An exploratory study on the effectiveness of using teamwork in teaching english speaking at a secondary school nghiên cứu về hiệu quả của việc Ứng dụng hoạt Động làm việc nhóm trong dạy kỹ năng nói tiếng anh

An exploratory study on the effectiveness of using teamwork in teaching English speaking at a secondary school Nghiên cứu về hiệu quả của việc ứng dụng hoạt động làm việc nhóm trong dạy kỹ năng nói tiếng Anh

INTRODUCTION

Rationale of the study

The mastery of English as a tool of communication globally is an undeniable fact According to authors Newton and Nation (2020), foreign language teaching has begun to change to focus more on teaching language skills and speaking is a valued skill

Though it is generally claimed that at school levels teaching English is aimed at developing students’ four skills: listening, speaking, reading and writing However, it is not easy to achieve this in the learning process especially at lower levels of education which do not spend much time and efforts have been spent achieving this Speaking is one of the four important English skills that second language learners always aim for in order to achieve the goal of speaking fluently; Because of time limitations and teachers' emphasis on teaching grammar and vocabulary in English language teaching, speaking skills activities are often overlooked Even when this skill is taught, it is not actually effective as the class size is large and teachers have not been equipped with sufficient knowledge about teaching speaking: the techniques, the strategies and the methods

Speaking techniques are many, but choosing the most suitable techniques for students is not an easy task One of the solutions that teachers often choose to use to develop students' speaking skills is teamwork Some authors commented that: Team experiences can enhance student learning According to Oakley, Brent, Felder, & Elhajj (2004) “students taught in a manner that incorporates small-team learning achieve higher grades” Further, working in teams allows students to get additional support from their peers (Feichtner & Davis, 1984) and share ideas (Hernandez Nanclares, Rienties, & Van den Bossche, 2012) In order to help the students to improve their English speaking ability and to verify the assumption that teamwork can help to enhance the secondary school students’ English speaking, the researcher conducted this study in a secondary school in Haiphong city The researcher believes that the research of the thesis on “An exploratory study on the effectiveness of using teamwork in teaching English speaking at a secondary school” can help optimize the use of speaking time in class, promote student interaction and thus teachers have more time to improve the speaking performance of students participating in class.

Aims of the study and research questions

The study aims to investigate the impact of teamwork on teaching English speaking skills for 6 th grades at a secondary school in Haiphong city

To fulfill the aforementioned overarching aim, the following objectives need to be fulfilled

- To examine the effectiveness of using teamwork in teaching English speaking to students of a secondary school in Haiphong city

- To find out the attitudes of students towards the use of teamwork in teaching English speaking to students of a secondary school in Haiphong city?

1) To what extent does the use of teamwork improve the English-speaking skills for of the 6 th graders at Bach Dang secondary school?

2) What are students’ attitudes towards the use of teamwork in teaching English speaking to students of a secondary school in Haiphong city?

Scope of the study

- This study was conducted at Bach Dang secondary school in Hai Phong Participants in the study are 45 students at class 6A at the school

- The time to conduct the study is 8 weeks from December 2022 to March

- The two aspects of students’ speaking performance to be assessed after the use of teamwork to teach English speaking is students’ speaking fluency and speaking motivation.

Methodology

To conduct this thesis, the researcher employs both quantitative and qualitative research methods.

Significances of the study

The research is expected to contribute to the field of English teaching methodology, the specific aspect of teaching English as a foreign language to young learners In addition, the research findings can be used as a valuable reference for future research related to the topic

Besides theoretical significance, the study is believed to have a number of practical implications

First, the author of the thesis hopes that this research can help the administrators of Bach Dang Secondary School to realize the importance of teaching English speaking and the use of teamwork in teaching English to students and thereby they could reconsider the allotment of time to different English speaking more properly

Second, the research hopes that the research finding can help colleagues to realize the importance and effectiveness of using teamwork in their speaking lessons

Third, the use of teamwork is expected to improve students’ speaking performance and increase their motivation in learning English speaking skill This is one of the top priorities of any school curriculum.

Research structure

Chapter 1: Introduction In this chapter, the researcher focuses on general introduction of research topic, reasons for choosing research topic, objectives and research questions

Chapter 2 The researcher will include literature review part providing the concepts of theoretical framework as well as previous studies are presented

Chapter 3 The researcher will include the research methodology, it is about the way the researcher follows to have the answers for the aforementioned questions

Chapter 4 The data analysis and findings of the study will be presented

Chapter 5 the recapitulation, concluding remarks, implications, limitations of the study and recommendations for future studies will be shown.

LITERATURE REVIEW

Review of the previous studies

2.1.1 Review of related studies in international contexts

The preceding sections have provided the theoretical bases of this study and the frameworks used for designing research instruments This section delves into a comprehensive review of prior literature on student leadership competencies and relevant research on the effectiveness of using teamwork in teaching English speaking at a secondary school By examining existing research, the researcher aims to highlight the areas where further investigation is needed, particularly in relation to the identification, assessment, and development of using teamwork in teaching English speaking at a secondary school

According to the study of author Vez et al (2002), it was shown that the communication ability of Galician students was clearly demonstrated after finishing the compulsory education program In the study, the author used 246 students to participate in the study, the results reflected that on a scale of 0-25, 51% of students learning English as L2 did not achieve of 3 in speaking ability Grammar and pronunciation are skills considered very difficult for students while speaking fluency achieves better results

The thesis of author Sanz (2011) focuses on the regression of communicative level of English proficiency at L2 level in SE Regression is performed after the students' summer vacation to reassess the students' communication level In this study, the author used 22 students for the study during the 2-year term The results reflected an improvement in students' learning outcomes in the 2nd semester, but the results were lower than the semester before the summer break

Overall, the two studies of the author mentioned above have pointed out the positive and negative aspects of students in learning speaking skills, at the same time, the studies have also helped to raise students' awareness at a higher level in improving and practicing speaking skills This skill is also emphasized by students that they play an important role in English skills However, the students' speaking ability was still very limited in the first study by Vez et al (2002) which emphasized the lack of knowledge of grammar and stress which greatly affected their speaking ability In the second study by Sanz (2011), it is shown that the time spend studying throughout the class help students improve their speaking skills more than the semester after the summer break

2.1.2 Review of related studies in Vietnamese contexts

There is a relative lack of literature regarding the effectiveness of using teamwork in teaching English speaking at a secondary school Therefore, the researchers aim to determine the effectiveness of essay writing to improve speaking skills of middle school students

The research of the team of authors Vu Dinh Bac, Ly Mai Huong, Hoang Thi Hong Hanh (2018) “Using team-work activities to improve English speaking skill for the first year English majors at Thai Nguyen university of education ” in this study to learn more specifically about speaking ability, brainstorming ability during speaking and other influencing factors affecting speaking skills such as pronunciation, the author use the team of authors who participated in the interview process and observed the classroom use to collect data to find answers to the research questions, the participants are English major students of Thai Nguyen University K52 The survey results show that both students and teachers pay attention to speaking skills and emphasize the importance of this skill Both teachers and students have a positive attitude towards participating and organizing classes to develop speaking skills

Research by a team of authors Nguyen Thi Minh Hanh, Bui Le Diem Trang

(2023) on the topic "Team work in Vietnamese EFL classrooms: English majored students' perceptions” In the study, the author focuse on studying EFL students in Vietnam in the issue of awareness of responsibility and work of a team when they participate in learning activities In the study, the author used a questionnaire (n = 297) and semi-structured interviews (n = 10) to collect data from English major students at a university in the Mekong Delta region of Vietnam In this study, students all recognize the importance of team activities in improving their language skills However, other factors that affect students' learning such as time, classroom order, and personal interests have a great influence if teachers and students do not control these issues well

Overall, these studies have provided the importance of developing speaking skills and teamwork skills in students The studies employs qualitative and quantitative research instruments, i.e., questionnaires, interviews, and educational arte facts, prompting a thoughtful selection of appropriate tools for this study Nevertheless, a gap can be seen in the literature Despite the valuable findings from these investigations, there appears to be a lack of research that explicitly focuses on the assessment and development of students' speaking skills in Vietnam and the factors that influence students' speaking ability

Therefore, the current literature on the effectiveness of using teamwork in teaching English speaking at a secondary school in Vietnam is relatively scarce and limited in scope A few mainly focus on teachers and assessment at the university level (Vu Dinh Bac, Ly Mai Huong, Hoang Thi Hong Hanh 2018, Nguyen Thi Minh Hanh, Bui Le Diem Trang,2023) While some have researched The effectiveness of using teamwork in teaching English speaking at a secondary school (Vu Dinh Bac, Ly Mai Huong, Hoang Thi Hong Hanh (2018) and the research of Nguyen Thi Minh Hanh, Bui Le Diem Trang 2023) , there still exists a gap in awareness of the importance of team work for developing language skills and identifying influencing factors To address this gap, this study delves deeper research The effectiveness of using teamwork in teaching English speaking at a secondary school and point out the main factors affecting students' speaking ability and from there make suggestions and recommendations in the future to support student can be more confident when speaking in public with a second language.

