Using group work in english lessons to improve students’ vocabulary at a public school in hanoi an action research study nghiên cứu hành Động về việc sử dụng hoạt Động nhóm trong giờ học tiếng anh

Using group work in English lessons to improve students’ vocabulary at a public school in Hanoi An action research study Nghiên cứu hành động về việc sử dụng Hoạt động nhóm trong giờ học tiếng Anh

INTRODUCTION

Rationale of the study

Group work has been becoming more and more popular in teaching and learning, and it can be considered as effective to organize activities in classes and help to motivate students in learning Moreover, having a further look at the advantages, we cannot deny that working in groups provides students with an opportunity to develop their skills such as communication, negotiation or self- management According to Davis (1993), one student can learn most effectively when working with other peers Johnson and Johnson (1986) believed that the learners participating in groups “can reach a higher level of thinking and gain knowledge longer than the individual ones” Collaborative learning- how we mention group work learning in another way, provides learners with an opportunity to proactively join discussions and take responsibility for their own study As a result, they gradually develop their critical thinking skill over time (Totten, Sills, Digby, & Russ, 1991)

Group work has been applied in almost all the subjects in teaching and learning and shown a great deal of promising outcomes In English subject, the practice of this collaborative learning approach has been observed to be a commonly used in classes, particularly in discussing activities with the aim to estimate students’ speaking and willingness to share their own thoughts with the peers with an anxiety free mind In a study in students’ speaking skill development by Hamzah and Ting (2010), “group work helped to reduce students’ anxiety to speak up in front of the class” This observation confirmed Harmer (1985)’s argument that it is working in group that increases students talking time

Observing Vietnam’s State schools whose class size is large while the class time for English lessons per week is limited, we have to accept a fact that many teachers clearly hesitate to apply group work learning activities in their classes They have a tendency to follow the conventional teaching pattern: Presentation (in

2 which teacher delivers the lesson) and Practice (in which students complete exercises assigned by the teacher)

As an ESL teacher working in the state schooling environment, I have wondered whether and how we can maximize the efficiency of collaborative learning in English lessons A great deal of studies exploring and discussing the advantages of cooperative learnings have been done so far Having decided to do the research concerning this range of topic, I hope my research could discover what are the existing problems preventing this type of teaching and learning organization, how it can improve classroom activities’ productivity and what points should be considered and enacted to make group work go more efficiently.

Aims of the study and objectives of the study

- To find out what benefits group work can bring to students’ vocabulary lessons

- To find out the difficulties students face when they join activities in groups

- To find out the attitudes of students towards group-work activities

Research questions

This research aims to find the answers to the following questions:

Question 1 What are the benefits of group work activities for primary school students in learning vocabulary?

Question 2 What are the challenges faced by students in learning vocabulary in group work activities?

Question 3 What are students’ attitudes towards group-work activities?

Method of the study

The study uses an action research design with mixed methods to collect and analyze the data about three aspects: benefits of group-work activities in students’ vocabulary learning, challenges faced by students in doing group-work activities and their attitudes towards group work activities

The quantitative data gathered from tests and questionnaires, and qualitative data was collected through interviews with three selected students These interviews

3 provided valuable insights into the genuine attitudes, feelings, and experiences of the students in relation to the group-work activities

Overall, the research was designed to assess the impact of employing group- work activities in vocabulary lessons, understand student perspectives and experiences, pinpoint any challenges faced, and gauge the improvement in students' vocabulary competence By combining both quantitative and qualitative methods, the study aimed to offer a well-rounded assessment of the intervention's effectiveness and its influence on student learning and experiences.

Scope of the study

This action research was carried out particularly in the field of teaching and learning English in a public school in Hanoi It was conducted in a small scale with a class 52 students in a grade four class The participants are learning the mainstream English program in public school However, there is a number of students are studying English in private English centers or classes

The research was conducted in six lessons running in six weeks The researcher utilized the data collection instruments including tests, questionnaires and interviews to measure quantitively students’ vocabulary learning improvement and qualitatively students’ attitudes and opnions

It can be noted that the scale of the study was quite small with a minority of students, thus it is impossible to make a generalization for other members of the population However, this study could give a practical and helpful source of findings for further researches in the same area.

Significance of the study

The writer wishes that research can bring considerable benefits into English lessons in Vietnam, particularly in public schools, where the students are commonly known to be taught in traditional way- teacher-centered The traditional teaching and learning way are described as the teacher’s maximum talking while students’ active participation and talking are limited Regarding the benefits of the study, firstly, the positive outcomes thanks to group-work- one of the active learning methods can be proved in comparison with the traditional teaching and learning

4 approach ESL teachers can consider applying learner-centered teaching method with the activities such as group work that stimulates maximum students’ proactive participants and builds up their skills Second, the study can point out the difficulties in applying group-work in public schools where the class size is a big problem and the real class time invested in English subject is inappreciable The education policymakers can see the findings of this study as an important source of data for planning the policy in both English subject syllabus and the other subjects so that positive learning and teaching ways can be effectively utilized The analysis and discussion at the end of the study is hoped to bring recommendations to ESL teachers that are currently teaching in state schooling environment to ponder and arrange their real lessons Through this research, I also wish to listen to teachers and students’ voices about their expectations and dissatisfaction when group work is carried out This part may be useful for all of us as a source of experience and self- lessons.

The structure of the research

The research is constructed with five following chapters:

Chapter 1: Introduction The first chapter of this research serves to establish the groundwork for the study by contextualizing its importance and rationale It outlines the driving factors behind the research and articulates its specific objectives and purpose Additionally, the chapter formulates the research questions that will guide the study's exploration By defining the boundaries of the research, the chapter listed what is included and excluded from the study's scope Furthermore, it provides a brief overview of the research methods employed, setting the stage for the subsequent chapters Emphasizing the significance of the research and its potential impact, this chapter also offers an outline of the overall organization and structure of the study, providing readers with an overview of what to expect

Chapter 2: Literature Review In the second chapter, the research conducts a thorough examination of existing literature related to the topic under investigation

This critical evaluation encompasses prior research and studies, providing a comprehensive overview of the theoretical foundation that informs the research By identifying gaps in the existing literature, this chapter delineates the niche that the study aims to fill, highlighting the importance of its contribution to the field

Chapter 3: Methodology The methodology chapter outlines the research's approach to data collection and analysis It begins by describing the study's context, including its setting and participants, to provide readers with a clear understanding of the research environment This chapter then elaborates on the tools and methods utilized for data collection, such as tests, questionnaires, and interviews, as well as the procedures employed for conducting these activities Furthermore, it clarifies the process of data analysis and interpretation

Chapter 4: Data Analysis and Findings In this chapter, the research presents the outcomes of the data analysis process Through a comprehensive account of the analysis procedures, including the utilization of tables, charts, and textual descriptions, the chapter concludes the findings from the collected data Furthermore, it engages in a discussion of the findings, presenting their relevance to the research questions posed in the introductory chapter

Chapter 5: Conclusion The final chapter of the research concludes the key issues addressed throughout the study It provides a summary of the research findings and explores their educational implications, shedding light on their practical significance Additionally, the chapter acknowledges any constraints or limitations encountered during the research process, offering insights into avenues for future research endeavors in the same area

LITERATURE REVIEW

An overview of vocabulary learning

According to the Oxford dictionary, vocabulary refers to the complete set of words that an individual knows or uses However, Neuman and Dwyer (2009) underscore its significance for effective communication, encompassing both speaking and listening skills Ur (1998) extends this definition to encompass phrases that convey single ideas Moreover, Burns (1972) characterizes vocabulary as the lexicon utilized by individuals or groups, emphasizing practical word usage

Expanding on this notion, Nation (2001) delves into the interdependent connection between vocabulary comprehension and language application, noting their mutual reinforcement Possessing a diverse vocabulary not only facilitates proficient language use but also actively engaging in language usage aids in the continual expansion of one's lexicon

In conclusion, from my point of view, vocabulary is a set of words that one individual uses Vocabulary needs to convey meaningful function in communication, enabling individuals to express themselves clearly and understand others

In vocabulary learning, five critical aspects require attention: pronunciation, word meaning, word spelling, word use, and word class Mardianawaty (2012) emphasizes that ESL teachers should prioritize these aspects when designing lessons or practice activities for vocabulary instruction

