An Investigation into the Use of Pair Work and Group Work in Speaking Lessons for Grade-10 Students at Yen Lac High School

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TẠ THỊ DƯƠNG AN INVESTIGATION INTO THE USE OF PAIR WORK AND GROUP WORK IN SPEAKING LESSONS FOR GRADE-10 STUDENTS AT YEN LAC HIGH SCHOOL (NGHIÊN CỨU THỰC TRẠNG SỬ DỤNG HOA ̣T ĐỢNG ĐƠI VÀ NHÓM TRONG CÁC GIỜ HỌC NĨI CỦA HỌC SINH LỚP 10 TRƯỜNG TRUNG HỌC PHỔ THÔNG YÊN LẠC) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi – 2015 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TẠ THỊ DƯƠNG AN INVESTIGATION INTO THE USE OF PAIR WORK AND GROUP WORK IN SPEAKING LESSONS FOR GRADE-10 STUDENTS AT YEN LAC HIGH SCHOOL (NGHIÊN CỨU THỰC TRẠNG SỬ DỤNG HOA ̣T ĐỘNG ĐÔI VÀ NHÓM TRONG CÁC GIỜ HỌC NÓI CỦA HỌC SINH LỚP 10 TRƯỜNG TRUNG HỌC PHỔ THÔNG YÊN LẠC) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Phạm Thị Thanh Thuỷ, Ph.D Hanoi – 2015 DECLARATION I hereby state that I – Tạ Thị Dương, being an M.A candidate of the Faculty of Post-graduate Studies, ULIS, VNU, certify my authorship of the study entitled An Investigation into the Use of Pair Work and Group Work in Speaking Lessons for Grade-10 Students at Yen Lac High School I certify that this thesis is entirely my own work and that all the information in this paper was presented in accordance with academic rules and ethical conduct As required in the rules, I fully cited all the sources of the results that were not original to this work Hanoi, December 2014 Tạ Thị Dương i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor, Ms Pham Thi Thanh Thuy, Ph.D for her guidance, comments, enthusiasm, and especially sympathy throughout the whole research process Second, my thanks go to all the lecturers and staff of the Faculty of PostGraduate Studies, Hanoi University of Languages and International Studies, Vietnam National University, Hanoi, for their precious knowledge and guidance during my two years of studying at the Faculty Third, I would like to thank all librarians for their helping me with the reference materials and their efforts to create the atmosphere of reading rooms as convenient as possible Specially, I wish to express my special thanks to the students and teachers at Yen Lac high school for their full support in completing the questionnaires and their detailed answers to questions in the interview I also wish to send my thanks to the teachers who will take their precious time reading and commending on this thesis And finally, I wish to send my thanks to my family who always cheer me up and support me at hard time ii ABSTRACT This study aims at investigating how pair and group activities were used to teach English speaking skills by teachers for grade-10 classes at Yen Lac high school; the benefits students gained and the difficulties they encountered when using them; and the solutions teachers took to handle these problems A combination of questionnaires for students, interviews for teachers and class observations was administered to discover the answers The findings of this research revealed that pair work and group work were used frequently and quite effectively in teaching speaking skills Furthermore, the benefits students gained outnumbered the challenges they faced It was found out that teachers adopted a number of strategies to improve the effectiveness of pair work and group work From the findings of the study, some recommendations were given to the students and teachers at Yen Lac high school for enhancing the effectiveness of pair work and group work in speaking lessons iii LIST OF ABBREVIATIONS CLT: Communicative Language Teaching ESL: English as a Second Language STT: Student Talking Time iv LISTS OF FIGURES Figure 3.1 Students' reflections on the frequency of work organizations Figure 3.2 Students' reflections on how teachers form pairs and groups Figure 3.3 Students' reflections on the size of a group Figure 3.4 Students' reflections on the activities for pair/ group work Figure 3.5.Students' reflections on teachers' activities before pair