The impact of collaborative learning on students’ reading skills in an efl classroom at duc tri high school

They are process is believed 0 allow learners © organically form their own conceptual ‘understandings rather than solely relying on perspectives from experts or writen with peers, advoca

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHÓ HÒ CHÍ MINH

Nguyễn Thị Thúy Hằng

THE IMPACT OF COLLABORATIVE LEARNING ON STUDENTS’ READING SKILL

IN AN EFL CLASSROOM

AT DUC TRI HIGH SCHOOL

LUAN VAN THAC Si KHOA HQC GIAO DUC

Thành phố Hồ Chí Minh — 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHÓ HÒ CHÍ MINH

Nguyễn Thị Thúy Hằng THE IMPACT OF COLLABORATIVE LEARNING ON STUDENTS’ READING SKILL

IN AN EFL CLASSROOM

AT DUC TRI HIGH SCHOOL

Chuyên ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh

Mã số: 8140111

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGUOI HUONG DAN KHOA HQC:

TS LE HOÀNG DŨNG

Thành phố Hồ Chí Minh - 2023

1.1, Background to the study

1.2 Statement of the problem

1.3 Objectives of the study

2.2.2 Characteristics of Collaborative learning

2.3 Collaborative Learning Design for Personalized Learning

2.3.1 The Sequential Collaboration I (Purposeful

2.3.2 The Sequential Collaboration II (Round Horse)

2.3.3 Parallel Collaborative I (Pick-Think-Pair-Share)

2.3.4 We-Mind (Pick-Think-Pair-Share) II

2.4 Appraising Collaborative Learning Process

Learning 18 2.4.2 Collaborative learning approach through each person's ability

2.5 Collaborative learning in students’ reading English skill

3.2 Research site and participant:

3.2.1 General introduction of Due Tri High School

3.6 Data analysis procedures

Appendix I: Results of 12B1 in each test

Appendix 2: Results of 12B2 in each tes!

Appendix 3: Pre-test

Appendix 4: Progress test

Appendix 5: Post-tes!

Appendix 6: Interview question

Appendix 7: Collaborative Learning Interview Transcript Appendix 8: Collaborative Leaning Survey

The concept of collaborative learning has been applied in various contexts across multiple disciplines, but there remains no universally agreed upon definition

Although researchers have not come to a consensus on precisely what collaborative Collaborative learning can be described as an instructional method where students work I j I finish tasks or build

Within this collaborative environment, learners face both social and emotional also prompted to clearly articulate, justify and debate their own perspectives This understandings rather than solely relying on perspectives from experts or written with peers, advocate for their own ideas, consider diverse beliefs from others, conducted an experimental study applying collaborative learning to two classes of 12B1 to find the difference in exam results for class 12B2 that did not apply this method The author performs the Kolmogorov-Smimov and Shapiro-Wilk test to between the two classes, Besides, the author also conducted interviews with teachers the test scores of class 12B1 are higher than those of class 12B2 Therefore, it can be affirmed that collaborative learning has a positive effect on students’ reading skills,

I want to express my sincere gratitude to all of the individuals who helped me

in various ways throughout the several months that this project took to complete This thesis is unlikely to be entirely complete without their assistance

I'd like to start by expressing my gratitude to my instructor and thesis advisor,

Dr Le Hoang Dung, for his suggestions, unwavering support, and tolerance while I

addition to useful recommendations for the writing

Second, I want I would like to convey my appreciation to the Ho Chi Minh City University of Education's Postgraduate Department and all of the instructors for their

assistance with my thesis, Also, I would like to extend my profound gratitude to the

professors, associate professors, and physicians who have provided me with advice

research

Thirdly, | am thankful for the support from Due Tri high school, where I have been teaching for more than eight years for giving me the consent to conduct the

crucial requirement for me to finish the thesis

Furthermore, it is important for me to acknowledge my wonderful students for their devoting time from their demanding classes to take part in the study's activities, Above all, I wish to recognize the efforts of my family, particularly to my

parents and sister Your encouragement - both physical and mental - was the finest stimulus for me to move forward and finish the study as planned.

