Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Improving speaking skills for 8th grade students through collaborative learning: an action research project at a secondary school in Hai Phong

DECLARATION OF AUTHORSHIPI certify that the minor thesis entitled “Improving speaking skills for Sth grade students through collaborative learning: An action research project at a second

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

MA MINOR THESIS

Field: English Teaching Methodology

Code: 8140231.01

Ha Noi — 2024

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

MA MINOR THESIS

Field: English Teaching Methodology

Code: 8140231.01

Ha Noi — 2024

DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Improving speaking skills for Sth grade students through collaborative learning: An action research project at a secondary school in Hai Phong” is the result of my own work

and has not been submitted in any form for another degree or diploma at any

universities or other institutions I am fully aware that should this declaration

be found to be dishonest, disciplinary action and penalties in accordance with

University policies and rules can be imposed

Ha Noi, 2024The researcher

Approved by

SUPERVISOR

(Signature and full name)

Dr Tran Thi Ngoc Lién

Date: cc

I would like to acknowledge my truthful gratitude to my supervisor, Dr.

Tran Thi Ngoc Lien for her thorough reading, critical comments, invaluable

guidance and precious corrections of the thesis It was her acute guidance that has supported me to find the right way to complete this study.

I also would like to express my sincere thanks to my colleagues at the school and my students who have been willing to answer my questions.

I appreciate the assistance and cooperation of the students in classes

from the eighth grade at the chosen school

My special words of thanks are sent to my family, especially my husband who has given me constant encouragement and support throughout

my research work

Hanoi, 2024

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This research sought to investigate the effects of implementing

collaborative activities on enhancing the speaking abilities of eighth-grade students enrolled in a secondary school in Hai Phong Moreover, it aimed to uncover the attitudes of these students towards the utilization of collaborative

activities (CA) The study's participant pool consisted of 30 students, who

were involved in the collaborative learning process To gauge students’ perceptions of the effectiveness of the collaborative learning (CL) approach,

the research employed a combination of pre-tests, post-tests, and a Likertscale questionnaire The findings of this investigation underscored the

positive impact of the collaborative learning method on eighth-grade students'

speaking skill development The results indicated a statistically significantdisparity (p < 0.05) between the pre-test and post-test scores, with the latterdemonstrating a notable improvement, thus affirming the efficacy of thecollaborative learning method Additionally, the study revealed that eighth-grade students displayed a favorable and supportive attitude towards theincorporation of collaborative activities as a means to enhance their speakingproficiency

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LIST OF TABLES AND FIGURES 1 ceceeecseceseceeeeseeneesseeeeseeseeeaeens Vii

1.1 Rationale for the r€S€arCH - - 6 <1 1E 9 19 11v ng nh ng 1 1.2 Aim and objectives of the Study eeccesseesseeeseceseeeseeeeseceseeeseeseaeeeaeeeaes 2 1.3 Research Questions 8 2

1.4 Scope of the 2 3

1.5 Method of the Study c1 11v kc 4

1.6 Significance of the Study 11 51.7 Organization noi vi 7n 6

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Sai Unnco#PỆẬỌậaaỒOỒỒ 263.2.1 Action T€S€arCH << +11 9911191 in 27

3.2.2 Principles of action r€S€aTCÌ - «c1 E119 ESvEEsekrekereeerre 28 3.2.3 Models of action research s1 v19 9v vn ng ng riết 29

3.5 Participant 1 ậẦ 37 3.6 Data collection 1nSfTUIT€TIS - - 5< 111 11 9 91 ng rưết 38

3.6.2 Pre-test and Post- f€SK - «cv nnrưệt 40 E609) (0:1 e 45

3.7 Data collection 0v a 473.8 Data analysis Methods 0.0 ee eee eeseesseeeseeesseceeeeeeescecsseeeeeeseeeseeesseeeaeees 49

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CHAPTER 4: FINDINGS AND DISCUSSIƠN csccscce+ 52AL Finding 52

4.1.2 Data analysis of questionnaire for the students -‹ -««+-+ 58

4.2 IDISCUSSIOTI Gv 63

4.2.1 The improvement of the students’ speaking competence through

COlIabOTafIV€ ACTIVILICS oo eee eeeceeseesseceteeeseeetsectseceeeescecsaeeeeeesnessaeeeeeenneeeaees 634.2.2 The attitudes of 8th grade students at a secondary school in Hai Phongtowards collaborative activities in English-speaking lessons 654.3 SUMMALY - Ác TH TH TH TH HH TH Hư 68

CHAPTER 5: CONCLUSION - 2 c n SH re, 70

5.1 ReCapItulafIOT: - - c1 ng HH ng 70

h A00: 00)00)0 000i c7 71

5.5 Suggestions for further S{UCÏI©S - c1 E1 9E ESkrekrrrkerre 75

REFERENCES 1.00 ố 4 773500907 IAPPENDIX 1: SAMPLES DESCRIPTION OF A PROJEC T I

Part A: Personal InformafÏ0I - 5 (G11 ng ngư VỊ Part B Talking about the given topic - 5S 3S sseeereeeerersee VI

Part A: Personal InformafÏonn - 5 <1 si, VI Part B Talking about the given topic - - 552cc sSss+sereeersses VI Describe a natural disaster that affected your COUnTV -««+s« VI

APPENDIX 4: TABLUES - Gà HH HH TH TH ng nh XI

APPENDIX 6: TEACHING DIARIES ce cececeeseeeeseeeeeeeeeeeeeeeeeeeeeeeeeeaeens XV

vi

LIST OF TABLES AND FIGURES

Table 1 10 Units in Tieng Anh 9 textboOKS - - 55555 +<**+s++eexsserss 37

Table 2: IETLS speaking CTIT€TI4 - - <5 53325 13231 E +2 EESeeererreerrreererree 42