Pronunciation: As students acquire new vocabulary, understanding the pronunciation of words becomes essential This knowledge assists them in comprehending the intended meaning conveyed by others When a word is pronounced inaccurately, comprehension becomes challenging It is crucial for students to grasp the correct pronunciation of words to prevent misunderstandings during oral communication

Meaning: Understanding the significance of words is crucial for students as it pertains to how language users derive meaning Words often possess multiple meanings based on their context For instance, "present" can denote both the current moment and a gift given on a special occasion Consequently, it's important for students to grasp these meanings as it enables them to comprehend the intended message conveyed by a word across various contexts

Spelling: Even though incorrect spelling generally does not impede the comprehension of a written message, it can negatively influence how a reader judges the content Poor spelling is often interpreted as a lack of knowledge This is because the relationship between the sounds of a word and its spelling is not always straightforward A single sound (or phoneme) can be represented by multiple spellings (for example, "paw," "poor," "pore," "pour"), and conversely, the same spelling might represent various sounds (such as "word," "worry," "correspond")

To ensure clarity, students would benefit from focusing on a specific variant of English (like British or American English) as a spelling guide to emulate

Word use: The term "word use" refers to how a word operates within a language It includes both the grammatical aspect and encourages detailed analysis (Mardianawaty, 2012) This study highlights the teaching and learning process focused on understanding the meaning of words, how they are used, and their pronunciation These elements are key for effectively using the word sort strategy in the classroom

Word class: Word classes, also known as parts of speech, are fundamental categories that classify words based on their functions within language They play a crucial role in semantic feature analysis Words are categorized into different

8 classes, including nouns, verbs, adverbs, adjectives, and prepositions The classification of words into these categories is determined by their specific functions in communication within a language

In the action study presented in this paper, the researcher aims to design a vocabulary test for students that encompasses five key aspects However, due to limitations imposed by the classroom conditions, certain aspects, such as pronunciation and word class, will not receive as much emphasis as the others

Learning vocabulary is the essential first step in acquiring proficiency in a language, and it remains an enduring aspect of language learning (Gifford, 2013) Thornbury (2002) suggests that the process of acquiring new words continues even after mastering grammar Zimmerman (2009) similarly views vocabulary acquisition as an ongoing journey throughout one's life Vocabulary proficiency plays a significant role in various assessments such as interviews, personality evaluations, and competitive exams Anderson and Freebody (1979) note a strong correlation between vocabulary skills and general intelligence Gifford (2013) emphasizes that individuals with a rich vocabulary have a broader ability to communicate and comprehend, and are perceived as intelligent

2.1.4 The role of vocabulary in Second Language Acquisition (SLA)

A strong vocabulary is crucial for second language learners, as limited vocabulary hampers effective communication Schmitt (2000) underscores that to become competent in communication and achieve success in learning a second language, one needs to have lexical knowledge in that language Nation (2001) further highlights the interconnectedness of vocabulary and language use: understanding vocabulary supports language usage, and language use contributes to vocabulary growth

The importance of vocabulary is evident in both educational and everyday contexts In classrooms, high-achieving students typically possess a richer vocabulary Researchers in the field such as Laufer and Nation (1999), Maximo

(2000), Read (2000), Gu (2003), Marion (2008), and Nation (2011) acknowledge

9 vocabulary's crucial role in successful second language use across listening, speaking, reading, and writing in both ESL and EFL contexts

Rivers and Nunan (1991) stress the necessity of a robust vocabulary for effective second language application, allowing the utilization of learned language structures for meaningful communication Research confirms that vocabulary significantly influences second language reading, with vocabulary gaps posing major obstacles for L2 readers (Huckin, 1995)

Wilkins (1972) assert that vocabulary surpasses grammar in importance for foreign language learning, stating that “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” This underscores scholars' agreement on vocabulary's pivotal role in foreign language curricula, underlining its indispensable part in proficient language acquisition

An overview of group-work in education

An individual that is highly evaluated in study and work is the one who have ability to work independently and collaboratively Particularly in the contemporary workplace, a productive employee should be able to work cooperatively, competent at moderating diverse mindsets and working styles Value of team work spirit in learning, therefore, is significantly valued in 21 st education

Numerous scholars provided definitions of group work Adrian Doff (1988) defines group work as a process in which students were divided into groups Each group had four or five students working together, and all groups worked simultaneously According to Brumfit (1984), group work is a number of people who interact with each other, who were psychologically aware of one another, and who perceive themselves as a group Shaw (1971) and Mill (1967) have definitions about a small group as “units composed of two or more persons who came into contact for a purpose and who considered the contact meaningful.” In other words, the group is seen as a task-oriented group in which members have a clear perception of the purpose and goal of the activity The group is made up of four or five students under the control of a group leader, whose functions are as the group organizer and as a mini-teacher Group work depends much on the size of the

12 group, the types of activity, the types of lesson, and the types of desks and chairs in the classroom Shaw also claimed that in groups, students could write a group story, role-play a situation, prepare a presentation, discuss an issue, or come to a group decision They could also watch, write, or perform a video sequence Obviously, group work is a class activity, during which students share aims and responsibilities, have chances for greater independence as they make some of their own learning decisions, without the teacher controlling every move, and worked without the pressure of the whole class listening to what they are doing They learn to negotiate, listen to different opinions and points of view Students participate more equally, and in most cases, they feel free to experiment and use the target language

On the other hand, according to Kagan (1989), group work is characterized as cooperative learning that involves creating, assessing, and systematically using structures These structures are abstract techniques for organizing social interaction in the classroom These structures typically encompass a sequence of stages, each necessitating distinct behavioral competencies A pivotal aspect of this approach is the differentiation between “structures” and “activities.”

Concerning group work, two term “cooperative” and “collaborative” are assumed as the same and can be used interchangeably However, Bruffee (1993) argues that the difference lies in the teaching methods According to Johnson and Johnson (1975) and Webb and Palincsar (1996), there are some differences between cooperative learning and collaborative learning Whereas the prior one does not require interaction among learners, the later one needs discussion and strengthened contact between team members Collaborative learning promotes both students’ academic outcomes and group skills Through interacting, negotiating, discussing and sharing, students experience and learn how to work effectively When students explain and listen to each other, students can help each other to get more understanding of the lesson (Johnson and Johnson, 2004)

Underwood (2003) and Hammar Chiriac and Granstrửm (2012) also have some statements regarding groupwork There are two approaches to mention:

“working in a group” and “working as a group” Working in a group happens when

13 students are put in to a group and work on their individual tasks of the assignment According to Gillies and Boyle (2011), this is a commonly seen approach in contemporary educational setting Slightly different, in working as a group, students are expected to interact actively during the tasks to complete one assignment To achieve the common goal, working as a group is needed as each member utilize his or her skills and strengths to work together Working in a group is regarded as the

“real group work” or “meaningful group work” However, Granstrửm (2006) argues that this approach is uncommon in an educational setting like working in a group

As per Layman's findings in 2006, a research endeavor by North Carolina State University indicated that a notable portion of students exhibited a preference for working with peers, citing enhanced organization and time-saving benefits from working in pairs Conversely, introverted students lean towards independent work, rendering collaborative learning less engaging and effective due to a shortage of cooperative partners Hedge (2000) further supports this notion, asserting that learners with reserved personalities encounter difficulties when collaborating with peers These observations collectively contribute to diminishing the effectiveness of group work

In conclusion, group work is a platform for study during which students share aims and responsibilities When working in groups, learners have greater independence as they can make their own learning decisions, without the teacher controlling every move Learners participate in the lessons more equally and are free to experiment and use the language

According to Davidson, N and Major, C H (2014), a large number of studies regarding group work had pointed out terms referring to different approaches of group work such as small-group learning, collaborative learning, cooperative learning, problem-based learning, team-based learning, peer instruction, peer tutoring, and team learning Of these, three approaches that are commonly seen as more “mainstream” than the other ones are cooperative learning, collaborative learning and problem-based learning As Weimer (2014) observes, none of these

14 approaches is called group work What students still do in the class these days is the

“blend” of cooperative learning, collaborative learning and problem-based, therefore; group work is not solely one of these three