Speaking skills

There are numerous definitions of speaking skill, the definition of speaking skill focuses on participants’ ability to constructing and sharing meaning through the use of verbal and nonverbal symbols in a particular context

According to Harmer (2007, p.284) speaking skill is an ability formed from human linguistic capital that comes from the idea of speaking, not only knowledge of linguistic features, but also ability to process information and language 'on the spot' while Quianthy (1990, p.7) argues that speaking is the process of communicating ideas and information orally in many cases by which a speaker conveys information believe in listeners

Sharing the same opinion concerning speaking skill, Chaney (1998) referred to it as the ability to share meaning through the use of verbal and non- verbal sympols (p.13) and Nunan in Kayi (2006, p.1) define speaking the natural and fluent use of language

Thornbury (2005, p.121) argue that speaking is an interactive activity between the speaker and the listener Unplanned activities and their continuity are based on situations Speaking is the cooperation between two or a team of people to convey ideas in a given context

To sum up, speaking skill is the ability to create language and share one's ideas verbally Speaking activity is an activity that must have the same idea and topic and involve the interaction of two or more teams of people to discuss the same topic, and they use language depending on the situation required to express their own ideas and views The process of speaking requires not only knowledge of vocabulary but also grammar and other linguistic competency

When referring to the speaking aspect, linguists all refer to the skill of speaking English as a foreign language (EFL) Speaking English is a long-term training process and has a combination of many different skills including: pronunciation, vocabulary, content, grammar, and fluency Each of these aspects has a positive and significant contribution to the formation and development of students' speaking skills

Pronunciation (individual sounds, stress, rhythm, intonation, linking, elision, assimilation)

Pronunciation is an important skill in speaking English The pronunciation process is quite complicated and depends on the process of stressing, intonation and correctly stressing the word when the speaker starts speaking Pronunciation helps the speaking process become more accurate and fluent to the receiver of the listening information (Dewing & Munro, 2015) Therefore, to understand the true nature of a sentence, the process of requiring the person to pronounce it correctly is very important The information heard can easily be mistaken if the pronunciation is incorrect Correct and good pronunciation enhances learners' ability to understand and receive information and promotes successful communication (Celce-Murcia, Brinton, & Goodwin, 2010) During pronunciation practice, focusing on intonation helps to enhance the ability to pronounce more naturally and fluently Rhythm, timing, and prosody influence the authenticity of spoken language to learners (Roach, 2009)

Vocabulary always plays a necessary role in developing effective English speaking skills The larger the vocabulary range, the better the learner's speaking ability and the richer the language expression With a diverse vocabulary, speakers can express their ideas and thoughts more easily and communicate information more clearly (Nation, 2001)

Using appropriate words and phrases makes the speech more logical and informative to the listener Using appropriate phrases helps listeners understand spoken language like native speakers (Lewis, 1993) Learning idioms adds depth and authenticity to the language that the speaker wishes to convey to the listener The proficient use of idiomatic phrases reflects the speaker's level of proficiency (McCarthy, 1998)

Grammatical structures play a very important role in the comprehensive development of learners' skills, in which speaking skills play a particularly important role if the speaker lacks knowledge of grammar such as tenses, word types, and how to arrange a sentence with the correct complete structure Using correct grammatical structures help speakers increase logic and express the structure of the sentence content to listeners accurately (Thompson & Thompson,2016) Using correct grammatical structures adds interest and completeness a well-structured sentence Therefore, using appropriate sentence structure has contributed to increasing the way of conveying a sentence attractively and fully expressing (Swan,2005) Furthermore, mastery of complex sentence structures with appropriate subordination and coordination demonstrates the English speaker's level of expression (Hinkel,2002)

Content (relevance of arguments and ideas)

The content of spoken language plays an important role in the formation and development of the speaker's ideas A suitable speech content has created significant success for the speaker in the process of conveying the content Thematic delivery of information helps listeners perceive the message the speaker is expressing and presenting (Bygate,1987) The speaker's ideas must be arranged logically in order to help convey information clearly Information is presented in an organized manner to help the communication process be accurate and the listener follow the speaker's thoughts (Thornbury,2005) Supporting content through examples and evidence helps learners grasp the content of the speech in more detail (Hedge, 2000)

Fluency (speed of talking, hesitation while speaking, hesitation before speaking)

Fluency is an important skill in speaking that enables good use of a second language, allowing information to be communicated seamlessly, no interruption of information Fluency is specifically demonstrated in communication through the flow of information provided and the process of maintaining speed and rhythm (Skehan,1998)

Automating word and phrase patterns also helps speakers engage in more natural conversation across long and short conversations Through automaticity, learners find it easier to focus on the messages to be conveyed rather than struggling with language production (Thornbury,2006) Furthermore, when speaking, it is important for speakers to recognize pauses and correct communication breakdowns, such as rephrasing or circumlocution, which helps maintain fluency and minimize disruptions in conversation (Ellis, 2003)

Conversational skills (topic development, initiative, and conversation maintenance)

This criterion is described as the ability to conduct a conversation fluently, assess the speaker's ability to articulate and communicate, assess turn-taking in conversation, use of pauses and fillers, self-correction, and requesting additional information and details to develop the topic of conversation Furthermore, etiquette rules are also considered to have a positive impact on conversations

Sociolinguistic skills (distinguishing register and style, use of cultural references)

The speaker's linguistic sociality plays a very important role, including the choice of intonation and style, i.e formal and informal, and the balanced use of cultural references Assessment of social language skills is based on situations, language expressions, use of words and structures to express, in addition to other factors such as politeness also have a great impact on the social nature of communication language

Non-verbal (eye-contact and body language)

Teamwork

Teamwork is an interactive process between different people or in other words, the combination of many members to help the collaborative process take place The main reason why teamwork is so important in the workplace is that it builds trust among co-workers Good teamwork increases productivity and makes your employees happier It helps foster a sense of community within the workplace and it creates more opportunities for training and advancement In educational setting, teamwork also plays a crucial role in developing learners’ ability, inspiring the learning atmosphere, and improving The pedagogical advantages of teamwork in an educational setting are prevalent Team experiences can enhance student learning According to Oakley, Brent, Felder, & Elhajj

(2004) stated that if teachers divide into small teamworks, it help students achieve higher results in teaching activities Further, working in teams allows students to receive additional help and support from their peers (Feichtner & Davis, 1984) and share ideas (Hernandez Nanclares, Rienties, & Van den Bossche, 2012)

Parker, Glenn (2008) identify the importance of team work activities towards common goals and bringing effectiveness in the results achieved by the teamwork This perspective has created recognition of the importance and effectiveness of team activities compared to the individual work process, helping individuals have common responsibility to contribute to the products of the same teamwork Teamwork functioning includes four main characteristics: common goals, interdependence and stability, ability to manage their own work and internal processes, and functioning within a social system bigger

For effective teamwork activities to work, both adequate team sizeand context is important (Thompson, 2011)

According to Yang (2016), the behavior of teamwork is considered to be effective in achieving higher work output A team can bring high efficiency when there is cooperation of members, minimizing individual working time instead of cooperation and sharing work of members Teamwork is defined by Kozlowski and Bell (2003) as “a team of two or more people working for a common goal, subject to interaction, demonstrating interdependence of tasks, managing boundaries and embedded in the broader organizational context”

In short, teamwork refers to the existence of two or more people in the same working team For the application of teamwork to work, it is better to pay attention to the team size, the context and the requirements of the team members

These activities are carried out under the instruction of the teacher To solve the problems related to speaking skills, the subject experts have proposed different measures such as Nunan (2003, p56-58) proposed measures such as role-playing, jigsaw activities, holes from a predefined information to find students' self- expression ability, assigning contacts and Simulation can be used in teaching speaking Therefore, these activities depend on the teaching techniques of the teacher, the organization is organized under the direction of the teacher Discussion activity on a topic proposed by the teacher to talk together about a topic selected by the team or assigned by the teacher According to Jayanth& Soundiraraj (2016), “Exploiting team work activities to develop speaking skills of the ESL learners” This exploitation be directly exploited by the teacher from the learners and the learners exploit according to the team's activities Debating skills with their own topics and those of other teams to defend the team's point of view according to the topic presented by each team, the peer team look for the other team's wrong point and defend the team's point of view if the team's point of view is wrong that fits The skill of expressing the team's views and attitudes on how to evaluate other teams in the class through a game, a story or a topic of team discussion The skill of reasoning together to clarify the team's point of view in a situation assigned by the teacher, role-playing or reasoning for keywords a game, a picture, a picture Show team performance by Rosen and Dietz (2017, p479-502)found that teamwork was the result of better task completion, such as higher correct results, shorter completion time result ; Team members feel comfort, less pressure as well as increased team member satisfaction; and higher learning outcomes and develop students' positive learning skills One of the potential indicators of teamwork performance is the satisfaction of those who receive the results externally, such as members using the product, teachers seeing students' progress according to their goals like Edmondson Team performance testing provides testing criteria related to the criteria that refer to the emotional response of team members and the team's viability according to Ulrych (2014) affective reactions often refer to

Based on the spirit of work, the contribution of each student according to the point of view and grading of their peers in the same teamwork

Evaluation is based on each member's ability to present in English to see if members of the same team have conflicts or conflicts with each other to assess the cohesion and teamwork of each member each individual and of the teamwork Assess whether team work helps students connect and achieve the common goal of helping themselves become more proficient and better at English in team work skills At the same time, the evaluation is also based on the content of each team's presentation and presentation to see if the teamwork's performance is good and improved Teamwork skills through these activities are deployed in teamwork as follows When approaching today's learning environment, most researchers and teachers realize that working in teams promote cooperation between students in the same class, this is also is an activity that promotes the tasks of individuals in general and collectives in particular to be completed as completely and quickly as possible

There are a number of activities that can be used collaboratively Kasim

(2015) proposed typical teamwork activities as follows:

Students are put into teams Each team is given a set of procedure text Each student in teams is given one card containing one of the steps of doing something The students are then required to seek their partners based on the sequence of steps in procedure text Then the students are asked to go to the front to present what they have done in the game Using game in the classroom encourages students to use the target language spontaneously in real life situation Game makes more fun in the classroom and therefore the students enjoy learning When this occurs learning can takes place better

Students are required to sit in teams of four or five depending on class size

In each team students are given certain roles In each team, they are given a task to solve a problem The task can develop students’ fluency in target language, generate students to use the language or interact with others in the classroom In addition, it can increase students’ motivation and make the teaching learning process more enjoyable

