Arousing students’ interest in learning english through pair work and group work at thach thanh i high school

THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I HIGH SCHOOL EXPERIENTIAL INITIATIVE Arousing students’ interest in learning English through PAIR WORK AND GROUP WORK AT thach i HIGH SCHOOL Author: Vũ Thị Xuân Occupation: Teacher Experiential initiative on: English THANH HOA, YEAR 2020 INDEX N0 CONTENTS PAGE 1 INTRODUCTION 1.1 Reasons for the study 1.2 Aims of the study 1.3 Scope and object of the study 1.4 Study method 2 2 2 STUDY CONTENT 2.1 Theoretical rationale of the study 2.2 Status of the study problem 2.2.1 For the teachers 2.2.2 For the students 2.2.3 For objective factors 2.3 Solutions 2.3.1 Definition of pair work and group work 2.3.2 The advantages and disadvantages of pair and group work 2.3.3 How to organize pair work and group work 2.4 Demonstration 2.4.1 Examples of pair work 2.4.2 Examples of group work 2.5 Some suggested pair and group exercises 2.6 Applying pair work and group work 2.7 Study effects 3 3 4 3 CONCLUSION, PROPOSALS 3.1 Conclusion 3.2 Proposal 8 12 13 18 19 19 20 INTRODUCTION 1.1 REASONS FOR THE STUDY Today, English has become an international language It is spoken as a second language and an official language in many countries, and millions of people speak English as a foreign language Besides, English is considered the medium of communication in many fields such as science, technology, aviation, internet, commerce, and so on Therefore learning and teaching English are getting more and more important to non-native nations of English In Vietnam, English is a compulsory subject at schools and colleges It plays a key role in getting a good job The number of Vietnamese people learning English is on the rise However, English is a language and it is a foreign language so it is too difficult for students, especially rural students to learn although they have been learning for several years It would be too boring for teachers to teach and for students to learn English if teachers didn’t reform teaching methods to interest students In recent years, at Thach Thanh I high school as well as the other high schools in rural and mountainous areas, teaching and learning English has been taken into consideration Throughout years’ time of my teaching English in the period of general education renovation, I have myself thought that it is necessary to reform methods of organizing activities in English lessons to motivate students’ interest in learning I have positively realized that students are more interested and less anxious when they work in groups and in pairs Moreover, pair work and group work can increase the amount of talking for individual students; encourage boarder skills of participation, cooperation, negotiation and so on Only by organizing pair work and group work effectively can we interest students in learning English It is all the reasons above that led me to the choice of the study “Arousing students’ interest in learning English through pair work and group work at Thach Thanh I high school” measures raise theiseffectiveness through pair work and group Thistowork study activities intended for gradeof to 10speaking students make alessons at Thach modest Thanh contribution I high school” to an increased understanding of using pair work and group work activities in teaching English at high schools 1.2 AIMS OF THE STUDY - To arouse students’ interest in learning English through pair work and group work at Thach Thanh I High School 1.3 SCOPE AND OBJECT OF THE STUDY - Scope: Researching in the process of teaching English at Thach Thanh High School - Object: This subject is concerned with ways of organizing activities in the class 1.4 The study method - Study method: Reading reference books, discussing with other teachers of English, applying in teaching, observing and drawing out experiences STUDY CONTENT 2.1 The theoretical rationale of the study A successful English period depends greatly on appropriate teaching models chosen by flexible, competent teachers, good learning strategies and effective classroom management In English teaching, pair work and group work are considered a useful and effective technique to assist learners to use the language in class In considering the advantages of group work, Ur (1996:232) states that group work is a form of learner activation which is of particular value in the practice of oral fluency, and learners in a small group can get five times as many opportunities to talk as in full-class organization She also emphasizes that group work fosters learners’ responsibility and independence, helps to improve motivation and contributes to a feeling of co-operation and warmth in the class When students are put in groups or pair, they can help each other to carry out interviews, to play roles in a dialogue, to problem solving, surveys, and values clarification In agreement with Ur, Harmer (1998:21) says, “the other advantage of group work and pair work (but especially group work) is that they give the teacher the opportunity to work with individual students” He also adds that group work gives the students chances for greater independence because when students work in groups, they take some of their own learning decisions They can work without the pressure of everybody listening to what they are speaking or watching what