1 affirm that the full body of work and conclusions presented herein are entirely

of my own design, implementation and analysis Any instances where the creative or

intellectual contributions of other scholars guided my research have been duly noted

Signed:

Date:

By signing below, I affirm that I am the sole author of the research contained within this document and that it has not been entered into any other qualification

independently and any guidance received from other academics has been referenced accordingly

Collaborative learning

: Normality test of pretest dat

: Paired sample statistics of pretest data

: Tests of Normality of progress test data

Demographic of the experimental group

Demographic of the control group

Study samples

Descriptive statistic of pretest data

Descriptive statistic of progress test results

Paired sample statistics of progress test data

Test of Normality of final test data

Descriptive statistic of post test data

Paired sample statistics of post test data

Paired samples statistics between pretest and post test results of

Demographic information of the experimental group

Demographic information of the control group

Histograms for normality testing of pretest data in experimental class

Histograms for normality testing of pretest data in control class

Histograms for normality testing of Progress test in experimental class (12B1)

Histograms for normality testing of Progress test in control class

1.1 Background to the study

Collaborative learning can be defined as an instructional model whereby

students work in small groups to jointly address problems, carry out assignments, or

develop some type of output Within this shared learning environment, students

experience both social and emotional challenges as they consider diverse viewpoints

from their peers They are also prompted to clearly communicate, justify and debate

to organically build their own frameworks of understanding rather than relying only

debate with peers, students take ownership of constructing knowledge rather than

language learning, collaborative learning has been shown to positively impact

discuss meanings and interpretations, and solve comprehension questions, it helps

scaffold their understanding and expose them to different perspectives and

activities have the opportunity to develop and strengthen their verbal language

abilities in addition to other crucial skills This is in addition to the benefits of group work for all students,

Because English is spoken by such a large segment of the population, learning itis an urgent need, IL is spreading throughout several important industries, including

not only because it is necessary for studying all subjects, but also because being able

sense of self a talent that leads to great delight, pleasure, and full filament To ensure

that every student in the classroom participates in the learning process, teachers in

English-speaking classrooms must provide accommodations for group work for

in the combined activities have the possibility to develop and strengthen their verbal

work is essential It also serves as a powerful tool for promoting dialogue among

projects provide English language learners the chance to engage, mingle, and communicate in verbal and nonverbal ways (Ali et al, 2015) Working in groups promotes classroom engagement, which is crucial for English language learners as they study and acquire the language, English language

expressions and listen to peers speak English at their level when they are included in

considerably longer than a year or two for many English language learners, they

study indicates that 21st century learning frameworks emphasize personalized

a core deviation involves shifting away from teacher-centered, direct instruction

towards more indirectly facilitated, dynamically customized pedagogies that foster

self-guided development The author found this transition prioritizes nurturing each

student's own learning progression over traditional information transmission from paradigms could hold valuable insight for optimizing learning environments according to current educational needs and contexts

The goal of this study is to demonstrate how collaborative learning, as a teaching

strategy, helps readers and students to advance their reading abilities in classrooms

for English language leamers, The research intends to address issues that instructors

been noted that the majority of secondary school teachers appear to disregard the

value of collaborative learning as a method for instructing English language learners

When teaching reading comprehension abilities, in particular, the collaborative

might enhance language acquisition and reading skill development, Additionally,

educate students and instructors how to collaborate, develop and assess group projects, and define teachers’ responsibilities when it comes to group work

1.2 Statement of the problem

Reading has become an indispensable skill to function in today’s society and

it has been so essential that it is an important part of everyday survival Based on my

review of the literature, scholars have used the term “effective learning” to refer to

instructional approaches that actively engage students in driving their own

information or mimicking the behaviors of others, these techniques aim (o cultivate

each child's capacity for self-directed learning over time Generally speaking,

conducive to learning However, research indicates the precise roles assumed by

instructors vary widely across cultures, societies, and levels of formal schooling

Effectively implementing learner-centered paradigms likely depends on contextual

consideration of local normative practices and stakeholder needs Further examination of these sociocultural influences could provide useful insight for both

policymakers and practitioners The fact has shown that students in grade 12 when

comprehension part Even university students can't have a better prospect At the

Minh City: Current situation and solutions’ ' held in 2017, shocking data on English

learning standards of National University of Ho Chi Minh City was also announced

standard under the English language VNU - ETP certificate While reading

especially to study and work; students in high schools nowadays tend to not know

how to read in the right way and also, lack the motivation to practice the reading

happening to students at Duc Tri school for a long time

Facing this matter and the requirements of renewing training objectives, the teaching method itself cannot be the same as before but it must also be changed to

with listening — copying, reađing ~ copying teachers’ words in the notebooks During creating conditions and situations for students to express their thoughts and opinions practicing, field trip, etc

One of the best ways to foster a setting in which professors, students, and the surrounding teaching and learning environment interact is to divide classrooms into

research on a variety of topics, discussion, and verbal expression This method has

many benefits, including igniting students’ interest in learning, preventing passive

learning, assisting students in becoming more self-assured and brave in

fostering greater group cohesion As a result, research on collaborative learning

English-language courses, This study is essential because it can not only contribute

to the education method for high school students in Vietnam but also in the long-term for other grades of learners in the future

1.3 Objectives of the study

In the context of high school, many teachers still believe that only individual

work will lead to students” achievement and group work not only takes time but also

* motivation to However i

this prejudice wrong, From the background and the statement of problem in Due Tri

students’ reading skill in an English as Foreign language classroom at Due Tri high

school, After analyzing the result of the research, the author tends to give some

and in reading skill in particular

1.4 Research questions

Research question:

How does collaborative learning impact students’ reading skill in an EPL class

at Duc Tri high school?