work and group work Figure 3.6 Students' reflections on teachers' activities during pair work and group work Figure 3.7 Students' reflections on their activities during pair work and group work Figure 3.8 Students' reflections on teachers' activities after pair work and group work Figure 3.9 Students' justifications of the benefits they gain from pair work and group work Figure 3.10 Students' reflections on the difficulties they have in pair work and group work Figure 3.11 Students' expectations to improve the effectiveness of pair work and group work v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF FIGURES v PART A: INTRODUCTION 1 Rationale for the study Aims of the study 3 Scope of the study Significance of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Theoretical backgrounds of teaching speaking skills 1.1 Principles for Teaching Speaking 1.2 Problems in teaching speaking skills Theoretical backgrounds of pair and group work 2.1 Definitions of pair and group work 2.2 The organization of pair and group work 2.2.1 The frequency 2.2.2 The formation 2.2.3 Size 2.2.4 Procedures for pair and group work 2.3 Pair and group activities in a speaking lesson 2.4 Benefits and challenges of using pair and group work in a speaking lesson 10 2.4.1 Benefits of using pair and group work 10 vi 2.4.2 Challenges in using pair and group work 12 2.5 Empirical studies related to pair and group work 14 CHAPTER 2: METHODOLOGY 16 Background to the study 16 The participants 17 Data collection instruments 17 3.1 Questionnaires 17 3.2 Interviews 18 3.3 Classroom observations 19 Data collection procedures 19 Data analysis procedures 20 CHAPTER 3: MAIN FINDINGS AND DISCUSSION 21 Main findings 21 1.1 The use of pair work and group work in teaching speaking skills for grade-10 students at Yen Lac High School 21 1.2 The benefits and challenges of the practice of speaking skills in pairs and groups at Yen Lac High School 30 1.3 The solutions to improve the effectiveness of the practice of speaking skills in pairs and groups at Yen Lac High School 33 Discussion 35 PART C: CONCLUSION 37 Conclusion 37 Pedagogical Implications of the Study 37 Limitations and Suggestions for Further Research 40 References 42 Appendices vii PART A: INTRODUCTION Rationale for the study In recent decades, it is undeniable that English has become a primary medium of international communication in commerce, transportation, banking, tourism, technology, aviation, diplomacy, and scientific research As a result, Vietnamese Ministry of Education and Training has been adopting English as a compulsory subject at secondary schools, colleges and universities, and even in several primary schools since the 1990s However, most of the students have still been confused with the demand of communicative competence after graduation from the university, which derives basically from the lack of the opportunities to practice, the limited exposure to the real language, the native language interferences, and especially the lack of suitable teaching and learning methods They are mainly taught with the traditional teaching method- Grammar Translation Method which focuses on academic study of grammar; subsequently, students are discouraged from promoting their overall communicative competence With regards to this situation, a new approach – Communicative Language Teaching (CLT) has been applied instead in order to foster students‟ fluency and accuracy of English in real communications One of the techniques commonly used in CLT is pair and group work, the importance of which has been long emphasized as it can create a comfortable and low-pressure learning environment in the second language classroom It is commonly believed that the less anxious and more relaxed the learner is, the better his language acquisition proceeds Moreover, this technique enables students to maximize their own learning and also offers promising possibilities for promoting active learning and student-reliance in community college classrooms (Foote, 2009) In addition, many studies