they are doing The use of pair work and group work is not new But how to apply these methods efficiently to stimulate students’ interest in English is what I want to share and present in this writing 2.2 Status of the study problem 2.2.1 For the teacher: Most teachers understand the importance of using pair work and group work in motivating students’interest in learning English, especially for high school students But pair work and group work; however, have some problems the teacher should take into account so that he or she can maximize its effectiveness Ur (1996:232) points out, “ In individual classes, group work may encourage students to be more disruptive than they would be in a whole class setting” Obviously , in groups without the teacher, students can make unneccesary noise or use their own language Furthermore, to prepare activities for pair work and group work may take time 2.2.2 For the students: According to Burns and Joyce (1977): 134, passive learning style makes learners reluctant to take part in pair work and group work They still deeply affected by the old methods such as Grammar Translation or Audio-lingual Method and learning which didn’t encourage students speaking They get used to listening to the teachers, take notes and exercises That can explain why they mind participating in pair work and group work Furthermore, while working in pair and group, some students can not express ideas in English because of their poor vocabulary, grammar, and even pronunciation Some of them not have any knowledge to present the given topic In addition, many students are afraid of making mistakes because of their low level of proficiency and their lack of ideas They are not confident enough to express their ideas for the partners All these reasons prevent students from participating in pair work and group work, gradually they will lose their interest in working in pair work and group work Passive learning way, low level of English language proficiency and the fear of making mistakes deter them to speak in group 2.2.3 For objective factors Most of classes at high school consist of more than 40 students, so that it is very difficult for teachers to organize pair work and group work, to control the class and to put an eye on every student Furthermore, lack of reference books and teaching aids is also makes it difficult to use pair work and group work These are the problems that urge me to find out the solutions to use pair work and group work in teaching foreign language in a flexible and easy way 2.3 SOLUTIONS In solving the above problem of pair work and group work, Brown (1994:177) suggests that we should be sensitive to our students’ preferences and help them to see that language is for communicating with people and that the more they engage in face -to - face communication He also mentions that problems of pair work group work, such as some members of a group being reluctant to share information with the others, can be solved by careful planning and management and by interactive, interesting and relevant tasks, for example practising dialogues with a partner, question and answer exercises, performing certain meaningful substitution “drills”, games, information gap tasks, interviews, problem solving and decision making activities Lynch (1996:115) says, “when setting up group work, one of the teacher’s important decisions is who is to work with whom” In his book, Doff (1988: 142) says that clearly defined tasks, clear instructions about when to start, what to do, and when to stop as well as teacher demonstration before students work on tasks All of them can help students to know exactly what to and they, as a result, get more involved in pair work and group work 2.3.1 Definition of pair work, group work 2.3.1.1 Pair work: According to Adrian Doff (1988:137), the whole class is divided in to pairs by the teacher Every students works with his or her partner in pairs and all the pairs work at the same time (It is sometimes called simultaneous pair work) This is not the same as ‘public’ or ‘open’, pair work, with pairs of students speaking in turn in front of the class In fact, a pair work consists of two students working together at the same time 2.3.1.2 Group work: Definition of group work Doff (1988: 137) also defines group work as a process that “the teacher divides the class into small groups to work together usually four or five students in each group, as in pair work, all the groups work at the same time” Like pair work, group work also gives students more opportunities to practice the target language in the whole class In addition, students can work independently and freely under the teacher’s control without the pressure of the whole class watching what they are doing 2.3.2 Advantages and disadvantages of pair and group work According to Hubert Skrzynski, pair work and group work have both advantages and disadvantages These are mentioned below 2.3.2.1 The advantages of pair work and group work - To increase the amount of students practice: When students work in pairs or groups, they have more chance to practice Working in pair and group, students often feel more willing to talk among themselves in a small group than with a teacher in a large group, so that it dramatically increases the amount of talking for individual students - To increase the students’ confidence: the students