Table 3: Speaking assessment criteria in the Project - 5 «+55 «£++s<+++ 43 Table 4: The results of pre-test and post —test of the first cycle (cycle 1) 54

Table 5: The significant difference of the pretest and posttest mean scores ofthe first cycle (Cycle Ì) - 2G G1 119101111 901 vn ng cưy 54

Table 6: The results of pre-test and post —test of the second cycle (cycle 2) 57

Table 7: The Significant difference of the pretest and posttest mean scores ofthe second 0a/4I10(a/9Is20 10175 57

Table 8: Grade 8 Students’ opinion on learning English speaking through collaborative activities in number and percenfage€ - - - «++-««++s<+++ 58

Figure 2: The 4-Stage Action Research Cycle by Burns (2010) 30

Figure 3: The pre-test and post-test mean scores in cycle Ì 52

Figure 4: The pre-test and post-test mean scores of four criteria in cycle 1 53

Figure 5: The pre-test and post-test mean scores in cycle 2 55 Figure 6: The pre-test and post-test mean scores of four criteria in cycle 2 56 Figure 7: The percentage of students who shared their positive attitudes on

learning English speaking with collaborative activities (Agree & strongly

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LIST OF ABBREVIATIONS

CA Collaborative activities CL Collaborative learning

EFL English as a Foreign Language CLL Collaborative language learning

Vili

CHAPTER 1: INTRODUCTION

This section provides a comprehensive overview of the study, covering the rationale for conducting the research, the research aims and objectives, the research questions, the scope of the study, its significance, the research methods used, and the organization of the thesis.

1.1 Rationale for the research

Since English is now seen as a medium of worldwide communication in the age of globalization, there is a growing demand for English language instruction both globally and in Vietnam Speaking is one of the four primary abilities that matters while teaching English (Bygate, 1987) But for a lot of EFL students, this is the hardest skill to master (Canh, 2003).

Students can improve their academic language competency andfoundational interpersonal communication skills by cooperating in speakingclasses (Johnson, D 1987 and Kagan, S 1994) However, based on the

researcher's experience teaching and observing classes, there are a few issues

with learning to speak English, including students' disinterest in engaging in classactivities, disparities in their participation in group speaking, the overabundanceof Vietnamese usage in English discussions, students' attitudes toward tedious orrepetitive assignments, their lack of cooperative skills, etc As a result, it isextremely difficult for a young instructor like the author of this research to plan

and direct speaking classes for eighth graders in an efficient manner

For these reasons, I attempted to include collaborative activities into my

own EFL speaking courses as the researcher, with the goal of improving thelearning environment for students and giving them more opportunity to

participate in speaking sessions Collaborative activities, according to Johnson & Johnson (1989), enhance students’ attitudes by fostering a positive attitude toward

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the learning process through individual relevance and choice One of the main

advantages of CA is that it raises students’ self-esteem, which encourages them to

engage in the educational process It is still exceedingly difficult, nevertheless, forboth educators and learners It is crucial for teachers to create this kind of climate

in the classroom so that students who are strong team players will be more likely to support and encourage the weaker members of the group Additionally, there are excellent possibilities for less proficient individuals to contribute to group

discussions with greater assurance, zeal, and inventiveness

Accordingly, the author of this study takes it into consideration and conduct an action research titled "Improving speaking skills for 8th grade students through collaborative learning: An action research project at a

secondary school in Hai Phong".

1.2 Aim and objectives of the studyThe thesis is aimed at improving English speaking skills for 8th grade students at

a secondary school in Hai Phong Two objectives are hereby set forth for thefulfilment of the above-mentioned aim These objectives are:

() To investigate the improvement of the students’ speaking competence through

collaborative learning.(ii) To investigate the attitudes of 8th grade students at a secondary school in HaiPhong when learning speaking with collaborative learning

1.3 Research questions

To make it easier to understand, the objectives can be reformulated as thefollowing two research questions:

1) To what extent has colaborative learning improved English-speaking skills

for 8th grade students at a secondary school in Hai Phong?2) What is the attitude of grade 8th students toward the application ofcollaborative learning in English speaking lessons at this school?

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1.4 Scope of the study

The thesis investigates the effectiveness of the collaborative learning

method in improving speaking skills of 8th grade students at a secondary schoolin Hai Phong Hence, it meticulously explores the multifaceted dimensions of the

collaborative learning method and its impact on enhancing speaking skills among 8th grade students The comprehensive scope of this research encapsulates the following key factors:

Participants: The study focuses on a specific group of participants “8th grade students” The participants, drawn from a secondary school in Hai Phong, represent a critical cohort in the early stages of language acquisition, offering

valuable insights into the efficacy of the proposed method

Location: The secondary school the research chose is increasingly focusing

on enhancing its strengths in foreign language instruction, aiming to train a newgeneration of global citizens to confidently advance towards integrating intointernational education The unique cultural context and educational landscape of

the school contribute a distinctive layer to the study, influencing the dynamics of language learning and shaping the outcomes of the collaborative learning method.