‘The four hypothesis studied in the thesis is as follows:

Hypothesis 1 (H1): There is a difference in academic performance in the pre

test between the experimental class (12B1) and the control class (12B2) in case of applying collaborative learning

Hypothesis 2 (H2): There is a statistically significant difference in academic performance in the progress test between the experimental class and the control class

in case of applying collaborative learning

Hypothesis 3 (H3): There is a statistically significant difference in academic performance in the final test between the experimental class and the control class in

case of applying collaborative learning

Hypothesis 4 (H4)-: There is a statistically significant difference in academic

performance in the final test and pretest in the experimental class in case of applying collaborative leaming

1.5 Scope of the study

Scope of content: The research was based on knowledge of personal learning

and collaborative learning in particular in an EFL class at Duc Tri high school, Thus,

the scope of this research focuses on this type of studying in the English class at Duc Tri high school Moreover, this study also concentrates on analysis of impact of

collaborative learning’s elements to students’ performance

Scope of space: Because this study is conducted within a class in Due Tri high school only, thus the scope of the study is within an EFL class of Due Tri High School The participants for the research survey are students in this class

to May 2021 In which, the process of researching and developing the topic lasted for

4 months After that, the author used a period of 5 weeks to monitor and evaluate the

enough data and background theory, the author conducted the analysis of the results,

answered the research questions as well as completed the entire product in the

remaining time

1.6 Significance of the study

This research project seeks to gain a deeper understanding of how collaborative learning methodologies can be actualized successfully to enhance English language learners’ reading skills Specifically, this work will conduct a targeted analysis of current empirical studies and theoretical frameworks relating to:

* Improve teaching practices: The study seeks to identify good practices and recommendations for EFL teachers on how to design and implement collaborative

reading activities that maximize learning outcomes The findings could inform EFL

learning approaches

+ Enhance student learning: By investigating the impact of collaborative

of collaborative reading tasks in EFL classrooms, The results could help educators language development and reading comprehension

+ Advocate for collaborative learning: The study adds to the body of research demonstrating the positive impact of collaborative learning on foreign language teachers to adopt group work and collaborative techniques in their classrooms + Inform policy: At the school or district level, the findings could provide justification for policies that support collaborative learning approaches “and

collaborative learning elements

+ Transferabil ty: Though focused on an EFL context, the study's methodology

and recommendations may be relevant for other subject areas and educational levels seeking to promote collaborative learning among students The overall significance lies in potentially demonstrating how collaborative reading activities, when designed and implemented well, can help improve English

language proficiency and academic performance

1.7 Research structure

This study is presented with 5 chapters as below:

CHAPTER 1: INTRODUCTION

This chapter will provide an overview of the study, including the background

and context, statement of the problem, research objectives, research questions, scope and limitations of the study, and significance of the study,

CHAPTER 2: LITERATURE REVIEW

This chapter will review relevant literature on collaborative learning, its impact

‘on reading skills development, and best practices for implementing collaborative

will also be presented,

CHAPTER 3: RESEARCH METHODOLOGY

‘This chapter will review relevant literature on collaborative learning, its impact

on reading skills development, and best practices for implementing collaborative

will also be presented,

CHAPTER 4: ANALYSIS AND RESEARCH RESULTS

This chapter will present the results of the data analysi ncluding statistical

will be presented in tables and figures Qualitative data from observations and

interviews will also be analyzed and reported.