have reported that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats Chaney, A.L., and T.L Burk 1998 Teaching Oral Communication in Grades K-8 Boston: Allyn &Bacon Dobson, J M (1992) Effective techniques for English conversation groups Nowbury House Publisher Doff, A (1988), Teaching English- A Training Course For Teachers, Cambridge University Press in Association with The British Council Foote, E (2009) Collaborative Learning in Community College Retrieved April 5, 2014 from http://www.ericdigests.org /1998-1/ colleges.html Goodsell, A., Maher, M., Tinto, V, and Associates (1992) Collaborative Learning: A Sourcebook for Higher Education Pennsylvania: University Park: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University Gross, B (1993) Tools for Teaching San Francisco: Jossey-Bass Publishers Jacobs, G.M., M.A Power, & W.I Hall (1994) The teacher’s sourcebook for cooperative learning: Practical Techniques, basic principles, and frequently asked questions Thousand Oaks, CA: CorwinPress Johnson, D.W., Johnson, R.T and Smith, K.A (1991) Cooperative Learning: Increasing College Faculty Instructional Productivity ASHE-FRIC Higher Education Report No.4 Washington, D.C.: School of Education and Human Development, George Washington University Harmer, J (1992) The practice of English Language Teaching Longman Harmer, J (2001) The practice of English Language Teaching Longman Kayi, H (2006) Teaching speaking: Activities to promote speaking in a second language The Internet TESL Journal, 12 (11) Retrieved April 2, 2014 from http://iteslj.org/Techniques/KayiTeachingSpeaking.html Le, A.T.P (2001) An Introduction to Research Methodology in Foreign Language Education: Required Reading for Students Hanoi: Hanoi University of Languages and International Studies 43 Littlewood, William (1981) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press Long, M H., & Porter, P (1985) Group work, interlanguage talk, and second language acquisition TESOL Quarterly 19, 2: 207-228 Ngoh S G (1991) Small group work in the classroom, Guidelines Vol 14 no.3, 22-7 Nunan D (1991) Language Teaching Methodology UK: Prentice Hall International (Chapter two & three) Nunan, D (1992) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press Nunan, David (1999) Second Language Teaching and Learning Boston, Massachusetts Heinle & Heinle Publishers Nunan, David (2003) Practical English Language Teaching NY: McGraw-Hill Raja, N (2012) The Effectiveness of Group Work and Pair Work for Students of English at Undergraduate Level in Public and Private Sector Colleges Journal of contemporary research in Business Richards, J.C (1983) Communicative Needs in Foreign Language Learning ELT Journal V37.1983 Richards, J., C., Lockhart, C (1994) Reflective teaching in second language Cambridge: Cambridge University Press Seyed , H H., Morteza, B., & Soudabeh, T (2003), “A Comparative Study on the Effect of Individual,Pair and Team work on Speaking Fluency of Iranian Elementary EFL Learners”, International Research Journal of Applied and Basic Sciences, Vol, (8): 2180-2196 Syamsuddin A contribution of pair and group work activities to the improvement of students‟ speaking performance Retrieved January 15, 2014 from http://pasca.unhas.ac.id/jurnal/files/80f263ff1044af6da5750801ce1b2530.pdf Slavin Robert (1987) Cooperative learning and cooperative school Retrieved January 15, 2014 http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198711_slavin.pdf 44 from Slavin, R E (1991) Synthesis of research on cooperative learning Educational Leadership, 48, 71-82 Retrieved from http://courses.educ.queensu.ca/prof150155/learning/readings/documents/Slavincooplrng.pdf Smith, F (1983) Essays into literacy: Selected papers and some afterthoughts Portsmouth, NH: Heinemann Steven, G M., George, M J., & Ana, C D I (2006) Cooperative learning and second language teaching New York: Cambridge University Press Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press Ur, P (1981) Discussions that work Cambridge: Cambridge University Press