Students are put into teams of four or five In teams, they are required to devise a project Each mention is assigned a task in the team Project supports students to better their teamwork skills, their critical thinking and problem- solving problem

Students are given instruction of what and how to do the task Students are asked to be in pairs, student A and student B Each student is given different texts and asked to complete their information gap In pair, they exchange the information by asking and answering the questions to each other The answers should be written on the spaces provided below each question After they have finished the task, the teacher and the students check whether the answers written are correct or not By doing so, the students have more practice of using the target language in a conducive learning atmosphere

Jigsaw activity helps students create their own learning Teachers put students in team of four or five and each of them is assigned a different text or information Then, team members join with members of other teams assigned the same text or information, and research and/or share ideas about the text or information Then, students return to their original teams to teach other members of the teams who have different texts or information Team members must work together as a team to accomplish a common goal and each person is dependent on each other By doing so, it facilitates interaction among all students in the class Clarke in Sharan (1994, p.35) states that each team member becomes specialized in subject matter and thereby possess critical information to contribute to classmates

Students are given some instructions about what to do with this activity The teacher distributes parts of the text to the students which is divided into two parts Then, the teacher asks the students to do the thinking step individually and try to understand it The teacher monitors and controls the process while the students do the pairing step in pairs Sharing that is done in pair and in team and give necessary helps, especially on the comprehension Then, they must back to their own pairs and discuss what they have got from Sharing step The representative of each pair reports the result of discussion, other students may give comments/opinion The teacher should give more explanation about the characteristics of the text, and the ideas as well to empower the material comprehension

Students are given a controversial proposition related to current issues Students are divided into two teams One team must stand as ‘for’ and the other as ‘against’ on the chosen topic they want to discuss Each team must provide arguments A student should be appointed as a moderator chairing the discussion and one student acts a secretary writing necessary points from the discussion Conclusion should be drawn based on the arguments given by each team Prior to the activity, the students should be exposed to some reading materials related to the issues, so that they can have some ideas and vocabulary for the discussion During the activity, the teacher may go around controlling, monitoring, offering help, and making sure each student gives contribution to the discussion

This technique can be used for many things: to model for discussions or other classroom instructional method, and also to help students think critically about a topic The teacher identifies a small team of students (4-5 students) The teacher provides the students with a topic to discuss The students in this team sit in the center of the room These students are in the “fishbowl” The remaining students sit in a circle around them The students in the center discuss their topic While the students in the center are discussing, the audience (the other students) pay attention to the conversation They can write down things like: what works well in a good discussion, what does not work well for a good discussion, interesting ideas that come up, questions, etc At some point, the teacher stops the students in the “fishbowl” Then, the teacher begins a discussion with the whole class The discussion should be based on what occurs in the “fishbowl” discussion (Unsyiah, University of Kentucky, and USAIDS, 2010)

2.3.3 Advantages and disadvantages of using teamwork to teach English speaking for students

Chapter summary

Chapter 2 raised the concepts and definitions of speaking ability and team work to guide methods as well as shape the benefits from developing speaking ability of junior high school students in the process of working in teams to shape students' best speaking skills and from there to suggest advantages and disadvantages to take advantage of in the process of practicing speaking skills of middle school students, and improve weaknesses to help students develop better speaking ability from the form of team work

RESEARCH METHODOLOGY

The context the research

This thesis was carried out at an upper- Secondary school in Hai Phong District, Hai Phong, Viet Nam This school had good classrooms for students, a big library with many books including English reference books In each class, the desks were often arranged traditionally with rows of four desks with a narrow isle in the middle and two narrower on the sides There is little empty space left in front of the black board, so teacher and students can move to and from if they conduct difference interaction activities

This school had 36 classes, each class had 40-50 students, and six teachers of English aged from 28 to 44 years old with least 3 years of teaching in a public school Students at this school passed the entrance exam in different teams: students were keen on science and others were good at English Consequently, their English levels are not the same Teachers are continually faced with the students who lack vocabulary and are not good at grammar as well Moreover, in each English class at this school, there are about 45 students with different English background Furthermore, the large class size is also an obstacle preventing teachers from controlling and teaching English effectively

Many students expressed their ignorance in learning English knowledge in class They are not confident enough to speak English in the speaking class and they seem to attend to very lesson fully simply because they do not want to receive the low attendances mark

Therefore, this research was aimed to find out the speaking activities that increase students’ interest in speaking English in class

Teaching content: The teacher let the students in the class interact with each other in small teamworks or pairs according to the teacher's request about the 8 talking points according to section 3.4 The goal of the teamwork content is that the teacher hopes that through the teamwork, all students be able to improve their vocabulary, create a spirit of solidarity, and moreover, it help them more confidently participate in speaking lessons

The participant were 45 students one of the 6 th forms where the research is a teacher The participants have studied English as a compulsory subject Of the

45 participants, the majority of respondents were boys (28 students) and the minority of the respondents were girls (17 students) The age of respondent was

11 Only 14 students are good at English and the rest need to try harder (25 students)

Most students have been studying English for several years Of the 45 participants, 76%(34 students) spent 2-3 years writing some essays to participate in the exam for excellent students in English at the elementary level, 24% (11 students) have studied English from 4 to 5 years This thesis is done in December

2022 when the participants finished their first semester By the time of writing the thesis, the students had completed their English thesis for 15 weeks (3 periods/week) and had taken the first semester's English exam The reason for choosing this team of students is because they had difficulty communicating and the researcher wanted to solve the problems in this action research

It is not surprising that some students who spent more time studying had better English knowledge and skills than others Therefore, they were more confident when they were good at English in class

It is worth nothing that some students who took more time to learn were better at English knowledge and skills than the others Therefore, they were more confident to speak English in the class

The materials selected for the implementation of acting teaching activities are 3 units from 5 to 8 of the English textbook " English 6, episode 2 " published by the National Foreign Language Project 2020 Besides, the author selected a number of team work activities related to the content of these units In the process of teaching and practicing speaking skills for 6th grade students, I think they had quite a small vocabulary and were at the age of just starting the first grade in middle school, so choosing team work activities was not easy but the application could support them to gradually absorb vocabulary more effectively, and create more interest in their learning process In addition, choosing the method of learning to speak through songs could help them remember more vocabulary more quickly, and also helped them gradually become familiar with sentence structures before starting to speak

During the process of teaching speaking practice for 6th grade students, I had access to 8 speaking lessons through an 8-week internship at the school

During the speaking practice process corresponding to each topic, I arranged in advance for the students to review vocabulary and ask them to divide into teams to conduct speaking lessons with the expectation that each lesson would include all students could also participate in the speaking process in class.

Research design

As soon as beginning to carry out the investigation, the author has oriented research questions with the desire to identify the clear aims of this survey:

(1) To what extent does the use of teamwork improve the English-speaking skills for of the 6 th graders at Bach Dang secondary school?

(2) What are students’ attitudes towards the use of teamwork in teaching English speaking to students of a secondary school in Haiphong city? 3.2.2 Action research

The thesis are conducted as classroom action research This research has been defined in many different ways According to Richards (1993) action research is a teacher-initiated classroom research type, which seeks to increase the teacher’s understanding of classroom teaching and learning and to bring about improvements in classroom activities It encourages teachers to compare methods and ideas with a critical eye, and to adopt these ideas into their teaching environment Nunan (1999) It is carried out by participants (for our purposes, classroom teachers) rather than outside researcher

McTaggart (1994) added that “the action research is a form of self- reflective enquiry undertaken by participants in social situations in order to improve the rationality, justice, coherence and satisfactoriness of (a) their own social practices, (b) their understanding of these practices, and (c) institutions, programmers and ultimately the society in which these practices are carry out Action research has an individual aspect-action researchers change themselves, and a collective aspect-action researchers work with others to achieve change and to understand what it means to change Action research involves participants in planning action( on the basis of reflection); in implementing these plan in their own action; in observing systematically this process; and in evaluating their action in the light of evidence as a basis for further planning and action, and so on through a self-reflective spiral In deciding just where to begin in making improvements, a team identifies an area where member perceive as cluster of problems of mutual concern and consequence The team decides to work together on a thematic concern but to change things they must confront the culture of the institution and society they work in

According to Ferrance Eileen (2000): “Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research…action research is an educational too

It describes the process if identifying a question or problem in the classroom, collecting data, and interpreting that dat It centers around in the participants in the learning process ( the teacher and students) and investigates their perceived realities within that situation Action research can be used by individual teachers of English as a means of investigating and understanding the local learning environment (their own classroom), before telling other teachers and educations( reporting the findings) afterwards”

Wiriaatmaja (2005) stated that classroom action research is how a team of teacher organized their learning practice condition and learn from their own experiences They can try their improvement idea insider their instruction processes and see real effects from efforts

To sum up, action research is designed to find out the problems or weaknesses and help educators solve problems quickly and efficiently, and then to bring about Improvements in the classroom activities Particularly, it helps the teacher to know what is actually happening in their classrooms, what learns are thinking, why learners are reacting in those way, what aspects of the classroom we should focus on to develop our teaching most effectively, how we should change in these aspects, and what the effects of such a change are through teaching experience and observation, the teacher –researcher discovered that her students faced up with many problems in speaking lesson Therefore, an effective strategy needed putting into action with the hope of bringing better change for student’s speaking skill This research help me find more effective approaches in the process of teaching 6 th grade students to start speaking through the most suitable speaking methods for them and continue, use those methods to encourage them to learn to speak on their own in class and with friends after breaks or at home to better shape their speaking skills.