In this part, further discussion over cooperation and collaboration learning will be presented, most of which is cited from Davidson and Major (2014) a Cooperative learning

According to Davison and Major (2014), cooperative learning refers to the working process in which learners need to work interdependently and actively to accomplish the goal This approach is mainly used in sciences, mathematics, engineering, the social sciences and other professional programs Cooperative learning is the oldest form of group learning As defined in Oxford English dictionary, “cooperate” originated from Lain words: “co” (together) and operari (to work)

During their initial efforts in the 1960s, the Johnsons initiated the integration of social psychology and constructivism (D Johnson, 2014) As posited in the constructivist philosophy, students assume a central role in deriving their own understanding during studies, indicating that the teacher or instructors do not provide meanings; rather, students establish them themselves Subsequently, Johnson, Johnson, and Holubec (1998) establish a direct link between cooperative learning and cognitive development theory, mirroring the concepts of Piaget (1951) and Vygotsky, firmly situating their approach within the constructivist framework These theories propose that collaborative student efforts incite sociocognitive conflict, which, as Vygotsky (1962) suggests, promotes reasoning Vygotsky (1978)'s view that “knowledge is a social product” signifies its initial generation at the communal level before becoming an individual's possession The core idea underscores that “Every function in the child's cultural development appears twice: first on the social level, and later, on the individual level” Consequently, cooperative learning centers on students collaborating to accomplish a shared learning task, a product of their collective efforts This accentuates the significance of interaction among learners in constructing understanding and learning

According to Davidson and Worsham (1992), instead of being seen as “tossing” students in to a group with the task of talking to each other, cooperative learning is more than that It requires the teachers’ effort to organize and design activities with the aim of stimulate students’ willingness to actively work in a group The group work needs to be carefully planned so as to promote the participation from all the group members When all the group members are clear about the significance of their roles in the team and voluntarily take part in the task, cooperative learning can be accepted as successfully done

Discussing the role of the teacher during students’ group work is still quite important She/he is regarded as an active moderator when she/he has to take in charge of providing material, proposing the problem and clarifying the task for students to get involved the activity Moreover, it is the teacher that needs to closely supervise students work process and provided assistance as needed During discussing and working sessions, guideline and encouragement from the teacher is particularly important Teachers can give guiding questions to stimulate their learners’ willingness to share opinions

Johnson, Johnson and Smith (1998), Kagan and Kagan (2009), Millis and Cottell (1998) point out some elements and attributes of the structural approach to cooperative learning According to Johnson, Johnson and Smith (1998), there are five key factors to cooperative learning that are positive interdependences, face-to- face promotive interaction, individual and group accountability, development of team work skills and group processing Besides, according to Kagan and Kagan

(2009), four significant elements contributing to cooperative learning include positive interdependence, individual accountability, equal participation, simultaneous interaction, which is also mentioned with the acronym as PIES Looking at the viewpoints, we can see the same elements among these discussions which are Positive interdependence and individual accountability Millis and Cottel

(1998), positive interdependence can be constructed due to mutual goals that make students work together to achieve

Cooperative learning is suggested to be effective in all the levels in Bloom’s

Use of groupwork

2.3.1 Use of groupwork in education

The advantages of group learning are well-established and extensively studied in educational literature such as Clarke’s (2004), Gerdy’s (1998), Gillies and Ashman’s (2003) or Johnson and Johnson’s (2000) These researchers affirm that group learning fosters active idea exchange among group members, enhances motivation, promotes critical thinking, encourages socialization, improves attitudes toward learning, and cultivates a deeper understanding of diverse cultural backgrounds Johnson and Johnson (1986) further confirm that group learners achieve higher levels of thinking and retain knowledge longer compared to individual learners This is attributed to group learning's ability to engage students in discussions, encourage ownership of their learning, and thus develop critical thinking skills (Totten, Sills, Digby, and Russ, 1991)

As a result of these benefits, group learning holds a significant and prominent position compared to other classroom/student learning structures, such as individualized or criterion-based grading systems, and competitive or norm-based grading systems (Johnson, Johnson and Holubec, 1986)

According Khairiyah and Mimi (2003), a fun learning atmosphere can enable students to learn more effectively and group learning can create an un-threatening classroom that can stimulate and maintain students’ interest in the lesson (Seng,

2006) In addition, as Hedge (2000) analyzes, when students at different levels work together, students are not only responsible for their own learning but also boost their partners to move forwards The increase of confidence in study was concluded in the discovery of Scribner and Scribner (2001) To be clearer, the researchers explain that when working in teams and being empowered to “change their circumstances”, students feel more motivated to make more progress

In summary, group learning offers numerous educational benefits, including active idea exchange, enhanced motivation, critical thinking development, improved attitudes toward learning, and deeper understanding of diverse perspectives Research shows that group learners achieve higher levels of thinking and knowledge retention compared to individual learners Group learning is preferred over other learning structures, and it fosters a fun and non-threatening classroom environment while boosting student confidence and motivation to make progress

2.3.2 Use of groupwork in ESL classroom

Both Crandall (1999) and Candy (1991) assert that group work learning fosters positive learning environment for students to learn foreign language and promote learners’ self-esteem

According to Spencer Kagan (1995), the success of language acquisition can be determined by the variables including input, output and context These variables are promoted when students are put to work together in groups or pairs

2.3.2.1 Use of group-work activities to enhance input

First, to enhance the progress of language acquisition, the input needs to be

20 comprehensible, developmentally appropriate, redundant and accurate Krashen

(1998) stated that working in small groups can make comprehensibility level increase because in it is easier for ones to adjust their speech so as to make it comprehensible in a small group in comparison with when speaking in a large group such as the teacher speaking in front of the whole class Put into small groups with the common task, students need to find way to make their speech understood Besides, they can find it more relaxing and easier to check each other’s comprehensibility among peers

Next, mentioning “developmentally appropriate”, we discuss Vygotsky (1978)’s the zone of proximal development The zone of proximal level refers to the difference between the point in which learners can do something with help and the point when they can perform it without peers’ aid When the input is comprehended, it is necessary for one to take the next step to reach developmental level At this level, learners are expected to perform or do something by themselves without assistance However, students are still at proximal level when the collaborative support is needed, which working in groups can help students be well prepared for the next stage

The next one to consider is “Redundant” Receiving understandable input within the zone of proximal development is not sufficient for language acquisition

It requires repeated exposure from diverse sources Group work serves as a natural means of redundant communication When students participate in small group discussions, they use a range of phrases, enabling the listener to grasp the meaning while also receiving the necessary repeated input This process is vital for transitioning from short-term comprehension to long-term language acquisition

Regarding “accurate”, we have to accept that precise communication, characterized by grammatical correctness, appropriate vocabulary, and proper pronunciation, plays a crucial role in promoting language acquisition In this regard, the traditional classroom may have an edge over the cooperative classroom since the teacher primarily serves as the main source of speech While peer output tends to be less accurate than teacher output, the traditional classroom achieves accuracy by

21 limiting student participation, which comes at a steep cost for the overall learning process On the other hand, frequent communicative output, even if less formally accurate, facilitates speech acquisition much more effectively than relying solely on precise input

2.3.2.2 Use of group-work activities to enhance output

First, according to Swain (1985), output must be functional, communicative

To be more exact, a person’s speech needs to be necessarily representative the speaker’s aim and practice the function as the means of communication The researcher also emphasizes that repetition and memorization cannot help to increase a learner’s fluency in a language The language can be practiced functionally and practically in group work

Next, the output must be produced frequently, which seems to fail in traditional classroom model where teacher speaking time is dominant over students’ discussing time Group-learning model has an advantage compared with traditional classroom because it promotes learner-centered tasks when students have more opportunities to bring about their opinions

The next point should be put into consideration is “redundancy” Students achieve fluency when they are given the chance to express themselves multiple times on a particular subject Several cooperative learning formats, such as Three Pair Share and Inside/Outside Circle, are intentionally designed to offer repeated opportunities for output Even informal discussions in group work learning settings create redundancy as students engage in topic discussions with each of their teammates In contrast, the time constraints in traditional classrooms often limit the ability to have every student speak more than once on a given topic

