Using cooperative learning to motivate the 10th form students at mai anh tuan high school to speak english

USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH TABLE OF CONTENTS PAGE I ABSTRACT 02 II AIMS OF THE RESEARCH Research questions 02 Definitions of specific terms 02 III RATIONALE AND JUSTIFICATION 03 IV LITERATURE REVIEW 04 V METHODOLOGY AND RESEARCH SCHEDULE Independent and Dependent Variables 06 Research Design 06 Data Collection Procedures 07 3.1 Selection of subjects 08 3.2 Interviews 08 3.3 Lesson plans 08 3.4 Classroom observation 10 3.5 Teacher’s diaries 11 3.6 Students’ questionnaire 11 Data analysis 11 Research Schedule 12 VI RESULTS OF EXPERIMENTAL GROUP 15 VII EXPECTED FINDINGS 16 VIII CONCLUSION 16 IX REFERENCE 17 X APPENDIX 18 Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH I ABSTRACT This paper aims at research carried out with 10 th graders at Mai Anh Tuan High School The main objective of the research was to establish strategies to help students to improve their oral ability in English Instruments used to collect the data were: lesson plans, student questionnaire, teacher’s notes and diary and interviews Considering the data gathered, this research prompted a more cooperative environment among students in the oral process Finally it was a way to motivate other teachers in the school to work with these kinds of strategies II AIMS OF THE RESEARCH Research questions This study is carried out to find the answer to the following questions: Why my students become unmotivated in oral communication classroom? What benefits of cooperative learning can my students accomplish? What can we to improve their motivation in oral communication classroom? Definition of specific terms + Cooperative Learning: The instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson & Johnson, 1993) + Motivation: Motivation is defined as the impetus to create and sustain intensions and goal seeking acts (Ames & Ames, 1989) III RATIONALE AND JUSTIFICATION Improving teaching methods is seriously considered as an essential part in the whole process of teaching development strategies There is no doubt that motivation is at the heart of successful language learning, but how to motivate a learner to learn a language effectively seems to be a difficult question for all teachers of English A common problem for EFL teachers is to deal with a passive class, where students are unresponsive and avoid interaction with the teacher and even among themselves Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH During our working time as a teacher of English at Mai Anh Tuan High School , we realized that our students have met difficulty in oral communication classes This is, as recognized, due to their little motivation in the English oral classes Many of our students usually find no interest in speaking English even they are asked to and some, in other cases, feel less confident when they use English to interact among class members because of their language ability Therefore, we have tried lots of possible teaching methods in oral class so as to probably change the current situation Among many teaching techniques for speaking skill we found out that cooperative learning strategy, as group-work learning, has lots of interesting activities from which our students can benefit in English oral classes, for they will get more confidence and chances as well to express their ideas and opinions among group members Our students will feel more motivated when they have chances to engage in a variety of speaking activities such as round robin, three-step-interview (Spencer Kagan), team jigsaw (Sikes and Snapp 1978) or group investigation, etc By using teaching method of this kind, we hope that our students’ attitude towards English oral class will have a lot of positive changes They, to large extent, become more activated and ready to work hard to master their speaking skill in all oral communication classes Therefore, we decided to apply “Using cooperative learning to motivate the 10 th form students in oral communication classrooms at Mai Anh Tuan High School ” as the topic of our research IV LITERATURE REVIEW According to Cohen (1994) and Weidner (2003: 33), Cooperative learning can be characterized as a social process in which knowledge is acquired through the successful interaction between the group members Also, Slavin (1995: 2) said cooperative learning refers to variety of teaching methods in which students work in small groups to help one another learn academic content In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to access each other’s current knowledge and fill in gaps in each other’s understanding Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Learners, on the one hand, can gain such great achievements, social benefits and economic benefits through cooperative learning, which is seen as key changes in societies Weidner (2003: 18-25) Obviously, more learners can probably become the winners by joining in cooperative learning and sharing the success of achievements among them, Slavin (1984) Cooperative learning produces greater student achievement than traditional learning methodologies (Slavin 1984) Low achieving students when grouped with higher achieving students tend to be more hard-working, for there is a competition among groups in cooperative