Research procedures

To conduct the research, the researcher cooperated with 40 students in 6A at Bach Dang secondary schooling the second semester of the school year 2022-

2023 According to Burns’ model (2010), action research consists of the four stages: plan, action or implementation, observation, and reflection

The research is developed and carries out during eight weeks from the 1 st week to 8 th week of the second semester

For week 1 and week 2, the author asked students to do the pre-intervention test and complete the pre-intervention questionnaire All the course procedures are shown in the following table:

Table 3.1.Lesons are conducted from week 1 to week 8

Instructi on and orientati on

Diagnosing - Observing by the teacher

-Students are administered the pre- intervention

Learn through pictures: Through games and songs (Teachers use short vocabulary sentences to help children begin speaking simple sentences)

2 test and were asked to fill in pre- intervention questionnair e

Learn through pictures: Through games and songs (Teachers use short vocabulary sentences to help children begin speaking simple sentences)

Applyi ng words and phrase related to Traditi ons around the words

-The teacher implemented the lesson plans with team work activities in speaking

Role play: Telling stories (Ask teams to tell a sample story of best friendship based on the lesson vocabulary or create more)

Using phrasal verbs to learn to speak

-Pronou ncing correctl y stress in two- syllabl e words

- Applyi ng words and phrase related to Traditi ons around the words

-Once problem confirmed, modified some team work activities were applied in teaching speaking

Role play: Telling stories; Learn through pictures: Through games and songs(The content is said according to the teacher's instructions on the required topic)

-Using: compar ative and superla tive adjecti ves and article

-Student were asked to express their opinions toward doing oral tests

Role play: Telling stories; Learn through pictures: Through games and songs(The content is said according to the teacher's instructions on the required topic)

Pronou ncing correctl y stress in two- syllabl e words of differe nt parts of speech but with the same spellin g over 11 weeks

-Student’s improvement was observed weekly by teacher

-Post-test for the final assessment

7:Natura l wonder of the word

- Applyi ng words and phrases related to electro nic devices

Role play: Telling stories; Learn through pictures: Through games and songs (The content is said according to the teacher's instructions on the required topic) that can help us learn:

Using structur e combin es articles and words into a sentenc e

- Instruct ions on how to stress and pronou nce vocabu lary

Reflecting Role play: Telling stories; Learn through pictures: Through games and songs(The content is said according to the teacher's instructions on the required topic)

- Instruct ions on how to connec t linking conjun ctions and articles , other vocabu lary learned to describ e simple ideas of sentenc es

- Guide to adjecti ves and adverb s

-How to arrange words that appear in a sentenc e

Data was analyzed to evaluate the action plan by the teacher

Teamwork is designed by the teacher according to the number and duration of the class period, so for each team, the teacher divide the class into 5 small teamworks, each teamwork has 9 students sitting next to each other for easy working and communication Students will discuss the topic as requested by the teacher Then, upon request, each teamwork appoint a representative or designated teacher to discuss with the remaining teamwork

Teaching diary

Teaching diary is which a teacher notes what happens in their classes and their through about it The researcher chose this method in order to observe how pedagogical intervention happen in applying team work activities to teach English speaking, then know which ones have been improved, which one have not been improved, which ones have been changed, which one have not been changed and which ones prevent the change The researcher then could have a chance to look again what happened in each lesson, then could think how to adjust the teaching to get better results The researcher made a quick note after each lesson, the wrote the whole entries in the evening Totally, nine teaching diaries were written after each speaking lesson with team work during 8 week course because the researcher just wanted to take a closer look into how team work activities were implemented in the speaking lessons, what happened in the those lessons and teacher’s difficulties The researcher did not write teacher diary for week 2,5,7 and 8 when students took the test and questionnaires because it not help to provide insight into the teaching Therefore, the diaries were mainly written about some issues such as the procedures of team work, while students work in team, student’s participant , class organization, teacher and student’s role , discipline, time student’s attitudes and suggested changes To make the analysis easier, the author focused on answering some questions as follows:

Procedures of team work -Did the teacher apply for three stages in a speaking lesson?

-In each stage, what did teacher have to pay attention to?

-Was it suitable for the whole class? Team work -What activities were applied in the lesson?

-Which activities were the students keen on most or least?

Student’s participation -How did the students take part in the lesson?

-Did they understand the rules and join well?

- Did they complete the task well? -Were they able to express their ideas/presentations clearly?

-Were they possible to work in team effectively?

Class organization -How could the teacher organize the class?

- Were the students wiling to obey the teacher’s requirements?

Teacher’s role and students’ s role -What were the roles of the class?

-What were the roles of the students in each stage?

Discipline -How was the atmosphere of the class?

- Did the students have ability to share the ideas with the partners?

Time -Did the teacher give enough time for students to complete the task?

-Did each team have enough time to present the performance in front of class?

Student’s attitude -What were the students’ emotions?

-Did they feel excited/ bored?

Suggested solution -Did the teacher want to change the way to teacher ? why(not)?

The findings of the teaching diaries help the researcher to identify the challenges when she applies team work in speaking lesson.

Data collection procedures

The research process took place during the time I received the class and that process was carried out throughout the 8-week internship period at the school, so data was also collected throughout the period internship period mentioned above

The data of the thesis content was researched with a combination of quantitative and qualitative data Accordingly, in the research, the author combined all three tools to create diversity for the collected data, including: includes namely speaking tests, questionnaires, and interviews

Firstly, the researcher conducted a discussion with the school board and principal about the use of teamwork activities in speaking skills learning after receiving permission from the school After receiving the consent of all school administrators and all participants, the researcher began to conduct the research in class 6A In order to gain the reliability of the research as well as to know the speaking skill level of the participants before the research, a pre-test was conducted in class 6A in week to start the test, the researcher conducted the first part - social interaction and then she distributed topic cards The students answered these questions in the speaking part topic card The researcher assessed their students’ speaking ability by a rubric standard

Secondly, after performing the group work activities, the teacher conducted a test to assess the students' abilities After receiving the consent of all students, the post-test was conducted in week 7 and these tests were recorded and then analyzed to collect data for the study

After that, students are then given a questionnaire by their teacher to complete the survey The questionnaire is translated into Vietnamese by the teacher Students have at least 15 minutes to complete the questionnaire Their questions are kept confidential and not affect their academic performance

Finally, the teacher selected 5 students to participate in the interview, with each question taking at least 5 minutes to answer The students answered the questions in Vietnamese and the researcher translated them into English

3.5.1 Pre-test and Post- test

The purpose of this activity is to help test the amount of knowledge before and after they start participating in the process of learning to speak in teams This test activity is used to compare the quality and effectiveness of progress is the students' lack of progress compared to the speaking learning methods their subject teachers taught them This test was performed by the researcher on 5 main tests:

Pronunciation, Grammar, Vocabulary, Fluency, and comprehension to evaluate the improvement effects of these 5 tests The research author base his assessment on the average score of the pre-test and post-test of each student out of a total of

45 students and also on the Mean of the pre-test and post-test of the whole class overall efficiency that teamwork activities bring However, to ensure the fairness of the testing process, the researcher tested two pre-test and post-test contents in accordance with the content in the curriculum of the 6th grade English textbook and its length as well as the level of problem solving of the two times is equivalent

The scoring regulations for researchers refer to base on Harris's Oral English Rating Scale (see Appendix 4) The pre-test I conduct is based on the time before taking the class and receiving approval from the school about applying teamwork activities to learn to speak English the topic of the test begin to be designed according to lesson program from unit 1 to unit 4 in the 6th grade English textbook program, the post-test I be based on their learning process from unit 5 to unit 8 also in the 6th grade English textbook program, the difficulty of the lessons, questions are also designed at the same level from easy level 1 to the most difficult level 5 To better measure the policy, the post-test be designed with a more difficult length than the pre-test Through the test results, teachers can compare the effectiveness of the speaking teaching method and then be able to recommend to the main teacher whether to apply the teamwork activities method or not In order for the results to be reflected objectively, the English teacher check the pre- test and post-test results, then I receive these results back from the official teacher to conduct effective comparisons

The test is designed based on 7 questions (see Appendix 5) and is administered within 15 minutes and the scoring scale mentioned above is according to the Harris's Oral English Rating Scale method (see Appendix 4) with the 5 criteria mentioned above including: Pronunciation, Grammar, Vocabulary, Fluency, Comprehension The maximum score for the speaking test is 25, each criterion fluctuate from 1 to 5 and the lowest score is 1 and the highest score is 5 Subjects are applied to compare the content of the pre-test and The post-test was a student in class 6A under the agreement of the subject teachers and the school, they also agreed to allow the researcher to apply these activities during the teaching process for 8 weeks

The pre-test and post-test aim to address the researcher's general purpose, which is to test the effectiveness in 3 projects from unit 5 to unit 8 to test the improvement ability of grade students 6A how to test the differences of students after applying teamwork activities

In second language research, the questionnaire is considered the first technologically advanced tool to build questionnaires and is considered a valuable research tool in second language research ( Dornyei, 2007)

In the definition of a questionnaire, it can be understood that it is a tool collected based on any text that has been provided to the survey through a certain team of people or individuals to answer the questions that have been asked built into the questionnaire or in the form of an answer by indicating the answer - by marking a page, writing a number or ticking any answer box through a paper board or other online forms (Brown, 2001)

A questionnaire is a form of survey that is presented in the form of quantitative data, is affordable, and is easy to complete (Vanderstoep & Johnston,

The questionnaire form is also presented in the form of a personal interview structure but is time consuming In social science research, questionnaires are the most common form used in research most surveys (Fife-Schaw, 2006)

Questionnaires are usually for projects, and less experienced research subjects seem to be more interested in conducting questionnaire surveys As for students, they are the ones who often use questionnaires in their individual projects and dissertations to conduct small-scale surveys Questionnaires are often used for the following purposes:

First, questionnaires are used to collect information on a certain team of people, in this case 45 students, in a structured and standardized way

Questionnaires provide a way to gather information about student attitudes and how the team learning model designed for speaking practice is going