Next, we consider “identity congruent” factor As Kagan (1995) wrote, engaging in classroom speech that contradicts a student's identity is unlikely to lead to fluency in the long run, as the student may not feel comfortable projecting an identity associated with that speech Cultural groups may resist acquiring the dominant language if using it symbolizes assimilation that they wish to avoid The informal and expressive use of language within cooperative groups aligns more

22 closely with the identity of many students compared to the formal language use in whole-class settings Language that is congruent with a student's identity better promotes language acquisition

2.3.2.3 Use of group-work activities to provide an inducing context to learning

Learners can acquire a language naturally and effectively when they are provided with a context rich of support, motivation, communication and referential things and appropriation for development and feedback

Previous studies on group work

Group work has been widely regarded as a valuable method for improving learners' acquisition of vocabulary, leading to increased interest from researchers and educators both globally and within Vietnam

Several studies have examined the effectiveness of group-based approaches in vocabulary learning Su Feng Lin's study (2011) in Taiwan compared collaborative group work with individual work among university students Despite a preference for individual work, students learned more effectively through group work, suggesting the value of using collaborative methods in university English classes Huong Le's study (2006) in Vietnam explored vocabulary learning within group work settings at a university, observing differences between unassisted and assisted group settings Both settings showed benefits in vocabulary acquisition through group discussions, with assisted groups benefitting from senior student assistance

The role of group discussions in vocabulary expansion has also been investigated Mehwish Jameel's study (2005) in Hyderabad focused on high school students' perspectives on group discussions for vocabulary learning Findings emphasized the benefits of group discussions in expanding ESL learners' vocabulary, including active engagement, exposure to diverse viewpoints, and constructive feedback from teachers Aniqa Rafique's study (2021) in Pakistan investigated the effectiveness of cooperative learning in improving vocabulary development among intermediate-level students Cooperative learning activities, such as group discussions, were found to enhance word bank development and overall language skills

Additionally, several studies have explored the impact of cooperative learning techniques on vocabulary achievement Sajad Shafiee's study (2017) in Iran examined the impact of cooperative learning on vocabulary achievement among EFL learners, particularly reflective and impulsive learners Cooperative learning methods were found to effectively enhance vocabulary achievement, especially among reflective learners Abbas Ali Zarei and Maryam Sahami Gilani's

30 study (2013) in Qazvin investigated various collaborative techniques' impact on L2 vocabulary comprehension and production among adult English learners Word webbing emerged as the most effective technique for vocabulary acquisition

Overall, these studies collectively highlight the importance of collaborative and group-based approaches in vocabulary learning They provide valuable insights into effective strategies for enhancing vocabulary acquisition and retention in diverse educational contexts and learner populations

Previous studies mainly investigated adult learners This research paper, however, focuses on primary school students, aiming to provide practical information for future studies.

Summary

The chapter discussed in this section has presented a thorough literature review, forming the theoretical foundation for the study The researcher's framework is primarily based on theories related to group work in language learning, particularly as analyzed by Dr Spencer Kagan in 1995 Dr Spencer Kagan's theories on cooperative learning, including structures emphasized interaction, equal participation, positive interdependence, individual accountability, and simultaneous interaction His approach focused on developing social skills such as communication and teamwork These theories lead to benefits like improved language acquisition and retention, increased motivation, higher academic achievement, a supportive classroom environment, enhanced social skills, and positive attitudes towards learning

Moreover, the study incorporates various group work activities such as semantic mapping, word cards, and vocabulary review games, which have been recommended and supported by authors and researchers such as Schmitt and Krashen

Furthermore, the chapter has summarized related studies in the same field, offering readers a comprehensive overview of existing research This literature review serves as the foundation for the forthcoming chapter, which will delve into

31 the study's focus on group work activities and their role in enhancing students' vocabulary learning

RESEARCH METHODOLOGY

Research method

In this paper, the author chose action research to find out the benefits and the difficulties of using group work in teaching and learning English vocabulary as well as students’ attitudes towards the application of group-work activities

The decision to use action research is because it involves both teachers and students in evaluating the effectiveness of group work for teaching English vocabulary By including everyone directly involved in the learning process, action research provides a detailed look at teaching methods and their impact on student outcomes This approach encourages continuous reflection and improvement of teaching techniques, aiming to enhance learning experiences and make informed educational decisions based on real classroom data

Different researchers define action research in various ways Bassey (1983) describes it as an investigation aimed at understanding, evaluating, and improving educational practices Cohen and Manion (1994) see it as a direct, immediate approach to solving a specific problem in its current context Researchers use tools like questionnaires, interviews, and case studies to collect feedback This feedback is then used to make necessary adjustments and improvements in real-time, rather than postponing them The most widely recognized definition is from McTaggart and Kemmis (1988), who describe action research as a self-reflective inquiry conducted by participants to improve the logic and fairness of their practices, their understanding of these practices, and the contexts in which they occur

In summary, the researcher chose to utilize the action research model developed by Kemmis and McTaggart (1988) for its suitability and practicality in this study This model includes four key stages: planning, implementation,

Step 1 Plan: The researcher in the charge of a teacher identifies the existing problems of learning vocabulary among the students in the class In this step, the teacher uses diaries to note down the issues observed A pre-test is conducted to confirm the students’ ability in vocabulary before applying group work After that, the researcher develops a plan of with detailed lesson plans applying group-work activities in order to see the changes about students’ vocabulary learning

Step 2 Act: After planning, researcher conducts six teaching sessions applying group-work activities during three weeks

Step 3 Observe: During the time of taking actions, the teacher observes the class and keep track of the occurrence and changes in the diaries A thirty-minute post-test is provided to the students to measure the changes and the progress after group-work activities are utilized in vocabulary lessons Additionally, the researcher provides all the students with a questionnaire form and conducted individual interviews with nine students selected from three English levels in the class with the purpose of collecting their opinions and attitudes towards vocabulary lesson applying group-work activities

Step 4 Reflect: In the reflection phase, researchers analyze and evaluate the data collected about students’ changes in test marks, their attitudes and opinions

34 about group work to determine the outcomes and conclude the answers to the research questions about the benefits, challenges students have and face when doing group-work activities as well as their attitudes.

Research setting and participants

This study took place at a public primary school in Hanoi English is a mandatory subject for all students at this school, and it comprises three classes of 40 minutes each per week The students in this study were fourth-grade students who officially began learning English in the first grade within the school curriculum The term "officially" refers to their classroom-based learning at school, excluding the students who receive English instruction outside the classroom

The primary English textbook used at this school was Explore Our World 4, which was a widely used resource for English classes in Vietnam This textbook offered real-world content, emphasized skill development, presented vocabulary visually, promoted interactive learning, and includes assessment tools

Participants in this study were 52 students in a fourth-grade class There were 30 male students and 22 students speaking Vietnamese as the native language, and their English level were around A1 or below The variation in English proficiency can be attributed to the fact that some students attended private English classes or classes offered by English centers in addition to their regular school English program These students exhibited a higher level of English proficiency in both language knowledge and performance compared to those who only engaged with English lessons at school They use English vocabulary more naturally in their speaking Students who did not attend private English classes or English centers tended to be more reserved and hesitant to participate in class activities

Through class observation and information exchange, the research found out that students had difficulties in identifying words meaning, pronouncing, spelling and using vocabulary in the right context

All participants volunteered for the study and had the option to withdraw at any time Before the project commences, the teacher provided a clear explanation of the research's purpose and procedures to both participants and their parents All

35 students complete a consent form provided by the teacher before they participate in the research

Before implementing the treatment, 52 students underwent a thirty-minute pre-test covering a few topics they had learnt in the previous English lessons to determine their ability before applying the alternatives.

Action plan

This research was carried out in the first semester of 2023-2024 school year in a public primary school in Hanoi The study is carried out around 6 weeks with the schedule as the Table 3.1 below

Type of group-work activity

*Purpose: student can practice learnt vocabulary related to fresh foods in group with different activities The activities with word cards can be applied in practice session Each card has the picture for illustration and word explanation and sentence example

- Step 1: The students are divided into groups of five Each group has been provided with a set of cards of 10 words related to fresh food topic

- Step 2: Each student takes 2 cards and study their own cards Each student makes

2 sentences with the words and share to the other members The group members give comments on the sentences The sentences can be made based on the samples on the card: “My favorite vegetable is cabbage

Type of group-work activity

Descriptions and I can eat it every day”, “Noodles is my favorite food but it’s not fresh food.”