learning Likewise, one of the essential elements of cooperative learning is the development of social skills Besides academic benefits, learners can retrieve social benefits, which can be understood in a way that those who collaboratively work can know how to cooperate with others Much has been learnt from others’ viewpoints other than from their own Social interaction improves communication skills that become a necessity to functioning in society Last but not least, cooperative learning requires fewer materials as learners can share among other group members Less equipment is necessary so learners can save money without sacrificing the quality of education Teachers, as a role of a coach, a facilitator, and sometimes a spectator in this approach, are also the beneficiaries from the cooperative learning By applying cooperative teaching method, teachers can probably save their time for their target lessons This is due to the fact that when the classrooms are well organized students will work more effectively rather than one that is clutter With traditional teaching methodologies, students sit in pre-arranged rows Class members may be of oversize Cooperative learning works best when group size is of smaller clusters of about or students Furthermore, teachers become more interactive with each cluster during the class time He/ she can easily manage group work or monitor group actions and behaviors, for all activities are well prepared in advance Finally, teachers can no longer be under increasing pressure to work with each individual, which possibly put them into stress in some way In summary, cooperative learning approach has far and away proved itself Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH as an effective way to motivate learners in EFL classroom in comparison with other teaching techniques or approaches Thus, it is the teachers that should know when and how to use it in their classrooms in order that the lessons are better taught and the learners will benefit more from the teacher’s teaching V METHODOLOGY AND RESEARCH SCHEDULE Independent and dependent variables The use of cooperative learning To motivate students in oral communication classrooms Operational definition: Operational definition: Teacher uses the cooperative learning approach to help motivate students to speak English in the class Students get motivated and more confident in English speaking classes Research design Research Questions Why our students Research Instruments - interviews become unmotivated in Subjects Tools for - Grade 10 analysis - Frequency - Age: 16 count oral communication - Teacher’s lesson - Level: classroom? plans Pre- What benefits of cooperative learning can intermediate - class observations my students accomplish? What can we to - teacher’s diaries improve their motivation in oral communication - Percentage - School - Critical name: Mai discourse Anh Tuan analysis of High school classroom - Student Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 observation USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH classroom? questionnaires - Sample size: 42 students Data collection procedures The Data collection procedure is indicated in the following chart Pre-intermediate 10 graders Interviews Classroom observation The use of cooperative learning Classroom observation Analysis of classroom observation notes Students’ Questionnaires 3.1 Selection of the subjects: Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Our research is carried out to see how effectively our students interact in English oral classes and how well they speak English when the cooperative learning approach is applied in the teaching of speaking Our subjects are 10 th graders who are studying in Mai Anh Tuan High School Our teaching is conducted with 80 students from classes 10K, 10C, who are 15-16 years of age Although those students are best selected from the Entrance Examination, they seem not to be good at speaking English It is due to the fact that the annual exams are designed to focus on only English grammar, reading and writing but listening and speaking skills As a result, they are in the state of being timid in oral classes For this reason, we decided to use cooperative learning approach as a method to motivate our students to learn to speak English effectively in the classrooms 3.2 Interviews (See APPENDIX) Interviews are carried out to see how our students feel about the English oral classes and to find out what difficulties they are coping with We interviewed our colleagues and other 80 students to see their viewpoints from which we probably choose a suitable method for our teaching Factors that prevent students from taking part in speaking activities What factors prevents you from participating in speaking activities Numbers % Factors (100 Ss) a Speaking activities are difficult because I don’t have 60 60% enough words to speak b Be shy and fear of mistakes and derision 45 45% c Speaking activities are not interesting, the topics are 30 30% boring d The teacher doesn’t encourage speaking 25 25% 3 Lesson plans: Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Lesson plans play an important role in the work of teaching Teacher will know what and how to teach his or her students Hence, it is essential that we need to collect lesson plans as a data source for our