Programs: The research investigates the specific language learningprograms implemented within a secondary school This includes an in-depth

examination of the curriculum, teaching methodologies, and any additional

support structures designed to facilitate speaking skills through the collaborativelearning method

Temporal Considerations: The study was carried out over a period of

approximately two months, allowing for a comprehensive examination of the

research questions and objectives The timeframe chosen for the study provides anuanced understanding of how the collaborative learning method influenceslanguage development within the given period

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The collaborative learning activities applied in the research process include: Cooperative project, role-play, pair work and group work By focusing

on this specific school setting and incorporating these above factors into thescope of the study, the research provides insights into the context of speaking

teaching as well as evaluating the effectiveness of collaborative learning activities

in speaking teaching

1.5 Method of the study

The primary research methods used in this study included mixed method,

action research, pre-tests, post-tests, questionnaires and teaching diaries These data collection tools were strategically chosen to serve the study's objectives and

address the research questions The researcher uses a combination of quantitative

and qualitative research methods, known as mixed methods research This approach can provide a more comprehensive understanding of the research topic

by combining the strengths of both quantitative and qualitative methods Actionresearch was a key component of the methodology, providing a framework for

the implementation of collaborative learning and data collection The action research process involved a pre-test assessment, followed by the introduction of

collaborative learning, and concluded with a post-test assessment This approachallowed for a comparative analysis of students' speaking skills before and after

the collaborative learning intervention And the Burns (2010) model emerged as

the most suitable choice for this study

Pre-tests and post-tests were administered to the participating 8th gradestudents to quantitatively measure the impact of collaborative learning These

assessments provided valuable data on the students’ speaking skills, allowing for

a statistical comparison of their performance before and after collaborativelearning To gain insights into the attitudes of the students toward collaborativelearning, survey questionnaires were distributed These questionnaires were

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designed using a Likert scale to gather qualitative data on the students'

perceptions, preferences, and experiences related to the method The collected

data from the questionnaires facilitated a comprehensive understanding of thestudents’ perspectives on collaborative learning and its impact on their speaking

skills Finally, in order to take a closer look into the students’ attitudes towards collaborative learning application and how effective collaborative learning activities were, the researcher wrote the teaching diaries after each lesson in

speaking class

By employing these research methods, this study aimed to provide a rounded evaluation of the collaborative learning method and its influence on 8th

well-grade students' speaking skills in a secondary school in Hai Phong

1.6 Significance of the study

The researcher foresees that the findings of this investigation will offer

valuable insights into the realm of teaching English to young learners and yieldbenefits across multiple domains including students, educators, educational

institutions, and fellow researchers Firstly, in terms of students, the study is designed to enhance their proficiency in English speaking, ultimately aiding them

in mastering this crucial skill For educators, the research offers a valuable

resource for implementing collaborative learning strategies, thereby injecting innovation and excitement into the teaching and learning process Moreover, the outcomes of the study can be seamlessly integrated into the cultivation of

students' speaking abilities, serving as insightful input for refining teachingmethodologies Furthermore, for educational institutions, the study presents anopportunity to catalyze teaching and learning innovation, particularly within therealm of English language instruction, potentially leading to enhanced

educational experiences for students Lastly, for researchers in the field, this study serves as a valuable reference point for those interested in delving deeper into the nuances of teaching English speaking, offering a solid foundation upon which

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future research endeavors can be built.1.7 Organization of the thesis

The thesis will be structured into five chapters:

Chapter 1 - Introduction provides an overview of the research, including the

rationale, research aims and objectives, research questions, scope, significance,

methods, and organization of the thesis Chapter 2 - Literature Review presents the theoretical framework and review

previous studies related to the topic

Chapter 3 - Methodology restates the research questions and outline the research approach, procedures, context, participants, data collection instruments, data

collection procedures, and data analysis methods.Chapter 4 - Findings and Discussion describes the findings and discusses in

relation to the research questions and existing research Chapter 5 - Conclusion recapitulates the study, provides concluding remarks,

discusses pedagogical implications, highlights limitations of the study, and offers

suggestions for further research.

CHAPTER 2: LITERA TURE REVIEW

2.1 Speaking skills 2.1.1 Definition

In simple terms, speaking refers to the process of interaction between twoor more individuals with the aim of achieving mutual understanding There have

been several definitions of this term by various authors.

Speaking is the productive skill in the oral mode According to Chastain (1998: 330), speaking is a productive skill that involves many components, such

as grammar, strategy, sociolinguistics and discourse

Nunan (2003) describes speaking as "the productive oral skill" created by a language learner through speech Speaking consists of employing linguistic

structured statements to convey meaning According to Bailey (2005), speaking isa verbal and productive talent that involves the methodical production of spoken

utterances Nonetheless, Burns and Joyce (1997), as well as Brown (1994), argue that speech may be seen as an interactive process of meaning construction related

with information production, reception, and processing

Florez (1999) defines speaking as an interactive process of generating

meaning that includes producing, receiving, and processing information It is

frequently spontaneous, open-ended, and dynamic According to Chaney andBurk (1998), speaking is the process of creating and communicating meaning viathe use of verbal and nonverbal symbols in a variety of circumstances In onestudy, Brown and Yule (1983) claims that speaking have two main types ofconversation namely dialogue and monologue In monologue, speaker givesuninterrupted oral presentation while in dialogue, speaker interacts with one or

more other speakers for transactional and international purposes.

Another term for "speaking" is spoken communication or oral

communication It is more immediate and natural, so speaking is in need of the

parties’ simultaneous presence and attentiveness (Rai, 2010)

It is concluded that speaking is a verbal skill and a process of oral

communication A speaker begins to produce oral utterances, which are received by hearers, and then are processed so that the hearer can understand what the

speaker is saying.

2.1.2 Characteristics of a successful speaking activity

According to Ur (1996:120), a successful speaking activity requires four typical characteristics: learners talk a lot; participation is even; motivation is high;

and language is of an acceptable level These characteristics are closely related to

the theme of this study in hope that learners involve much more, more actively and enthusiastically in speaking lessons First and foremost, they need a

motivation to be eager and encouraged to speak, for example, they havesomething new to share, want to contribute to the task achievement or just they

are fond of the topic Then, when taking part in speaking practice, learners, on the one hand, should try their best to talk as much as possible in an available period

of time; on the other hand, opportunities to raise their voices should be fairlyequal to every learner Besides, learners can express themselves in relevant and

comprehensible ways with acceptable accuracy.

