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This research aims to answer the following questions:
1 What are the effects of group work activities on first-year English major students’ motivation in speaking class?
2 What is the student's attitude towards using group work in the speaking class?
In order to find out the influences group work activities have on students’ motivation The author has conducted research on 75 English-majored first-year students at Hanoi Law University, of which 39 are females and 36 are males They were selected randomly Most of them had the age of nineteen The others are from
20 to 23 years old They all came from various places in Vietnam and learned English at different intervals, so they had different English levels, learning motivations, and learning methods Some students have a good command of English while others can not master English very well They speak Vietnamese as their mother tongue and English is considered their foreign language Most of them come from rural areas and they have learned English for at least seven years Through the research, an overall awareness of how group work activities influence the student’s motivation is to be investigated and the corresponding teaching strategies are to be explored The study is made in the following steps.
Data for this study was collected through questionnaires and a semi- structured interview These instruments were very helpful in collecting essential information from students.
Because interviews can provide valuable information about speaking classes,
6 freshmen were invited for a semi-structured interview to get a better understanding of student perspectives about group work activities in English- speaking lessons Magaldi and Berler (2020) defined the semi-structured interview as an exploratory interview It is generally based on a guide, and it is typically focused on the main topic that provides a general pattern The interview questions for students covered such aspects as personal information, behavior, and attitude when participating in collaborative tasks in English-speaking classes, reasons for students’ reticence or active participation, and strategies to help the students become more motivated To avoid misunderstanding, all the interview questions were translated into Vietnamese before being implemented.
The questionnaire was used as a suitable instrument because large amounts of information could be collected from a huge number of people in a short period of time In addition, the outcomes of the questionnaires can be quickly and easily quantified using the software package The survey questionnaire is designed for 3 main purposes: To know the effect of group work activities on students’ motivation.
To find out the students’ attitudes toward group work activities To have the best ideas to solve problems for the students while taking part in collaborative tasks in speaking lessons The questionnaire embraces 4 questions and 20 statements.
Part 1 consisted of 4 questions (numbered from one to four) which required the students' personal information and their general view of group work activities The participants were required to choose the most appropriate answer Besides, part 2 was 20 statements (numbered from 5 to 25) illustrated in a table with the 5-degree
19 including strongly agree, agree, neutral, disagree, strongly disagree Students could tick on the relevant column next to each statement In general, the questionnaire was classified into the following sections:
Table 1: Summary of the questionnaire
Questions/Statements Statement’s content a Question | to 4 Students' personal information and their general view of group work activities b Question 5 to 17 Positive influence of group work toward students’ attitude and speaking skill c Question 18 to 24 Negative influence of group work toward students’ attitude and speaking skill.
2.4 Procedure for conducting the questionnaire survey.
The questionnaires were designed on February 25 The researcher consulted the instructor for her comments on the questionnaire to validate it Then the questionnaire was revised On March 28, the researcher delivered the questionnaire link to freshmen at Hanoi Law University The author clearly explained the purposes of administering the questionnaire and gave oral instructions and explanations in detail to the participants before they answered the questionnaire to avoid any misunderstandings Then, completed questionnaires were collected.
2.5 Procedure for conducting the interview.
The study was conducted during the second term of the academic year 2022-
2023 During the first two weeks of the speaking course for freshmen, the semi- structured interview was conducted at Hanoi Law University and was audio taped. Six students participated in the interview Each student interview lasted around 10 minutes with a focus on collaborative activities Besides, due to the late start of K47's speaking class, the author requested the freshmen to share their motivation when studying presentation skills - a subject very close to speaking.
The data obtained from the questionnaire will be analyzed using SPSS and Microsoft Excel software to find out the mean figures for different items These results will then be used for the interpretation of the findings In addition, to answer the two research questions, descriptive statistics of frequencies and percentages were used The qualitative data was derived from the interviews The interviews were conducted in Vietnamese, recorded, transcribed, and translated into English.
To sum up, this chapter has briefly presented the research method, the data collection instrument, the research participants, the data collection procedures, and the data analysis procedures Qualitative and quantitative approaches were used in this research to answer the research questions formulated in Chapter 1 The data collection instruments of the thesis were questionnaires and interviews There were
75 participants taking part in this study All are first-year English major students at Hanoi Law University.
