Trang 7 ABSTRACT Trang 8 LIST OF ABBREVIATIONS TPS: Think-Pair- Share SPSS: Statistical Package for the Social Sciences M: Mean SD: Standard deviation RQ: Research Question IELTS: Inte
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ HUYNH THI HONG PHAN THE IMPACT OF USING THINK PAIR SHARE TECHNIQUE ON THE STUDENTS’ SPEAKING PERFORMANCE MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ HUYNH THI HONG PHAN THE IMPACT OF USING THINK PAIR SHARE TECHNIQUE ON THE STUDENTS’ SPEAKING PERFORMANCE Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Dr BUI THI THUC QUYEN HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: HUỲNH THỊ HỒNG PHẤN Ngày sinh: 02/08/1990 Nơi sinh: Phú Yên Chuyên ngành: Lý luận phương pháp dạy học môn Tiếng Anh, Mã học viên: 1881401110028 Tôi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên HUỲNH THỊ HỒNG PHẤN & CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIÉN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: TS Bùi Thị Thục Quyên Học viên thực hiện: Huỳnh Thị Hồng Phấn Lớp: MTESOL 018A Ngày sinh: 02/08/1990 Nơi sinh: Phú Yên Tên đề tài: Tác động việc sử dụng chiến lược Think Pair Share kỹ nói người học tiếng Anh ngoại ngữ Ý kiến giáo viên hướng dẫn việc cho phép học viên bảo vệ luận văn trước Hội đồng: W ẵLe ỈI V G í) V 4-A-A / ' L Aid áT LÚA 'A .NJ A Thành phố Hồ Chí Minh, ngày.tháng o.ĩ năm 20 'Lt Người nhận xét < i STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “The Impact of Using Think Pair Share Technique on the Students’ Speaking Performance” is my original work based on my own research All sources used in this research have been cited No work created by another person has been utilized without acknowledgement This piece of work has never before been submitted for evaluation in this course or other courses at this university or anywhere else Ho Chi Minh City, 2023 Huynh Thi Hong Phan ii ACKNOWLEDGEMENTS The completion of my work has been inspired and supported from my beloved teachers, students, friends, and family I firstly would like to express my profound gratitude to my advisor, Dr Bui Thi Thuc Quyen, for the wholehearted support, motivation, and guidance she has been giving me during the time of research and writing this thesis My work would not have been completed without receiving her great support and guidance I am also grateful to the committee members who raised questions and gave comments which helped me have a better look at this research paper A very special thank is given to my all students who agreed to take part in my study for indispensable contribution to the completion of my work Last but not least, I would love to express my sincere gratitude to my cherished family, Ms Loan, my dear sister, Ms Quynh Anh and other classmates in Chop Chep group, Mr Nam and my other close friends as well as my coworkers who always provide a helping hand in order to support, inspire, and motivate me to complete this research Thanks for all your encouragement! iii ABSTRACT This study aimed to examine the impact of Think-Pair-Share (TPS) on the development of 26 non-English major student’s speaking performance and their attitudes regarding the treatment TPS is usually regarded as a cooperative teaching- learning technique involving the three steps: thinking, pairing, and sharing, in which students work together to solve a problem or complete a task assigned by their teacher This six-week study at a university in Ho Chi Minh City applied a quasi- experimental design While the experimental group was taught with TPS, the control group received the traditional lessons In addition, two semi-structured interviews were conducted to the 13 members (1 student didn’t agree to attend the interview) of the experimental group in order to gain a deeper understanding of the students' perspectives on the use of TPS in their speaking sessions The results indicated that TPS had a positive effect on students' learning attitudes For the effect of TPS on student’s speaking performance, although there were no significant differences in the post-test total scores between the two groups, the experimental group achieved significant improvement in terms of fluency and coherence, compared to the control group The study revealed that students feel more engaged, more confident, more active, at ease, having more fun, and being more interested in speaking English after studying with TPS Particularly, TPS was discovered to aid learners in overcoming shyness and forming positive interactions with their classmates However, the study also indicated that a number of students who lacked confidence, communication skills, and vocabularies had troubles with the sharing step On the basis of the findings, recommendations for the implementation of TPS and future study were given iv TPS: Think-Pair- Share LIST OF ABBREVIATIONS SPSS: Statistical Package for the Social Sciences M: Mean SD: Standard deviation RQ: Research Question IELTS: International English Language Testing System TOEFL: Test of English as a Foreign Language EG: Experimental Group CG: Control Group ELT: English Language Teaching MOET: Ministry of Education and Training v LIST OF TABLES Table 3.1 Participants of the study Appendix A5 A comparison between the CG and EG’s teaching method Table 4.1 Screening for missing value Table 4.2 The extreme value description of pre-test and post-test scores Table 4.3 Shapiro-Wilk test of normality Table 4.4 The means of the two groups in their total speaking pre-test scores Table 4.5 The independent samples t-test for the pre-test total scores Table 4.6 The pre-test means of component scores of the two groups Table 4.7 The independent samples t-test in the two groups' pre-test component scores Table 4.8 The means of the total speaking pre-test and post-test in the control group Table 4.9 The pair sample t-test of the total speaking scores in the control group Table 4.10 The means of total speaking pre-test and post-test in the experimental group Table 4.11 The pair sample t-test of the total speaking scores in the experimental group Table 4.12 The means of the two groups in their total post-test speaking scores Table 4.13 The Independent Samples T-Test for the post-test total scores Table 4.14 The post-test means of component scores of the two groups Table 4.15 The independent samples t-test in the two groups' post-test component scores Table 4.16 Thematic Content Analysis of Question Table 4.17 Thematic Content Analysis of Question Table 4.18 Thematic Content Analysis of Question Table 4.19 Thematic Content Analysis of Question Table 4.20 Thematic Content Analysis of Question Table 4.21 Thematic Content Analysis of Question Table 4.22 Thematic Content Analysis of Question vi LIST OF FIGURES Figure 3.1 The pre-test and post-test non-equivalent group design Figure 4.1 Histogram of Pre-test Figure 4.2 Histogram of Post-test Figure 4.3 The Boxplot of the pre-test Figure 4.4 Q-Q plot of pretest Figure 4.5 Q-Q plot of posttest Figure 4.6 The formula of effect size Figure 4.7 The interpretation of effect size Figure 4.8 The calculation for effect size of the pre-test Independent Samples T-Test Figure 4.9 The calculation for the power of the pre-test independent samples t-test Figure 4.10 The calculation for effect size of the pre-test Independent Samples T-Test of grammatical range and accuracy scores Figure 4.11 The calculation for the power of the pre-test independent samples t-test of grammatical range and accuracy scores Figure 4.12 The calculation for effect size in the post-test Independent Samples T- Test for fluency and coherence Figure 4.13 The calculation for the power of test in the post-test Independent Samples T-Test for fluency and coherence Figure 4.14 The calculation for effect size in the post-test Independent Samples T- Test for grammatical range and accuracy Figure 4.15 The calculation for the power of test in the post-test Independent Samples T-Test for grammatical range and accuracy