MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS USING GROUP WORK ACTIVITIES TO IMPROVE LEARNERS’ ENGLISH SPEAKING SKILLS AT AN ENGLISH CENTER IN HANOI Sử dụng hoạt
INTRODUCTION
Rationale
Today, our country is in the stage of industrialization and modernization with the aim of comprehensive development in all fields: economic, cultural, and social, in which education is one of the fields Receiving great attention from the Party, State and people In recent years, our country has been carrying out comprehensive reforms in professional living methods, especially English teaching methods in schools and centers to improve quality and efficiency Previously, the main method was one-way transmission, the teacher read and the students copied, so the teaching method did not train creative and proactive thinking for learners However, today, thanks to the development of science and technology and the integration with advanced education systems in the world, we have been applying advanced methods and modern means to the process Teaching aims to promote positivity, self- discipline, initiative, and creative thinking of learners, taking the learner as the center
Among different skills of learning English language, speaking is one of the most important skills to address and improve when learning the English language since it is an effective mode of communication This ability, however, is regarded as one of the most challenging components of language learning Despite the fact that many students in Vietnam have been studying English for years, they still struggle to express themselves in English As a result, how to increase students’ capacity to speak English so that they can converse smoothly is an essential aim in today’s foreign language curriculum
In Vietnam, the use of group activity methods in the process of teaching English, especially for Speaking skills, has been applied in many places However, at the center where I am teaching this method is still very new and has not been applied in the teaching process So, I decided to apply this method to the class I was teaching During the teaching process, I will also focus on the students' attitudes when exposed to new methods.
Aims and objective of the study
The purpose of this project is to help students at an English center in Ha Noi improve their speaking skills In order to achieve the aim, the study is expected to reach the following objectives:
- To demonstrate the effectiveness that the group work activities method brings to students
- To ascertain student’s attitudes on using group- work activities in the classroom while teaching speaking lessons.
Scope of the study
The purpose of this study was to examine the efficacy of using group work activities in speaking courses and the attitudes of the 27 students participating in it at an English center in Hanoi The study did not address other abilities like listening, reading, or writing since it only looked at the usefulness of group work activities in speaking sessions.
Research questions
1 What extent do group work activities affect students’ speaking skills?
2 What are the students’ attitudes towards group work activities in speaking lessons?
Research methods
In order to achieve the aim, action research procedures are used in the study The data will be collected via survey questionnaire, interviews, and tests.
Significance of the study
Theoretically, to implement this method, I have researched and consulted many documents, including books, newspapers, dissertations, and especially consulted with instructors at the school which I am studying The information and definitions that I mention in my thesis are quoted from official, verified documents Therefore, the accuracy and reliability of the thesis have been determined
In terms of practice, this thesis generally helps teachers and lecturers gain more information about new teaching methods, thereby helping in the teaching process and increasing the effectiveness of lectures For students, there will be more excitement in the process of learning English, they will be more confident when speaking, improve team work skills, presentation skills and improve vocabulary c From there, it stimulates students' interest in English The lecture will maximize its effectiveness As for students, they will be more proactive in the learning process, especially speaking skills Besides, it will increase the cohesion between students in class because they often work and interact together Above are some theoretical and practical contributions of the thesis that I made.
Structure of the Study
This study consists of 5 chapters:
Chapter 1: Beginning with the introduction which deals with the rationale and the structure of the study including the aims and objective,
4 scope, research questions, research methods, significance and structure of the study
Chapter 2: Providing the Literature Review, giving information related to Speaking skill and Group work activities
Chapter 3: Pointing out the methodology Data collection instruments, data collection procedure and data analysis procedure are also introduced
Chapter 4: the Findings and Discussion, describing the results and analysis of data in details
Chapter 5: Conclusion – providing the summary of the main issues and some pedagogical implications This chapter also include limitations and some suggestions of further studies
LITERATURE REVIEW
Speaking Skills
In the realm of language education, language skills encompass an individual's linguistic abilities Among these skills, speaking holds a pivotal role as the foundation of communication, particularly in foreign language learning (Ur, 1996) Notably, the concept of speaking has been widely studied, leading to the development of various theories and frameworks by linguists.
In the oral method, speaking is the most useful ability Speaking is a useful talent that encompasses a variety of elements, including grammar, strategy, sociolinguistics, and discourse, according to Chastain (1998)
Speaking is considered a productive oral skill in language learning, involving the generation of meaningful utterances (Nunan, 2003) This skill is characterized by the systematic use of verbal utterances to convey ideas and communicates messages effectively (Bailey, 2005).
(1997) as well as Brown (1994) have a different view that speaking can be understood as an interactive process of meaning construction that is associated with producing, receiving and processing information
According to Kayi (2006), speaking refers to the disparity between language knowledge and instructional methods Linguistic competence is concerned with the structure and content of languages Teaching speaking is not the same as teaching listening, reading, and writing Because it is a
6 genuine conversation and speaking is a productive talent, it must be practised as much as feasible For approximately twelve years, students in Palestine are expected to read English at the elementary, intermediate, and upper secondary levels However, their degree of competence is inadequate They enrol universities for undergraduate programmes with limited English competence Speaking is defined as "the process of creating and sharing meaning in a variety of contexts through the use of verbal and nonverbal symbols" (Chaney, 1998, p 13) Speaking is an interactive process of meaning construction that involves the production, reception, and processing of information (Brown, 1994; Burns & Joyce, 1997) Its shape and meaning are determined by the context, which includes the individuals, their collective experiences, the physical surroundings, and the reasons for speaking (1999, Florez)
We can draw the conclusion that speaking is an oral communication technique and a verbal ability Oral utterances made by a speaker are first heard by listeners, who then process them so they may understand what the speaker is saying
2.1.2 The role of speaking in teaching and learning
Speaking is the most crucial of the four skills—speaking, writing, listening, and reading—according to Ur (1996) Additionally, it is regarded as the initial stage in determining who speaks and does not speak a language The development of communicative competence is said to be the purpose of language instruction, according to Hymes & Rogers (1986) The same view is held by Pattison (1992), who claims that when individuals claim to know or be studying a language, they actually mean that they are able to speak it
Speaking is the most challenging language skill to master due to its complexity It requires mastery of discourse elements such as contractions, vowel reductions, elision, slang, idioms, stress, rhythm, and intonation Additionally, it involves real-time interaction with one or more speakers, posing further challenges in communication.