From the analysis and research results in chapter 3, the author will bring out some findings and discuss the results in this chapter First, the author will confirm the

between this research and previous research Then, all of the research questions will

be answered and present some implications for Duc Tri High school and other

education organizations Subsequently, according to the findings, some

performance will be provided

This chapter will build upon the preceding data analysis by presenting key takeaways and discussing findings To begin, the results will be situated within the

similarities and differences between current and past empirical research will be

highlighted Each guiding research question formulated at the study's outset will then

be directly f collected and analyzed data

Particular consideration will be given to practical implications for Duc Tri high

recommendations and strategic suggestions for continued progress will be delineated

useful insights that can inform ongoing, evidence-based decision-making to enhance

corresponding outcomes

2.1 Personalized Learning

2.1.1 Defini

Based on my review of the recent literature, personalized learning aims to

accommodate students’ distinct needs, interests and capabilities (Abdelaziz, 2020)

Instead of imposing a uniform approach, this model affords flexibility so individuals

privileges self-directed exploration over rigid strictures, focusing on tailoring

academics to each learner's cultural experiences and motivations (Abdelaziz, 2020)

Rather than a “one-size-fits-all” paradigm, personalized learning offers varied pathways —for example, internship opportunities that blend career exposure with

their potential, personalization holds promise as a dynamic means to promote self-

multiple modalities also appears instrumental in building collaborative online communities suited to diverse participant needs (Tu & Corry, 2003)

could offer useful guidance to educators, Particular attention to considerations like

technology integration, resource allocation, and assessment design seem warranted

a learner-driven model responsive to student diversity holds potential to positively impact engagement and outcomes

2.1.2 Benefits of Personalized Learning

strategies tailored to individual students’ needs, learning styles, and modes of content

delivery This enables learners to maximize their growth into self-directed life-long

students through customized multi-modal activities and resources supporting creativity and personal development (Zheng, 2018)

set goals and direct projects matching their interests and preferences (Bray &

McClaskey 2016) While personalization necessitates planning for diverse

capabilities that demands significant instructor effort, benefits include stronger

student ownership over dynamic learning processes promoting both academic skills

and soft skills (Bray & McClaskey, 2016)

Bray and McClaskey (2016) also note personalized structures afford learners

independence through self-paced learning anytime, anywhere with autonomy over content selection This self-directed approach leads to improved self-regulation as

leamers’ design customized objectives (Zimmerman, 2002) Access on demand to McClaskey, 2016) Overall, a differentiated, learner-centered framework holds

promise for nurturing academic achievement as well as translatable competencies in

collaboration and leadership Of course, successful implementation warrants

consideration of supporting needs like technology access across varied community seltings,

2.2 Collaborative learning

2.2.1 Definition

Current literature highlights collaborative learning as an instructional approach where students work jointly to solve problems, finish projects/tasks, and

create end products or services (Noh & Yusuf, 2018) This modality enhances critical

thinking and social interactions among learners through shared information,

2018)

For collaborative activities to run smoothly, clear direction and scope

management are important (Maruping & Magni, 2015) Roles within collaborative

(Maruping

beyond individual capacities (Michaelsen, 2008)

Moreover, evidence suggests collaborative workforce dynamics boost

employee engagement, productivity and motivation (Tapscott & Williams, 2011)

Allowing employees to exchange sand expand perspectives through collaboration fosters synergy exceeding individual efforts, effectively driving impacting both learning outcomes and real-world application when structured across contexts could offer valuable insight into optimizing concurrent knowledge acquisition and skill development

2.2.2 Characteristics of Collaborative learning

Upon reviewing relevant literature on the topic, collaborative learning appears

to describe an instructional setting where two or more individuals construct

combined cognitive skills, information and perspectives contributed through interacting groups engaged in learning tasks (Zhang et al., 2015) Specifically, key attributes of collaborative learning environments emphasized across studies include: knowledge co-creation facilitated by interpersonal dynamic joint responsibility in learning that enhances all participants’ growing mastery; and encouraging educational framework (Abdelaziz, 2018)

An important distinction is made between simple brainstorming and deeper collaborative “brain writing” requiring discussion and feedback among leamer partnerships or circles for knowledge to truly be built communally rather than lated (Abdelaziz, 2018) Overall, thi h

show promise for optimizing the learning process when leamers are mutually

relationship-building over time However, more nuanced exploration of effective

guidance on actualization

2.3 Collaborative Learning Design for Personalized Learning Existing scholarship establishes collaborative learning as an instructional

experiences to augment comprehension (Abdelaziz, 2018) Collaborative designs

as technology-mediated eLearning models incorporating asynchronous participation

from geographically diverse locations (Abdelaziz, 2018)

According to Abdelaziz (2018), collaborative learning implementations exhibit

four defining qualities that subsequent analysis will aim to elucidate: joint

interactions - Participants exchange perspectives to expand individual outlooks;

situated learning - Contextual application foster deeper learning transfer Delineating these core facets in greater detail can offer practical guidance for practitioners seeking to optimize collaborative pedagogies Importantly, varying

consideration to ensure collaborative designs maximize cognitive and social benefits

crucial to fully realize collaborative learning's potential

2.3.1 The Sequential Collaboration I (Purposeful)

‘The literature discusses four primary approaches to collaborative learning

design, Sequential collaboration involves dividing tasks into subcomponents and

distributing work among group members, with the outcome reliant on sharing experiences, leveraging diverse skills, and providing feedback (Chiu, 2008), Implemented well, collaborative projects allow students to participate fully while independently contributing to a combined final product or cooperatively

assessments should shape differentiated support to promote equitable opportunities for all learners (Datnow & Park, 2019),