Action Research Basing on the textbook “Tieng Anh 10” (national English textbook issued by MOET of Vietnam), we choose some of the speaking periods to design our target lesson plans in a way that the cooperative learning can probably be applied and easily observed Below are some cooperative learning techniques to be applied in our teaching of speaking UNIT Activity T gives out the network below and asks Ss to think of the questions used to ask about the information in it Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH THE THINGS YOU DON’T LIKE NAME OF THE SCHOOL HOMEWOR K SCHOOL LIFE THE THINGS YOU LIKE TIMETABLE TESTS & EXAMINATIO NS SUBJECTS - T calls on some students to give their answers Eg: Which lower –secondary school did you go to? What is the mane of the secondary school you went to? What were your subjects then? Can you name the subjects then? What was your timetable? Did you go to school in the morning or in the afternoon? What about your homework? Did you have to a lot of homework? Can you tell me about the tests and examinations at your school then? Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH What kinds of tests and examinations did you have then? What did you like best about your school then? What made you like best about your school then? What part of the school life didn’t you like then? What didn’t you like about your school? Activity Students work in pairs, one student plays the role of an interviewer to ask the other the questions about his/ her school life, using the information in the network The interviewer will take notes the information for later reporting Activity Using the network and the information in activity 2, the student who plays the role of the interviewer will report what he/she has interviewed his/her friend Eg: I’ve talked to Nam He went to Truong Han Sieu lower-secondary school At school, he had to learnt 10 subjects such as: Maths, Literature, History, English, Geography,… Among these subjects, he like English best because ………… UNIT TECHNOLOGY AND YOU * Task (Part B: Speaking - English 10) Teacher makes small changes to the existing material in the textbook to stimulate students to talk about the uses of modern inventions freely: - Teacher asks students to work in group and fill the table: TV I pod Mobil Watch news/performances… … … e - Change the old invention Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH (Ex: people no long use Radio) * Task (Part B: Speaking - English 10) This is a free activity and aims to develop fluency in speaking The procedure may be: Divide students into groups of four or five Read through the instructions and make sure that each group understands what to Choose one “secretary” in each group to write the list but emphasis that everyone in the groups should agree on what to write While the activity is going on, move from groups, but not interrupt more than is necessary When some groups have finished their discussion, stop the activity, ask one person from each group to report on what they decided Give feedback: - Content - Popular mistakes Activity T gives out a real object (A CELL PHONE) and asks student the question about its use Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Can/ Could you tell me what a cell phone is used for? - Well, it is used to talk to people when you are away from home  Can/ Could you tell me what a …… is used for? - It is used to V - On the screen, T shows the pictures of some modern inventions and then asks students to work in pairs, asking and answering about their uses UNIT Activity Teacher sets the scene: Imagine our class is going to have a boat trip on West Lake in Hanoi Please think of the seat you want to take on the boat Give the reason why you choose to sit on that place USEFUL LANGUAGES: Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH - on the sundeck - In the sun - On a boat - Get sunburn - take photographs - travel sickness - have a good view - In turn, students talk about their favorite seat on the boat Other students listen and take note for later reporting Eg; S1: I don’t want to sit on the sundeck because I don’t want to get sunburn S2: I often offer from travel sickness, so I’d like the seat where I can get a lot of fresh air S3: I want to have a good view on the board, so that I can take photograph S4: I’d like to be by myself S5:…………… S6:………… Teacher: ……………… Activity Students work in groups of two tables, studying the seat plan and decide the best seat for each person (Each groups has a copy of the seat plan to fill in the names of the students) After the groups have finished, T asks one or two groups to present their discussion in front of the class After that the whole class to have a discussion to make the final decision Activity T asks students to work in groups of the same table to talk about the best seat for the six students mentioned in activity * Role-play activity: Applied to Unit 8: THE STORY OF MY VILLAGE Procedure: - The class is divided into groups Group size is of smaller clusters of students - Each member in the group is asked to play a role as a village planner They are going to Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH talk about the advantages and disadvantages of reconstruction plan of their village - Each group is given some suggestions for their talks - Students are required