However, if students cannot communicate in reality, they will not besupposed to be successful Thus, Pattison (1992:7-8) lays great stress on fourconditions to develop speaking successful Thus, Pattison (1992:7-8) lays great

stress on four conditions to develop speaking ability as follows:

First, learners choose what they want to say by giving them a list ofdifferent situations or topics (with one or some grammar points for elementary

level) Second, type of drills in which learners respond mechanically without

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thinking about what they are saying is left out Third, teachers should pay more

attention to fluency than accuracy and do not interrupt to correct mistakes or

errors Finally, pair or group work is employed

2.1.3 Factors affecting students’ speaking performance.

Under various situations, students engage in a speaking activity According to Nation and Newton (2009), it is claimed that speaking performance might be influenced by several performance situations Nation and Newton (2009) propose four distinct performance circumstances, including the limitations of time,

planning, the level of performance, and the quantity of assistance

Performance conditionsStudents participate in a speaking activity that takes place in a variety of

settings As stated by Nation and Newton (2009), the circumstances of a performance can have an effect on a speaker's performance There are four

distinct categories of performance circumstances These categories are timelimitations, planning, the expected level of performance, and the quantity of

support.

Affective factorsAs per Oxford (1990), the emotive side of the learner is probably one of themost crucial factors that determining whether or not a language is successfully

learned As stated by Krashen (1982), a number of different emotional factors

have been confirmed to be associated to success in the acquisition of a secondlanguage in research carried out over the course of the previous decade;nonetheless, the majority of those studies addressed the following three

categories: motivation, self-confidence, and anxiety.

Listening abilityAccording to Doff (1998), the development of listening skills is aprerequisite for the development of speaking abilities In order for a discussion to

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be effective, it is imperative that students possess a comprehensive understandingof the information conveyed to them Shumin (1997) echoes the concepts put outby Doff (1998) by asserting that in interpersonal communication, the listenerengages in attending behavior as a response to the speaker's verbal expression.

This attending behavior is facilitated by the process of active listening Indeed, it may be argued that any individual engaged in communication assumes the dual function of both a listener and a speaker Consequently, an individual's ability to comprehend the spoken content is a prerequisite for providing a meaningful response The act of speaking is intricately interconnected with the act of

Feedback during speaking activities

The majority of students want and anticipate receiving performance

evaluations from their lecturers However, not all spoken productions should betreated the same manner According to Harmer (1991), teachers' decisions on how

to respond to a student's performance will be influenced by the lesson's stages,

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activities, types of mistakes made, and the individual student who made those

mistakes Professors correcting students anytime there is a problem will interrupt

both the purpose of the speaking exercise and the conversational flow (Harmer,1991) Students who get continuous corrections may become discouraged and

develop a phobia of speaking out They urge that instructors provide positive comments and encouragement to their pupils while addressing their mistakes

(Baker & Westrup, 2003)

2.2 Collaborative learning 2.2.1 Definition

Currently collaborative learning or collaborative learning (CL) has been

used widely all over the world There are also various ways to define CL, so in

order to understand it clearly, it is suggested that some explicit definitions be presented.

In Longman Dictionary of Language Teaching and Applied Linguistics(Richards and Platt, 1997:23), collaborative learning or collaborative learning is

defined as "an approach to teaching and learning in which classroom are organized so that students work together in small cooperative teams" The above

definition just mentions the structure of the approach Besides, the phrase"collaborative" is repeated, so it seems not to explicit the definition clearly verymuch The following definition may be the most recognizable one as it is cited ina deal of other research: "Collaborative learning is the instructional use of smallgroups so that students work together to maximize their own and each other'slearning" (Johnson & Smith, 1991:88) It indicates the two key features: structure

and objective of such learning approach.

Moreover, Kagan (1990, cited in Panitz, 1996) has an excellent definitionof CL by looking at general structures that can be applied to any situations:

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"The structural approach to collaborative learning is based on the creation,

analysis and systematic application of structures, or content-free ways of

organizing social interaction in the classroom Structures usually involve a seriesof steps, with proscribed behavior at each step An important cornerstone of the

approach is the distinction between "structures" and "activities".

"To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt Such activities almost always have a specific content- bound objective and thus cannot be used to deliver a range of academic content Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan."

This means teachers designs a series of cooperative activities that have "a

specific content bound for students to finish together In conclusion, definitions vary in words, but they all direct to group environment in which each member of

a team is accountable for learning what is taught and helping teammates learn,this creating an atmosphere of achievement

Besides, collaborative learning (CL) can be defined as a leaner-centered

instructional process in which small, intentionally selected groups of three to fivestudents work interdependently on a well- defined learning task Studentsthemselves have individual accountabilities for their own performance, at the

same time the instructor serves as a facilitator or consultant in the group learning

process (Cusco, 1992:9) As stated by this researcher, collaborative learning canbe defined operationally in terms of six procedural elements

Canh (2003) shows that collaborative or collaborative learning is closely

connected with a variety of concepts and techniques with the aim at fostering the

interaction between learners The theory and practice of collaborative learningoperate on the basis of the principle that learners not only learn form the teachers

but also from each other He stresses that teacher's role is to create sufficient

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classroom opportunities to organize such learning In this way, learning is

considered as social interaction.