Speaking is the most difficult form of communication, according to Harmer (2007), since speakers must comprehend not just the message that other speakers are trying to convey but also other factors like intonation, emphasis, and pace Additionally, a variety of facial expressions, hand gestures, and general body language must be used by speakers to effectively convey the information
Speaking is the most crucial of the four talents, to sum up Speaking proficiency is a crucial component of foreign language instruction since it improves students' capacity to communicate as well as learn the language Speaking ability in the language classroom has to be evaluated often and with great care In order to conduct many of their most fundamental transactions, students need also make every effort to talk with confidence
2.1.3 Characteristics of a successful speaking activity
Effective speaking exercises play a crucial role in enhancing students' English proficiency by targeting various aspects of their speech These exercises enable learners to accurately produce English sounds and patterns, apply stress and intonation effectively, and understand the nuances of different social contexts They also help students organize their thoughts logically, express their ideas clearly, and respond swiftly in English By addressing these core components of speaking, such exercises significantly contribute to students' overall communication skills and help them achieve their language learning goals.
Ur (1996) has asserted some characteristics of a successful speaking activity as following:
Learners talk a lot As much as possible of the period of time allotted to the activity in fact occupied by learner talk This may seem obvious, but often most time is taken up with teacher talk or pauses
Participation is even Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed
Motivation is high Learners are eager to speak: because they are interested in the topic and have something new to say about it
Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy (Ur, 1996)
It may be said that a good speaking lesson should provide students as many opportunities to talk as possible, as well as excite them to speak in class and promote their participation Students can improve their speaking skills and use English to communicate in suitable settings as a result
2.1.4 Factors affecting students' performance in speaking activities
Performance encompasses both the process and outcome of a task, reflecting how well it is executed It encompasses oral communication, which serves as a medium for expressing ideas and knowledge This includes the speaker's verbal and nonverbal cues, such as speech patterns, facial expressions, and body language.
The way that children talk might be impacted by several circumstances Speaking performance may be impacted by performance conditions such as time constraints, planning, the quality of performance, and the level of support, according to Nation and Newton (2009)
Subject knowledge, or the speaker's familiarity with pertinent subject material, is another element that might influence speaking performance According to Bachman and Palmer (1996), some test tasks may be simpler for test takers who are familiar with the relevant subject matter and harder for test takers who are not They consequently think that speaking ability is influenced by current information
Group work activities
Collaborative teaching in groups is a positive method, promoting students' dynamism, creativity, communication and cooperation This is a form of teaching organization in which there is control and guidance of the instructor, the class is divided into many small groups linked together in a common activity With the interaction method of members, with collective intelligence, students will perform and complete assigned tasks This learning method is becoming increasingly popular at all levels and majors, especially in foreign language classes
Some educators around the world use different terms such as cooperative, collaborative, or group work activities to refer to this form of teaching Slavin (2011) uses the term cooperative learning to mean "a teaching method in which lecturers organize students to study in small groups, working together to help each other learn." learning content" (p 344) Johnson and Johnson (1990) also use this term to mean "the use of small groups for students to work together to maximize their own learning and that of group members" (p 69) Gokhale (1995) uses the term collaborative learning, considering it "a teaching method in which students at many different levels work together in small groups to achieve a common goal." (p
In Vietnam, author Nguyen Thi Hong Nam (2006) uses the term collaborative learning and believes that collaborative learning is a form of teaching organization in which groups of students (students) work together to solve learning tasks practice given by the teacher, from which lessons can be drawn under the teacher's guidance This form of learning requires the direct
18 and active participation of each student in the learning process and will create an environment of communication and cooperation between students and teachers The role of each student is almost equal
From the above concepts we can see that, although there are different ways of stating and using different terms, in general the above authors emphasize the most basic point of this teaching method: students do not work independently but work together in small groups to carry out a learning task
It is clear that common terms such as cooperative learning, collaborative learning, group work, group discussion, can be understood in a general sense as a form of teaching in which students work in groups to solve learning tasks to develop their own abilities as well as those of group members This perspective shows that cooperation is not simply letting students work in groups, but the important issue is how to let them know how to cooperate and work effectively in group activities
Group teaching involves dividing learners into small groups (4-6 members) with varying abilities Each member is accountable for their learning and supporting their peers' understanding However, the teacher's guidance is crucial for groups to effectively collaborate and achieve their shared learning objectives.