feel much more comfortable to speak English with one or two other students rather than with the whole class and the teacher Especially shy students, or ones who are not good at speaking language yet feel more relaxed and self- confident trying to put their language abilities to a test during the activity and seeing how they use them This encourages students to cooperate with one another - To develop students’ fluency: While working in pair and group, the students can use the language freely and express their opinions and thoughts without any restrictions - To increase students’ motivation: A huge variety of activities influences the course of a lesson and its success The more different activities the teacher uses in the lesson, the bigger their motivation is In fact, students’ motivation increases because they are active and feel important during these activities In keeping with this, the teacher is going to experience success in his/ her work because motivated students are usually good language learners and they always make progress 2.3.2.2 The disadvantages of pair work and group work - To speak native language: one of the disadvantages is that students often speak in their native language If the class is really big with too many students, it is difficult for the teacher to listen to all pairs or groups at the same time - To make mistakes: Another problem is incorrectness While students work in pairs and groups, the teacher not disturb them, even if he/she notices some mistakes they have made - To eliminate shy and weak students from the practice: Some shy or weak students can be eliminated from the practice, because of individuals who always tend to dominate - To make noise and indiscipline: Working in pair or groups in a large class makes noise and discipline, the teachers have more troublesome than the learners have Participants in a pair work or group work are normally unaware of the noise and of what other pairs and groups are doing It seems that there are as many disadvantages as advantages of these classroom arrangements and one can not unanimously state which one is better, since each teacher has his/her own likes and dislikes It is his/her individual choice which one should be used during the process of teaching a language 2.3.3 How to organize pair work and group work 2.3.3.1 Preparation for pair and group work: In order to prepare for group work, the teacher will need to the following: - Select the activity: The activity must have multiple tasks that can be shared among group members - Prepare any physical material for pair or group work: The teacher will need to personally collect, or organize students to collect, physical specimens for investigation For example, if the teacher anticipates doing a lesson on the role of the media, she/he might ask students to bring in to class examples of newspapers and magazines There should be materials sufficient for each group - Size and selection of group: Group size normally ranges between 3-5 students Since group often report their work back to the whole class, teachers also take in to account the total number of groups within the class - Time the group work: The teacher should anticipate student question about timing, the task result, sharing with whole group, and so on After giving clear instructions to the students, the teacher should be available to answer questions, but not interfere with the pairs or groups’ activities - Share pair or small group work in the whole class: Usually the results of the pairs or groups are shared with the class This sharing can be oral, visual, or both 2.3.3.2 Steps of organizing pair and group work - Before: The teacher makes students feel enthusiastic about what they are going to They need to understand what they are going to do, and they need to be given an idea of when they will have to finish the task they are going to involved in The important thing about instruction is that the students should understand and agree on what the task is To check that they do, we may ask them to repeat the instructions, or in monolingual class, to translate them into their first language - During: While students are working in pairs or groups, the teachers have a number of options They could, for instance, stand at the front or the side of the class (or at the back or anywhere else in the room) and keep an eye on what is happening, noticing who appears to be stuck or disengaged, or about to finish An alternative procedure is to go round the class watching and listening to specific pairs and groups The teachers can stay (with their agreement) for a period of time and then intervene if we think it is appropriate or necessary, always bearing in mind what we have said about the difference between accuracy and fluency work When the students are working in pairs or groups, the teacher have an ideal opportunity to work with individual student whom they feel would benefit from our attention They also have a great chance to act as observer, picking up information about students’ progress - After: When pairs and groups stop working, the teacher needs to give feedback The teachers want to let them discuss what occurred during the group session and, where necessary, add their own assessments and make corrections Finally, it is vital to remember that constructive feedback on the content of the student work can greatly enhance