- Step 3 The students categorize cards in groups: which food is from animals and which food is from plants, which food is fresh food and which one is not Each student introduces the food in their cards

- Step 4 The students show pictures and their friends say names of the food

- Step 5 The teacher invites some groups to say the sentences they have made in front of the whole class

*Purpose: Students revise vocabulary related to health problems when they put words in a map of relation From the map, they can recall related words This activity is applied in vocabulary practice session

- Step 1: Students are divided into groups of five students Each group is provided with a A0 sheet of paper

- Step 2 From the topic given “Health problems”, students in each group make a map to illustrate the relation among the vocabulary in the topic they have learnt For example: From the topic “Health

Type of group-work activity

Descriptions problems”, the smaller branches generated from the big topic are “headache”,

“stomachache”, “flu” The smaller divisions from “headache” can be “head”,

“hurt”, “sleepy”,… Students have freedom to contribute their ideas to create the map

- Step 3 The students introduce their maps to the whole class Each map is pinned at a corner of the class so that class members can go around and have a look and make questions to groups

- Step 4 The teacher gives comments to each group

*Purpose: the activity activates students’ participation in classroom practice thanks to the power of competition This activity includes extended students’ preparation because the students are assigned with the task of find words in the topic before the lesson

-Step 1: The students are invited into groups of five Group members have time discussing words they have found at home

- Step 2 Two groups compete with each other to say words related to the topic

“Transportation” They try to list as many words as possible The winner is the one

Type of group-work activity

- Step 3 The winners in round 1 go to round 2 to compete In this round, the students in groups have to explain the words listed There are words that can be rejected

- Step 4 The teacher evaluates and consider the winning group and can give questions to group members about the words

*Purpose: The students practice the learnt words with fun games and through peer interaction The fun games include bingo, vocabulary crossword puzzles that can help to reinforce word meanings The students in each group create a review game of the words in favorite activities Besides the words taught in the previous lesson, the students add a few words of the same topic in the review game

- Step 1: The students are divided into groups of five The group members work to create a puzzle game including the questions for reviewing learnt vocabulary

- Step 2 The groups exchange the games and play the games designed by a different group

Type of group-work activity

- Step 3 The group that completes the puzzles first have the teacher check and give comments

*Purpose: the students practice the vocabulary related to appearance descriptions The students have the opportunity to work with different members in different groups

- Step 1: The students are divided in groups of fives Each student is provided with a card of person and some words for descriptions that they have learnt They will practice describing the person in the card (Jigsaw group)

- Step 2: All the students with the same card gather in the same group and exchange their description works and give comments on each other’s

- Step 3: The students get back to their original Jigsaw groups All the cards are collected and then spread on the desk Each student describes his/her card and the other members guess which card is being described

*Purpose: The students make use of group work to make a map reviewing words in the topics they have learnt in the past five

Type of group-work activity

Descriptions weeks This activity can run the whole 40- minute lesson

- Step 1: The students are divided into five groups Each group gets a vocabulary topic They make a semantic map including all the words they have learnt in that topic and can add more words related The map is drawn on the A0 paper sheet

- Step 2: Group members make sentences for each word They can decorate their map with drawings and illustration

- Step 3: After 10 minutes, each group has

5 minutes to present their work They can invite their audience to make sentences as well as to check their understanding and attention

- Step 4: The students receive comments from their friends and the teacher.

Research instruments

In this phase of the study, the researcher suggested alternative approaches to the conventional practice in order to meet the study's objectives effectively The implementation involved a series of group activities designed to assess their impact on students' vocabulary retention and their attitudes towards vocabulary use To track changes, a thirty-minute post-test was administered to the students to evaluate the effectiveness of the intervention Additionally, students were provided with a survey form to express their thoughts and feelings about the group work experience

Another instrument was the interview carried out with nine students afterwards The research outcomes were determined by analyzing the data gathered from the tests and questionnaires, as well as through interview analysis This comprehensive approach ensured a thorough assessment of the study's impact on vocabulary learning and student attitudes

The teacher created assessments to evaluate students' progress both before and after incorporating group-work activities into their vocabulary lessons These assessments consisted of a pre-test and a post-test, which were intended to gauge the impact of group-work activities on English vocabulary learning Each test allowed the students a 30-minute time frame to complete

The purpose of these tests was to enable the researcher to measure the students' vocabulary knowledge prior to and following the experiment The pre-test and post-test were designed to be identical in terms of difficulty level, task types, allotted time, and the number of tasks The pretest’s content focused on vocabulary topics students had learnt before while the post-test was conducted after six vocabulary lessons applying group-work activities

The assessments encompassed four tasks with varying formats, serving to evaluate different aspects of vocabulary To assess students' ability to understand vocabulary meanings, the researcher had devised matching tasks in which students match words with corresponding pictures For testing pronunciation, a listening task was presented to students, requiring them to identify spoken words To evaluate students' capability to use words in context, a gap-filling task was provided in which students fill in missing words within a text using the given vocabulary A consistent scoring system was applied to both the pre-test and the post-test, with ten marks in total Students could earn 0.25 to 0.5 for a correct answer, varying in each task

Following the research, a questionnaire was employed to investigate students' attitudes towards acquiring English vocabulary through group-work activities This questionnaire was designed to gather in-depth insights into students'

42 viewpoints and interests, aspects that standardized exams may not adequately capture The questionnaire form combined three main parts

The first part of the questionnaire consisted five questions investigating the benefits of group work to students’ vocabulary learning regarding the aspects such as pronunciation, meaning, sentence formation or spelling According to Mardianawati, L (2012), five aspects of vocabulary namely meaning, spelling, pronunciation, word classes and word use need to be learnt by the ESL learners With five questions, the researcher aimed to check how students were aware of their progress in each aspect of the vocabulary taught

The second part aimed to discover the challenges students face during group- work activities The part included six questions concerning the difficulties preventing students’ learning experience or task completion The questions were adapted from a study by Nurah Alfares (2017), which focused on students' perceptions of the benefits and challenges of group-work activities Alfares highlighted two main difficulties: 'learning difficulties' arising from mixed abilities or unclear instructions, and 'emotional difficulties' resulting from shyness or lack of confidence The researcher incorporated these findings to design the questions for the final section of the survey

In the third part, the researcher aimed to find out the attitudes that the students have towards group-work activities they had just experienced Due to the similarity in the concern of students’ opinions about group-work activities, the researcher adapted the questionnaires used in the research paper by Raksmey Chan and Sophanut Pheng (2018) The research only utilized appropriate questions from the prior researcher’s list that was designed for university students so that the questions can be more understandable and accessible to the students at primary school level

The questionnaire implemented Likert scales to gauge student attitudes, opinions, and perceptions efficiently Likert scales were chosen for their simplicity, allowing easy understanding and response from students By providing quantitative data, these scales enable statistical analysis, while their flexibility accommodates

43 nuanced opinions Standardization ensures consistency across responses, enhancing reliability, and facilitating clear communication of findings

To obtain valuable insights into students' perspectives on learning vocabulary through group-work activities, interviews were conducted with nine students including each three students with high, low, or average scores on the post- test The questions were also designed to find out the benefits and the challenges group-work activities bring about besides students’ attitudes and feelings towards the tasks carried out in groups The first questions, the researcher investigated what points students like about group-work activities In the second question, students were asked about the difficulties they had when working in groups Next, the third question seek for students’ opinions about whether group-work activities helped to promote vocabulary learning or not Following was the question discovering what aspects of vocabulary students found were improved thanks to working with peers The fifth question aimed to find out students’ feelings towards their team-mates, which could give the information about factors potentially impact students’ experience in group work The last question asked whether students want to join more group-work activities in the future or nor

Following the collection of interview data, the researcher analyzed the responses provided by students These responses are then classified into distinct categories, encompassing the advantages, challenges encountered, and the overall attitudes expressed towards group-work activities.