° Collaborative learning versus competitive learning

In competitive learning, in order to succeed, other learners must fail,

meanwhile in CL, learners must work together to succeed and personal success

only springs from group success It is the reason why CL is used more in teaching

and learning English, and when it is applied correctly, it will improve information

acquisition and retention, higher level thinking skills, interpersonal and communication skills, and self- confidence Johnson, Johnson, and Smith, 1998) Many people may argue that competition rather than cooperation motivate students to work harder to do the best job, but Good and Brophy (1987:81) do the

research on collaborative as opposed to competitive learning and then suggests:[ ] although the effects of collaborative learning on achievement appear to bebasically motivation, the key is not motivation to win competitions against other

teams but motivation to assist one's team as a whole will do well" In fact, only a

small number of students in a class think they can get the highest score, ifteachers consider competition is motivation of working harder and achieving

success, many other students in the class will think they have no chance in the

world Therefore, in stead of competing, cooperating and supporting each other

sounds to be a better way

2.2.2 Key factors of successful CL

Collaboration happens in everyday life, in most of daily situation such asdoing business, making social events, doing research, etc; however, in learning,particularly in language learning, collaboration is still not really an usual activityCollaborative learning is possible but challenging, so to get it successful is not

easy This process requires some key factors.

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In a previous review of collaborative learning, Slavin (1983:27) found two

components necessary for collaborative learning to be effective in producing

achievement gains: group rewards and individual accountability

In Le’s view (2003), there are two key issues which need addressing to

make collaborative learning successful in second and foreign language teaching They are collaborative skills and cooperative atmosphere The former must be taught explicitly as it is the language skills which are essential for learners' academic careers and their future lives as well The latter is vital to get all

learners involved in a "community of practice”

There are five factors necessary for successful collaborative learning

(Johnson, 1989 and Brandt, 1987)

The very first factor is "positive interdependence" It is a sense of working together for mutual benefits with a common goal and caring about each other's

learning The work in collaborative team should be structured for all members tohave the feeling of belonging to each other by establishing a mutual goal, sharing

the same resources or joining rewards Learners care about the team and the other's success as well as their own Thus, all team members are on the same boat

and "sinking or swimming together" is an essential consideration to each memberObviously, collaborative learning is closely related to learner autonomy since

they can be more independent of the teacher when participating in collaborative

learning with peers in second or foreign language acquisition However, it doesnot mean that learners can always depend on their teammates That is why weneed to stress the aspect "positive" Because of common goals, the team members

have to "share", without one member, hardly can the goals be achieved with full

capacity Meanwhile, each should be aware of "personal independence"

Moreover, "individual accountability and personal responsibility" is

another key factor to promote successful collaborative learning That means every

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team member should have a sense of "joint responsibility" to build a functioning cooperative group Everyone in the team is responsible for his or her own work as well as the teammates’, and the team leader always feels in charge

well-of the entire group When it is necessary, supporting each other is always a good

team activity for a better team result For example, sometimes, with tough tasks, they can translate the target language into their mother tongue to make sure all members have a clear view of what they are supposed to do; or one may explain

difficult ideas to the teammates in simple words so that all are able to understand

thoroughly the task Therefore, equally active contribution of all group members to the group is a key to success The concept "individual accountability always

goes with "joint responsibility", which suggests no "hitchhiking or freeloading for

anyone In fact, this matter is of great concern with the focus of enhancing students’ participation in speaking lessons.

Another factor making collaborative learning successful is “abundant verbal, face-to-face promotive interaction” It gives students opportunities to explain, argue, describe in a more detailed way and link what they have already known or learned in previous lessons to the current or new material.

Furthermore, effective collaborative learning cannot be mentioned withoutinterpersonal and small group social skills or so-called collaborative skills (Canh

2003) When learners participate in collaborative activities in pairs or group, it is

very helpful for them to be armed with such social skills as appropriatecommunication, leadership, interpersonal skills, trust and conflict resolutionskills, etc These skills are of great importance for well- functioning collaborative

teams since they bring the learners required and necessary ability to deal with all

problems that may happen during the lessons As Goodwin (2003) says:"Collaborative learning strategies can be successful with students of all ages,

learning styles, and ethnic backgrounds However, students who have never been

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taught the prerequisite social skills cannot be expected to work together effectively".

The final factor is "team reflection" or "group processing" Periodically, the

teams assess what they gain from the lessons and their peers, how well they are doing collaborative activities together and the suggestions for the next time

learning team This is one kind of reports delivered to each student for comments

after each lesson Thus, the entire group or each individual can recognize their own strengths or weaknesses and make them better off next time.

Here is the relationship between some factors given by Rebecca (2009)

ADJUSTMENT.

Figure 1: Collaborative learning outcomes In short, these five elements are crucial for students to make collaborative learning in groups successful Students need to utilize and combine many skills to

achieve good results We can see that it is not a simple and easy way and requires many factors from both learners and instructors The roles of learner and teacher will be discussed in the ext part "Collaborative Language Learning".

2.2.3 Collaborative activities (CA)

Collaborative activities are the activities in which teacher use structures

and techniques to guide learners to work together in small group effectively to

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reach the shared goal These activities encompass a diverse range of approaches

and methodologies These are some examples often used in CLL in the study,

basing on Kagan's book (1994) and Longman Dictionary of Language Teachingand Applied Linguistic (1997)

a Jigsaw: One notable collaborative activity is the "Jigsaw" method, a structured approach where students work together in small groups, each responsible for mastering a specific piece of information or skill Through collaboration and peer teaching, students not only deepen their understanding of the material but also develop essential communication and teamwork skills.

b Numbered Heads Together: is another effective collaborative strategy

that encourages students to work collaboratively in teams to solve problems or

answer questions By leveraging the collective knowledge and expertise of their peers, students engage in meaningful discussions, exchange ideas, and

collectively arrive at solutions, thereby enhancing their critical thinking andproblem-solving abilities

c Peer tutoring: is yet another valuable collaborative activity wherein students take on the roles of both learner and teacher, providing assistance and

support to their peers This reciprocal learning process not only reinforces theirown understanding of the material but also cultivates a supportive learning

community where students feel empowered to seek help and offer guidance to

one another

d Cooperative projects: such as group presentations or researchassignments, provide students with opportunities to collaborate on more extensive

and interdisciplinary tasks, fostering deeper learning and collaboration Through

collaborative planning, research, and execution, students develop essential skillssuch as communication, leadership, and time management, all while working

towards a common goal.