Chapter summary

This chapter has identified the setting, participants, instruments, and procedure of the thesis The participants consist of 45 students who were thesis in the second semester in grade 6 Data gathered from the responses of the students were firstly read through, and then sorted out and analyzed to get the answers for the research question

DATA ANALYSIS AND FINDINGS

Findings

In order to conduct an accurate measurement method from the method of learning to speak through teamwork activities for 6th grade students, I conducted a speaking test before I took the class and received permission from the department teacher subject as well as the school administration, an oral test after the end of the study process Below are the results of those tests The results after running SPSS (See Appendix 7)

Table 4.1: Differences in means score of the overall pre-test and post-test scores

N Minimum Maximum Mean Std Deviation

Looking at table 4.1, we can see that students' abilities improved significantly after implementing teamwork activities in speaking lessons

Figure 4.1: Students’ mean scores of the pre-test and post-test results

The statistics show that the average score of the whole class increased from pre-test (M = 11.84) to post-test (M = 15.24) This change means an increase of 3.4 However, there was a bigger difference in the range of the scores and this was shown via the standard deviation indexes Before the application of teamwork, it was 1.93 for the pre-test; however, when it comes to the post test the figure was 2.366 The overall score of the pre-test ranged from 10 to 15 but that of the post test was from 12 to 22

The statistical findings also showed that the changes were not similar The biggest jump in score (6 points) belonged to students no.4 and no.11 while the smallest increase of one point only could be observed in the score of students No.13 and 32 There was one exception which was a fall seen in the score of student No 5 which dropped by 3 points from 15 to 12

It can be concluded that students generally increased the scores after the intervention of teamwork activities This indicated that their speaking ability also changed significantly in a positive direction, thus contributing to the overall average scores of the whole class, which was higher than before applying the teamwork technique Another point is the changes were not the same, showing that teamwork activities affected these students differently Facts indicated that these activities had similar impacts on students of different ability We could see the significant improvements in all ranges of scores Those who attained low

Mean scores in their pre-test could also achieved an increase of 5 points as the high achievers did

Table 4.2: Paired Samples Statistics about five features of students’ speaking assessment

Pronunciation Grammar Vocabulary Fluency Comprehension

Figure 4.2: Comparison of mean scores of pre-test and post-test on individual skills

Looking at the results shown in table 4.2, we can see that all criteria related to Pronunciation, Grammar, Vocabulary, Fluency, Comprehension all changed after performing the Post-test, which was an increase in the post-test compared to before implementation of the technique shown in the pre-test It shows that 45 students of class 6A made positive changes and the results were specifically as follows: Class 6A had an average pre-test score of 2.37 and post-test score of 3.05 and this change was expressed through the following indicators:

The mean score of the criterion 1 climbed up from 2.87 to 3.07 and the post-test score increased by 0.2 compared to the pre-test score The mean score of the criterion 2 climbed up from 2.58 to 3.11 and the post-test score by 0,53 compared to the pre-test score The mean score of the criterion 3 climbed up from 2.11 to 2.76 and the post-test score by 0,65 compared to the pre-test score The mean score of the criterion 4 rose from 2.18 to 2.87 and the post-test score by 0,69 compared to the pre-test score The mean score of the criterion 5 climbed up from 2.11 to 3.14 and the post-test score increased by 1,03 compared to the pre-test score This is the criterion with the highest increase index among all the criteria and this is an important foundation criterion to help teachers improve students' speaking ability

Through this, I can draw a conclusion that the process of applying teamwork activities to speaking lessons brought remarkable effectiveness from a significant increase in the scores of all post-test criteria compared to pre-test I personally think that this improvement is a good sign for teachers in the subject to be able to improve their speaking learning methods through teamwork to stimulate students' dynamism The above results proved its effectiveness

Looking at table 4.3, we can realise that students almost all agreed with the significant improvement in their English ability after the period of time they received Approaching the method of learning to speak through teamwork activities, the above results demonstrate that they improved in a positive direction after the application of teamwork and this even improved the results of the weakest students in the class

Table 4.3 Students' self-speaking ability through teamwork activities

After implementing speaking learning methods in the classroom

Strongly Agree Agree Neutral Disagree Strongly Disagree

1 I feel more motivated to learn speaking English 65% 35% 0.00 0.00 0.00

2 I can develop my ideas, logically and easily 66% 13% 20% 0.00 0.00

3 I feel my speaking ability has improved significantly 40% 20% 40% 0.00 0.00

4 I feel more confident to speak

6 I am not afraid of making mistakes and shyness while speaking

It is surprising that 100% of students completely agreed and agreed that they felt motivated to learn to speak English and this indicates that teamwork activities had the power to create very high motivation as mentioned above Up to 79% of students could develop ideas logically and easily when working with their friends Also from table 4.3, we can see that the students could better their self-confidence, and they no longer felt anxious when speaking in front of the class Data in table 4.3 show that motivation helped 70% of students and they felt confident when speaking and they did not feel embarrassed

Also from the survey results, up to 60% of students found that their speaking ability had improved significantly, which they felt in practice after speaking lessons through teamwork activities, with the above results, it seems that the spirit and motivation motivated them a lot in the process, they were more confident and able to express their speaking ability, which tended to progress well

Being able to speak English is not enough, but confidence was the driving force to motivate students to speak and speak more in front of the class Survey data in table 4.3 proves that motivation helped 70% of students the class to feel more confident when speaking and they did not feel embarrassed when speaking in front of the class, so I felt as a teacher that the 6th grade students were very excited about the teamwork activities more entertaining than role-playing speaking lessons and for many students who are not good at it, they were still happy with the applied teamwork activities they could talk about what they thought were possible answers Their timidity and fear of catching mistakes was completely eliminated with 100% of students completely agreeing and accepting that they could make mistakes or say something wrong, but they still felt okay so teamwork activities during the speaking class helped them dispel their fears and phobias, thus forming their ability to speak for themselves and gradually becoming more advanced

When surveying students' attitudes in teamwork activities, we can see that students expressed their positive attitude towards it 100% of the students completely agreed and agreed that they like games and learning to speak through words used in games with fun activities in the English speaking classroom, with the above results, the number of students who completely agreed is 80%, which shows that all students were excited and they seemed to look forward to speaking lessons to have fun they could both entertain themselves and improve their knowledge of the subject, Perhaps they were feeling relieved of pressure and not afraid when participating in the speaking class

In summary, through the survey results shown in table 4.3, we can see that students' ability to speak for themselves was improved Students also showed positive attitudes toward teamwork activities, believing that these techniques enabled them to get rid of the feeling of anxiety and stress Furthermore, through this process of learning to speak, it has stimulated students' love of English and stimulated them to continue to learn more about how to study English well as well as increase their confidence when speaking in public, they can express their personal opinions without fear of criticism or hesitation compared to before

Turning to the survey results about students' improvement when learning to speak teamwork activities, findings were shown in table 4.4

Table 4.4 Students' self-evaluation on improvement in speaking criteria through teamwork activities

After implementing speaking learning methods in the classroom

Strongly Agree Agree Neutral Disagree Strongly

10 I can speak English fluently without hesitation

Through the above data table, we can see that students provided responses about their improvement in relation to some important factors namely pronunciation, grammar, vocabulary, fluency, and comprehension Most of the students surveyed said that they could improve knowledge of grammar, vocabulary, pronunciation, fluency and comprehension If one of these criteria had been missed it would be very difficult for students to perfect their speaking ability

Through the assessment data table 4.3, we can see that from 90% to 95% of students improved their grammar, pronunciation, fluency, and comprehension after practicing speaking with other members, so pronunciation The lowest percentage was seen in vocabulary as 70% said they could better this aspect thanks to teamwork activities Obviously, a student cannot speak if they do not have vocabulary and vocabulary to describe problems, things, and events Though students said they could better their vocabulary however this should also be taken into consideration and the percentage was much lower than those who believed collaboration learning could better their grammar, pronunciation, fluency and comprehension

To sum up, the above criteria have clearly improved after the post-test and this improvement has helped them feel more excited about English learning

Discussions

From collecting data and analyzing the collected data, it has been proven that learning to speak English with teamwork activities has brought more tangible effects in the textbook training program The 6th grade department has made a significant impact on students' ability to learn English After 8 weeks of teaching with speaking lessons, I felt that the more I applied this method to the process of teaching students, the more clearly they improved There were students who could not speak for the first time in class and did not dare to speak This result was clearly shown before the pre-test and after the post-test In addition, students also proactively participated more actively in the process of learning to speak English with their peers in the same team and others in the same classroom

4.2.1 The effectiveness of learning speaking activities through teamwork activities

During the survey, the results of 45 survey samples and data were conducted pre-test and post-test and at the same time, I also used the combined data of the questionnaire to survey the data and collect data to quantitatively analyze the collected results accurately and objectively The pre- and post-survey data had significant positive changes, specifically the total criteria collected before speaking with the pre-test had Mean.84 and after the post-test of the criteria, Mean= 15.24 so the total Mean increased by 3.4 and this increase was divided among all criteria, the average value of the criteria is increasing specifically as follows :

The average value of Pronunciation increased from 2.87 to 3.07 and the average value of Grammar also increased from 2.58 to 3.11 The average value of Vocabulary increased from 2.11 to 2.76 The average Fluency value increased from 2.18 to 2.87 The average value of Comprehension increased from 2.11 to 3.44 Thus, the most obvious change in the criteria was criterion number 5 with Comprehension with an increase in the average value up to 1.33, the change in grammar was still relatively low compared to the other criteria the remaining score is 0.53

From the data of questions 7,8,9,10,11, we can see that the number of students completely agreeing and agreeing is as follows:

There are 95% of students who completely agreed and agreed with improving students' pronunciation, there were 90% of students agreeing that they have improved their grammar, 75% of students improved their vocabulary, Students' speaking fluency reached 90%, the percentage of students who improved their understanding also reached 90% This is a clear improvement in a positive direction for the students and they were almost very excited about their abilities after speaking practice sessions with teachers through teamwork activities