students’ future motivation The feedback the teachers give on language mistakes is only one part of that process 2.4 Demonstration: Some suggested of working pairswork and and groups their demonstrations Before teachingexercises teacher should preparein pair groupandwork activities carefully If he can so the students are attracted to his designed activities The climate of the class is very exciting as everyone must practise Some teachers say that pair work and group work can only be applied in speaking or reading periods For me Pairwork and groupwork can be organized in teaching process about English skills such as listening, reading, writing, speaking and grammar Besides teacher can redesign the material so that it is suitable for his students And below are some my examples that I have already applied 2.4.1 Examples of pair work: Example 1: In Unit 3: People’s background - Part B: speaking (English 10) Imagine you are a journalist Use the cues below to interview a classmate about his/ her background or that of a person he/ she knows well Change the role when you have finished Greeting: Good morning! Date of birth: When were you born? Place of birth: Where were you born? Home: Where you live? Parents: Can you tell me about your parents? Brother(s): How many brothers/ sisters Schoolwork: Were you a member of any club? Thanking: Thank you very much Example 2: In Unit 4: School Education System – Part D- Writing (English 12) (Before you write) Teacher: Work in pairs Ask and answer these questions as quickly as possible At what age does a child start school in Vietnam? How many terms are there in a school year? When does a school year generally begin and end? How long does it take to complete primary education? How many grades are there in Vietnamese lower secondary school? How many grades are there in Vietnamese upper secondary school? Is upper secondary education compulsory? If students work in pairs carefully to answer these questions they will find it easy to write about the school education system in Vietnam Example 4: In Unit 1: Friendship – Part A- Reading (English 11) Teacher: Practise these questions in pairs (Warm-up) Do you have a best friend? Why you consider him / her as your best friend? The theme of this unit is very familiar with the students Example 5: In Unit 7: World Population - Part E-Language Focus (English 11) Teacher: Practise asking and answering, using conditional sentences in pairs (After the students study grammar) Model: A: What will you if you pass the final exam? B: If I pass the final exam I will try to find a good job Students look at the model and it is easy for them to practise in pairs 2.4.2 Examples of group work: Example 1: In Unit 1: Home life – Part B - Speaking (English 12) Teacher: Work in groups of four (the father, the mother, the daughter, the son) Each person in the family says something about their duties in the family Kind of work Father Mother Daughter Son - washing dishes - cleaning the house 10 - cooking - taking care of younger children - going shopping - taking out of the garbage - mending things around the house - running the household Students work in groups and they find it easy to finish their roles Example 2: In Unit 2: Cultural Diversity –Part A- Reading (English 12) Teacher: Work in groups to discuss the question: “What are the differences between a traditional Vietnamese family and a modern Vietnamese family?” The features of a traditional Vietnamese family The features of a modern Vietnamese family - There are a lot of children in the family - There are only one or two children in the family - Parents often decide who the children will marry - Parents let their children decide whom they will marry - Men rarely cook in the kitchen Cooking is considered women’s task - The father can look after his children and help in the house even 11 his wife doesn’t go out to work - Men work to earn the living - Both the father and the mother work to earn the living Example 3: In Unit 3: A party – Part D- Writing (English 11) Teacher: Work in groups Read the instructions carefully and cross out the words in the table When you have followed all the instructions, there will be five words left What are the five words? How are they connected? (Warm up) overcoat referee flower wardrobe exercise lecture tablet essay duck candles parrot gift coach operation card perform golf cartoon drama champion 12 earthquake photos injection floods Cross out two words connected with clothing Cross out two words connected with the natural disaster natural world Cross out four words connected with sports Cross out three words connected with education Cross out three words connected with medicine and illness Cross out two birds Cross out three words connected with the theatre Students work in groups and find out five words left quickly: flower, candles, gift, card, photos They are connected with a party Example 4: In Unit 7: World Population – Part C- Listening (English 11) Teacher: Close your textbooks Work in groups to finish the chart (After you listen) I want to check their understanding about the content of the passage that they have already listened to Problems Solutions (1) shortage of food (2) lack of hospitals and schools (3) illiteracy (4) poor living conditions Suggested answers: To educate people and make them aware of the danger of having more children 2.To