Van De Bogart, W (2009) Developing a Pedagogy for Active Learning (PAL) Academic Journal, 4:146-183 Mi, P & Thanh, N (2008) Pair Work-Group Work and Its Implementation in Teaching Speaking for 10th Graders of Public High Schools in Ho Chi Minh City Ho Chi Minh University of Education Phuong, H T M (2010) Using group work in English teaching Grammar lessons for first- year students in the College of Technologies and Economics in Trade Unpublished MA Thesis 45 APPENDIX SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed with the aim of collecting information for my study on “An Investigation into the Use of Pair Work and Group Work in Speaking Lessons for Grade-10 Students at Yen Lac High School” Your assistance in completing these following items will make a great contribution to my study You can be confident that you will not be identified in the discussion of any data In a speaking lesson, how often you practice speaking skills in the following settings of work? Settings of work Always Usually Sometimes Rarely Never A In whole-class work B In individual work C In pair work D In group work In a speaking lesson, how does your teacher often form pairs/ groups? Always A Let students Usually Sometimes Rarely Never decide themselves B Pair/ group randomly C Pair/ group students sitting next to each other D Pair/ group students of similar speaking abilities E Pair/ group students of different speaking abilities  Others (please specify): I ……………………………………………………… ………………………………… ……………………………………… ………………………………………………… ………………………………………………………………………… ……………… You often work in groups of …….………………………………………………… A students C 5-6 students B 3-4 students D others…………………………………… What activities does your teacher choose for speaking practice in pairs and groups? Activities Always Usually Sometimes Rarely Never A Role play B Discussions C Games D Interviews E Problem-solving F Information gap  Others (please specify): ……………………………………………………… ………………………………… ……………………………………… ………………………………………………… ………………………………………………………………………… ……………… What does your teacher often before your practice in pairs and groups? (You can choose more than one answer) A Teaches us vocabulary and grammar structures B Tells us how to C Gives one example for us to follow D Others (please specify): ……………………………………………………… ………………………………… ……………………………………… ………………………………………………… …………………………………………………………………………………………… What does your teacher often during your practice in pairs and groups? (You can choose more than one answer) A sits still and observes us II B goes around the class and supports us if necessary C interferes us D praises and encourages us to speak in English E works as a member in our group/ pair F others: ( please specify) …………………… ………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… What you as a pair/ group member often when working in pairs and groups? (You can choose more than one answer) A cooperate with partners B follow other partners‟ ideas C talk about something else D keep silent all the time E others: (please specify) ……………………………………………………… ………………………… ……………………………………………… ………………………………… ………………………………………………………………………………… What does your teacher often after your practice in pairs and groups? A Asks us to keep silent and she/ he talks B Asks pairs/ groups exchange their ideas C Asks some pairs/ groups to report in front of the class while others to comment and then gives her/ his feedback D Others : ( please specify) …………………… ………………………………………………………… ……………………………………………………………………………… What benefits you gain from pair and group work? (You can choose more than one answer) III Benefits Strongly Disagree Agree Strongly disagree agree A Speaking in a secure and positive atmosphere B Having more talking time C Helping each other D Developing social skills (cooperation, negotiation, etc.)  