Higher education reforms over 30 years ago necessitated a paradigm shift from

traditional teacher-centric to learner-centered models (Michaelsen, 2008)

Collaborating appears to boost cognition, knowledge-retention and understanding

‘over individual work (Michaelsen, 2008), Sharing information and jointly

(Michaelsen, 2008)

In college, collaboration replaces passive lecture/note-taking with engaged

discussion and participation (Michaelsen, 2008) Effective collaborative teachers

facilitate emerging intellectual experiences rather than solely disseminating facts

cultivating a shared mission alongside flexibility for personalized implementation

aligned with student needs (Datnow & Park, 2019; Fullan & Quinn, 2016) Thus,

collaborative capacity (Datnow & Park, 2019)

Overall, more nuanced empirical study of collaborative design elements,

implementation challenges and structural support strategies could offer significant

equitable environments conducive to collaborative processes appears vital as well,

2.3.2 The Sequential Collaboration IT (Round Horse)

‘The literature describes an approach referred to as sequential collaboration

type II or the round robin technique In this model, the first learner provides initial

Each additional participant can augment but not alter the contributions of preceding final output (Mitnik et al., 2009)

This approach fosters active sharing of diverse perspectives and experiences through interdependent collaboration (Mitnik et al., 2009) Leamers necessarily rely

on one another's combined strengths, knowledge and input, thus developing mutual

take advantage of this approach (Brake, 2007) By bringing employees together in

(Brake, 2007) Such environments stimulate self-guided leaning and upgrading of

Overall, flexibility and expanded learning afforded by collaborative work appear

invaluable for both students and professionals

2.3.3 Parallel Collaborative I (Pick-Think-Pair-Share)

Task design plays an important role in collaborative learning The reviewed literature examines several key approaches

With the PTPS method, outputs are collective as responsibilities are shared

between partnerships (Cheng, 2017) Careful task sequencing aligned to prerequisite

2017)

This study divided curriculum topics and organized them relationally, then formulated sequential tasks adhering to structured guidelines (Cheng, 2017)

strategy was devised (Cheng, 2017)

Effective collaborative tasks consider multiple factors, Active learning

der, s

transfer (Michaelsen, 2008), Interactive exercises foster imaginative, engaging

environments where constructivism and inquiry flourish (Michaelsen, 2008) Think-Pair-Share activities allow students to review, practice and apply knowledge - benefiting learning while providing formative evaluation (Michaelsen,

2008), Tasks contain individual and group elements (Cheng, 2017) For individuals,

difficulty matches ability/goals; groups focus on goal achievement, with members assisting peers (Cheng, 2017),

Overall, this research underscores the importance of judicious task architecture

for optimizing collaborative interactions, knowledge-construction processes and

resulting learning outcomes Purposeful design appears key to realizing this

approach’s full potential

2.3.4 We-Mind (Pick-Think-Pair-Share) IT

‘This paper explores strategies for an effective collaborative learning system based on requirements and application needs Three aspects are analyzed:

tasks,

A primary task is recommending suitable consultation objects to improve

Iearning efficiency without blind help-seeking The system first checks a student's

it searches other groups, and finally adds the teacher

Determining student roles is also important Collaborative patterns can blend partnership, cooperation and role-playing to facilitate common goal achievement via

“cooperator" roles based on comprehensive quality vectors to structure grouping communication and coordination responsibilities

Lastly, rev

finish early, new tasks configure to objectives; testing and tracking progress dictates 1g study tasks ensures goals are met appropriately, If terms may

task generation: and cach completion triggers subsequent knowledge exposure Overall, strategically optimizing recommendation supports, clearly defining

participant roles, and dynamically adjusting tasks appears integral to collaborative

learning system success Future research could explore interface designs, activity

sequencing, analytics for adaptive personalization and other implementation factors

informed by pedagogical theory and empirical data Continual evaluation and

refinement also seems prudent as technologies and needs evolve over time

Upon reviewing the relevant literature, it is evident that assessment serves to gauge acquisition of information and abilities developed throughout the educational

personalized frameworks: assessment as learning, for learning, and in learning (Bray and MeClaskey, 2015)