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e Cooperative Interaction: is when students work together as a team to

complete a learning unit, including: pair work, group work and role-play.

° Pair Work:

Adrian Doff (1988:137) describes a classroom arrangement where the entire class is divided into pairs by the teacher Each student collaborates with

their partner simultaneously, with all pairs working together at the same time, a

method sometimes referred to as simultaneous pair work This differs from public or open pair work, where pairs of students take turns speaking in front of the class Specifically, pair work involves two students collaborating together concurrently.

There are two primary types of pair work as outlined by Byrne (1983):

fixed pairs and flexible pairs In fixed pairs, students consistently work with the

same partner to practice the target language Conversely, in flexible pairs,students continually change partners as they prefer While this approach mayenhance the activity's appeal, it can also lead to increased classroom noise

Pair work is beneficial for students as it provides opportunities to practice

the target language and enhances student speaking time in class

° Group Work

Various scholars have offered interpretations of group work Adrian Doff

(1988:7) defines group work as a process where students are divided into groups,

typically consisting of four or five members, who collaborate simultaneously.Brumfit (1984:26) describes group work as involving individuals who interactpsychologically, are aware of each other's presence, and perceive themselves as

part of a collective entity Shaw (1971) and Mill (1967) define a small group as a cohesive unit of two or more individuals who come together for a specific

purpose and consider their interactions meaningful Essentially, a group is viewed

as a task-oriented entity where members share a clear understanding of the

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activity's purpose and objectives Typically comprising four or five students, each

group is overseen by a group leader who acts as both an organizer and a

facilitator of learning The effectiveness of group work is influenced by variousfactors such as group size, the nature of the activity, lesson type, and classroom

furniture arrangement Shaw also suggests that within groups, students can engage in various activities including collaborative storytelling, role-playing, presentation preparation, discussions, and decision-making processes Group

work fosters collaborative learning environments where students share goals andresponsibilities, allowing for greater autonomy in learning decisions without

constant teacher oversight This approach encourages negotiation, active

listening, and consideration of diverse opinions and perspectives Students

typically participate more equitably in group settings and feel empowered to

experiment and utilize the target language more freely.

L/

2.2.4 Benefits of CL

Collaborative learning has been a subject of interest to researchers for the

past several decades, and many research findings indicate that collaborative

learning is an effective tool for improving academic achievement (Marayama,Johnson, Nelson, & Skon, 1981: Slavin, 1984; Wason, 1991

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Well-developed instructions strategies such as offer many potential

benefits to learners Ted Panitz (1996) lists over 50 related benefits In the

Palmer, G., Peters, R., & Streetman, R (2008), the authors summarize thesebenefits into four main categories: social, psychological, academic, and

assessment Additionally, schools utilizing this strategy report an increase in student attendance because students feel that they are a valuable and necessary part of their groups (McBrien & Brandt, 1997).

Dr Theodore Panitz (1999) questions whether CL can be a positive

motivator for a diverse student population or not and attempts find the answer to that question, First, according to this author, CL can improve learners' attitudes

by creating a favorable disposition towards the learning experience through

personal relevance and choice A primary benefit of CL is that it enhances students’ self-esteem that in turn motivates students to participate in the learning

process (Johnson & Johnson, 19891, Cooperative efforts among students result ina higher degree of accomplishment by all participants (Slavin, 1987) Students

help each other and in doing so build a supportive community which raises the

performance level of each member (Kagan, 1986) Besides, another obvious effecton learners is developing students’ social interaction skills By asking groupmembers to identify what behaviors help them work together and by asking

individuals to reflect on their contribution to the group's success or failure,

students are made aware of the need for healthy, positive, helping interactions(Panitz, 1996; Cohen, 1991) Furthermore, CL can help learners’ engendercompetence It creates an understanding that learners are effective in learning

something they value For instance, CL develops higher level thinking skills

(Webb, 1982) Last but not least, students can enhance meaning much throughchallenging, thoughtful learning experiences including learner's values and

perspectives and contribute to an equitable society.

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CLL can help to increase students' learning as mentioned in Longman

Dictionary of Language Teaching and Applied Linguistic (1997):

° It is less threatening for many students

° It increases the amount of student participation in the classroom.

° It decreases the need for competitiveness.° It reduces the teacher's domination in the classroom.In brief, Roger Johnson in an interview with Panitz B (1997) drew threebasic "baskets" of benefits in collaborative learning from more than 700 research

studies back to the late 1800s First, effort-to-achieve basket shows that

collaborative learning can increases learners' achievement The second basket isinterpersonal relationships in which learners care about each other more and theyare interested in each other's success and wellbeing and most of them feel more

accepted The last area is psychological health Students have higher self-esteem,

greater social confidence; their social skills are higher, and their abilities to relateto other people and work in teams are considerably higher

In summary, collaborative activities serve as powerful catalysts for studentengagement, active learning, and speaking skill development By embracingcollaborative learning approaches, educators can create dynamic and inclusivelearning environments that empower students to become effectivecommunicators, critical thinkers, and lifelong learners The author of this study

has applied CL, particularly CA (Cooperative projects and cooperative

interaction) in speaking lessons The details of the application are presented and

discussed in the next chapters.