In summary, based on the findings analyzed above, we can see that the researcher can conclude that students have made significant improvements in their English speaking ability through teamwork activities, so it is quite an effective way to improve effective ways to improve the speaking ability of each student in the classroom

This finding is consistent with Long & Porter (1985) in improving speaking ability and now students can speak more fluently than before when team speaking learning had not been applied to the speaking teaching model According to Brown (2001), the content of the pre-test and post-test as well as the index values of the 5 test performance criteria implemented by teachers have clearly changed, which is the result of the knowledge exchange process between weaker and stronger students and Norman (1986) also had the same opinion as Brown in exchanging learning abilities between students in the same classroom and this helped the whole class improved significantly

The survey results show that students' understanding ability in Comprehension skill has the highest post-test score, specifically Pre-test only achieved Mean=2.11 but post-test increased to Mean=3.44, accounting for the highest rate among the 5 skills participating in the survey, this is a significant success according to the author (Bygate,1987) A suitable speech content has created significant success for the speaker in the process of conveying the content Thematic delivery of information helps listeners perceive the message the speaker is expressing and presenting Thus, through the survey results, it can be seen that students able to understand the content of the topic that the speaker participated in presenting in group speaking skills, the process of conveying information to learners can be received more easily (Bygate,1987), students can receive information from the speaker more effectively than before the teacher used this teamwork method (Thornbury,2005)

The students' stress skills also improved significantly, achieving the second highest result after the Comprehension skill Specifically, through observing the classroom, the teacher found that the students had improved their pronunciation skills more accurately than before studying, the pre-test results were Mean=2.87 and post-test, Mean=3.07 Thus, this finding coincides with the author's research (Dewing & Munro, 2015) Pronunciation helps the speaking process become more accurate and fluent to the receiver of the listening information

Through the interview results, students also like to participate in speaking lessons, the results are consistent with the research of authors Vez et al (2002), Sanz (2011), Vu Dinh Bac, Ly Mai Huong, Hoang Thi Hong Hanh (2018) Students also expressed the view that they like to learn speaking through teamwork and want teachers to apply this method in teaching

4.2.2 Students' attitudes in using teamwork activities through lessons

In addition, students' speaking ability significantly improved through survey questions 12,13,14,15,16 Up to 100% of students completely agreed and agreed with a positive attitude that they liked to learn to speak English, 100% of students completely agreed and agreed that they like to learn to speak through teamwork activities, 100 % of students completely agreed and agreed with taking more proactive actions during lessons, this positivity motivated students to start making more progress to show through some of the tests they took It is worth noting that after participating in speaking lessons, 100% of students completely agreed on preparing new lessons before the teacher started teaching speaking lessons, 100% of students actively communicated with friends in class than after speaking lessons

The above analysis of content helped the researcher find answer number 2, it can be concluded that grade 6A students had a very serious attitude in speaking lessons with teamwork activities

The researcher collected and analyzed the data through pre-test, post-test, questionnaire and interview activities which were analyzed by me in the questionnaire, in the content of interview data collection I used both quantitative and qualitative data to analyze the collected data to evaluate the progress results of grade 6A students more objectively and honestly about their clear progress the whole class and this progress index were thanks to the contributions of each individual student in class 6A They worked very hard and proactively with their instructors to overcome their fearful boundaries do not hesitate to reveal the limitations of your own abilities in the process of learning to speak so that the teacher can have methods to adjust each student in the class to correct their mistakes and the students can also begin to correct their mistakes at first, they will accumulate the necessary experiences for themselves as well as have reference methods for improving their speaking skills, and they will also have strategic directions to improve certain areas limited, thereby contributing to improving the quality of their learning through English subjects with the above survey analysis method, subject teachers also have directions to develop students' speaking skills students in a more comprehensive way, finding limitations in the speaking learning methods that teachers previously applied to students in speaking lessons in class

In addition, during the process of writing the thesis, the researcher also used Excel software to calculate some data related to the average scores of the pre-test and post-test to summarize the results were collected quickly and accurately thanks to software supporting calculation formulas, The results of this analysis also answered the two main survey questions of the thesis when the researcher conducted the study, the results were significantly improved in speaking lesson No.5 of the student's self-speaking ability Students began to develop and they begin to adapt to the teacher's teaching methods, they also began to have a more autonomous attitude in learning such as preparing new lessons, reviewing vocabulary by themselves through surprise surveys According to the teacher's random assignment of students, up to 90% of the students in the class were able to remember vocabulary from old lessons very well There were students who attentively reviewed vocabulary from old lessons when they were forgotten before the teacher starts showing teamwork activities to learn speaking The results show that students participated in connecting with teachers and friends in class very actively

On the whole, the results of the study have presented new findings that the project's research brought, which is that the research has had outstanding successes compared to the original targets that the researcher intended, up to 90% of students feel that their speaking ability improved and no longer hesitates compared to before such as fear and shame, and at the same time, students who previously did not love learning English but when participating in the teamwork activities, they almost changed their thoughts and perceived speaking learning in a more positive way, that is, the ability to understand what the teacher said, through the results of positive value research of sig with corresponding values from (0.000 to 0.332), the question results also showed that up to 70% of students admitted that they were more confident and no longer afraid or embarrassed during the participation process practice speaking in class based on simulation of survey results All of the proposed criteria achieved higher results than before when students only learned to speak according to the methods taught by subject teachers according to the school's curriculum

According to the author's comparison with the results of other studies, it can be seen that students' attitudes have changed significantly in a positive direction, which is motivation so that students can learn better and the discussion results show that students are motivated for teamwork activities Herreman (1988) Based on the results of the questionnaire-based interview of the 5 students participating in the interview, it can also be seen that the effectiveness of motivation motivates students to have more interest and interest in the process of participating in activities speaking dynamics and they also want to learn more speech content

When participating in the interview, the results showed that students also wanted to have a serious learning attitude and wanted to improve their ability to speak English in groups They also have a good awareness of teamwork responsibility when participating in learning outcomes This study continues to inherit and improve the previous research of the team of authors Research by a team of authors Nguyen Thi Minh Hanh, Bui Le Diem Trang (2023) on the awareness of responsibility and teamwork when participating in learning activities.

CONCLUSION

Recapitulation

The essay was researched by the author based on the actual teaching process of class 6A of a Hai Phong Secondary School during 8 weeks of practicing speaking in the classroom through teamwork activities All students were were supported by the researcher with methods and ways to approach teamwork activities to speak English about topics from the official textbook., To test the amount of knowledge the students acquired, researcher conducted both quantitative and qualitative methods to compare the collected results to check whether the actual and perceived abilities of students have changed in a more positive direction compared to previous methods they learned The researcher sent a questionnaire to 45 students in the class and the questionnaire was translated into Vietnamese to facilitate the survey For the interview questions, the researcher selected 5 students who had good answers good learning ability of the class to survey them on 4 questions that had been prepared by the researcher, the results were collected within 10 minutes for the questionnaire, 5 minutes for each student interview The results reflected the change in the abilities of grade 6A students and their learning attitudes changed in a positive direction.

Concluding remarks

The paper was based on the researcher's actual teaching process at a secondary school in Hai Phong for grade 6 students in order to examine the effectiveness of using teamwork activities in speaking lessons Through the results collected, the researcher came to some conclusions as follows:

For the first research question, the results of the post-test had a very significant and positive change compared to the results of the pre-test.All components such as pronunciation, vocabulary, grammar, comprehension, and fluency witnessed an increase in the mean average index, and this indicates that students improved their speaking ability Another point is they were more confident and motivated to learn speaking They also spent more time practicing speaking skills

For the second research question, the researcher synthesized the results collected from the questionnaire and interview results, thereby showing that in addition to the research results showing significant student achievement, we can found that their attitudes also changed in the direction of completely agreeing and agreeing with the effective method that the teacher deployed, which is learning to speak through teamwork activities This result shows that their enthusiastic attitude stimulated students to learn better and they were willing to learn what they did not know to continue arguing with their peers in the same team to criticize their ideas of other teams Furthermore, the students agreed with the continuity of using thisteaching technique as it helped to reduce boredom for students especially those with poorer English skills They could seek for help from their peers and their teacher as well In addition, the survey and interview results also show that the students loved the team work process, forming a teammate with other team members to share their personal understanding of the answers and complement each other supplement and improved the weaknesses that they were facing Finally, students had very good attitudes and were excited to participate in speaking lessons Students emphasized the key role of teachers in the classroom coordination process and helping students find their weaknesses

Pedagogical implications

Based on the results of post-tests, questionnaires, and interviews, the researcher will make the following recommendations for teachers and students to use this tool in the teaching and learning process effectively:

From the student's second interview question in the second question, it can be seen that the teacher's role is very important in the process of controlling and helping students answer suggestions during speaking practice of students through teamwork activities , The teacher's interaction is also shown through looks and nodding in agreement or shaking his head to respond to students promptly changing their opinions or hand gestures to help students interact with the teacher more easily and feel motivated to help them during the speaking lesson Some students expressed that they feel scared if teachers do not accompany and help them, and they are also very afraid of scolding from teachers

