Application of active learning strategies to english classes in primary school

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên : Khoa Thanh Tâm Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh HẢI PHÒNG 07– 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - APPLICATION OF ACTIVE LEARNING STRATEGIES TO ENGLISH CLASSES IN PRIMARY SCHOOL KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGƠN NGỮ ANH Sinh viên : Khoa Thanh Tâm Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh HẢI PHÒNG 07 – 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Khoa Thanh Tâm Lớp : NA1802 Ngành : Ngôn Ngữ Anh Mã SV: 1412402087 Tên đề tài: Application of active learning strategies to English classes in primary school i NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Các tài liệu, số liệu cần thiết …………………………………………………………………………… …… …………………………………………………………………………… …… …………………………………………………………………………… …… …………………………………………………………………………… …… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Địa điểm thực tập tốt nghiệp ………………………………………………………………………………… ii CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ tên : Bùi Thị Mai Anh Học hàm, học vị : Thạc sĩ Cơ quan công tác : Trường Đại học Quản lý Cơng nghệ Hải Phịng Nội dung hướng dẫn: Application of active learning strategies to English classes in primary school Đề tài tốt nghiệp giao ngày 30 tháng 03 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Khoa Thanh Tâm Th.S Bùi Thị Mai Anh Hải Phòng, ngày 01 tháng 07 năm 2020 HIỆU TRƯỞNG iii CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Bùi Thị Mai Anh Đơn vị công tác: Trường Đại học Quản Lý Công Nghệ Hải Phòng Họ tên sinh viên: Khoa Thanh Tâm Chuyên ngành: Ngôn Ngữ Anh Nội dung hướng dẫn: Áp dụng chiến lược học chủ động vào lớp học tiếng Anh trường tiểu học Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp Đánh giá chất lượng đồ án/khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…) Ý kiến giảng viên hướng dẫn tốt nghiệp Được bảo vệ Khơng bảo vệ Điểm hướng dẫn Hải Phịng, ngày … tháng … năm Giảng viên hướng dẫn (Ký ghi rõ họ tên) QC20-B18 iv CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: Phần nhận xét giáo viên chấm phản biện Những mặt hạn chế Ý kiến giảng viênchấm phản biện Được bảo vệ QC20-B19 Không bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm Giảng viênchấm phản biện (Ký ghi rõ họ tên v TABLE OF CONTENTS ABSTRACT…………………………………………………………………… i ACKNOWLEDGEMENTS……………………………………………………ii LIST OF ABBREVIATIONS…………………………………………………iii LIST OF TABLES AND FIGURES………………………………………….iv PART I: INTRODUCTION………………………………………………… 1 Rationale………………………………………………………………………1 Aims of the study…………………………………………………………… Research question………………………………………………………… Scope of the study………………………………………………………… Research methodology……………………………………………………… Structure of the study…………………………………………………………3 PART II: DEVELOPMENT………………………………………………… CHAPTER 1: THEORETICAL BACKGROUND………………………… An overview of active learning strategies…………………………………….5 1.1 Definition of active learning and active learning strategies……… 1.1.1 Definition of active learning………………………………… 1.1.2 Definition of active learning strategies……………………… 1.2 The basic elements of active learning strategies 1.3 Active learning strategies design model 1.3.1 Active learning strategies framework .8 1.3.2 Active learning strategies time model .9 1.4 Active learning activities 10 1.4.1 Group activies 10 1.4.2 Indivisual activities 12 1.4.3 Partner activities 14 1.4.4 Visual organizing activities .15 Advantages and disadvantages of active learning strategies 16 2.1 Advantages of active learning strategies 16 2.2 Disadvantages of active learning strategies 17 vi CHAPTER 2: METHODOLOGY 18 Research methodology 18 1.1 Experimental method .19 1.2 Survey research method 20 1.3 Observation method .20 Data collection instruments and procedures 21 Data analysis 29 3.1 Frequency of Active learning strategies usage………………………30 3.2 Effectiveness of Active learning Strategies in primary students in English class……………………………………………………………………32 3.3 Aspects to consider of Active learning Strategies in primary students in English class……………………………………………………………………34 CHAPTER 3: FINDINGS AND DISCUSSION 36 Findings…………………………………………………………………… 36 1.1 The categories of teacher and child actions observed during periods when the whole class was gathered together at English classes in Primary school………………………………………………………………………… 36 1.2 The categories of teacher and child actions observed during small group time at English class in Primary school…………………………………37 1.3 Impact of Active learning Strategies in Students’ characteristics….37 Discussion……………………………………………………………………40 2.1 How to apply the teaching techniques based on active learning for good learner characteristics? .40 2.2 Should we use Active Learning in an Online Class? .41 PART III: CONCLUSION………………………………………………… 43 Conclusion .43 Recommendations………………………………………………………… 44 2.1 Barriers and remedial measures for using active learning strategies……………………………………………………………………….44 vii 2.2 Recommendations to teachers in Active learning at Primary school………………………………………………………………………… 45 2.3 Recommendations to students in Active learning at Primary school………………………………………………………………………….46 REFERENCES……………………………………………………………….48 APPENDIX .49 viii CHAPTER 3: FINDINGS AND DISSCUSION Findings 1.1 The categories of teacher and child actions observed during periods when the