Therefore, teaching in groups requires teachers to have a teaching plan, choose a model and method of group activities that are truly suitable to help learners comprehend and discover new knowledge in the best way
Jigsaw structure by Aronson and Patnoe (1997)
The instructor will divide the class into groups of 4-6 members, each member will be assigned a number (1, 2, 3, 4, etc.) These groups are called cooperative groups Each member is assigned a portion of the lesson content Member number 1 of all groups is assigned to thoroughly study the same portion of content Member number 2, 3, 4, etc The remainder of all groups are assigned other, equal content for the same number Members of the research group individually prepare their content After that, members of groups on the same topic discuss with each other for a specified period of time and become a group of experts on that content Members of the expert group return to their collaborative group and teach their content to the whole group Members present the entire lesson content one by one Instructors organize tests to assess mastery of content knowledge in the entire lesson for each individual (the whole class takes the test)
Slavin's Student Teams Achievement Division Structure (1996; 2000)
In the Student Teams Achievement Division (STAD) structure, individuals work independently on assigned learning content Then discuss in the group to help members thoroughly understand the lesson content given The lecturer organizes the students to take the first test The group discusses the content that they do not understand thoroughly (through the first test) Teachers organize students to take a second test and evaluate individual and group results by the effort index (progress between two tests) of each individual
TGT (Team Game Tournament) structure by Slavin (2000)
In the Team Game Tournament (TGT) structure, group activities are basically the same as 16 as in the STAD structure The difference is that the
20 instructor divides groups according to learning ability in which members of the same number (1, 2, 3, 4, etc.) in groups have similar learning abilities Group members discuss and help each other understand the lesson content The assessment process (2 times) is considered a small competition between members of the same number in each group, members of the same number take the same test The researcher will evaluate the results of group discussion by the difference in scores between two tests (effort index) of each individual The above models show that no matter what structure is chosen, the teacher is still the one who decides the participants in each group and the time the group must complete the task This is a direct interaction between students, discussing together and completing learning tasks together Each individual must be conscious of completing their own tasks Individual success is the collective success of the whole group, and the teacher is also the last person to provide feedback and evaluate the group's activities and learning results Another common point of these models is that students work in groups with the same awareness of students' roles and how to interact with each other to achieve effectiveness Meanwhile, the teacher's task is to participate in guiding, operating and encouraging group members to actively work to achieve specific goals
In contrast to traditional whole-class instruction, group teaching emphasizes distinct task assignments among group members Cooperation and discussion foster active engagement and creativity as students participate directly in solving learning challenges The instructor's role shifts to designing tasks and providing guidance, while students take ownership of their learning experiences.
21 knowledge The teacher is the organizer, director and guide of students to discover and acquire knowledge through each step
2.2.3 Common group work activities in teaching speaking
According to Kayi (2006), there are nine group work activities that can be used to promote students' speaking skills
Role- play is an activity that the class is usually divided into groups These groups are given situations and roles to act out This acting is done for the sake of the language and imaginative activity, not for exhibition
Richards (2005) defines role-playing as an activity in which students are allocated roles and develop a scenario or exchange based on supplied information or cues
According to Harmer (1984), role-playing is beneficial to kids For starters, it makes it easier for pupils to grasp language disciplines such as vocabulary, grammar, pronunciation, and intonation It also provides students with opportunity to practise language not just in class but also outside of class
The concept of information gap is an important part of communication in Communicative Language Teaching This relates to the fact that individuals generally talk in order to obtain information that they do not process This is referred to as an information gap According to Underhill (1987), an information gap is an activity in which one student is given information that a partner is not given A large part of communication is about bridging information gaps: you know things I don't know, and I know things you don't know This is sometimes difficult for pupils to accomplish naturally in class,
22 either because they lack sufficient knowledge or because everyone knows the same facts
Previous research
The subject of using discussion as a teaching method has been discussed through several studies For example: Awang, Mohamed & Sulaiman (2013) studied “Enhancing Arabic Speaking skills among Malaysia students through group work activities” Brooks, D.C., & Solheim, (2014) did research on “New Directions for Teaching and Learning: Active Learning Spaces” Those authors in their books show how effective group work activities to teaching and learning process In the world of language teaching,
29 many articles on language teaching and learning relating to this issue, have been written such as Larry (2011) wrote “Designing effective group- work activities : Lessons for Classroom Teaching and Faculty Development”, Michaelson (2004) “Team-based learning: A transformative use of small groups in college teaching” However, there has never been any research into the activities used in the group work activities with the aim of improving the motivation of students and their speaking proficiency This apparently offers a gap for the author to conduct a study on using group work activities in teaching speaking skill with Vietnamese participants
Studies in Vietnam have investigated group work in ESL speaking instruction These studies have explored various techniques such as role-play, language games, and storytelling Researchers like Lý Thị Hoàng Mến (2013) have demonstrated the benefits of pair and group work for students and teachers Furthermore, Nông Thị Thanh Huyền's (2014) research highlighted the positive impact of group work on student engagement Recognizing the need for context-specific research, the current study aims to investigate the effectiveness of group work activities in English speaking lessons in the author's teaching environment This study builds upon Nông Thị Thanh Huyền's work by exploring the continued effectiveness of group work in this particular context.
Research on group work activities in English language instruction has largely centered on their effectiveness in improving students' speaking skills However, there is a lack of studies examining students' attitudes towards these activities This gap in research presents an opportunity to explore the reality of improving teaching and learning contexts by considering both the efficacy and the student perspective on group work activities.
Summary
The chapter has thus far discussed the pertinent literature review that contributes to the development of the study's theoretical framework The framework the researcher used in this study is based on theories about communicative language teaching methodologies and teaching speaking skills by significant authors like Nunan (1991) and Wood (1981), as well as group work activities in teaching speaking (definition, group work formation, common group work activities in teaching speaking) which were suggested by different authors like Doff, Gunderson, Moore, and Kayi The summary of the relevant studies in the same field was also presented to readers in this chapter
RESEARCH METHODOLOGY
Research setting
In Hanoi, this study was carried out at an English center The center is located in Thanh Xuan district, Hanoi with about 650 students aged from grade 1 to grade 9 The number of teachers at the center is about 150 The center teaches according to the Cambridge curriculum, in addition to combining communication, grammar and Ielts test preparation programs The curriculum used is the center’s self-compiled curriculum “General English” with levels 1,2,3,4,5 according to each student’s level The textbook, General English 3, is being studied by all of the students who participating in this survey The textbook’s goal is to provide students with broad English knowledge while also strengthening their communication abilities, particularly speaking skills The textbook takes a topic-by-topic approach Working day, Appearance, Job, Telephoning, Arrangement, Travel, City and Country, Life Experiences, and The Future are among the nine subjects covered The textbook’s goal is to improve communication skills.