During all stages of the process of learning to speak through From the student's second interview question in the second question, it can be seen that the teacher's role is very important in the process of controlling and helping students answer suggestions during speaking practice of students through teamwork activities, The teacher's interaction is also shown through in presenting research and research results, students need the help of teachers in the research process Therefore, teachers play an important role as the center of the classroom, so students need to be supported when necessary and teachers also need to understand student psychology during the teaching process First of all, the teacher is the one who creates the teamwork activities is them compatible with the content of the lesson Furthermore, teachers need to create confidence and motivation with game prizes such as rewards and praise for students, confidence to reduce students' anxiety and stress to create a friendly environment for connection between teachers and students, teachers often tell stories about learning spirit and efforts through the process of self-practice as well as the process of preparing the content of the speaking lesson in advance before class to be able to connect more easily and effectively with students Finally, teachers need to more accurately evaluate each student's learning results to give suggestions to help students learn better in their efforts, avoiding cases of incorrect grading and bias towards students in the class , teachers need to evaluate the entire student presentation process in an overview through criteria, not just evaluating a part or a small criterion, teachers must also be people who know how to listen and receive feedback Students' feedback on complaints such as the teacher evaluation process being unfair, inappropriate, and at the same time listening helps teachers easily find students' shortcomings and then give them feedback put in more effort than the process of trying

Enhance teamwork activities in the process of learning to speak

The survey results in survey tables 1,3 and 4 showed the excitement of all 6A grade students when teachers started to warm up the class to participate in teamwork activities during speaking lessons In the interview results, the students stated that they enjoyed the process of working in teams with their peers, commenting with the team, and that the power of the team helped them have more ideas to talk about and easily grasp them identify gaps in knowledge that some team members have supported them with such as vocabulary and grammar All of these activities not only encourage students to be motivated but also help them gain more confidence linked to friendships in the classroom

In summary, the interview results show that students like working in teams because it not only helps them have discussions, receive many perspectives from their friends, but also creates emotional value, being safe with their friends support team They also like the creativity of many views and opinions of their friends they think that the interesting process of learning to speak in a team will help them relieve personal pressure and be able to get closer to friends they have not been in contact before Therefore, through this study, the researcher encouraged subject teachers to continue building learning project programs with priority for students to study in teams and practice more in teams to demonstrate their spirit and the responsibility of team cohesion and improving the overall learning effectiveness of the whole team Students also love giving presentations more because they will speak completely in English, so their English ability will also begin to improve the biggest improvement is the pronunciation of many students before entering class when teaching speaking lessons, the researcher found that most of the students pronounced and stressed very arbitrarily and many students were weak in vocabulary so they could not speak due to lack of vocabulary and Teamwork activities have also helped them associate with word learning methods to improve their vocabulary knowledge.

Limitations of the study

Although the research was conducted by the thesis researcher during the experimental teaching process at school for 8 weeks through 8 speaking lessons, it is inevitable that the research may still have shortcomings The scale of the study was a class of 45 students with a small scope and scale, so the results may still be subjective, which is unavoidable, so the results are still general and cannot be fully demonstrated based on the interview opinions of each student in the classroom, the research can only be applied to one classroom and one Hai Phong secondary school, so the research cannot be generalized to all students and teachers different schools The research also only focused on improving speaking skills training due to limited practice time, so the research could not generally improve other skills such as listening, reading, and writing for students of grade 6A The difficulties and problems that the researcher faces in teaching speaking to students have not been mentioned, most of them only focus on improving students' speaking skills and abilities

However, in the study, the researcher still encountered many limitations The interviews were only conducted on a narrow scale, so it was not possible to survey all the opinions of the students when participating in the class, and the teachers only surveyed subjectively based on the abilities of students with good learning ability The number of questions is quite small due to the small amount of time teachers have for experimentation.

Suggestions for further study

Based on the research results of the thesis, the researcher begins to propose some recommendations as follows:

Expand the research scope of the research samples by participating in teaching many classes at the same time to accurately evaluate the effectiveness of teaching methods using teamwork activities during the process speaking course

Develop students' awareness before participating in the teaching process to avoid wasting time with students who do not wish to participate in the speaking process and create a close friendliness between teachers and students

Finally, teachers need to deeply research measures and forms to improve students' knowledge on a large scale in the process of combining speaking skills to develop other skills such as reading, listening and writing Students can still take advantage of it.

A SAMPLE OF THE TEACHING DIARY

First teaching diary Unit 3 My friend( Lesson 2_speaking)

TEACHING JOURNAL This teaching journal is designed to support my study namely “An exploratory study on the effectiveness of using teamwork in learning

English speaking at a secondary school”

It serves as my reflection on what I have done with my speaking class using teamwork activities

The items to be observed in my speaking class are as follows:

(6) Teacher’s role and Students’ role

There are team activities with activities used in all stages of the speaking lesson: name-calling, role-playing, interviews, singing, storytelling, conversation, games They keep students engaged and excited to participate in the lesson, so overall, I think they work well However, the children showed an interest in naming games and simulation activities, with games being prioritized in their interest, while storytelling, singing and mutual conversation among the teams were less interesting with the children

During the lesson, I followed the four stages of a speaking lesson based on dramatic activities: warm-up, beginning to speak, and after speaking and calming down

First, I asked the students to play a game (name game) to get them started in the lesson The children started to be quiet and the teacher started talking to get the students into the game and they were all interested so they were very attentive to the teacher's state and request However, when participating in the game, there are students who do not know how to play, some students who play very well, some students who speak slowly and unclearly, and some students who do not know what to say after being asked by the teacher

Next, at the stage of preparing to speak, I began to provide vocabulary, sentence structure, and type words so that students could put together simple words, I asked students to role-play the dialogue in the textbook in teams of 4 me They seemed excited, they were quick to practice and set their priorities The students are the performers Some of you speak very quietly, some can only say a few words because you are nervous when standing in front of the whole class, some people think for a long time and ask for the help of teammates

During the one-off period and after the speech, students are asked to participate in a simulated activity: each student will introduce his/her name and which team he belongs to (hello, name and imaginary job) ) with everyone and talk about ( the team is divided into 4 teams of 6 friends and 7 teams of 7 friends ) After the teacher signaled the classmates to stop talking, the students began to follow the teacher's orders to stop talking

The researcher divides the team size based on each activity Teams of four tend to balance the need for diversity, productivity, engagement, and engagement The less skillful the team members are, the smaller the force Furthermore, the division of teams is based on the student's list in the class list to create fairness instead of the student having the right to choose, especially for large and cramped classes, but this is often the case means student and student working together with friends or the same person For some team tasks, team depth (e.g., gender, level of preparation) is particularly important The teacher collects class information after the class is arranged and based on the list to find out each student, moreover, the teacher also relies on the subject transcripts in the teacher in charge to better understand each student's potential In addition, ask students to express interests (for example, list the three students they would most like to work with or the two topics they would most like to do a thesis on) and keep their preferences in mind when the researcher is interested research team assignment

Teacher’ s role and student’s role

The role of the teacher and the role of the student

In the name teamwork activities, the teacher will play the role of leader and begin to instruct and require students to follow the work content and operations requested by the teacher In this case, the student will play this role will be the passive party complying with the instructions of the instructor However, in the speaking and post-speaking stages, the teacher only plays the role of a guide, supporter, observer, and motivator while students are the ones who prepare, rehearse, and perform actively my mission; Teachers must guide carefully because the first time students participate in speaking activities, they will feel nervous and confused in front of a crowd and the rules of the teamwork activities may be unfamiliar to them At the same time, teachers must prepare all tools and equipment in the process of preparing teamwork activities

The atmosphere of the class was quite lively, especially the name teamwork activities, role playing and teamwork activities First, when introducing speaking activities to participate in teamwork activities ,the classroom seems noisy because many students talk privately, many students discuss today's conversation lesson, however, when the teacher requests by rearranging the tables and chairs, the children become more excited and focused on the teamwork activities and they seem to be attracted by the teamwork activities, so their attention to the teamwork activities is arranged by the teacher with a lot of interest.

QUESTIONNAIRES

This survey questionnaire was conducted to survey 6th grade students to learn about team activities to help students practice speaking skills of 6 th grade students out and find out students' opinions about their attitudes toward team work activities in speaking lessons under the teacher's control I would like to thank you for your cooperation in completing this questionnaire Please be assured that you will not be identified in any discussion of the data Please circle the appropriate option

After implementing speaking learning methods in the classroom Strongly Agree Agree Neutral Disagree Strongly Disagree

1 I feel more motivated to learn speaking English

2 I can develop my ideas, logically and easily

3 I feel my speaking ability has improved significantly

4 I feel more confident to speak English

6 I am not afraid of making mistakes and shyness while speaking

10 I can speak English fluently without hesitation

12 I like learning to speak English with teamwork activities

13.I'm interested in making teamwork activities and learning to speak through teamwork activities in English Speaking

14 I was more proactive in speaking class

15 I prepared the new lesson content before the speaking class

16 I always actively communicate with friends in the same team when speaking

BẢNG HỎI KHẢO SÁT TIẾNG VIỆT

Bảng câu hỏi khảo sát này được thực hiện nhằm khảo sát học sinh lớp 6 tại một trường THCS Hải Phòng nhằm tìm hiểu về hoạt động nhóm nhằm giúp học sinh rèn luyện kỹ năng nói của học sinh lớp 6 và tìm hiểu ý kiến của học sinh về thái độ của các em đối với hoạt động làm việc nhóm trong giờ nói dưới sự hướng dẫn của giáo viên đang thực hiện điều khiển Tôi xin cảm ơn sự hợp tác của bạn trong việc hoàn thành bảng câu hỏi này Các em yên tâm là thông tin sẽ được bảo mật Hãy khoanh tròn vào phương án thích hợp

Hãy đánh dấu lựa chon thích hợp cho các câu sau

Sau khi triển khai phương pháp học nói trên lớp Rất đồng ý Đồng ý Bình thường Không đồng ý Rất không đồng ý

1 Tôi cảm thấy có động lực hơn để học nói tiếng Anh

2 Tôi có thể phát triển ý tưởng của mình một cách logic và dễ dàng

3 Tôi cảm thấy khả năng nói của mình đã được cải thiện đáng kể

4 Tôi cảm thấy tự tin hơn khi nói tiếng Anh

5 Tôi không cảm thấy lo lắng

6 Tôi không sợ mắc lỗi và ngại ngùng khi nói

7 Tôi có thể cải thiện cách phát âm

8 Tôi có thể cải thiện ngữ pháp của mình

9 Tôi có thể cải thiện vốn từ vựng của bản thân

10 Tôi có thể nói tiếng Anh trôi chảy mà không cần do dự

11 Tôi có thể cải thiện khả năng hiểu của mình

12 Tôi thích học nói tiếng Anh với các hoạt động làm việc nhóm

13 Tôi quan tâm đến việc thực hiện trò chơi hoạt động nhóm và học nói qua hoạt động nhóm với hoạt động vui chơi trong lớp nói tiếng Anh

14 Tôi muốn có nhiều hoạt động học từ vựng hơn qua các hoạt động làm việc nhóm

15 Tôi chủ động hơn trong lớp khi học nói

16 Tôi đã chuẩn bị nội dung bài học mới trước lớp nói

17 Tôi luôn chủ động giao tiếp với bạn bè trong nhóm khi học nói tiếng anh

Cảm ơn sự hợp tác của các em!