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2.3 Review of the previous studies

Collaborative activities have garnered significant attention and

investigation from numerous researchers within the realm of English languageeducation Over the past two decades, there has been a substantial body of

research and theoretical frameworks examining learner interaction both globally and specifically within the context of Vietnam.

Collaborative learning, as per Good and Brophy (2000), increases students management abilities by emphasizing student accountability for one another Each student has a task in the group, and group work cannot be accomplished unless each task is completed and coordinated with others Several collaborative

learning tasks, such as arranging resources, keeping the group on task, keepingtrack of time, and following orders, appear to be elements that assist studentsenhance their management skills (Baloche, 1998)

Students build social skills through collaborative learning, as stated byKagan and Kagan (1994) Students grow to understand, respect, and support one

another when collaborative learning is implemented, according to them Collaborative learning also enhances students’ self-esteem, allows them to form

positive interpersonal interactions, and creates positive interdependence, based onprevious studies in the subject (Johnson & Johnson, 1992)

When collaborative learning is well-structured, it provides tremendous

benefits for both students, regardless of the shape it takes in the classroom Whileestablishing a learner-centered environment, collaborative learning aids teachersin classroom management and provides an alternative instructional strategy

(Cangelosi, 2000; Sharan & Sharan, 1994) Collaborative learning appears to improve students’ managerial (Good & Brophy, 2000), social (Johnson &

Johnson, 1992), and academic skills (Wohl & Klein-Wohl, 1994) Collaborative

learning activities, according to Cangelosi (2000), promote student participation

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in lessons, help students build intrinsic drive, resolve student issues, and reduce

disruptive behavior.

Vietnamese studies related to applying collaborative learning in ESLclasses have been conducted Two of the researchers applied collaborativelearning in speaking lessons (Le, 2006; Hoang, 2005) The results yielded in the

studies reveal that the application of collaborative learning can bring about desirable benefits to both learners and teachers and it seems to be a powerful teaching tool which can boost students’ interest, participation, proficiency and responsibilities for their own learning.

Trần, T T N (2022), the author explored the use of collaborative learning

activities in English language teaching at a lower secondary school in Phu Tho

The study adopts a mixed research methods design through the use of structured and focus-groups interviews, and survey questionnaires The findings

semi-indicate that compared with other collaborative activities, using small groupdiscussion and problem-solving activities worked relatively well in the context of

the research.

The latest research by Hoang (2023), quasi-experimental research to

evaluate the effectiveness of collaborative learning method versus collaborativelearning method on English reading and speaking skills of grade 3 students in aprimary school in Hanoi The aim of this study is to explore the impact of using

collaborative learning method versus collaborative learning method on students’

academic achievements in reading and speaking practicing regarding to therelevant topics in the subject of English language To fulfill the objectives, a

quasi-experimental research project was carried out The participants of the study

were 44 primary students enrolled in an English course at a private school inHanoi, Vietnam The data were gathered through survey questionnaires,

interviews, and the analysis of students’ pre-tests and post-tests The results of the

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study indicated that both collaborative learning and collaborative learning method

helped students in enhancing students' speaking skills Besides, most of students

in the two groups showed their preferences with the absence of teachers in classin order that students have their own freedom of communicating with peers and

facilitating activities in class Additionally, the students would like to hold the active role in class for designing learning activities and collaborating to solve the learning tasks A minor number of students, howerver, demonstrated their hesitation to the absence of teachers in class since they still want to have the management of teachers regarding to students’ behaviors.

Generally, collaborative activities in educational environments, enhance

English language speaking learning, fostering proficiency and a positive attitude

for young students Synthesizing these multifaceted studies unveils a critical research gap that forms the nucleus of our investigation While the existing body

of knowledge contributes theoretical foundations and practical insights, it fallsshort in addressing the specific context of Hai Phong and the effectiveness of the

collaborative learning method in developing speaking skills This study investigates issues, evaluates collaborative activities’ efficacy, and examines

students' attitudes toward learning English speaking in Haiphong secondaryschools By conducting this study, it is expected to contribute to the existing

literature by providing localized evidence and practical recommendations 2.4 Concluding remarks

Chapter 2 has served as a foundational exploration of the theoreticalframeworks surrounding speaking and collaborative learning By elucidating the

benefits and key determinants of successful collaborative learning, the author set

the stage for the application of collaborative activities (CA) within the realm ofspeaking lessons This chapter delved into the theoretical underpinnings thatinform the integration of collaborative learning methodologies into language

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instruction, aiming to enhance students’ speaking proficiency through interactive

and collaborative learning experiences The subsequent chapters delve into the

research methodology employed, the practical implementation of collaborativeactivities in speaking lessons, and the subsequent findings and analysis Through

this comprehensive examination, the study endeavors to shed light on the efficacy of collaborative learning in fostering speaking skills and its implications for

language pedagogy

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CHAPTER 3: METHODOLOGY Chapter 3 delves into the research methodology utilized in the investigation.

It elaborates on the detailed procedures, instruments, and methodologiesemployed for gathering and analyzing data This chapter offers a comprehensive

understanding of the approaches adopted to tackle the research inquiries, thereby

enhancing transparency regarding the research design and methodology

3.1 Restatement of research questions

By conducting this research, the researcher aims at finding out whether

collaborative learning could enhance the 8" graders’ speaking skills in the context

of a secondary school or not This overall aim was specified into the following

objectives:

1) To what extent has colaborative learning improved English speaking

skills for 8" grade students at a secondary in Hai Phong? 2) What is the attitude of grade 8" students toward the application of

collaborative learning in English speaking lessons at this school? 3.2 Research design

The study employed an action research design with a mixed-methods approach, including pre-tests, post-tests, questionnaires, and teaching diaries.