provide safe, inexpensive birth control methods 13 3.To strictly implement a family planning policy 4.To exercise strict and fair reward and punishment policies 2.5 Some suggested exercises in working in pairs and groups Pair work and group work are not “teaching method” but ways of organizing the class They can be used for many kinds of activity Here are some suggestions for some kinds of pair work and group work * Controlling oral practice: (Pattern practice) This can be done in pairs and groups Any controlled oral practice can be done first with the whole class, and then in pairs * Practising short dialogues: Acting out short dialogues can very easily be done in pairs, with little chance of making mistakes It can be done first with pairs of students in front of the class a nd then with all students working in pairs at the same time * Reading a text and answering questions: Students can discuss questions in pairs or groups and then read the text or they can read the text silently and then ask and answer questions in pairs or groups This is a good way of involving the whole class in answering questions * Short writing exercises: Student can sit in groups and decide together what to write One student acts as “secretary” Pair work can be used for correcting written work (e.g.: homework) students sit in pairs and correct what their partner has written * Discussions: With more advanced class, discussions can be conducted in group It is important to define the discussion clearly and to ask each group to report their conclusions afterwards * Grammar exercises: Student can grammar exercises orally in pairs; the teacher goes through the a nswers afterwards with the whole class and students write the exercises for hom ework This is more interesting and productive than students doing exercise alon e, in silence 2.6 Applying pair work and group work in teaching UNIT 8: THE STORY OF MY VILLAGE LESSON SPEAKING I Objectives: By the end of the lesson, students will be able to talk about plans and their possible results 14 II Anticipated problems - There are some new words - Students usually know one way to raise plans → Teacher can ask them to use different ways to talk III Teaching aids: Pictures, textbook, tapes, projector IV Procedures: Teacher’s activities Students’ activities * Warm-up: (3minutes) Fill in each gap with -Students in groups of three one missing letter to make meaningful words or four RO-D BRI-G3 SCH L FO-TB-LL GR-UND M-DIC-L -NT-EAsks the fastest one to write the answers on board -Give the keys -Others look at the ROAD screen and correct BRIDGE SCHOOL FOOTBALL GROUND MEDICAL CENTRE I Pre-speaking: (5 minutes) - Shows some pictures of Ha Xuyen village -Discuss in pairs -Take turns to talk about Ha Xuyen village Village/ small/ poor 15 The road is narrow The school is small and poor Road/ narrow There is no bridge in Ha Xuyen village - Asks students to look at pictures and talk about Ha There is no medical centre in Xuyen village Ha Xuyen village + There/no bridge/in Ha Xuyen village 5.There is no football ground + There/no medical centre/in Ha Xuyen village in Ha Xuyen village + There/no football ground/in Ha Xuyen village -Raises the question: What should we to improve the life in the village? -Leads in new lesson: Let’s practice talking about - Practise speaking in pairs the plans to improve the life in Ha Xuyen village and their possible results - Take turns to talk II While-speaking: Task 1: (10 minutes): The villagers of Ha Xuyen are discussing plans to improve the life in the village Look at the pictures and say what they should -Asks students to practise in pairs before presenting - They should widen the road in front of the class The road/ now - They should build a new bridge 16 The bridge/now - They should build a new school The school/now - They should build a medical centre The medical centre/now - They should build a football ground The football ground/now - Practice in pairs 17 - Give a model: A: What should we to improve the life in the village? B: I think we should widen the road -Gives more suggestion and asks students to produce the similar conversations + Widen the road + Build a new school + Build a medical centre + Build a football ground Task 2:(7 minutes): Match each of the plans with its possible result -Raise some plans and possible results: * Plans: Resurface the road Build a medical centre Build a football ground Grow cash crops Build a bridge Build a new school * Possible results: a Children will have better learning conditions; they will be more interested in learning b Villagers will have a shorter way to town; cars and lorries can get to the village c People’s health will be looked after better; the sick will be cured in time d Young people can play sports; people can hold festival there e People can export the crops; they will have more money f Roads will not be muddy and flooded after it rains; people can get around more easily -Asks students to match each of the plans with its possible result -Show the keys and correct the answers on board * Keys: 1-f; 2-c; 3-d; 4-e; 5b; 6-a -Presents new words * Match each word with its Vietnamese equivalent -Read the plans and results to find out new words - Work in pairs - Look at the screen to correct Words Vietnamese equivalents Flooded 18 Cure Export Muddy Resurface a Trả lại (mặt đường) b Lầy lội c Bị ngập lụt