Research indicates the initial model facilitates self-reflection and adjustments

(Carless, Gordon and Liu, 2006) For example, collaborative learners providing peer

higher-order comprehension (Carless, Gordon and Liu, 2006) Going forward, further nuanced analysis of precise techniques, contextualizing

factors and feedback mechanisms shaping tailored assessments could offer valuable

practical guidance Optimization may also require investigating interface designs,

diverse learners where they are, Overall, strategically incorporating multiple

assessment modalities appears integral to cultivating self-directed, lifelong students

‘empowered to demonstrably demonstrate continually developing mastery

‘The second category of assessment referenced in my literature review entails

formative evaluation to track learners’ growth over time For instance, instructors may

use these periodic checks to decide when students are prepared to delve more deeply

into a concept or if remediation is warranted (Carless, Gordon & Liu, 2006)

‘The final assessment type occurs at the culmination of a unit or full course

Here, summative assessment determines whether learners have accomplished stated

outcomes based on collected work (Daugherty, 2010)

For the purposes of this study, a proposed portfolio constitutes a summative

assessment examined to gauge personalized lesson goal achievement A portfolio

(Basken, 2008)

Notably, portfolios offer versatility for an array of stakeholders, including:

Icarers for self-reflection; instructors for instructional revisions; candidates for job

(Basken, 2008)

Moving forward, further exploring specific portfolio components, formats, scoring rubrics and alignment to standards could significantly aid educators in

actualized implementation seeking to genuinely empower self-directed students

Continuous evaluation and refinement also seems prudent Proper evaluation of collaborative learning experiences necessitates clarity around several key dimensions Specifically, Hunter (2006) emphasizes the

and assessment methodology—in addition to how such evaluations stand to further

the learning process itself

Merely focusing on outcome achievement presents limitations, potentially

encouraging learner engagement only as it relates to result attainment (Hunter, 2006),

Alternatively, assessing the learning process prompts involvement with pedagogies,

activities and competencies more conducive not just to success, but also cultivating

sound, self-sustaining learning habits (Hunter, 2006), Naturally, this approach necessitates assigning significant weight to self-evaluation (Hunter, 2006)

As Hunter (2006) notes, taking an active role in assessment completes the

learning cycle’s full potential impact When excluded from this vital phase, learners

and how collaboration itself can be optimized moving forward Overall, thoughtfully

designed, multi-dimensional assessments centered on continual growth and

reflection, versus simplistic outcomes alone, appear most impactful for optimizing collaborative contexts according to this prominent perspective

learning methodology reinforcement through “mental tools” designed to facilitate

thinking abilities allows learners to strategically select optimal solutions tailored to

contextual variables (Kozulin, 2007).

personally evolving methodological repertoires can enact intentional, goal-directed

studying (Kozulin, 2007) For learning to proliferate most effectively, useful

strategies must disseminate communally (Kozulin, 2007) Team-oriented, interpersonal dynamics at times provide uniquely impactful avenues for cultivating ever-advancing comprehension (Kozulin, 2007) Overall,

problem-solvers capable of driving their own scholarship forward Future research

design, curriculum curation, educative interactions and targeted support adaptations

strategy generalizability and cultural relevance considerations 2.4.1 Theoretical framework of personal learning to support Collaborative Learning

Marquis (2017) published a study indicating that constructivism is a framework that shapes the information flow process to analyze new useful data The

view Such use and analysis of information helps learners to have their own way in

the learning process rather than applying a purely theoretical basis Knowledge

basis of previously absorbed knowledge Thus, learning and acquiring knowledge is

communicating information, This method also stimulates thinking ability to find

more optimal ways of application and storage The ability to think creatively is further

most effective ways of receiving information for each individual The learning

process is made more selective in terms of knowledge and practical application so

that the knowledge can be used competently (Bray and McClaskey, 2015)

Furthermore, many other researchers measure learning in terms of a broader

(2007) believes that learning methods should be reinforced by mental tools; to

promote the thinking process based on personal critical ability and from there, come

up with appropriate and positive measures to complete the work contents Critical

certain situations Since then, learners are not merely receiving and storing

knowledge They can use methods and methods developed by themselves to carry out

within the learning community Sometimes, teamwork and interpersonal interactions are the answer to ever more effective learning