Participants
The participants were 27 students at the English center in Hanoi Students will take tests, including pre-test and post-test at KET A2 level The above students will participate in the survey questions At the end of the course, I will choose 5 students to take an interview about the results after applying the above method
Data collection instruments
The researcher employed tests as an objective tool in the investigation
In order to examine the efficacy of implementing group work activities, the students' post-test scores were compared to their pre-test scores at the same level
A pre-test was administered to see whether all of the participants had equal speaking levels The post-test was used to measure their growth in their speaking abilities after five weeks of therapy Both the pre-test and post-test were taken from Key English Test Extra, which was released in 2008 by Cambridge University Press The KET test is one of many Cambridge ESOL examinations known as the Cambridge major Suit The Common European Framework of Reference for Languages: Learning, Teaching, and Assessment of the Council of Europe places KET at Level A2
When selecting the pre- and post-test, the author additionally considered the following characteristics
- The test must be appropriate for students who have completed the A1 level and have begun the A2 course
- The subjects covered in the test must be those taught in General English 1
- The test must be credible and genuine
- The test must be more challenging than the pre-test
- The test subjects must be related to what students studied in General English 2
- The test must be credible and genuine
I asked all participants to take the pre-test and post-test at the same time interval to increase the validity of the tests The two tests were assessed by the same on-biased marker, who did not plan the intervention session
The format of the pre- and post-test:
The test is divided into two halves Students were tested in groups of two Students were asked to answer 5-6 questions concerning their personal information, family, school, hobbies, or sports in the first section They were then invited to work in pairs to create a discourse based on a card The following table shows the format of the speaking test
Participants were evaluated on their own merits, not in comparison to the other candidates The test had one marker The same marker was used to evaluate students' performance in both the pre-test and post-test Grammar and Vocabulary, Pronunciation, and Interactive Communication were all graded by the assessor
The pre- and post-tests were graded using the A2 speaking assessment standards The marking criteria are divided into two categories: range and accuracy and fluency and coherence with pronunciation A total of ten points are awarded
The questionnaire was given to the students at the end of the course to investigate their attitudes towards group work activities and to determine the extent of effectiveness of this method as well as the problems that learners face when doing group work activities
According to Wisker (2007), questionnaires are frequently used to collect information about attitudes, behaviours, activities, and responses to events As a result, one of the primary ways of data collecting in this study is a questionnaire The questionnaire's objective is to discover students' attitudes regarding group work activities utilised in speaking classes, as well as strategies and activities that students prefer in speaking sessions
Questionnaires were adapted from those created by Sofroniou and
Poutos (2016) investigated the effectiveness of group work in mathematics education at the University of West London Their study drew upon theoretical frameworks on group work formation and its potential advantages and challenges.
The questionnaire used for the study consisted of five questions Four of these questions explored students' views and experiences with group work activities The final question aimed to determine students' preferences regarding the teaching strategies and activities employed in speaking classes.
The first question aims to find out about students' interest of speaking lessons Question number 2 explores students' feelings when participating in group activities during the process of learning speaking skills Question number 3 indicates the group work activities that students like more in the two activities problem solving and role-play Question number 4 was asked with the purpose of exploring students' opinions on statements related to the impact of group work activities on the process of learning speaking skills of students And the final question asked students' expectations about teachers' use of group work activities in the future
After 5 weeks of participating in classes using group activities, 5 students will participate in an interview with 6 questions
The first question shows whether Speaking skill is a very difficult skill for students to master Question number 2 wants to explore students' personal opinions about the reasons that affect their English speaking ability Question number 3 explores the popularity of group activities among students Question number 4 explores whether students encounter difficulties when teachers apply this method to lessons Question number 5 points out the
36 positive effects of the method on individual students Question number 6 aims to present the benefits of group activities in improving students' speaking skills.
Research procedures
Various researchers have various definitions of action research Action research is "an inquiry that is carried out to understand, to evaluate, and then to change, in order to improve educational practice," according to Bassey
(1983, p 93) Action research is described as "an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation" by Cohen and Manion (1994, p 192) In order to translate the resulting feedback into modifications, adjustments, directional changes, and redefinitions as necessary, the researcher employs a variety of mechanisms, such as questionnaires, interviews, case studies, etc This is done in order to produce long-lasting benefits for the ongoing process itself rather than for some future occasion
Regarding action research, Nunan (2001) argues that the seven steps in the action research cycle are: Initiation, Preliminary, Hypotheses, Intervention, Evaluation, Dissemination and Follow-up
In summary, the following action research techniques differ from one another because they are either basic, simple, or complicated models Depending on the circumstances and educational settings, one may discover a model that is more effective or less suited than the others during the investigation
3.4.2 Rationale of using action research
Several factors influenced the decision to do action research For starters, it is highly contextualised within the personal everyday workplace and provides a means of opening up, questioning, and investigating the reality of the teaching scenario It can lead to a new path and can be changed flexibly as the study progresses, because there are no predetermined rules on how the research should go or what the findings should be The researcher intended to look at how group work activities assist students enhance their speaking abilities in this project Most classroom sessions included group work activities to answer the study objectives The researcher could conduct action research to design lessons that were appropriate for her purpose and then measure the effectiveness of the activities As Creswell asserts, "action research is a dynamic, flexible process," with "no blueprint exists for how to proceed." As a result, it is impossible to assert that this or that researcher is correct with exact four, five, six, seven, or eight steps in their action research The number of steps in an action research may vary depending on the researcher's point of view
Action research, characterized as a dynamic and flexible process by Creswell, lacks a definitive structure with prescribed steps The number of steps can vary according to the researcher's perspective, as there is no standardized blueprint for conducting action research.