to present in front of the class after their practicing in the groups * Information gap activity: Applied to Unit 12: MUSIC Procedures: - The class is divided into groups of - Each student is delivered a paper in which teacher designs a table (See appendix) - Students have to interview their partners to get information as indicated in the given table - After that, students are asked to report what they have got from partners in front of the class * Group investigation activity: Applied to Unit 16: HISTORICAL PLACES Procedure: - The class is divided into groups of - Students are required to prepare a presentation on a historical place they wish to talk about They are allowed to have one week for their preparations - Groups present their work in front of the class 3.4 Classroom observation We got our colleagues to observe my speaking lessons and give us observation notes as well as their feedback/(comments) to see how our teaching of speaking activities motivates our students so that we can get objective ideas for our lessons and their reflection on the students’ motivation Also, we asked our colleagues for observing their teaching speaking lessons 3.5 Teacher’s diaries Diaries are used to write down special notes and comments after each speaking lesson to see what has been done effectively and what has not By doing Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH this, we can know how well our teaching approach benefits our students so that we can apply suitable strategies for our teaching methods 3.6 Student questionnaire (See APPENDIX) Through students’ questionnaire, we want to confirm the effectiveness of our teaching approach Students’ feedback is of great value from which we can choose the most suitable methods to apply in our teaching and to help our students learn better in all speaking classes Data analysis: Both quantitative and qualitative data are collected to support my research For the qualitative method, we will critical discourse analysis of teacher’s classroom observation notes, lesson plans and diaries Also, the quantitative method is used to deal with students’ questionnaires which are analyzed and reported in a table as frequencies and percentages Research schedule Below is the timetable showing the exact time and stages when this study is put into practice: No Activities Keeping the traditional teaching method for Date to carry out September, 2015 - week oral classes without using cooperative learning approach Prepare major focuses to interview October, 2015 - week 1-2 colleagues and students Interviewing October, 2015 – week -4 Observing my colleagues’ classes and asking November , 2015 – week 1- colleagues to observe my classes Using cooperative learning approach in November , 2015- week 3, teaching speaking December,2015 - week 1, 2, 3, Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Continuing the class observation to see the January, 2016- week 3, students’ motivation in speaking classes with March, 2016 – week 1, 2, 3, cooperative learning strategy Data analysis April, 2016 – week 1, April, 2015 – week Designing and running a questionnaire to see April, 2015- Week students’ attitudes towards cooperative 10 learning strategy in oral classes Writing a report on how cooperative learning May, 2016-Week can motivate students in oral communication classrooms VI RESULTS OF EXPERIMENTAL GROUP’S PARTICIPATION + Group 1: Control group + Group 2: Experimental group Teacher’s talking time and students’ talking time in control and experimental group before the experiment Time of speaking lesson (45’) Experimental Control group group (10K + 10C) (10K + 10C) (84 students) (84 students) Teacher’s talking time 21 = 44,4% 23 = 55,6% Students’ talking time 12 = 22,2% 10 = 22,2% Silence 17 = 33,4% 11 = 22,2% From given table we know that the students’ participation in classroom speaking activities was very poor When talking with our students, we realized that only about 10% of them were always willing to speaking in the class and they are always shy when speaking English They said that some speaking topics in the textbook are too difficult and not communicative to them They want to take part in speaking activities with easier and more interesting topics Teacher’s talking time and students’ talking time in control experimental group after the experiment Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 and USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Time of speaking lesson (45’) Teacher’s talking time Students’ talking time Silence Experimental Control group group (10K + 10C) (10K + 10C) (84 students) 18 = 40% 17 = 33,4% 12 = 26,6% (84 students) 10 = 22,2% 34 = 66,7% = 11,1% The data from the table shows that students’ talking time in experimental group considerably increased compared to that figure of control group and teacher’s talking time in trial group was reduced in comparison with that number of the control group The observation also reveals that the way we applied in speaking lesson attracted a large number of students They are not shy when participating in speaking activities and interested in the games, pictures that teacher gave them The students are able to speak English in a real competitive and friendly atmosphere They are encouraged to speak English They were excited in some speaking activities such as role