‘The interactive process plays a role not only in promoting the exchange of

effective learning methods and teamwork Kozulin (2007) The interaction process

also promotes the cognitive potential of each person through the recording of

first is a time of interaction with other individuals, the second is the ability to self-

acquire knowledge through one's own skills and qualifications The interactive process fosters exchange in order to develop individual views on the subject of exchange Collaborative participants will receive assessment of learning methods or

from others and improve their own knowledge base Thus, the interaction process

differences in knowledge level and thinking ability always occur between members

However, acknowledging the judgments and opinions of others is just one of many

drive this personalized perception, such as from teachers, parents, technology and

knowledge from books Kozulin (2007), In fact individual learning often receives

guidance from their instructors in a personalized environment Learners can choose

to develop their own knowledge based on their own efforts or receive guidance from

have certain effects on the process of absorbing knowledge of learners Culatta (2013) based on their individual characteristics; such as personal preferences, daily habits or and passions related to the field in which they are studying; then the cognitive ability and thinking level are much higher than those who have no interest in this field of study Daily habits help learners perceive knowledge indirectly in the unconscious Knowledge can be quickly recalled when faced with particular circumstances Meanwhile, religion and belief promote self-directed learning rather than a compulsion from oneself or external forces Therefore, the development of a

curriculum tailored to the individual characters s of cách learner is a key factor in

‘ensuring the quality of teaching

‘There are wo factors that drive individual learning: motivational stimulation

and engagement Collaboration between the individuals involved promotes easier

each other in solving problems they face (Lank E., 2006) Teamwork stimulates the

reasoning and critical processes of each participant, stimulating the development of many cognitive aspects

2.4.2 Collaborative learning approach through each person's ability

of knowledge recognition, Very little of the easy recognition of knowledge stems

‘own judgment, Learners should take the method that is most suitable rather than the

should be personalized to their needs and abilities rather than from the expectations

time periods: conventional instruction, individual awareness, and collaborative Iearning (Pane J F., 2015)

Stage one begins with the teacher's usual instruction to a group of learners,

‘This stage can be considered as the universalization of education for all learners with

thinking or knowledge acquisition in a personalized form Learners can freely choose

‘Communicating learning content and providing assessments to improve learning are

phase when there are many contributions from each member of the learning

lg

o their ds and goals, ization in learning does not require a chi the teaching content or the content of the teacher's lecture Personalizing learning is the easiest way from teacher to learner

Each one has their own learning methods that work best for them The process

of personalized learning motivates each person to find the most effective ways of learning and promote their acquisition skills Sometimes the process requires the route that suits their knowledge needs based on their own experiences and

or internal variations The learning process is a process that promotes the self- discipline and intelligence of each person in different directions (Pane J F., 2015) This method is especially effective for organizations with complex human resource management structures when their jobs are highly specialized Each operating while still following the overall goals of the organization Personalization

expression of individual personalities and behaviours These factors motivate

themselves, Environmental factors sometimes have an unconscious influence on this

process Therefore, there are many factors affecting a person's ability to develop

knowledge, not limited to personalized learning; but also from the time-honored skills

they have acquired through practice or other theoretical paradigms 1.5 Collaborative learning in students’ reading English skill Collaborative learning has been recognized by many experts and educators English sometimes represents a big challenge for many countries where English is

not the local language In Vietnam, local education in many areas has universalized

English education right from primary school to students In fact, the efficiency

recorded at many schools is not high because th

Key challenges include: educational materials, |S a new subject in recent years, tructor expertise, and

communication environments (Hong Thi Nguyen, Heather Fehring and Wendy

class carried out separate reading comprehension among members, Each class

different ways of learning Then, each class will answer ten questions related to

collaborative learning method has brought better results, Not just limited to reading

comprehension, students in the collaborative learning class worked on expanding the

problem for discussion among class members

process: Class Discussions and Brainstorming For group discussion in class, the

students in h had their anal: i Ề the reading Although there was disagreement, this method helped students understand the content of the lesson and find ways to deepen their understanding of the issues involved, This process requires cach member of the group to think,

‘come up with appropriate solutions Brainstorming is done relatively quickly because

students to take measures to memorize the problem quickly Brainstorming promotes

easier memori, ‘tion when it is based on the core problems of the text 2.6 Previous studies

Arliani, Arrin and Irma (2019) studied the change in reading skills of 36 7th

grade students in Cimahi, Spain using Collaborative learning The results of data

score of students ranged from 64.81 - 75.56 In the learning process, the use of Collaborative learning methods makes learners try harder, express their point of view

speaking With this method, students can exchange and discuss the lesson

comfortably If there are new words in the lesson, they can ask and discuss with their

suggested by Arliani, Arrin and Irma (2019), English teachers need to always practice

and develop reading skills because this is a prerequisite for improving the ability to