I decided to follow the model of MacIsaac MacIsaac (1995) developed a simple model of an action research process Each cycle has four steps including planning, action, observation and reflection
According to authors, there are four components in one cycle for conducting classroom action research It is made up of four parts: planning, action, observation, and reflection The four phrases of the classroom action cycle were carried out in a spiral fashion Each sentence was ended depending on the preceding and subsequent ones It indicates that the actions in the classroom action study were planned, carried out, and observed, after which the researcher might reflect to select the next cycle
Before putting the cycle into action, the researcher would make an initial observation Then she performed the following processes and steps: a Conducting preliminary investigation
In this stage, the researcher intended to find out:
- Data collected such as documentation includes the number of the students, students’ list, and the course plan;
Based on the collected information, the researcher could identify the problem of teaching learning process of the Center From that the researcher planned the action to improve it b Planing in action
The researcher planned to conduct one cycle in classroom action research There are four steps process in one cycle
Planning an action research by focusing on who, what, when, where, and how the action will be done
The planning strategy would be applied in teaching learning process
Observation was the next step to monitor and watch closely teaching learning process and collected the data from result of the action The researcher prepared the observation paper to know class condition when the action done, then the researcher and the collaborator (English speaking lecturer) discussed about the result of the observation, what the problem faced in teaching learning process and look for good solution to solve the problem
In this phase, the researcher observed and took notes during teaching learning process
Reflection means to analyze the result based on the data that have been collected to determine the next action in the next cycle
The project was then completed in five weeks Following that, the researcher gathered data, including test scores, questionnaires and interview from students After that time, evaluating her intervention activity
Data Analysis
The data was collected from the instruments: pre-test, post-test, interviews and questionnaires
The questionnaire responses of the students were quantitatively analysed using descriptive statistics with an emphasis on percentages
The test results of the participants were analysed using Microsoft Excel to determine
The interview responses of the students were analysed by records
This chapter provides detailed information about the methods of data analysis, and the steps to conduct the action research Survey questionnaire, interview and tests are the main techniques used for data collection The findings of the research will be presented in the next chapter.
FINDINGS AND DISCUSSION
Results and analysis from tests
The results of both pre-test and post-test are summarized in the table below:
Table 4.1: The score of Pre-test and Post-test
Score Pre-test Post-test Average
Table shows the level of improvement in speaking skills through the scores of the pre-test and post-test In particular, the number of students achieving an average score from 5.5 to 6.9 when taking the pre-test and post- test both accounted for the highest percentage with 36% and 31% respectively (equivalent to 11 and 9 students) Notably, before applying the new method, the number of students ranked poorly on a scale from 0 to 4 reached a rate of 5% This result has decreased to 1%, meaning there is almost no phenomenon of students speaking poorly after participating in group activities Besides, the
42 number of learners achieving weak scores (average score from 4 to 5.4) gradually decreased from 18% (4 students) to 12% (3 students) through two speaking tests The remaining two scores, excelent and good, gradually increased and reached 28% (7 students) and 32% (9 students) respectively in the post-test Thus, learners' speaking skills have improved after the 5-week semester If lecturers apply this method for a long time, the results will change a lot positively
Results and analysis from questionnaires
4.2.1 Students’ levels of motivation in speaking periods
This section will show the analysis of data obtained from students in order to determine any changes in students’ level of motivation following the implementation of the action
Figure 4.1 Students’ levels of motivation in speaking periods
A significant majority (60.75%) of students surveyed exhibited a high level of engagement during speaking activities An additional 22.16% and 17.90% reported positive attitudes towards these sessions, indicating a general enthusiasm for spoken communication Notably, none of the students expressed disinterest, highlighting the importance students place on developing their speaking abilities.
The author depicted students' degrees of interest in group work activities in figure 4.2
Figure 4.2 Students’ levels of interest when participating in group work activities
After having enjoyed speaking periods with the two group work activities, 53.60% of the cadets expressed an interest in participating in group work activities The percentage of students who were highly interested came in second with 31,15% In addition, 10.13% of students expressed a strong desire to engage in speaking sessions With 2 out of 27 students, the number of cadets who were not interested in engaging in these activities stood for 5.12% of the total
The table below illustrates students' responses to questions concerning group work activities
Opinions Options No of Ss % a Group work activities make me feel relaxed and enjoyable
5 0 0 b Group work activities help lower my anxiety and develop confidence
5 0 0 c Group work activities give me more opportunities to speak English
5 0 0 d Group work activities make the speaking lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with my friends
5 0 0 e Group work activities help me a lot in improving my speaking motivation
Table 4.2 Students' comments on group work activities (1: highly agree, 2: agree, 3: neutral; 4: disagree, 5: strongly disagree)
The initial view resulted in 21.28% of students strongly agreeing that group work activities made them feel calm and happy 61% selected yes A tiny percentage of students (14,21%) looked dissatisfied, with only one student (03.51%) choosing disagree and no one choosing strongly disagree According to the results of the second viewpoint shown in the table, more than half of the students (56.15%) believed that group work activities helped them reduce fear and gain confidence The number of students who strongly agreed ranked second with 34.68%
As seen in the chart above, 15 out of 27 (58.42%) students strongly felt that group work activities provided them with additional possibilities to speak English Furthermore, 32,41% of students agreed with this viewpoint, while just 2 (9.17%) were neutral in group work activities According to the fourth perspective, 12 of 27 (45.43%) students thought that group work activities make the speaking times more entertaining Eleven of the twenty-seven students (36.71%) expressed a good attitude
46 towards speaking skills and debate exercises (14.29%) stated that they disagreed, that these activities remained challenging, and that one chose strongly agree
When asked how successful group work activities were in enhancing students' speaking motivation, 15 out of 27 (51.83%) said their speaking abilities had greatly improved 02 students out of 27 (9,17%) believed group work activities in speaking times were very valuable, whereas 06 students (21.28%) thought their speaking had improved little They were unsure about their decision, and one student opted to vehemently dissent
This demonstrates that group work activities may change students' attitudes about speaking times and are an effective method of training speaking
The author displayed cadets' preferences for the two group work activities used during implementation in figure 4.3
Figure 4.3 Students’ preferences for group work activities
With 57.82% and 42.18%, respectively, the students preferred role-play over layout issues among the two group work exercises used by their teacher
Students expressed enthusiasm for incorporating group work activities into future English speaking sessions When surveyed, all students voiced their anticipation for increased implementation of this collaborative learning strategy The introduction of group work activities fostered engagement and a heightened eagerness to actively participate in these sessions, indicating its positive impact on student motivation and overall learning experience.