3.1.1 Student's attitude towards using group work in the speaking class.
According to the data, the participants' attitudes towards group work changed over time, from initial reluctance or disapproval to eventual adaptation or approval. Their initial reluctance was mainly caused by several factors, including their limited proficiency in speaking and listening to English, differences in teaching methods between high school and university, lack of confidence, and having nothing to say.
5 participants in the interview said that their "Insufficient proficiency in speaking and listening to English" was the primary obstacle to their active participation in group work These language barriers contributed to their minimal speaking or passive involvement in group discussions.
One participant shared: “Due to my poor oral English, I was not familiar with the group The challenge for me was expressing myself in English, which often left me feeling ashamed and apologetic as I was unable to contribute effectively to my group.”
Her inability to speak well prevented her from effectively communicating, which left her feeling frustrated and dissatisfied with her performance in group settings Similarly, one male participant shared his experiences: “For me, it was a very difficult period You see, the teacher and the other students spoke English so quickly that I was unable to keep up I seldom spoke because I spoke slowly."
Several other participants also mentioned that they were “unwilling to raise their voice” to discuss with others in the group because of their limited oral English proficiency.
Besides, 5 out of 6 students shared that they lacked ideas to exchange with their peers while engaging in group assignments One interviewee said that:
RESULTS AND DISCUSSIONS co ccSSĂĂSSS°ĂSSe 22 5.1L The results of THỈ6TVẽGWSs seneeennnrnneeiinddkiidtrasksrssigogl4000/48010100000000000600008165 22 3.1.1 Student's attitude towards using group work in the speaking class
Effects of Group Work on student’s motivation in speaking lessons
According to the data collected and synthesized by the author, group activities have a significant influence on student motivation When it comes to speaking lessons, collaboration tasks play a crucial role in promoting various factors including motivating students' interest in participating in speaking class, fostering relationships among students and between students and teachers, and enhancing students' speaking abilities.
In the speaking class, group activities can be considered as a source of motivation that can help students become more engaged and interested in the lesson.
A K47 pupil stated that: “7 feel more attentive towards their studies when working in groups In case of any distraction or loss of focus, my group members remind me to stay focused Participating in group activities during speaking class also makes me feel comfortable when communicating." Another male student expressed the same opinion: “Working in groups makes me feel more interested in the speaking class I find I have more ideas for completing assignments than when working alone".
Besides, cooperative activities also contribute to improving the relationship between students One interviewee reported “J have made many new friends in my class Sometimes, although we may have differing opinions on certain matters, it helps us gain a better understanding of each other's work styles and abilities." The majority of students who participated in the interview had positive feedback about their groupmates Everyone in the group was willing to share their opinions, including both praise and criticism, with the common aim of achieving the best possible outcomes for the assigned tasks.
Group activities are beneficial not only for enhancing the bond between students but also for strengthening the relationship between teachers and students.One student shared that they were more confident when their teachers praised and encouraged their learning The comments and evaluations of teachers also help them to recognize their own strengths and weaknesses, thereby drawing many lessons and learning experiences for themselves Additionally, lecturers' advice and direction are crucial in motivating students and fostering their interest in group work.
Additionally, group discussion is also a tool to promote students’ speaking skills With the help of group members and the teacher, the participants were able to identify their pronunciation errors They then made a conscious effort to improve their pronunciation by mimicking the intonation, stress patterns, and pronunciation of their group members Additionally, the participants reported significant improvement in their vocabulary usage, with many attributing their progress to the new words, phrases, idiomatic expressions, and slang they learned from their group members The small group discussions also helped them “recall many words or phrases” from the previously learned vocabulary.
The majority of participants reported that group work not only enhanced their pronunciation and vocabulary but also improved their ability to construct sentences in both speaking and writing Through group discussions, they acquired new ways of conveying the same message A male participant mentioned that sometimes, group members repeated his sentences to confirm the intended meaning, and he noticed that their sentence structures were superior This realization made the participant understand that there were better ways to express ideas.