This approach is characterized by its dynamic and participatory nature, activelyinvolving participants in the research process A total of 30 participants wereengaged in two iterative cycles of instruction, focusing on enhancing speaking

skills among 8th-grade students through Collaborative Learning (CL)

During the research period, participants received structured instruction

using the collaborative learning approach over a span of 8 weeks This method

aimed to immerse students in the English language and enhance their activespeaking abilities by exposing them to spoken language in authentic contexts

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To assess the effectiveness of the collaborative learning intervention, both pre- and post-tests were conducted to measure participants' speaking skills before

and after exposure to the method Additionally, an attitude scale was utilized togauge students’ perceptions of the collaborative learning approach, providing

valuable insights into their attitudes and feelings towards the teaching method.

The choice of the action research approach stemmed from its participatory nature and suitability for addressing real-world educational challenges This methodology not only facilitated data collection but also actively engaged participants in the research process, offering a comprehensive understanding of the research problem and its practical implications in language education.

Thus, it was essential to delve into the fundamental concepts, guidingprinciples, and various models associated with action research to grasp the

foundations of the chosen research approach and its contribution to achieving the

directly impacted by the issue under investigation Action research promotes

collaboration between researchers and practitioners, fostering a co-creativeprocess of problem-solving This approach serves as a conduit betweentheoretical insights and actionable solutions, characterized by its cyclical nature,

where research, action, and reflection continually inform one another (Stringer,

2014; Kemmis, McTaggart, & Nixon, 2014)

In the context of this study, action research assumes profound significance

as it bridges theoretical foundations with practical application in the quest to

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enhance speaking skills among 8th-grade students at a secondary school in HaiPhong The utilization of action research aligns seamlessly with the study'scentral objectives, as it is a dynamic and participatory research approach that

actively engages teachers, parents, and students in the research process By doing

so, it not only advances our comprehension of speaking skills development but also directly impacts classroom practices and educational strategies The research methodology is grounded in the belief that action research serves as a

transformative tool for the evolution of effective language teaching methods,

thereby directly influencing the educational landscape at the Hai Phong secondary school.

3.2.2 Principles of action research

The methodology of this study was guided by the principles of action research, which served as the foundation, informed its execution, and underscored

the core values driving the research process Collaboration emerged as afoundational principle, highlighting the significance of involving a diverse array

of stakeholders to ensure a multifaceted approach and leverage various forms of expertise in the research Reflection constituted a fundamental element,

encouraging continual evaluation and learning from the insights gleanedthroughout the research endeavor The principle of action encapsulated the

overarching objective of effecting positive and transformative changes grounded

in research findings, fostering advancements, growth, and innovation in practice(McNiff, 2013; Stringer, 2007)

In the context of this study, the principles of action research assumed

paramount importance Collaboration served as the linchpin, mobilizing

educators, students, and parents in a collective endeavor to enhance speakingskills This collaborative ethos permeated beyond mere theory to form the

bedrock of the study's methodology, emphasizing the imperative of engaging all

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stakeholders, whose practical insights would inform actions aimed at enriching intentional speaking practices Reflection was integral, prompting continual

assessment and learning from the research process, directly translating into theiterative refinement of teaching methods and strategies The principle of action

resonated with the study's objectives by propelling the implementation of changes based on research findings to optimize the speaking skills of 8th-grade students.

3.2.3 Models of action research

Within the domain of action research, diverse models have been formulated

to provide guidance to researchers in their quest for practical resolutions to world challenges These models furnish structured frameworks aimed at

real-facilitating the research process and augmenting its efficacy In the context of this

study, a deliberation on several action research models was imperative before discerning the most apt one Among the considered models were those advanced

by Schön (1983), Kemmis and McTaggart (1988), and Carr and Kemmis (1983),each distinguished by its unique merits and attributes

Schöns Reflective Model (1983) presents a framework centered on the cultivation of reflective practice It advocates for practitioners to engage in

critical self-reflection and continual enhancement, rendering it well-suited foreducational environments This model underscores the pivotal role of reflection inproblem-solving and decision-making processes

Kemmis and McTaggarts Action Research Model (1988) is characterizedby its cyclic approach, emphasizing collaboration and collective problem-solving.Particularly valuable in addressing concerns within educational and community

contexts, this model accentuates the importance of involving multiple

stakeholders

Carr and Kemmis' Model of Action Research (1983) introduces the conceptof critical and practical inquiry It underscores the significance of critically

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examining and challenging established practices while concurrently devising

practical solutions Aligned with action research's commitment to addressing

pragmatic issues, this model underscores the importance of critical analysis

After meticulous consideration of these models, the Burns (2010) model

emerged as the most suitable choice for this study Burns' model delineates a clear and structured four-stage process comprising Planning, Action, Observation,

and Reflection, aligning seamlessly with the research objectives and the specific

context of enhancing speaking skills among 8th-grade students at a secondaryschool in Hai Phong The clarity and practicality of this model furnish an

effective framework for addressing the research inquiries and attaining the

the outcomes of the act to implement

OBSERVE ee)

to monitor & evaluate

the action effects

Figure 2: The 4-Stage Action Research Cycle by Burns (2010) 3.2.3.1 Stage 1: Planning

The initial phase of action research, commonly referred to as the Planning stage, serves as a pivotal cornerstone for the success of the research endeavor Here, the researcher meticulously formulates an action plan that serves as the

roadmap guiding the research process This action plan is intricately linked to

addressing the core research question or issue at hand, delineating the specific activities to be undertaken, their timing, and the methodologies to be employed.

In this thesis, the research process adhered to a structured framework

delineated by Burns’ model (2010), which encompasses four fundamental phases:

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