English, so teachers need (o choose appropriate and close topics for discussion in

collaborative learning to make it more vibrant and well

Tankersley and Cuevas, (2019) investigated the effect of specific Collaborative learning methods on reading comprehension, motivation, and attitude

elementary school in Georgia Research shows that both Collaborative learning and

jigsaw methods produce good results for students’ English reading ability

effects of jigsaw puzzles fade away while Collaborative learning is still stored and

maintained in the student's brain To show the effectiveness of the Collaborative

learning method the author compared this method with several other learning

as in many other subject areas By studying specific methods of Collaborative

effective and what Collaborative learning can be method with great potential for student learning

According to Tinzmann et al, (1990), Collaborative classroom is constituted

by three characteristics; the first is the relationship between the teacher and the

students, the second is the teaching method of the teacher, and the third is the

characteristics of the class For the traditional learning method, the teacher plays the

different Teachers are responsible for setting goals, designing lessons, and assessing

students based on what students learn from the teacher In contrast, in a Collaborative

‘each student will be guided according to the unique characteristics of that student or

to learn Through instruction, teachers can help students learn more, even beyond the

framework of the teacher's knowledge Students learn from each other, so every

student has an equal opportunity to learn In traditional classrooms, there will be

discrimination between students because the teacher's assessment is one-way, not each student can make his or her own contribution based on his or her strengths and

interests without discrimination, Cooperation can make a group stronger many times,

creating opportunities for students to learn from each other, weak-studying students

can learn from good students, sometimes it is because of weak-studying students,

good students find the answer to their lesson The diversity of team members in terms

of experience and knowledge will play an active role in the process of learning English as a second language (Vygotsky, 1978)

2.8 Summary

This chapter reviewed the relevant literature on collaborative learning and its

impact on reading skills development Collaborative learning was defined as an

complete tasks, or achieve a common goal Various characteristics and benefits of collaborative learning were highlighted, including improved critical thinking, problem-solving and communication skills

Regarding the impact of collaborative learning on reading skills, the literature suggested that collaborative reading activities motivate students and scaffold their

from different approaches and perspectives However, teachers face issues with

implementing group work in secondary school classrooms and tend to rely on individual seatwork,

The conceptual framework presented in this chapter illustrated how different elements of collaborative learning design, including purposeful, round horse and framework also showed how the theoretical perspectives of socio-constructivism,

learning as an effective instructional method

In summary, the review of previous studies indicated positive impacts of

collaborative learning on students’ English reading skills However, more research is

effectiveness of collaborative learning strategies and identify good practices for implementing collaborative reading activities The current study aims to address this gap in the literature through its research objectives and hypotheses

CHAPTER 3: METHODOLOGY

This chapter will provide an overview of the research methods and contents,

Research subjects will be carried out in two groups with the same initial learning

conditions, However, at a later stage, one class will adopt a collaborative learning

group will be taught in completely separate settings for six weeks and fully adhere to

tests and discussions, The results obtained will be used to evaluate the practical significance of the collaborative learning method,

This study seeks to conduct a multidimensional assessment involving both quantitative and qualitative analytic techniques Quant ve data will be compiled

‘on a weekly basis to track student performance metrics over time Additionally,

participants will complete an evaluative exercise at the conclusion of the term to

gauge outcomes Concurrently, qualitative methods will also be employed

Specifically, this research aims to gather rich, descriptive information pertaining to

performance indications will be inventoried to draw a well-rounded understanding of

underlying mechanisms and nuances that numbers alone may not reveal By

assessment design intends to develop a validating, reliable analysis of the

Th d-method: h strives for i Í

ideally suited to optimizing future implementations of this pedagogical model across diverse instructional contexts

This chapter includes the following six sections below: The first part is Research design: a description of the researcher's subjective framework of research techniques and methods to suit the research needs and the

specifics of the research data

‘The second part is the Research site: the study was conducted at Duc Tri high school, Research focuses on two classes, 12B1 and 12B2

from students in two classes 12B1 and 12B2 of Duc Tri High School during the study

providing essential and comprehensive information related to the research problem

by the researcher's determination to analyze the factors relevant to the study's

eligibility

‘The fourth part is Research instruments: include data analysis and descriptive

statistics, In which, the core tool to perform the evaluation is the descriptive statistical method

The fifth part is Data collection procedures which involved the direct collection

of primary data, which served as the main source of research information This

process aimed to gather and identify the necessary data for conducting quantitative

students who participated in the study were required to undergo periodic testing, as

well as an interview survey, assessment analysis, and problem perception,

contributing to the overall data collection process,

The sixth part is Data analysis procedures: visualize and digitize the collected

data, thereby providing analysis to evaluate the effectiveness of the applied learning

directly interferes with the teaching process of students at Duc Tri school In

particular, the study focused on only two classes in this school rather than all classes

in the school to minimize the impact on the balance of learning methods of all

evaluating the success of Collaborative learning methods Two classes are randomly