However, after several speaking lessons, they acknowledged that this way hindered their conversations and caused misunderstandings among other group members For example, one student in communication revealed: "At first, J usually avoided talking much about the issues that were difficult for me to express I just listened Everything seemed good But some group members misunderstood that I had no interest in the topic I also realized that remaining silent would not help me better my English "
His words reflected that avoiding certain topics during speech helped him avoid trouble, but also prevented him from practicing his oral English and developing better communication skills in the long term Another participant had
25 similar feelings: "Sometimes, I have a tendency to use very basic words or phrases to convey my opinions Although it seemed that my group mates understood me, I didn't feel it was useful to me Therefore, I tried to use better vocabulary or complex sentence structures That works".
To sum up, group activities can be considered an effective tool to motivate students' enthusiasm for participating in speaking exercises, promote their eagerness to learn and contribute, and encourage them to utilize more advanced vocabulary and sentence structures, resulting in the advancement of their oral and cognitive abilities.
This part shows the results of the whole research The final findings were drawn for analyzing the data that the researcher collected from 75 English-majored freshmen mentioned in the previous chapter All the results of the questionnaire were collected for the same purpose which is to examine the effects of group work activities on student's motivation in speaking lessons of English major freshmen at Hanoi Law University and answering for the main question of this research: What are the effects of group work activities on first-year English major students’ motivation in speaking class?
To identify the effects of group work activities on student's motivation, participants were requested to put a tick under each statement; using a 5-point Likert Scale rating system as follows:
The results Of qu€âSfẽONTIAèẽFC do G6 G G55 595599 55999509 6598 26 1 Current situations and students’ belief about group work
in the form of tables and explained descriptively Thanks to the questionnaires, the researcher got a lot of valuable and reliable information from participants I summarized all the results in the table Each table shows the number of students who choose the suitable answer in each questionnaire.
3.2.1 Current situations and students’ belief about group work
After surveying 75 first-year students with the first 4 questions of the study (Appendix I), it was found that group work is frequently used during speaking lessons When asked about the necessity of this activity during the speaking time, almost 91% of the students responded "yes", indicating that they recognized the importance of cooperative activities Most of them endorsed the value of group work and agreed that collaborative tasks have an undeniable impact on speaking classes Additionally, when asked about the ideal number of group members to work with, 62.7% of students preferred groups consisting of 3-7 members.
3.2.2 The effect of group work activities on motivating students in speaking lessons.
3.2.2.1 Positive effect of group work activities on students’ motivation in speaking lessons.
Statements Student’s respond (percentage %) Mean
Strongly | Agree Neutral | Disagree | Strongly Agree Disagree
I become more 17 32 18 4 4 3.72 interested 1n the speaking lesson after (22.67%) | (42.67%) | (24%) (5.33%) | (5.33%)
27 taking part In ứroup- work activities.
6 Group work 18 31 20 2 4 3.76 activities give me Ề (24%) (41.33%) |(26.67% | (2.67%) | (5.33%) more energy an creativity )
7 Group work 15 38 14 5 3 3.76 activities make me foc! Side (20%) (50.67%) | (18.67% | (6.67%) (4%) eel more confiden to express my ) opinions when speaking English in front of the class.
; (33.33%) (40%) | (18.67% | (2.67%) | (5.33%) receive encouragement and ) assistance from friends.
9 Teamwork 17 36 14 6 2 3.80 activities inspire me t heed d (22.67%) (48%) | (18.67% (8%) (2.67%) o work harder an acquire more ) knowledge.
10 Group work 14 31 24 3 3 3.67 makes me feel proud, valued, and recognized by others when 1 can express fantastic ideas.
II Working in groups provides me the opportunity to practice speaking more.
