students c Uneven participation among group members d Lack of student motivation e Time constraints f Other (please specify):
13 Which of the following methods do you often use to overcome these challenges? (Select all that apply.) a Group discussion with other teachers b Seeking advice from educational resources c Seeking advice from colleagues outside of the school d Using technology to facilitate collaborative learning e Other (please specify):
14 Which of the following methods do you use to measure the effectiveness of collaborative learning in improving your students' English speaking skills? Please select all that apply a Students’ feedback through surveys or questionnaires b Teachers’ observation of student interactions during collaborative learning activities c Formal performance assessments, such as exams or presentations d Informal assessments, such as class participation and engagement e Comparison of student speaking skills before and after using collaborative learning techniques f Other (please specify):
PART 3: Strategies and Decision-making