Data analysis

The study uses two different methods for data analysis: quantitative and qualitative Quantitative analysis looks at the numbers and statistics from pre- and post-tests and questionnaires to understand people's perspectives in a numerical way, as suggested by The British Library in 2012 Qualitative analysis, on the other hand, involves organizing and interpreting data from interviews to gain meaningful insights This approach, described by Glesne and Peshkin in 1992 and cited in Brown's work (2001), focuses on understanding what was observed, heard, and read

For the quantitative data, the descriptive statistics were used to calculate measures such as averages, the most frequent values, counts, and data spread Additionally, the researcher employed paired sample T-tests to statistically compare the results obtained from the pre- and post-tests On the other hand, qualitative data underwent thematic analysis, which involved various levels of coding to identify patterns and themes

The questionnaire data was analyzed with the assistance of SPSS The aim of this research was to investigate the effectiveness of utilizing group-based activities to teach vocabulary in a primary school environment To analyze the research outcomes, the investigator employed hypothesis testing The process for testing the hypothesis can be summarized as follows:

- Alternative hypothesis (Ha): Group-work activities led to a significant and observable improvement

- Null hypothesis (H0): Group-work activities did not result in a significant effect This hypothesis was evaluated using data obtained from SPSS calculations.

Summary

This chapter outlines the steps taken during the course of the study It offers a comprehensive explanation of the study's methodology, covering aspects such as the definition and process of the research method, the research environment, the tools used for data collection (including teaching diaries, tests, questionnaires and interviews), and the data processing procedures Additionally, this chapter provides the details about the study's data analysis approach

DATA ANALYSIS AND FINDINGS

Benefits of group-work activities applied in vocabulary lessons

The purpose of the vocabulary assessment was to evaluate students' utilization of English vocabulary learned prior to the intervention, as well as to gauge their advancement following the implementation of group work activities during vocabulary sessions The test outcomes aimed to distinctly display the impact of incorporating group work activities on students' progress

The aim of the pre-test is to measure students’ ability to identify vocabulary meaning, pronounce words, identify word spelling and use vocabulary in the learnt topic in suitable contexts All the vocabulary topics are taught in the lesson without the intervention of group-work activities

The test is designed with four parts with closed question types including multiple choices, gap filling and matching questions The table below captures the students result in each part covered in the test

The table below shows the descriptive data of pre- test

Table 4.1 Frequency of vocabulary scores in the pre-test

The table illustrates the distribution of students' scores, which range from

46 four to ten The percentages for scores of four, five, and six are 13.5%, 15.4%, and 19.2% respectively, collectively accounting for almost half of all scores Notably, both six and eight hold the highest percentage at 19.2% Scores of nine and ten were attained by five students each, constituting 9.6% of the total scores

The data reveals that scores ranging from four to eight comprise a significant portion, nearly half, of the total scores, with six and eight being the most prevalent at 19.2% each Higher scores of nine and ten were achieved by only five students each, totaling 9.6% of the scores Overall, the majority of students attained scores between four and eight, while fewer achieved the higher scores of nine and ten

Table 4.2 Mean and standard deviation in the pre-test

Pre-test N Minium Maximum Mean Std Error Std Deviation

The mean score before the test stands at 6.77 points among 52 students, which is notably low despite the test being relatively easy This indicates the necessity for novel teaching methods in vocabulary instruction for children to effectively retain the language The researcher considered whether group work might improve scores, showing a proactive approach to address learning obstacles

Quantitative analysis was employed to interpret the respondents' scores in the vocabulary test The scores of the respondents can be delineated individually as follows:

Table 4.3 Frequency of vocabulary scores in the post-test

% Following the implementation of group-work activities, the researcher observed a significant enhancement in students' vocabulary as indicated by the test scores Notably, there was a decrease of 7.7% in the number of scores four and five, while there was a clear increase in the number of students achieving scores of six,

47 seven, nine, and ten Particularly noteworthy was the nearly twofold rise in the percentage of students scoring nine in the post-test compared to the pre-test

Table 4.4 Mean and standard deviation in the post-test

The table displays a notable outcome, with a mean score of 7.42 observed in the post-test for vocabulary Despite the slight variance in difficulty compared to the pre-test, this result indicates a positive impact attributed to the use of group-work activities during the lessons

Table 4.5 Paired differences between pre-test and post test

Paired samples Tests (Paired Differences)

95% Confidence Interval of the Difference Significance

The researcher employed SPSS to extract data that illustrates the comparisons and differences in students' abilities following the implementation of group work activities Reviewing the statistical tables provided, it is evident that the mean score among students rose by 0.65, moving from 6.77 to 7.42

The purpose of this study was to examine the efficacy of employing group- work activities for teaching vocabulary in a primary school setting To derive the research findings, the researcher utilized hypothesis testing The steps involved in testing the hypothesis can be outlined as follows:

1 Alternative hypothesis (Ha): The utilization of group-work tasks yielded a substantial and noticeable impact

2 Null hypothesis (H0): The implementation of group-work tasks did not yield a significant effect This hypothesis was tested using the results obtained from

According to the SPSS results, a significant difference among groups was observed, with the significance level (Sig.) recorded as 0.01 less than 0.05 (0.001 < 0.05) This indicates the rejection of the null hypothesis (H0) and the presence of a statistically significant difference Consequently, the acceptance of the alternative hypothesis (Ha) suggests that employing group-work activities effectively enhanced vocabulary learning for the fourth-grade class

In conclusion, through the analysis of two tests conducted before and after the treatment, the students’ improvement in vocabulary was proven The progress demonstrated the effectiveness of group-work activities applied in six vocabulary teaching and learning sessions

4.1.2.1 Benefits of group-work activities in improving vocabulary learning and practice

Table 4.6 Students’ responses about benefits of group-work activities vocabulary learning and practice

Questions Strongly disagree Disagree Neutral Agree Strongly agree Mean SD

Working in groups, I am able to identify word meaning better

Working in groups, I am able to pronounce words better

Working in groups, I am able to make sentences with words better

Working in groups, I am able to write/spell words better

Working in group, I am able to discuss more words related to the word we learn

The analysis of students' responses to statements regarding the benefits of

49 group-work activities in improving vocabulary learning and practice provides valuable insights into their perceptions and experiences Five statements were presented to students, each followed by their corresponding mean and standard deviation, offering a comprehensive understanding of the collective sentiment and the level of agreement or disagreement among respondents

Participants strongly agree (M = 4.0577, SD = 0.57440) that working in groups aids in identifying word meanings, reflecting a high level of consensus Similarly, there is significant agreement (M = 3.5192, SD = 1.21252) that group work contributes to improved pronunciation skills, despite some variability in responses Participants also find group work beneficial for making sentences (M 3.3077, SD = 1.12961), although opinions are more evenly distributed However, there is less consensus regarding the improvement of spelling and writing skills through group activities (M = 2.9625, SD = 1.39974), indicating a more varied impact on these aspects

In conclusion, the data underscores the importance and effectiveness of incorporating group-work activities into vocabulary lessons These activities not only foster enjoyment and motivation among students but also contribute to their confidence in answering and facilitate collaborative learning experiences However, it is crucial for educators to consider and address the concerns or preferences of students who may not share the same positive views towards group work Overall, the findings support the continued integration of group-work activities as valuable pedagogical tools in enhancing vocabulary acquisition and overall learning experiences

The interview results show the benefits students perceived when they took part in group-work activities

4.1.3.1 Improvements in aspects of vocabulary

The perception of the improvement in vocabulary learning can be conveyed through students’ responses First, four out of nine students accepted that learning in

Challenges faced by students when joining group-work activities

Table 4.7 Students’ responses about the challenges when working in groups

Questions Strongly disagree Disagree Neutral Agree Strongly agree

I cannot work because my team members are not good at

We are lost with no teacher’s direction

My team- mates are not cooperative

There is little time for me to finish the task

The tasks are too difficult with new words for us

I cannot give the answer because my

English is not as good as my friends

The survey data reveals significant challenges students face during group activities for vocabulary learning Key difficulties include varying levels of English proficiency among team members, which hinder effective communication (M 3.3654, SD = 1.28382), and a lack of clear direction from teachers, leading to uncertainty in task navigation (M = 2.8654, SD = 0.99072) Participants also struggle with managing the complexity of tasks involving new vocabulary (M 3.0577, SD = 1.48738) and adhering to time constraints (M = 3.5962, SD 1.22490) Moreover, there is noticeable insecurity about individual language skills relative to peers (M = 2.9038, SD = 1.31745), impacting confidence in collaborative settings

4.2.2.1 Lack of task accomplishment (time management, mixed English abilities)

There is an observation that students have problems in task accomplishment due to two reasons The first one is the problem of time management, and the other one is the inequality of students’ English abilities

Regarding the prior reason, four students accepted that the teacher did not give them enough time for completing the task They also expressed that it would be better if they had more time for group-work discussion However, the miscommunication and task misunderstanding partly contributed to time waste

“There are some assignments that have tight deadlines, and sometimes we misunderstand the tasks, which leads to spending extra time without completing them.” (Student B2)

“The time is a bit short, so I haven't had enough time to write my sentences.”