Others (please specify): ……………………………………………………… ………………………………… ……………………………………… ………………………………………………… 10 What difficulties you have in pair and group work? Difficulties Strongly disagree Disagree Agree Strongly agree A Teacher gives less help and attention to individuals B Responsibilities among members are not equal C Members‟ overuse of mother tongue D Members reinforce each other‟s errors E Some pairs/groups finish earlier than others  Others (please specify): ……………………………………………………… ………………………………… ……………………………………… ………………………………………………… ………………………………………………………………………… ……………… IV 11 What you want your teacher to to enhance the effectiveness of speaking practice in pairs and groups? A Train students how to work in groups/pairs B Choose interesting tasks and relevant to students‟ language level C Form groups/pairs of students that have different strong points so that they can help and learn from each other D Give more care to students‟ need E Organize competitions among pairs/ groups F Choose leaders for groups G Others: (please specify) ……………………………………………………… …………………………… …………………………………………… ……………………………………… ……………………………………………………………………………… THANK YOU VERY MUCH FOR YOUR COOPERATION! V APPENDIX INTERVIEW QUESTIONS FOR TEACHERS Which settings of work you use in teaching speaking skills? How often you use pair work and group work in teaching speaking skills? How you often form pairs and groups in speaking lesson? How many students are there in a group? What activities you often choose for students‟ practice of speaking in pairs and groups? What are your roles in pair and group work organization? (before- during- after) What are your students‟ behaviours when working in pairs/ groups? What benefits your students gain when pair and group work are used in teaching speaking skills? What difficulties your students have when pair and group work are used in teaching speaking skills? 10 What are your solutions to the above- mentioned problems? VI INTERVIEW TRANSCRIPTS Cô thường tổ chức luyện tập kỹ nói cho học sinh theo hình thức nào? Teacher Mình thường cho học sinh luyện tập theo cặp nhóm Teacher Tơi kết hợp nhiều hình thức: cá nhân, lớp, đơi, nhóm thường xun dùng đơi nhóm Teacher Đa số cho học sinh luyện tập theo cặp nhóm Teacher Tơi để học sinh làm việc theo nhóm cặp Cơ có tổ chức luyện tập kỹ nói cho học sinh theo hình thức cặp nhóm thường xun khơng? Teacher Giờ dùng hình thức Teacher Vì hoạt động sách thiết kế sẵn làm việc theo đơi hay nhóm nên học học sinh luyện tập nói theo đơi nhóm Teacher Tơi áp dụng tất thực hành nói Teacher Giờ học nói tơi dùng Cơ thường chia học sinh theo cặp nhóm theo tiêu chí nào? Teacher Mình nhóm học sinh ngồi gần cho tiện Teacher Để tránh thời gian gây ồn ào, thường để học sinh ngồi gần làm việc Thỉnh thoảng cố gắng thay đổi cách nhóm học sinh để tạo mẻ thúc đẩy học sinh tham gia hăng hái Tơi nhóm học sinh cách ngẫu nhiên dựa theo lực học sinh Teacher Tơi thường để học sinh làm cặp nhóm với bạn ngồi xung quanh Teacher Hầu hết em học sinh ngồi gần làm việc với VII Cô thường để em học sinh làm việc theo nhóm người? Teacher Mình nhóm học sinh lại làm việc theo cặp học sinh làm việc theo nhóm Teacher Phổ biến cặp học sinh nhóm học sinh Tuy nhiên sĩ số lẻ thi có nhóm làm việc theo nhóm người Teacher Làm việc theo cặp tơi ghép học sinh theo nhóm 3- học sinh Teacher Sẽ phải tùy theo sĩ số lớp học Thường cặp người nhóm người, có nhóm 3, nhóm học sinh Cơ thường dùng hoạt động cho học sinh luyện tập nói theo cặp nhóm? Teacher Mình dùng ln hoạt động sách, thường dạng role play, discussions, problem-solving, interviews Teacher Tơi khai thác hoạt động có sách ln Các dạng discussions, problem-solving, interviews, role play Teacher Hầu hết để học sinh thực hiên nhiệm vụ sách: problemsolving, discussions, interviews, role play Đôi thiết kế thêm hoạt động information gap game Teacher Thường problem-solving, role- play, interview, discussions Tôi không dùng game nhiều sợ ồn phải có thời gian chuẩn bị Cơ thường làm trước khi, sau tổ chức cho học sinh làm việc theo cặp nhóm? Teacher Trước để học sinh làm việc theo cặp nhóm, hướng dẫn học sinh u cầu hoạt động nhiệm vụ học sinh cặp nhóm, sau cung cấp số từ vựng cấu trúc cần thiết cho hoạt động Nếu hoạt động phức tạp thực mẫu với học sinh Trong học sinh thực hoạt động cặp nhóm, vịng quanh lớp để quan sát học sinh