ANSWERS FOR THE INTERVIEW QUESTIONS

1 To what extent do you like to teamwork activities in speaking lessons?

2 What do students expect about the teacher's role in the speaking lesson with teamwork activities

3 Do you feel that your speaking skills have improved after learning to speak through teamwork activities?"

4 Do you want to continue teamwork activities to speaking lessons?

Answers for the interview question 1

1 “I really like the speaking activities in class because they are very interesting”

“Yes, I really like activities like teamwork activities because they help me connect with friends and express my ideas with other friends”

“I like speaking practice activities about teamwork activities They help me be more active in thinking to find vocabulary and flexible structures when speaking”

I like speaking practice activities because they help me relieve pressure after boring theory lessons

“Sure, I like to participate in more English speaking activities in class to increase my speaking ability and vocabulary as well as develop more comprehensive grammar and thinking”

Answer for the interview question 2

“My teacher attaches great importance to students' speaking ability through puzzle teamwork activities to develop students' agile brains in developing their own speaking skills Furthermore, she often encourages me whenever I receive it trouble"

2 The teacher is always the one who encourages and helps me in suggesting keywords and familiar objects and gestures to help me pick up keywords when I have difficulty

3 Teachers are always enthusiastic to help me learn new lesson content related to the content of keywords and vocabulary to speak before class to learn speaking

4 The teacher is very friendly and when necessary, she always stands behind to give me suggestions when I am speaking or not able to speak

5 The teacher is the most important teacher who always supports me in how to present and how to think quickly to say and change things when I say something wrong

Answer for the interview question 3

“I feel that I am more confident in the process of using vocabulary, structure and pronunciation, I often speak in front of the class to talk about what I am thinking through the teacher's teamwork activities, I feel excited every time a keyword box is opened, I will argue with other students in the class to find the correct answer." Other opinions that students believe are that lack of vocabulary and incorrect pronunciation make students feel embarrassed during speaking lessons

2 “Learning to speak through teamwork activities has helped me increase my confidence I no longer have the fear of being embarrassed in front of my classmates and teachers I feel like I understand the world more I have a lot of time to prepare my speaking ideas, I can speak continuously fluently and under the teacher's suggestions and actions, I am no longer afraid with the teacher's supporting information." Interviewees also feel worried about the tasks of different projects, so they are still shy and not fluent when speaking

3 “Teamwork activities will help teachers correct students' mispronunciations, and students will no longer feel embarrassed or embarrassed in front of a crowd." Students affirm that learning to speak through teamwork activities has a great impact on the overall training process of other skills in English subjects

4 “The speaking activities of the teamwork activities have helped me feel that I have improved a lot, especially connecting with my teammates in the team and in class, increasing my self-confidence.” Interviewees said they were used to presenting ideas in front of the class

5 “Teamwork activities have helped me feel that all my skills have improved in terms of grammar, vocabulary, and pronunciation in front of class easily.” I have created many creative ideas in the process of learning to speak, and the students selected for interviews all completely agreed with their personal improvements in the process of learning to speak

Answer for the interview question 4

“Of course, I really like the English speaking activities in the lesson where the teacher organizes teamwork activities”

2 “I really hope that subject teachers continue to maintain this teamwork activities in speaking lessons to create more excitement and dynamism among students.”

3 “Compared to traditional learning methods, I still hope that teachers can continue to take advantage of this speaking learning method in the classroom.”

4 “Learning English is very interesting when my classmates and I can apply teamwork activities to learning theory”

5 “I love this teamwork activities activity during speaking class”

THE HARRIS’S ORAL ENGLISH RATING SCALE

5 Has few traces of foreign language or not

4 Always intelligible, thought one is conscious of a definite accent

3 Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding

2 Very hard to understand because of pronunciation problem, most frequently be asked to repeat

1 Pronunciation problem to serve as to make speech virtually unintelligible

5 Make few (if any) noticeable errors of grammar and word order

4 Occasionally makes grammatical or word orders errors that do not, however obscure meaning

3 Make frequent errors of grammar and word order, which occasionally obscure meaning

2 Grammar and word order errors make comprehension difficult, must often rephrases sentence

1 Errors in grammar and word order, so, severe as to make speech virtually unintelligible

5 Use of vocabulary and idioms is virtually that of native speaker

4 Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities

3 Frequently uses the wrong words conversation somewhat limited because of inadequate vocabulary

2 Misuse of words and very limited vocabulary makes comprehension quite difficult

1 Vocabulary limitation so extreme as to make conversation virtually impossible

5 Speech as fluent and efforts less as that of native speaker

4 Speed of speech seems to be slightly affected by language problem

4 3 Speed and fluency are rather strongly affected by language problem

2 Usually hesitant, often forced into silence by language limitation

1 Speech is so halting and fragmentary as to make conversation virtually impossible

5 Appears to understand everything without difficulty

4 Understand nearly everything at normal speed although occasionally repetition may be necessary

3 Understand most of what is said at slower than normal speed without repetition

2 Has great difficulty comprehended social conversation spoken slowly and with frequent repetition

1 Cannot be said to understand even simple conversation.

TESTS

The teacher begins dividing teams and asks the teams to start preparing to speak with the following 7 questions:

1 Do you like to watch movies on TV or not? What programs do you watch one day? Let's participate in team activities to answer the following questions:

What is your favorite show to watch?

What did those programs help you learn when you chose to watch them? What benefits did the activities you saw bring?

2 Do you often wake up early? Discuss what activities you will do after waking up

Give some reasons to support your opinion

3 Do you like reading books? Please introduce to the class what book you like to read the most?

Give some reasons to support your opinion

4 You are on the road and a foreign guest asks you for directions to the bus stop What instructions will you give them, and how detailed will those instructions be?

5 You want to buy a shirt style at a store

Please ask the owner about specific requirements before buying such as material, color, price, size

5 Please discuss the subjects that the team is interested in during the lessons and why the team chose the above subjects?

Give some reasons to support your opinion

7 Talk about the career dreams that the team members are aiming for in the future and briefly explain the team's favorite reasons?

1 According to that friendship team, how does that friendship help you in life and study?

Give some reasons to support your opinion

2.The neighbor's relationship has helped you think about how your relationship affects your life What did your neighbors do when you were in trouble?

Give some reasons to support your opinion

3.What benefits has nature brought to you and what beautiful scenery of Vietnam do you like?

You can use scenic spots to describe beauty such as Halong bay or any beautiful scenery you love

4.Do you play sports outside of school? What is your favorite sport?

Give some reasons to support your opinion

5 Do you like to exercise or not? If you are overweight, which sport should you choose? If you are underweight, which sport should you choose?

Give some reasons to support your opinion

6.Do you like playing games? What are your favorite games and do they benefit your studies?

You can list some games such as puzzles, math

7.If you are meeting a new person who is transferring to your class, how will you welcome you? List the content you will welcome new students with

APPENDIX 6: MODEL OF LESSON PLAN

Level of students: Pre-Intermediate

Materials/equipment needed: English Textbook, Unit 5, My friend

-Students assign team discussions based on Hari's friendship story and the teacher's themed potter is summarized and students begin to describe the friendship or they can choose a story about friendship beforehand

-Vocabulary section: vocabulary related to friendship, emotions and expressions to describe friendship, the strength of friendship

-Review some knowledge related to describing emotions, you should, you shouldn't, you must, you can

Practice - Ask students to read a passage about friendship (Task 2) so they can better understand the situation and answer the following questions:

1 In what cases do you need to maintain a friendship?

3 What actions do you need to take to protect your friendship?

-Have students discuss in teams about the friendship lesson, how to show good friendship and how to express it in task 1.(Activities use: Role play:

Telling stories) -Write on the board for students how to build a situation of beautiful and lasting friendship.(Activities use:

Learn through pictures: Through games)

-Review answers in class, make a checklist (Activities use: Learn through pictures: Through games)

Production - Divide the class into teams according to the current class team and then each team begins to discuss and agree on the results of the discussion to present to the front At the same time, ensure that students will understand the objective of the content and build the correct focus of the content

+About their friendship with their classmates

+About their childhood friendship Teachers exercise strict control over the classroom and, when necessary, provide timely support to students

5 minutes Follow-up discussion and feedback

- - Allow teams to comment on each other's process of criticizing other teams' results

-Allow students to reflect on the team's strengths and limitations the team faces

+About their friendship with their classmates

+About their childhood friendship Teachers exercise strict control over the classroom and, when necessary, provide timely support to students

APPENDIX 7: THE RESULTS OF PRE-TEST AND POST-TEST

Pro nun ctiat ion Post -test

Gra mm ar Pre- test

Vo ca bu lar y Pr e- tes t

Voc abul ary Post -test

Co mp reh ens ion Pre - test

Co mp reh ens ion Pos t- test

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