Results and analysis from interviews
The results of the interview questions are summarized in the table below:
Question 1: Do you agree that Speaking is a very difficult skill to master?
An overwhelming majority of students interviewed reported encountering challenges in speaking skills, with nearly 80% acknowledging the difficulty However, a small minority (20%) expressed a contrasting view, indicating that their speaking skills were not a significant concern.
Question 2: In your opinion, what are the reasons that affect your ability to speak English?
Not affected Normal Affected Very affected
Students are afraid of making mistakes and lack confidence when speaking in public
Students do not have clear ideas to present 3.1% 4.9% 13.6% 33.5% 44.2%
Students have little time to practice speaking 5.9% 6.7% 10.2% 44.3% 32.7%
Students use their native language a lot when practicing speaking
Interview results show that the difficulty that most students think is the most influential when learning English speaking skills is the fear of making mistakes and feeling lack of confidence when speaking in public (factor 2) with rate of more than 87% (4 students) Only a small number (1.2%, equivalent to 1 student) chose absolutely no influence and 1 student (2.7%) chose no influence Therefore, learners are often shy when trying to express ideas in English class and worried when having to listen to comments from instructors Besides, 87.8% of learners (4 students) choose to use their native language a lot when learning to speak a foreign language, which affects their speaking ability (factor 6) These students revealed that they tend to speak their mother tongue when they need to explain some difficult words or discuss challenging topics given by lecturers, which helps them feel natural and confident better when expressing your opinions to classmates In addition, lack of background knowledge and incorrect pronunciation also equally affect speaking practice with 83.9% and 79.6% of choices, respectively (equivalent to 3 students) (factor 1 and 4) Some of these students believe that they do not have a rich vocabulary or diverse grammatical structures, so they cannot speak language appropriate to the context and purpose of the speaker, affecting their fluency level and proficient in speaking The next obstacle that makes students feel a great impact when learning to speak English is that students do not have ideas to present and do not have enough time to practice speaking or practice speaking very little with rates of more than 80% (equivalent to 3 students) It can be seen that students agree quite highly on the level of impact of difficulties on students' ability to learn to speak English
Question 3: Do you know about Group Activities methods previously?
The above results show that up to 4 students out of 5 students, accounting for 93%, know this method However, most of them have not clearly understood and do not know how to apply this method
Question 4: During the application process, did you find this method difficult?
Very difficult Difficult Not difficult
A very positive sign during the interview process is that after 5 weeks of studying using the group activity method, up to 86% (equivalent to 3 students) felt that this method was not difficult 1 student out of 5 students still found it very difficult because they lacked social knowledge and vocabulary However, they felt more confident during the speaking process The remaining 7% (1 student) have not really conquered the above method
51 because of problems related to pronunciation (local accent, confusion between
Question 5: According to your own feelings, do you find this method effective for you?
Through interviews, the results were that 100% of students accepted that this method was really useful to them during their studies
Question 6: What are the benefits of group work activities for improving your speaking skills?
Increase confidence when speaking English
Help improve pronunciation when speaking
Increase opportunities for interaction in practicing speaking skills
The results show that group activities have a great influence on students' learning of speaking skills According to the opinions of students participating in the survey, group activities can improve teamwork skills (55% completely agree and 33.6% agree, equivalent to 3 and 2 students) and only one a minority of them strongly disagreed (1.7%) For the second benefit, 35.9% of students agreed and 51.2% of students completely agreed that group activities increase confidence when speaking English In benefit number 3, 49.2% of students completely agree (3 students) that group activities help improve pronunciation when speaking English However, more attention needs to be paid to supporting students' pronunciation correction because some students believe that group activities are not really effective in improving pronunciation (1.9% of students do not believe at all) agree and 6.8% of students disagree) The fourth benefit "group activities increase
53 reflexes when speaking" was considered highly effective with 53.7% of learners completely agreeing (3 students) Regarding benefit number 5, among the students surveyed, 44.2% of learners (equivalent to 2 students) thought that group activities helped exchange information, however, there were also 2.4% of students who thought that group activities helped to exchange information totally disagree and 3.9% disagree with this opinion For benefit number 6, 55.1% of students completely agree and 39.8% agree that group activities increase opportunities for interaction in practicing speaking skills It can be concluded that group activities are really effective in improving the difficulties that students have encountered.
CONCLUSION
Recapitulation
This action research project was conducted with the main participation of 27 students at an English center in Hanoi as the main subjects The purpose of the research is to improve students' English speaking skills To achieve that goal, researchers need to find answers to two questions: (1) How does group work activities positively affect students' English speaking ability (2) What are the students' attitudes toward group work activities?