whole class was gathered together at English classes in Primary school: Three categories of action dominated when teachers were interacting with the whole class:  Teacher leads/directs activity – poses closed questions, selects respondents and sets tasks  Teacher manages transition between activities and parts of the daily programmed (e.g greetings and departures); assists/records children choosing activities where allowed  Teacher explains next task or new activities to whole class, gives instructions or information When they gathered the whole class together teachers focused on giving information, instructions and managing children’s behavior and responses In some cases it was possible for all the children to respond at the same time (e.g by chanting the sounds of letters) but they were often required to wait quietly and attentively until invited to make an individual response The three most frequently recorded categories of child actions during whole group sessions were:  Child responds one at a time, waits for turn, watches others respond  Child listens and is not required to respond while teacher gives information, instructions, explains choices available, introduces new concepts  Child shows signs of inattention, fidgeting, chatting, and sitting with head on hands When the class was distributed into small groups they were involved in activities that were either “closed”, with children working towards a correct answer, particular product or copying a model shown by the teacher (e.g tracing letters in sand; arranging words into a sentence) or open with no “right 36 answer” and allowing more scope for individual responses (e.g using small world resources or listening to a story tape) 1.2 The categories of teacher and child actions observed during small group time at English class in Primary school Children’s response modes were more varied during the periods when they were place in small groups to engage with specific activities than they were during “whole class” periods but three categories of response were most frequently recorded:  Child in-group responds individually by writing, reading, speaking English  Child participates individually or with peers in directed/correct answer games or activities e.g sorting & sequencing  Child participates individually or with peers in open-ended activities e.g using colors, playing in the imaginary play  Teachers too behaved somewhat differently during these periods, most notably taking advantage of the opportunity to spend time alongside children engaged in activities As with the observations during “whole class” periods, we identified the most frequently noted categories of teacher behavior when the children were distributed in clusters Four forms of action were predominant: Teacher alongside as children completes a task, scaffolding responses, guiding participation  Teacher leads the group in activity, poses questions, checks responses, and uses closed questions and answers  Teacher oversees the room - reactive supervision  Teacher manages the rotation of activities and movement of children to allocated groups 1.3 Impact of Active learning Strategies in Students’ characteristics This study explores the consequences of active learning implementation toward students' characteristics By deploying active learning, students’ multiple skills are activated and practiced These skills, gradually, 37 become students' characteristics Reviewing and synthesizing from the existing literature and research reports indicate students' characteristics as possible outcomes of active learning in 11 traits: 1) Students have a great opportunity to first-hand experience Students must have more chances to learn by doing other than passive listening to teachers or only reading These enable students to learn through first-hand experiences from real practice or activities where perception is drawn through five senses, leading to the constructive, knowledge from activities during lectures through speaking, listening, reading, writing, and reflecting Their learning also corresponds to their own interest, knowledge, presentation, and practice Students are therefore able to think and in a meaningful way to apply the knowledge for their daily life 2) Students create learning process and construct knowledge by themselves Active learning is the situation-based process that enables reading, speaking, listening, and deep thinking among students It is required that students themselves search for knowledge, attitudes, values, and experiences Students must search for the contents to generate the knowledge by talking, writing, reading, and asking questions or the learning process that encourages students’ movement Besides, to reduce the process of content transfer from teachers to students solely whereas it is another way to develop higher order thinking which promotes learning-by-doing rather than passive listening to the lectures and provide feedbacks to students 3) Students learn and reflect from their experiences Practical learning enhances self-learning among students to learn by doing and promotes the experience through practices and observations along with talks to themselves and others In fact, they have more enthusiasm for learning and more activities by exchanging experiences through listening, speaking, reading, writing, and reflecting or responding 4) Students develop higher order