play, interview….From these activities they can speak and understand English better VII EXPECTED FINDINGS We hope that the teaching strategy of using cooperative learning in oral communication classrooms will much benefit my students as they have more chances to engage in speaking activities Students who are timid, shy and feel less motivated when joining in speaking classes of this kind will feel more confident More importantly, Competition among the groups was an important factor to motivate students to work as a group, because it is important for them to be the best and to be recognized Students will be aware of their responsibility in the speaking process They should understand that one way to improve speaking is practicing with others, interacting with others, and learning from others VIII CONCLUSION In this proposal, we have identified the problem and reviewed literature related to my research field Also, we have conducted data collection procedures Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH from different sources to support my study we have planned out the timetable to carry out my work in sequence Having analyzed and worked through this research project, we have concluded that cooperative learning strategies helped students to improve oral production and interaction, but it was a gradual process We confirmed that speaking is a productive skill and it involves many components Although this research work has successfully been conducted and has helped to deal with the problems mentioned well, there are some limitations The first limitation is the scale of the study This research work is only carried out in my school In fact, it could be conducted in a large scale with the same knowledge and researching procedure The next one is concerned with the scale of survey questionnaires and observation with the enrollment of nearly a half of the 10th from students and only teachers of English at our school Moreover, in terms of data collection instruments, only two set of survey questionnaires and observations are used Without interview, we will not have chance to listen directly to both the teachers and student’s ideas, so some problems related to group work as perceived by them have been exploited In conclusion, we hope that my research work will contribute a small part to the teaching and learning English at school in general, especially the approach we hope it will help the teachers of English at school to teach and promote student’s speaking ability Xác nhận hiệu trưởng trường THPT Mai Anh Tuấn Thanh hóa, ngày 25 tháng 05 năm 2016 Tôi xin cam đoan SKKN viết, khơng chéo nội dung người khác Người viết SKKN Lê Hồng Phong Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH REFERENCES VIII REFERENCE Artz, A F., & Newman, C M (1990) Cooperative Learning Mathematics Teacher, 83, 448-449 Gardner, R, Moorcroft, M and Evers, F 1987 Second language-attrition: the role of motivation and use Journal of Language and Social Psychology Johnson, D W (1991) Circles of learning Cooperation in the classroom M.N Interaction Book Company Johnson, D W (1988) Cooperation in the classroom Edina: Interaction Book Company Johnson, D., & Johnson, R “Cooperative Learning.” (Online) from http://www.clcrc.com/pages/cl.html Kagan, S (1986) Cooperative learning and socio-cultural factors in schooling California: California State University Nunan, D (1989) Understanding language classrooms New Jersey: Prentice Hall Slavin, R E (1990) Cooperative learning: Theory, research and practice New Jersey: Prentice Hall The text book of English 10 IX APPENDIX Factors that prevent students from taking part in speaking activities What factors prevents you from participating in speaking activities Numbers % Factors (100 Ss) a Speaking activities are difficult because I don’t have 60 60% enough words to speak b Be shy and fear of mistakes and derision 45 45% c Speaking activities are not interesting, the topics are 30 30% boring d The teacher doesn’t encourage speaking 25 25% Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Phiếu đánh giá kỹ Nói: Nhóm đánh giá: Nhóm đánh giá: Giải pháp phù hợp: Tính xác (ngữ pháp, phát âm, cách dùng từ): Tính lưu lốt (vd: có bị nói lắp, ngập ngừng): Điểm mạnh (vd: sử dụng ngôn ngữ cử chỉ) Điểm yếu: Nhận xét chung: Điểm đánh giá: Assessor group: Performance group: Relevant to situation? Accuracy (grammar, pronunciation, word choice): Fluency (hesitation, pauses, repetition): Strong points: Weak points: Comments: Total score: Interview Ask your partners questions to get information to complete the table below: Names Partner 1: Partner 2: Partner 3: Things to ask Kind of music Reasons for listening to music Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 Partner 4: USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Favorite band/ musician Favorite song When listen to music -The end - Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 ... Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH Learners, on the one hand, can gain such great achievements,... 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH During our working time as a teacher of English at Mai Anh Tuan High School , we... Selection of the subjects: Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016 USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL TO SPEAK ENGLISH