To get answers to the above two questions, three techniques were used as data collection tools for the study including questionnaires, interviews and tests Through the survey questionnaire, it showed that after the activity, 60.75% of the students showed a positive attitude towards the speaking activity Most students showed more enthusiasm and positivity when participating in group work activities during English speaking lessons Based on the survey questionnaire results, it can be seen that students' learning motivation has improved a lot after 5 weeks of implementation
Group work activities enhance teaching speaking skills, as evident in the improvement of student achievement on the speaking test, increasing from 6.5 to 7.2 Students not only enhance their speaking abilities but also develop a greater motivation for speaking, deriving enjoyment from group activities Research confirms the effectiveness and efficiency of utilizing group work to develop students' speaking skills.
Concluding Remarks
Utilizing group work activities in English speaking lessons significantly enhances student motivation and participation Data analysis from questionnaires, interviews, and tests revealed that implementing group work activities led to increased proficiency and motivation among the majority of students However, a single student (5.12%) remained uninterested due to poor English skills and a fear of making mistakes.
Group work activities can also help students develop their speaking proficiency Many students improved their scores in the post-test, some students even scored high The results of this advancement have been proven through two tests
When comparing the post data and the original data to evaluate the effectiveness of group work activities, the results show that they are very effective in improving student motivation and quite effective in improving students' speaking level.
Implications
Using the group activity method in teaching Speaking skills to students at the center is quite a new thing Therefore, it requires a lot of effort from teachers and cooperation from students
Guiding and advising students on effective learning ways to help students feel more interested in learning English (how to prepare lessons, how to learn vocabulary, apply new words to situations, learn correct
56 pronunciation, how to use structure, arrange words, arrange ideas to express) Pay more attention to students' motivation, attitudes and learning strategies; Helps students properly evaluate the necessity of English speaking skills for their future career so that students can determine their motivation, positive learning attitude, and effective learning strategies
Correctly assess students' abilities and then make appropriate requirements A general requirement should not be imposed on all class groups Depending on each class group, there are specific requirements Because the requirements are too low for good and good students, they will feel bored and will not have the will to strive to improve anymore; Too high requirements for weak students will lose student confidence and reduce student interest Encourage students to limit the use of Vietnamese during speaking lessons; Avoid writing down notes to memorize during speaking practice hours
Design many different types of activities with increasing levels of difficulty and suitable for each group of students to create a variety of speaking activities during speaking lessons The lesson may be the same but the groups' levels are different, so different activities must be designed to suit the students Do not put pressure on weak or lazy students to study, instead motivate and encourage students to study voluntarily
There is a fair reward and punishment regime so that students have a basis for self-assessment of their own level of effort and progress, creating determination for students to study Instructors can give extra points, points for group or individual participation in creating lessons and accumulate for a final score of 40%, or give small gifts after each activity to encourage, motivate and help students put more effort into speaking time
Create confidence for students in communication, do not place too much emphasis on speaking with correct grammar, making students feel shy Instead, encourage students to try to express their ideas and express what they want to say fluently to form the habit of speaking English and love speaking English To help students overcome psychological barriers of fear and lack of confidence, lecturers must be the ones who directly guide learners to participate in communication activities During the teaching process, lecturers need to regularly use English, pay attention and create conditions for learners, especially weak students who lack confidence, to practice more Lecturers can use one of the following techniques such as: picture descriptions, language games, question and answer, role-play, interview, talk show or discussion , to help students practice and develop communication skills During the teaching process, lecturers also need to integrate cultural and social elements of indigenous people in their lectures to minimize misunderstandings or culture shock
Determine for yourself a motivation, the right learning attitude, and appropriate learning strategies to improve the quality of learning From there, change the method of learning English speaking skills to suit new requirements Students should actively participate in class activities; Take advantage of class time to practice communicating with classmates, exchange and learn, and actively discuss during speaking class so that your friends can correct mistakes and limitations, and avoid writing in vain memorize reading
Implement small class sizes (20-30 students/class, group) so that students have more opportunities to practice communication While students register for credit, the number of students should be limited and locked to no
To enhance teaching efficiency and support lecturers in class management and activity coordination, universities should consider reducing class sizes to less than 35 students This smaller group setting fosters a more supportive learning environment, where students feel comfortable participating and instructors can effectively engage with all individuals Additionally, dividing classes by language proficiency levels can further improve engagement and communication skills, as students are able to interact with peers of similar abilities.
The English club provides a unique platform for students to enhance their communication and teamwork skills Through interactive activities and discussions, members engage in meaningful exchanges, fostering their ability to articulate and collaborate effectively The club also facilitates networking opportunities, allowing students to connect with like-minded individuals, share experiences, and gain valuable insights from fellow members In this supportive environment, students can expand their horizons, build friendships, and develop a deeper understanding of the world around them.
Limitations
Regardless of the researcher's tireless efforts and devotion, this present study will undoubtedly include flaws To begin with, the study was limited to responders from the first semester rather than students of all levels Due to time constraints, the researcher might also conduct an action research in 5 weeks of speaking classes As a result, the information they provided may not completely reflect the scenario of employing group work for language students in general Second, the current study focused on the utilization of group work in speaking courses Apparently, the group work technique may also be utilized to teach other language skills such as grammar, writing, and so on
Because no one research methodology is all-inclusive and comprehensive, there are still some holes for future researchers to examine in this intriguing topic Many unresolved topics still require more examination Other studies, for example, might explore the use of other types of group- work activities in speaking courses, such as games, debates, story-telling, and
59 so on Other researchers can also utilize group work to improve their language abilities such as writing, reading, and so on
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I am doing research on “Using Group Work Activities to improve learners’ English Speaking skills at an English center in Hanoi ”
I would be grateful if you could spend some time completing this survey questionnaire
Please put a tick () for the most suitable answer for each of the following questions
1 Your level of interest in learning speaking lessons?
2 How do you feel when taking part in group work activities?
3 Do you like any of the two group work activities that have been applied by your teacher? If YES, which one do you like better?