d Xuất e Chữa trị -Asks one student to write the answers on board -Give the keys * Keys: 1-c; 2-e; 3-d; 4-b; 5-a Task 3: (12 minutes) Produce conversations in groups of three or four -Gives model: A: What should we to improve the life in the village? B: I think we should resurface the roads C: That’s a good idea If we resurface the roads, they won’t be muddy and flooded D: Yes And people can get around more easily -Lets students produce conversations in groups -Asks some groups to present in front of the class - Copy then read the new word in chorus - Read the model in group of four -Work in groups -Look at the pictures to ask and answer in pairs A: What should we keep fit? B: We should exercise everyday III Post-speaking: (7 minutes) -Gives some pictures and ask questions What should we keep fit? A: What should we to improve our English? B: We should practice English everyday What should we to improve English? 19 IV Homework: ( min) Write a passage about plans to improve the life in the area where you live 2.7 The study effects IV Results after applying study teaching By organizing pair the work andingroup work carefully, students in my class become more confident in English class Once I give a task and ask them to work in pairs or groups they can understand and it successfully During the practice, students can help each other to correct their mistakes in pronunciation, intonation or grammar After a year applying pair work and group work activities in teaching English at Thach Thanh high school, I have got some satisfactory results Most of my students have become more interested in learning English and of course their ability to use English in communication has been improved step by step In each lesson, students are more active, more flexible and enthusiastic participation in the lessons This is result from the interview of the students’ interest in learning English carried out during the school year 2019-2020 at my school Table 1: Class 10 C2 10 C8 10 C9 11 B9 Before applying Sts’ number 42 42 40 41 Table 2: Very much SL % 19,1 16,7 17,5 19,5 Much SL % 15 35,7 12 28,6 13 32,5 12 29,2 A little SL % 21,4 14 33,3 12 30,0 11 26,8 Not at all SL % 10 23,8 21,4 20,0 10 24,5 After applying 20 Class 10 C2 10 C8 10 C9 11 B9 Sts’ number 42 42 40 41 Very much SL 13 12 10 12 % 30,9 28,6 25,0 29,3 Much SL 24 24 25 24 % 57,1 57,2 62,5 58,5 Not at all % SL % 9,52 2,5 9,5 4,7 7,3 5,2 9,8 2,4 A little SL 4 Comparing the results obtained from the two tables above, I can see there are more students who are interested in learning English CONCLUSION AND PROPOSALS 3.1 CONCLUSION This result indicates that using pair work and group work effectively at Thach Thanh I high school has yielded positive results Students are not only interested in English but also feel excited about learning English lessons with different pairs or groups They no longer have to meet the psychological fear of English On the contrary, the foreign language lessons becomes more fun and more exciting 3.2 PROPOSALS In order to arouse students’ interest in English, we should apply pair work and group work in teaching English Besides, it is impossible to lack the good preparation, enthusiasm, love and professional qualifications of teachers In addition, support, encouragement and timely guidance from the school and leaders are needed Despite my trying a lot, the content of this research is only my personal experience of teaching Therefore, there must be some mistakes that I myself still cannot find out I am so thankful to receive more contributive ideas to make it more improvable I hope that the study will make contribution to the better situation of teaching and learning English 21 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 30 tháng 06 năm 2020 I assure that this is my own work Vũ Thị Xuân REFERENCES “Practical handbook of language teaching, (by David Cross)”, Prentice Hall Press (November 1, 1992) “A course in language teaching- Practical and Theory”, (by Penny Ur), Cambridge University Press (2012-04-12) The advantages and disadvantages of pair and group work –, Google, 2020 Working in pairs and groups in education and presentations - Google, 2020 Book English 10 - Vietnam Education Publishing House, 2008 Book English 11 - Vietnam Education Publishing House, 2008 Book English 12 - Vietnam Education Publishing House, 2008 http://www.violet.vn 22 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Vũ Thị Xuân Chức vụ: Giáo Viên Đơn vị công tác: Trường THPT Thạch Thành I TT Tên đề tài SKKN Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Đề tài: “Một số thủ thuật tập để thực hành, kiểm tra Cấp Tỉnh C 2010-2011 củng cố từ vựng Tiếng Anh” Đề tài: “ Helping students to 23 identify and pronounce the Cấp Tỉnh C 2018-2019 sounds /i:/ and /I/” 24 ... group work activities in teaching English at high schools 1.2 AIMS OF THE STUDY - To arouse students’ interest in learning English through pair work and group work at Thach Thanh I High School. .. choice of the study ? ?Arousing students’ interest in learning English through pair work and group work at Thach Thanh I high school? ?? measures raise theiseffectiveness through pair work and group. .. participating in pair work and group work, gradually they will lose their interest in working in pair work and group work Passive learning way, low level of English language proficiency and the