12 Group work assists in the accuracy and fluency of my speaking.
13 Group activities make me more responsible and disciplined in completing assigned tasks.
14 Group work taught me to negotiate with other group members.
15 Through teamwork, I learned a lot from better students and strengthened my knowledge from friend’s mistakes.
16 The assignment takes a shorten time to finish when I work with other students.
17 The assignment becomes easier when I work with other students.
Table 2: Descriptive statistics for positive effects of group work on students' motivation
Table 2 displays the results of the survey where students were asked to express their thoughts on whether they felt more interested in the speaking class after participating in a group activity Out of the respondents, 22.67% strongly agree, 42.67% agree, 24% are neutral, 5.33% disagree, and 5.33% strongly disagree with the statement Based on the mean score of 3.72, it can be inferred that approximately 65.34% of the students have positive attitudes toward group work activities Therefore, cooperative activities can motivate students’ interest in the speaking lesson.
For statement 6, students were asked questions related to the benefits of group work The majority of students (65.33%) expressed that group work boosts their energy and creativity Specifically, 24% strongly agree, 41.33% agree, and 26.67% are neutral, whereas only 2.67% and 5.33% disagree and strongly disagree, respectively The mean score was 3.67 These results indicate that when students come together to work on a project, they can bounce ideas off each other, collaborate and brainstorm, and feed off each other's enthusiasm This can lead to a more dynamic and productive working environment.
Inquiring about the impact of group work on students' confidence in speaking English in front of the class, the survey asked the participants to rate their agreement level on statement 7 The results show that 20% strongly agree, 50.67% agree, 18.67% remaine neutral, 6.67% disagree, and 4% strongly disagree The average score obtained is 3.76 The data indicates that most students (70.67%) recognize the main benefit of group work activities is that they motivate students to express their opinions and ideas in English When collaborating with others, students are often more willing to speak up and share their thoughts, as they feel more comfortable and supported.
In the eighth statement, students were asked whether they feel more motivated when they receive encouragement and assistance from friends while working collaboratively According to the responses, 33.33% strongly agree, 40% agree, 18.67% are neutral, 2.67% disagree, and 5.33% strongly disagree The average response was 3.7 These findings suggest that 73.33% of students are likely
31 to feel more motivated when they receive support from peers during group work. That can enhance their engagement with the task and make them more willing to take risks, as they feel they have a safety net of supportive friends to rely on.
Statement 9 inquired students about their belief in the possibility of acquiring more knowledge and working harder while engaging in group work activities. According to the responses, 22.67% of the participants strongly agree, around 48% agree, approximately 18.67% remain neutral, and only 8% of participants disagree. The mean score was 3.2 It can be concluded that most students (70.67%) believe that teamwork activities inspire them to work hard and gain more knowledge. Group work is a motivation for students to take an active learning role, as they feel responsible for their team members, and it allows them to take ownership of their learning.
To assess students' feelings about expressing great ideas in collaborative tasks, statement 10 asked them if they felt proud, valued, and recognized The results showe that only a small percentage (4%) strongly disagree, while the majority (60%) either agree or strongly agree that group work can help them feel proud, valued, and recognized The average response is 3.67, indicating that group work can be an effective way to boost students' engagement and motivation in the learning process By sharing their unique perspectives and ideas with others, students can experience a sense of accomplishment and pride Additionally, when students feel that their contributions are valued by their peers, they are more likely to be motivated and engaged in their learning.
In statement 11, students were asked about their opportunities to practice speaking English during group activities The results show that 29.33% of students strongly agree that group activities provide more chances to practice speaking, and41.33% agree with this statement 21.33% of students have a neutral response,2.67% disagree, and 5.33% strongly disagree The average score is 3.87 Thus,70.66% of students show that they can practice English more when working in a group Group work allows them to interact with peers and improve their communication skills by sharing ideas and thoughts This gives them the confidence to express themselves and respond to different viewpoints These activities also help students practice articulating their thoughts and opinions, as well as actively listening to others.
Statement 12 was conducted to analyze the impact of group work on students' speaking skills, and 61.3% of the students agree that collaborative tasks help them improve the accuracy and fluency of their speaking The survey results revealed that 21.3% strongly agreed, 40% agreed, 28% had no opinion, 4% disagreed, and 6.67% strongly disagreed with the statement The mean score is 3.65. Hence, it is possible to say that group work is beneficial for improving the accuracy and fluency of their speaking Working in groups provides students with the opportunity to practice their speaking skills with their peers and receive feedback, which promotes accuracy by enabling them to identify and correct mistakes. Additionally, group work helps students speak more confidently and freely, which can enhance their fluency in the language.