The next problem faced by the students resulting to task incompletion is the mixed levels in English among students Four students interviewed expressed that they often grappled with language proficiency challenges during group activities, leading to hesitancy in providing accurate responses while two students thought that the task were easy for them

“Because my English is not very good, I often give incorrect answers” (Student A1 and student A3)

“"We don't encounter many difficulties; the assignments are a bit easy.” (Student C2)

Group dynamics present challenges, especially when dealing with distracting behaviors Three students expressed frustration when they were put to work with a student who kept teasing the other members in the group They emphasized the need for self-discipline among group members and expressed a preference for working with classmates who share a strong learning attitude This viewpoint highlights the diverse attitudes towards collaborative learning and the recognition that effective group work requires active and conscientious participation from all members

“I find working in a group enjoyable, but sometimes, there are friends who joke around, which wastes our time I'm not very good, so I feel hesitant if anyone criticizes me when joining a group.” (Student A1)

“I think students who are not self-disciplined should not work in groups I prefer working with classmates who have a strong learning attitude.” (Student C3) 4.2.2.3 Students’ lack of confidence

While the boost of confidence was guaranteed in the earlier part, two out of nine students admitted to feeling hesitant and insecure during group work They linked these feelings to personal perceived shortcomings The worries about individual academic performance affecting the overall group outcome were prevalent

“I feel a bit hesitant because I think I'm not as good, so sometimes I feel a bit insecure” (Student A3)

Students’ attitudes towards group-work activities

4.1.2.2 Students’ attitudes towards group-work activities in vocabulary lessons

Table 4.8 Students’ attitudes towards group-work activities

Questions Strongly disagree Disagree Neutral Agree Strongly agree Mean SD

Group-work activities are very fun

Working with friends in groups motivates me to learn vocabulary

I feel more confident when giving answers in groups

My team-mates help me to learn vocabulary better and faster

The table above outlines the findings regarding students' attitudes towards group-work activities in vocabulary lessons It reveals that a significant majority of students hold favorable views towards such activities, with 80.7% reporting that they find group-work enjoyable Moreover, an equally high proportion, 80.8%, find group work to be motivating, particularly when working with friends Additionally, a considerable number of students, comprising 61.5%, feel more confident when providing answers within group settings Furthermore, 67.3% of respondents believe that their teammates contribute positively to their vocabulary learning, aiding in both better comprehension and faster acquisition

However, it is noteworthy that a minority of students expressed disagreement or neutrality towards these statements This indicates that while group-work activities are generally well-received, there are some individuals with differing perspectives, suggesting a diverse range of experiences and preferences within the student population Despite these variations, the overall positive perception of group work activities among the majority of students highlights their potential as effective tools for enhancing vocabulary learning experiences

Looking at the figures of mean and standard deviation, we see that

56 respondents showed positive attitudes towards group-work activities for vocabulary learning, as reflected in the mean scores They strongly agreed that such activities are enjoyable (Mean = 3.92), with relatively consistent responses observed (SD 0.74) Similarly, participants expressed a strong inclination towards feeling motivated when working with friends in groups (Mean = 3.92), though responses varied more widely (SD = 1.08) Additionally, respondents generally reported feeling more confident when providing answers in groups (Mean = 3.90), despite moderate variability in opinions (SD = 0.82) Conversely, while participants acknowledged their teammates' contributions to vocabulary learning (Mean = 3.50), there was notable diversity in responses (SD = 1.39) Overall, these findings highlight predominantly positive attitudes towards group-work activities for vocabulary acquisition, with nuanced variations among respondents

During the interview, students expressed varying views on the advantages and challenges they encountered during group work While most of the students showed positive experiences, others offered recommendations for improving group formation or allocating task time Nevertheless, the majority of interviewed students displayed favorable sentiments towards group work Their responses to the final question indicated their eagerness to engage in further activities with their peers during upcoming vocabulary lessons “I felt happy when working in groups” (Students A2)

“I liked working in a group because it was fun” (Student B2)

“I enjoy working in a group Working with my classmates makes me feel more confident.” (Student B3)

Discussion

Examining various data sets has shown that incorporating collaborative tasks into elementary school language lessons significantly enhances students' eagerness to learn and their understanding of vocabulary These activities have notably

57 heightened students' enjoyment of studying English vocabulary Nonetheless, specific obstacles have arisen, leading ESL educators to seek effective solutions to tackle them

4.3.1 The benefits that students gain throughout group-work activities

Initially, a total of 52 students completed both pre-tests and post-tests, with additional analysis conducted using questionnaires The quantitative data analysis revealed a statistically significant difference between the mean scores of the pre- tests (6.77) and post-tests (7.42), indicating a noteworthy improvement in students' vocabulary learning over the six lessons Furthermore, questionnaire responses indicated students' recognition of improvements in vocabulary meaning identification, pronunciation, word expansion, and sentence formation (questions one to five), which was also reflected in questions three and four of the interviews Regarding students' learning motivation and attitudes, both questionnaire data and interview responses underscored an increase in motivation and enjoyment among students when working with peers, particularly evident in questions twelve to fifteen of the questionnaires and questions one and five in the interviews It can be inferred from the surveys that the activities conducted in group format fostered a supportive and relaxed learning environment, contributing to these positive outcomes

In the present research, group-work activities were utilized to actively engage students in various facets of English lessons, including speaking, writing, and listening Furthermore, several studies have delved into the effectiveness of group-work activities in enhancing vocabulary acquisition, echoing the conclusions drawn in this paper For instance, Lin (2018), Mackenzie (2015), and Alghamdi

(2018) investigated the impact of group-work activities on ESL students' vocabulary learning and their successful implementation While earlier research investigated the efficacy of group-work tasks, they predominantly involved adult learners In contrast, our study focused on young learners, offering a fresh perspective on the application of group work within a distinct educational context Le's (2006) study explored the benefits of cooperative learning in enhancing

58 university students' vocabulary acquisition Notably, the study divided the class into two group settings: assisted and unassisted groups The former comprised students of the same class level, while the latter involved a mix of "expert-novice" pairs from higher and lower classes The researcher observed and documented the procedures and outcomes of vocabulary learning in both groups It was reported that both groups demonstrated progress, yet the use of the first language was more prevalent during discussions in the former group, whereas it was eliminated in the latter group with the presence of a senior student Despite the differences in approach and participant demographics between Le's (2006) study and the present paper, both studies yield similar findings regarding the positive impact of group- work activities on vocabulary learning

4.3.2 The challenges of using group-work activities in ESL classes

The present study, conducted through questionnaires and interviews, revealed various challenges encountered by students during group work activities Key difficulties included task completion due to mixed English abilities and time management issues, as well as a lack of confidence and discipline within groups These findings align partially with Alfares's (2017) study, where similar challenges were reported, including students' frustrations with mixed-level groupings and perceptions of group work as time-wasting Additionally, similarities were noted with Nguyen and Bui's (2023) research, which highlighted ESL students' struggles with group dynamics Notably, Nguyen and Bui's study uncovered desires among students to choose their team members, as well as observations regarding task completion times in relation to group size, offering potential insights into improving time management concerns Furthermore, both studies emphasized the impact of unequal task distribution on students' perceptions of fairness, suggesting avenues for future investigation in related studies Overall, the present study corroborates previous findings regarding the challenges posed by students' varying English proficiency levels and the need for careful consideration of group dynamics in educational settings

4.4.3 Students’ attitudes towards group-work activities

During the interview, students expressed varying views on the advantages and challenges they encountered during group work While some had positive experiences, others offered recommendations for improving group formation or allocating task time Additionally, some students admitted feeling shy, nervous, or lacking confidence, yet they still found group-work activities interesting and useful Nevertheless, the majority of interviewed students displayed favorable sentiments towards group work Their responses to the final question indicated their eagerness to engage in further activities with their peers during upcoming vocabulary lessons.