thinking 38 The development of intellectual abilities such as thinking, problem solving, and knowledge application can promote higher order thinking whereby students must read, write, question, and discuss the subject matters collaboratively in their groups and put it into practice 5) Students develop their learning skills Students are then able to express themselves through speaking, listening, reading, writing, and reflecting Active learning strategies improve learning thinking skills, writing skills, communicative skills as well as skills of knowledge seeking by them Besides, students can develop their thinking ability, problem-solving skill, and knowledge application while transferring the knowledge to their peers or expressing opinions and doing presentations properly 6) Students play important roles in learning which are also varied and diverse Regarding a conversion from the lectures provided by teachers into the roles regulated by students, students are changed from receivers into cocreators 7) Students highly participate in learning process In addition to just only listening to teachers They are conversed from passive students into active ones who engage in learning activities planned by teachers Students participate in the teaching and learning activities at the highest level while they take roles of speaking, questioning, discussing, and declaring Students play the main roles in their learning and a variety of learning activities are arranged for self-development among students to promote more creativity for knowledge and skill enhancements 8) Students reach academic achievements with meaningful learning Students are then able to express through speaking, listening, reading, writing, and reflecting Students take part in learning activities and solve or adjust their misconceptions immediately from communications made between peers and teachers It is viewed as learning by understanding with long-lasting 39 memories and problem-solving skills along with positive attitudes toward the study and motivation Students eventually establish more understanding and longer memories 9) Students build rapport with teachers and their peers This makes the lessons more interesting Students build good relations between teachers and classmates and gain the communicative skills As students benefit from reactions in class, they can develop their social experience to work with other people Students learn to have joint responsibilities, work discipline, and different duties 10) Students develop positive attitudes and self-esteem Active learning helps students to learn from what they have practiced through interesting and challenging activities in order to bring them pride and enjoyment It also develops students in terms of feeling, self-confidence, interest, and self-esteem Furthermore, students are encouraged to search for the knowledge, attitudes, values and experiences by themselves 11) Students are enthusiastic, active, happy and joyful Students will have more interest and pay more attention to the study in a joyful way These active learning strategies stimulate their curiosity Students have more enthusiasm in doing activities whether it is an exchange of experiences through speaking, writing, and peer discussion Discussion 2.1 How to apply the teaching techniques based on active learning for good learner characteristics?  Giving an assignment for preparation before the study  Assigning students to read the contents or subject matters related to their study in advance  Assigning students to study the video and give them the questions so that they can find the answers by themselves  Encouraging students to provide answers to the subject matters of the next lesson 40  Adopting the teaching techniques contributing to active learning in class  Choosing the techniques which are simple and not require much time for starting the lesson e.g “one minute paper” and “think-pair-share”  Analyzing the learning targets and a few teaching techniques  Main principles of learning arrangement based on active learning  Choosing the activities suitable for the contents and what students should practice  Emphasizing the importance of reactions among students  Describing the activities and their expected benefits  Allowing students to bear the responsibility and determining the amount of time and budget  Summarizing the main points and exchanging them before starting the new contents  Applying the technology for effective learning arrangements to promote the activities based on active learning 2.2 Should we use Active Learning in an Online Class? As COVID-19 has spread in many countries posing a serious threat to our health, security and lives, education in schools and universities has also faced unprecedented challenges Online teaching is becoming the new normal for many schools This is especially true temporarily with schools affected by COVID-19, but it may be a lot more permanent depending on how social distancing guidelines progress Activities for Active Learning in an Online Class as the intersection of three components: doing or observing, information and ideas, and reflective dialogue The keys to developing effective online learning activities are to make them: include opportunities for active learning, allow for different types of interaction, sequential so each one builds on the preceding one, include useful feedback on the