Question 13 of the survey asked students whether participating in group activities made them more responsible and disciplined when completing assigned tasks The results show that 65.33% of students consider group activities beneficial in this regard, with 16% strongly agreeing, 49.33% agreeing, 24% being neutral, 24.3% disagreeing, and 5.33% strongly disagreeing The mean score for this question is 3.65 Therefore, working in a group allows students to take on specific roles and responsibilities, which fosters a sense of accountability for their work. Through collaboration, students also learn to prioritize their tasks and manage their time effectively, ultimately leading to greater discipline and responsibility.
Concerning item 14, a survey was conducted among students to determine if group work helped them negotiate with their peers According to the results, 18.67% of the participants strongly agree, 45.33% agree, 25.33% have no opinion, 4% disagree, and 6.67% strongly disagree The average score was 3.65, indicating that 64% of the students believe group work helps them to negotiate with other group members When working in a group, students are often required to collaborate and make decisions together, which can involve negotiating different
33 viewpoints and perspectives This process helps students express their opinions while considering others' views, leading to the development of negotiation skills like active listening, problem-solving, and compromise.
Statement 15 was conducted in which students were asked about their ability to learn from better students and their friends' mistakes The results show that 70.66% of the respondents agree that teamwork can be a valuable tool for students to learn from each other and strengthen their knowledge This was further broken down into 25.33% strongly agreeing, 45.33% agreeing, 20% having no opinion, 5.33% disagreeing, and 4% strongly disagreeing When working with other students, learners can learn from the experiences and mistakes of their peers By observing how others approach a problem or task, students can also gain valuable insights into different strategies and techniques for learning.
In response to question 16, students were asked whether the assignment takes a shorter time to finish when they work with other members About 21.33% of the respondents reported that they strongly agree, 45.33% agree, 24% have no opinion, 2.67% disagree, and 6.67% strongly agree The mean score is 3.72 That means 66.66% of students consider group work to be a method that can help them complete assignments more efficiently and quickly.
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By looking at the results from the study, the researcher would like to suggest some suggestions on ways to improve the use of group-work activities successfully in English-speaking lessons.
Firstly, for teachers, before the discussion, the teacher should set the purpose of the discussion activity In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things.
In fact, the teacher's guidance is very important in the student's learning process Therefore, teachers should introduce and explain carefully to freshmen how the groups will operate, and how students will be graded, explain the objectives of the group task, and define any relevant concepts Besides, providing students with the skills they need to succeed in groups is also necessary These skills include active and tolerant listening, helping one another in mastering content, giving, and receiving constructive criticism, and managing disagreements Teachers should discuss these skills with their students and reinforce them during class.
During group work, teachers should circulate among the groups, listening, observing, asking questions, and evaluating students’ understanding of concepts and tasks This can give teachers a sense of the group’s progress and steer them back to the task if they have strayed.
In addition, when observing group meetings, teachers also should give quiet students the chance to ask questions to clarify any aspect of the group task or ask students about processes they are using to help plan their activities and manage their group Active attention from teachers as facilitators emphasize to students that the group task is important and can help them make connections between the group task and other parts of the course Finally, if feel that students may not be able to resolve
41 issues on their own, instructors might like to make specific suggestions as to how they can find assistance.
In the end, the instructor should let the class vote at the conclusion to determine which team best presented the point of view This activity fosters critical thinking and quick decision-making, and students may learn how to express and justify themselves in polite ways while disagreeing with others Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.
For English major students, it is necessary to find out for themselves a method of improving their grammar, pronunciation, vocabulary as well as speaking and listening skill so that they no longer feel afraid when speaking English in front of their groupmates and can boldly contribute their views and opinions in the group. This is not easy This process takes time and effort, so students should persevere and never stop learning.