Summary

This chapter has outlined the examination of data obtained from teaching diaries, questionnaires, and tests The qualitative analysis of teaching diaries involved categorization, while quantitative analysis was applied to the questionnaires Microsoft Excel and SPSS software were utilized to compute mean, median, and standard deviation of both pre-test and post-test scores, as well as questionnaire responses The data analysis unequivocally indicates that group work activities positively impact students' vocabulary learning, while also highlighting the challenges encountered by students during such activities

While this study primarily examines the effects of group work activities on vocabulary acquisition among primary school ESL students, it is imperative to consider the broader implications for language fluency Beyond enriching students' vocabulary repertoire, collaborative tasks facilitate meaningful interactions that contribute to enhanced language fluency and communication skills Through engaging in group discussions, role-plays, and collaborative writing exercises, students have the opportunity to practice expressing themselves in English in diverse contexts Moreover, these activities encourage active participation and peer interaction, fostering a supportive learning environment conducive to language development However, it's essential to recognize the role of cultural factors, teacher training, and technology integration in maximizing the effectiveness of group work tasks Future research should explore the long-term effects of such

60 activities on overall language proficiency and their applicability in diverse cultural and educational settings

CONCLUSION

Major findings of the research

Generally, this current study could answer the two research questions posed at the beginning of the paper Through meticulous analysis and discussion of data obtained from questionnaires, interviews and observations, notable findings concerning the research questions are revealed as follows

The study investigated the benefits of group-work activities in teaching English vocabulary to primary school students Results from interviews and questionnaires highlighted three main advantages: enhanced confidence and motivation, vocabulary improvement, and a conducive learning environment Students reported increased confidence and motivation when working with peers, leading to more open discussions Group activities facilitated vocabulary retention through repeated word usage and supported word expansion through collaborative efforts Furthermore, students improved pronunciation by correcting each other's errors Overall, group-work activities fostered a positive and supportive learning environment conducive to vocabulary acquisition

The study also identified challenges encountered by students during group- work activities Firstly, students faced difficulties in completing tasks, attributed to issues such as time management and varying English proficiency levels among group members Misunderstandings regarding task requirements contributed to time management problems, while unequal English proficiency levels were common in Vietnam's public primary schools Secondly, lack of cooperation among some

62 students disrupted the smooth progress of tasks Additionally, certain students reported feeling insecure due to a lack of confidence in their English skills, indicating that group-work activities may induce pressure for a minority of students

Overall, students showed a favorable attitude to group-work activities regarding the application of group-work activities regardless of their English abilities They also reported that felt their ability to pronounce words, identify word meanings and list word relation are expanded In addition, the post test result showed a noticeable improvement in comparison with the pre-test results although there were still the students whose score stayed the same in two tests This reveals that group-work activities brought positive effectiveness in English vocabulary lessons in both students’ study willingness and students’ vocabulary learning

The research on how effective group-work activities are in English vocabulary lessons has been thorough, using three main tools: questionnaires, interviews, and tests This approach ensures that data is collected from various angles, including numbers from tests and questionnaires, and personal insights from interviews By looking at findings from different sources, the study can draw stronger conclusions and understand participants' experiences better This in-depth analysis helps uncover what really impacts the success of group-work activities In addition, using multiple tools helps to reduce any biases or limitations that might come from just using one method Overall, this approach makes the research more reliable and provides a solid basis for making conclusions and recommendations for teaching practices

Drawing from the efficacy of group-work activities delineated in the study and advocated by Spencer Kagan (1995), several recommendations merit implementation to enhance students' vocabulary learning experiences The study posited that integrating group-work activities into English instruction yields tangible benefits, as delineated earlier Initially, ESL educators are advised to integrate periodic group-work sessions of varying scopes within their classrooms, facilitating student acclimatization to these collaborative exercises This phased

63 approach aids students in acquiring proficiency in group dynamics, enabling them to adeptly navigate time constraints and challenges arising from disparate learning styles among their peers

Regarding the learning strategies, the study's findings underscore the significant contribution of group-work activities to vocabulary improvement across diverse proficiency levels ESL teachers can strategically utilize these insights to advocate for collaborative learning strategies in their classrooms, emphasizing the invaluable role of peer interaction and cooperation in facilitating effective vocabulary acquisition

Through group discussions and interactions, students demonstrated enhanced vocabulary retention and expansion Various group activities can be integrated into the lessons such as discussions, brainstorming sessions, and idea exchanges, to stimulate vocabulary growth more effectively within the classroom setting The tasks sometimes do not need a complex one requiring many members The teachers can design simple tasks for two or three students in one group

The study revealed that group-work activities effectively bolstered students' motivation and confidence in learning English vocabulary Teachers can enhance vocabulary acquisition, motivation, and confidence among students through various engaging group-work activities These activities include vocabulary collaborative games like bingo, charades, or Pictionary, where students work in teams to guess or act out words, fostering collaboration and active participation Peer teaching and learning tasks students with teaching each other new words through activities like flashcard quizzes, reinforcing learning and building confidence through peer interaction Group discussions and debates encourage students to use and apply new vocabulary in context, deepening understanding and expression Collaborative projects, such as creating posters or presentations related to vocabulary themes, promote teamwork and creativity, fostering a sense of accomplishment and pride in students' work These activities not only reinforce vocabulary learning but also cultivate a supportive and encouraging learning environment, boosting students'

64 self-esteem and willingness to engage in language learning endeavors

When faced with challenges arising from mixed English proficiency levels within groups, educators can employ targeted strategies to address these disparities effectively One approach is strategic grouping, where students are organized into teams based on their proficiency levels This allows teachers to tailor the content and pace of instruction to match the needs of each group, ensuring that all students receive appropriate support and challenge Additionally, differentiated instruction techniques can be utilized, whereby teachers adjust the content, process, and product of learning tasks to accommodate diverse learning needs within the same classroom For instance, providing different reading materials at varying difficulty levels or offering alternative assessment options can help accommodate students with different language abilities Moreover, implementing peer tutoring systems can be beneficial, as it allows stronger students to support their peers who may require additional assistance This collaborative approach not only fosters a sense of community and support within the classroom but also provides students with opportunities for both teaching and learning

Students expressed difficulties with time management and task comprehension during group activities Teachers can mitigate these challenges by offering clear instructions, setting realistic deadlines, and scaffolding tasks appropriately to help students navigate their time effectively and grasp task requirements more comprehensively

When confronted with challenges stemming from a lack of discipline and cooperation among group members, educators can integrate various activities aimed at fostering self-discipline, teamwork, and effective communication skills One effective approach is to incorporate structured team-building exercises that require students to work together towards common goals while adhering to established rules and norms These activities can range from problem-solving tasks and group projects to role-playing scenarios that simulate real-world situations By engaging in such activities, students learn the importance of self-discipline in staying focused

65 and on task, as well as the value of cooperation and collaboration in achieving shared objectives

In summary, the pedagogical implications derived from the study emphasize the integration of collaborative learning strategies, addressing challenges related to language proficiency variances, fostering motivation and confidence, and personalizing instruction to enrich vocabulary learning experiences By harnessing these insights, educators can cultivate more effective and inclusive learning environments that foster students' language proficiency development and academic achievement

5.3 Limitations and suggestions for further studies

Acknowledging certain limitations in this study is important Firstly, the research focuses solely on English instructors from one public primary school in Hanoi This limits its ability to fully represent group-work practices across various educational settings in the city In addition, after reviewing the process, the researcher realized that the test design should have been carried out in more detailed and examined stages so that the quality and reliability could be guaranteed Moreover, the study should be more conducted with more the author’s examination in terms of contrast and comparison with existing studies, which can enrich the its value Despite these challenges, the researcher encountered difficulties in providing comprehensive interpretations of the benefits and obstacles related to group-work activities As a result, while the study offers valuable insights into using group-work methods for teaching English vocabulary at a public primary school in Hanoi, it provides educators with a general perspective on organizing their English vocabulary lessons