giải đáp thắc mắc học sinh Sau thời gian làm việc cặp nhóm hết, gọi cặp VIII nhóm lên trình bày trước lớp để học sinh khác nhận xét Cuối chốt lại Teacher Đầu tiên, hướng dẫn cách làm cho học sinh, dạy học sinh số vốn từ ngữ pháp cần thiết Khi học sinh thảo luận theo cặp nhóm, tơi lại lớp, tới nhóm để xem em có gặp khó khăn khơng sửa lỗi sai Sau giai đoạn này, chọn 2-4 cặp nhóm lên trình bày trước lớp, sau gọi nhóm khác nhận xét đưa đề xuất để lần sau có kết tốt Cuối tơi nhận xét Teacher Bước đầu tiên, hướng dẫn cách làm cho học sinh Với hoạt động chủ đề quen thuộc không cung cấp từ cấu trúc cho học sinh Trong lúc học sinh thảo luận, tơi vịng quanh nhóm, lắng nghe đánh giá tham gia đóng góp họ Với nhóm yếu hơn, tơi tham gia họ, đóng góp thành viên Cuối cùng, gọi số nhóm lên trình bày, sau tơi học sinh khác nhận xét Teacher Tôi hướng dẫn học sinh cách làm, minh họa cách làm cần, cho từ cấu trúc hữu ích cho hoạt động Khi hoc sinh làm nhóm, tơi ghé thăm nhóm, nghe khen ngợi để khuyến khích học sinh tham gia tich cực Nếu có học sinh lười lộn xộn nhóm, tơi phạt Sau làm nhóm xong, tơi thường gọi nhóm lên thuyết trình để nhóm khác rút chưa Đơi tơi lại để nhóm tự trao đổi kết với Cơ có thấy học sinh tham gia tích cực hình thức làm việc theo cặp nhóm khơng? Teacher Thực tế học sinh tham gia tích cực Một số tích cực, số khác lại nói chuyện Teacher Tơi thấy có khoảng gần nửa số học sinh làm việc thực sự, số cịn lại tranh thủ nói chuyện, khơng có đóng góp IX Teacher Có nhóm mà tất thành viên tham gia tích cực Đa số nhóm có thành viên khơng tích cực, họ ỷ lại vào ý kiến người khác, im lặng, nói chuyện phần lớn học sinh có ý thức tham gia Teacher Nhìn chung tích cực có học sinh cịn nói chuyện nhóm, khơng đóng góp cho cơng việc nhóm Theo cơ, học sinh có lợi ích luyện tập nói theo cặp nhóm? Teacher Mình thấy học sinh tự tin nói tiếng Anh hơn, có nhiều thời gian để luyện tập nói hơn, chúng cịn giúp đỡ Teacher Tôi thấy học sinh lợi nhiều so với hình thức học khác: khơng ngại nói, nói nhiều hơn, nhận giúp đỡ bạn bè phát triển khả trình bày vấn đề, tranh luận, bảo vệ ý kiến,… Teacher Tơi thấy số lợi ích bật sau: học sinh khơng sợ nói tiếng anh có nhiều hội luyện tập nói Teacher Học sinh thoải mái nói tiếng Anh, trao đổi, học hỏi bạn bè nhiều hơn, phát triển kỹ mềm trình bày quan điểm, thỏa thuận để tới kết luận, kỹ hợp tác, … Theo cơ, học sinh gặp khó khăn luyện tập nói theo cặp nhóm? Teacher Học sinh đơi khơng thấy thoải mái người khơng đóng góp nhau, bạn đơi trao đổi tiếng Việt nhiều Teacher Học sinh thường có khó khăn sau: trách nhiệm khơng đồng thành viên, nhóm khơng hoàn thành tiến độ gây áp lực cho nhóm chậm hơn, học sinh dễ bị mắc theo lỗi bạn khác Teacher Theo tơi khó khăn lớn học sinh kiểm sốt trách nhiệm thành viên nhóm, họ khơng thể bắt người làm việc tích cực giống được, đặc biệt thành viên lười bướng bỉnh Teacher Học sinh phải đối mặt với số khó khăn bạn nói chuyện tiếng việt nhóm, ỷ lại lẫn X 10 Các có giải pháp để giải khó khăn trên? Teacher Mình thường cố gắng khen ngợi học sinh, khuyến khích cho điểm cao để học sinh tham gia tích cực; cung cấp từ vựng cấu trúc hữu ích để tránh việc học sinh dùng tiếng việt nhiều Teacher Tơi khuyến khích hoc sinh tham gia để kỹ nói cải thiện, tổ chức thi cho nhóm để em hào hứng tham gia Đối với tình trạng nhóm làm xong trước, tơi giao thêm hoạt động cho họ Ngồi ra, tơi cịn bầu nhóm trưởng để giúp tơi quản lý cơng việc nhóm Teacher Tơi phạt học sinh khơng tham gia tích cực nhóm thưởng học sinh tích cực Teacher Tơi bầu nhóm trưởng để kiểm sốt Ngồi ra, gợi ý cho học sinh để học sinh có ý tưởng tốt cho nhiệm vụ nhóm, có động lực để tham gia XI APPENDIX OBSERVATION SHEET Date: _/ / Class: _ Number of students: Teacher‟s name: Name of the lesson: _ Time allowance: _ Criteria Comments and notes The use of pair and group work - Size - Ways of forming pairs/ groups - Pair/ group activities - Teacher‟s roles - Students‟ behaviors The benefits and challenges of pair and group work - The benefits - The challenges Teacher’s solutions to overcome the difficulties XII