4 How do you agree/ disagree with the following statements? Put a tick under the number which shows your opinion
(1: highly agree, 2: agree, 3: neutral, 4: disagree, 5: strongly disagree)
Statements 1 2 3 4 5 a Group work activities make me feel relaxed and enjoyable b Group work activities help lower my anxiety and develop confidence c Group work activities give me more opportunities to speak English d Group work activities make the speaking lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with my friends e Group work activities help me a lot in improving my speaking motivation
5 Do you expect your teacher to use group work activities in your English speaking classes in the future?
Thank you for your cooperation!
Câu 1: Bạn có đồng ý rằng Nói là kĩ năng rất khó để chinh phục không?
Câu 2: Theo bạn các yếu tố nào ảnh hưởng tới khả năng nói tiếng Anh?
A Sinh viên thiếu kiến thức nền tảng (ngữ pháp, từ vựng)
B Sinh viên sợ mắc lỗi, thiếu tự tin khi nói trước đám đông
C Sinh viên không có ý tưởng để trình bày
D Sinh viên phát âm không chuẩn
E Sinh viên có thời gian luyện nói ít
F Sinh viên sử dụng ngôn ngữ mẹ đẻ nhiều khi luyện nói
Câu 3: Trước đó bạn có biết về phương pháp hoạt động nhóm hay không?
Câu 4: Bạn có thấy phương pháp này khó khăn khi áp dụng hay không?
Câu 5: Bạn có thấy phương pháp này hiệu quả với cá nhân mình không?
Câu 6: Phương pháp hoạt động nhóm mang lại những lợi ích gì để giúp bạn cải thiện kĩ năng Nói?
A Nâng cao kĩ năng làm việc nhóm
B Tăng khả năng tự tin khi nói tiếng Anh
C Cải thiện phát âm khi nói tiếng Anh
D Tăng khả năng phản xạ khi nói
F Tăng cơ hội tương tác trong việc luyện kĩ năng nói
APPENDIX 3: THE STUDENTS’ ANSWERS FOR INTERVIEWS
The examiner asks each candidate at least 5 questions
2 What do you like doing?
3 What do you often do in your spare time?
6 Where do you live now?
7 Do you live with your family?
9 Tell me about your weekend
10 How many language can you speak?
The marker introduces the activity and explained instructions to candidates The candidates have asked and answered their question about the given visual materials
The examiner asks the candidates at least 5 questions
1 Could you please tell me your name?
2 May I ask how old you are?
4 Do you live in an apartment or house?
5 Have you always lived there?
6 What do your parents do?
8 Have you got any favorite bands?
9 What sort of music do you listen to?
10 What line of a profession are you in?
The marker introduces the activity and explained instructions to candidates The candidates have asked and answered their question about the given visual materials
This test is designed to measure the English- speaking ability This test measures the candidates' English speaking ability for an action research
English as a foreign language In this area, English is not used on a daily basis and learners are learning the language for communication with other non- native speakers
3 Definition of constructs to be measured
- The ability to achieve a given task using spoken language proficiency
- Confident and fluent use of language
4 Characteristics of the test taker
Candidates for this test are students in grade 6, level A2 in an English Center These students' first language is Vietnamese, which is their mother tongue They originate from various regions of Vietnam and have diverse cultural backgrounds They are studying English as a second language
The test consists of a series of tasks that must be completed in person Candidates are tested in pairs and scored using a marker The questions will be provided to the candidate, who will have 3-4 minutes to prepare before taking the exam
The test is divided into three sections In the first section, each applicant will react individually to questions posed by the marker Each candidate is given five questions about their family, birthplace, school, studies, hobbies, etc In the second portion, two applicants will ask and answer questions based on the given cards
The candidate answers by addressing the marker and their peer directly The speaking exam lasts 7- 8 minutes for each duo
Topics: Family, hometown, school, study, hobby
Addresses: 1 teacher and 2 fellow students
Topics: Working day, Appearance, Job, Telephoning, Arrangement, Travel, City and Country, Life experience, The Future
The test is delivered in person This means the students are more likely to be influenced by the neighbor's responses
Students are informed in advanced of:
- sample items, with additional guidance from lecturer
One marker will grade the candidate using a rating scale supplied Marking scales include four criteria: message substance, vocabulary and grammatical range, fluency and coherence, and attitude and comprehensibility
The grading scale was inspired by the Cambridge English: A2 speaking exam
10 Score reporting and test results
Scores for the test are reported to each individual as an overall final score out of 10
Tests are taken from Key English Test Extra published by Cambridge University Press (2008)
At the end of the lesson, students will be able to make conversation on the phone
- Form: S + am/ is/ are + V_ ing
Example: I am learning English at the moment
Use: We use the present continuous to talk about actions happening now or around now - Time expressions: now, currently, at the moment, at present
Grammar 2: Useful expressions for telephone conversations
Can/ Could I take/ leave a message?
Can/ Could you ask her/ him to call me back?
Hello This is / It is
- Work in group of four, follow the connections to make 14 telephone expressions - The first group to finish will be the winner
- Work in 2 group Each student gets one card
- Students in group A read aloud one telephone expression
- Students in group B listen and give the correct response to make perfect couples
- Complete the conversation with given words in the box - Practice the conversation with your partner
- Look at the card and make conversation
APPENDIX 8: THE FORMULA OF MEAN
• Definition: The sum of the separate scores divided by the total number of students (Heaton: 1998)
∑: the Greek letter sigma is the summation
∑X: the sum of pre-test score
∑Y: the sum of post-test score
• Excel formula: AVERAGE (number1, number2 )
Note: Number1, number2, are 1 to 27 numeric arguments for which you want the average.