In addition, students should confidently express their viewpoints and ideas, sharing their expertise to determine the most effective approach to resolving an issue This process will help them identify their strengths and weaknesses, leading to self-improvement Furthermore, all team members need to have clearly defined and easily understood responsibilities, fostering a sense of accomplishment and teamwork toward a shared objective Collaborative discussions should be held to assign tasks and resolve any issues that arise, ensuring an equitable distribution of workload and timely completion of tasks.
Moreover, students should support and motivate each other to regain their enthusiasm and work spirit to tackle assignments and research projects.
Unlike working alone, teamwork requires mutual help and respect among all members Therefore, it is crucial to show respect towards all group members and their opinions and to remain calm during disagreements to work effectively in a team Besides, students should be ready to lend a hand and offer assistance to their group members who may be struggling This will foster a strong bond within the group and ultimately lead to more productive outcomes.
1 Summary of the main findings
Study results have demonstrated the results as follows:
The research topic “The effects of group work activities on motivating first- year English language students in speaking lessons at Hanoi Law University” is carried out based on theory and practice of the English learning situation of first- year English major students at Hanoi Law University Based on the findings of the study, it can be concluded that group-work activities as a student-centered approach have both positive and negative impacts on motivation among the students. However, according to the survey questionnaire, the positive effects of group activities on student motivation are still more significant than the negative ones since the cumulative mean of all positive statements (3.72) is higher than the cumulative mean of all negative statements (3.42) Specifically, group work can create a supportive, and enjoyable atmosphere for learning It provided students with a safe environment where they felt comfortable expressing their thoughts or opinions As a result, the classroom environment became livelier and more laid- back, which increased student participation and interaction Working in groups may also help students feel more comfortable speaking English Low-level students appeared eager to participate in group activities because they were able to practice speaking with their friends without worrying about making mistakes or feeling under pressure to be heard by friends and the instructor Collaborative activities also inspire students to study hard and acquire knowledge easily and naturally. Therefore, teachers who teach English speaking skills need to be aware of the benefits and importance of collaborative activities and practice this method regularly and effectively Finally, and based on the evidence provided by this research, it seems quite reasonable to state that group work activities have a positive influence on students' motivation Although, there is no ‘perfect methodology’, group work is an instructional method that is effective in enhancing the acquisition of English-speaking skills and improving students’ motivation.
2 The limitation of the study.
Although enthusiastically instructed and supported by the supervisor, family, and friends, this study still has some limitations that may affect the results This is the first time the researcher has conducted such a real study as well as the limited time and knowledge so mistakes in the course are unavoidable Firstly, because the participants were just freshmen students, the research could not find out all the effects of group work activities on all the English major students at Hanoi Law University Besides, because some participants did not focus on fulfilling the questionnaire, it wasted a lot of time in analyzing the data Another difficulty, the researcher did not have enough chance to observe the participants because when the author's research time was about to end, the first-year students had just started their speaking lessons Thus, the researcher had to rely on surveying and interviewing the students for a brief period of 2 weeks Finally, the researcher met some problems in finding reference materials because very few studies related to group-work activities Therefore, the results of the research were as unstable as predicted.
This study only examines one tool to support speaking lessons, namely group work, and the effects it brings on student motivation Therefore, future research may investigate other variables such as students' speaking skills, and _ students' performances, Furthermore, this study only focuses on surveying first-year English major students at Hanoi Law University; therefore, in the future, research can be done with other student courses at Hanoi Law University or other schools in Vietnam.
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Dear freshmen at Hanoi Law University!
I am Thanh Tu, I am preparing research for my graduation thesis entitled:
“The effects of group work activities on motivating first-year English language students in Speaking lessons at Hanoi Law University” I would be grateful if you could answer these questions to help me in my research Your answers are very important for the validity of this study I am undertaking.
The survey will take approximately 3-5 minutes to complete, and your participation is entirely voluntary The results of this survey will be used for research purposes only Your answer will be kept strictly confidential, and you will not be identified.
Thank you for your participation and valuable input!
Directions: Please put a tick mark (v) on each item that is applicable to you.
2 How often do you participate in group work activities during English speaking lessons?
3 Do you think group work is necessary for speaking class? xlix
4 Working in a group of how many members make you feel most comfortable?
II To what extent can group work effect on students’ motivation in speaking lessons?