activities, and include opportunities for students to think and 41 reflect on what they are learning, how they are learning, and the significance of what they are learning In a traditional distance education class students would receive books and workbooks via e- mail, ifolio, read and work independently, and mail their work back in for a grader to mark Teachers also use some apps, which recorded student’s text responses automatically such as Acrobat Reader DC or Foxit reader In Active learning online classes, the focus is on breaking through those individual forms and providing opportunities for students to actively learn, share, and work with their fellow classmates and the teachers There are many amazing resources teachers can use for online learning such as Google Meet, Zoom…Zoom is highly recommended but it is not a really safe platform Zoom allows bringing your classroom online easily Teaching online with Zoom with engaging features such as video, chat, screen sharing, whiteboard, and recording lessons Zoom offers a full-featured basic plan for free with unlimited meetings A wide variety of learning activities in which students engage with the course content are applied Teachers help foster that engagement When students sit and passively watch or listen to lectures - whether in person or on video - they are not actively engaging with the content If students are actively involved in working with the content, they will learn more, be more satisfied, and be more successful in the course 42 PART III: CONCLUSION Conclusion The findings of the study helped confirm the expected benefits of incorporating active learning activities in the classroom to achieve instructional goals in primary school Although the magnitude of improvements resulting from active-engagement methods may come as a surprise: Teachers are unlikely to see improvements in student test scores, but are likely to positively influence student attitudes and study habits Studies also suggest that students will retain information longer and perhaps develop enhanced critical thinking, provides a natural environment for developing problem-solving and life-long learning skills Attendance rates were higher, student retention was stronger and students and parents satisfaction met expectations As a result, the shool is continuing — and improving courses based on active learning strategies for the upcoming academic year The data collected show that the results to be quite promising Most students and faculty members indicated an excitement and appreciation for active learning and considered it to be a valuable learning and teaching method; this appreciation was enhanced when classroom were held according to Active learning strategies Active learning means offering opportunities for children to be involved in play and activities which they find engaging and which support and prompt learning In the primary school active learning is often presented as moving away from passive listening and replacing worksheets with activities such as counting and adding with model animals, actions, songs and art work to rehearse phonics or problem-solving in a construction project More specifically, the primary curriculum requirements for the classes included in this study describe active learning as ‘learning which engages and challenges children’s thinking using real-life and imaginary situations.The guidance goes on to list spontaneous play, planned and purposeful play, investigating and exploring, events and real life experiences and focused learning and teaching as 43 all contributing to this process Furthermore, it calls for a wide range of resources to be available, space for children to learn through ‘social, sensory, creative, constructive and dramatic activities’ and for learning opportunities to be appropriately paced and challenging in order to meet the needs of individuals Teachers are asked to plan responsively and intervene with sensitivity However, there remain expectations of and targets for high score Recommendations 2.1 Barriers and Remedial Measures for Using Active Learning Strategies  Sometimes conflicts may appear when students work in group.Teacher should discuss with students and establish rules (describing expectations, respecting time limit, respecting other people’s opinions, etc.) Teacher can offer a separate seat when somebody is rude; use the sign of silence and don’t give new instructions unless students make silence; tell students to report the activity back to class  Teacher cannot cover as much course content in the time available Admittedly, the use of active learning strategies reduces the amount of available lecture time that can be devoted to content coverage Faculty who regularly use active learning strategies typically find other ways to ensure that students learn assigned course content (e.g., using reading and writing assignments, through their classroom examinations, etc.)  Devising active learning strategies may take too much pre-class preparation The amount of pre-class preparation time needed to implement active learning strategies will be greater than that needed to “recycle old lectures;” it will not necessarily take any more time than that needed to create thorough and thoughtful new lectures  Large class sizes prevent implementation of active learning strategies Large class size may restrict the use of certain active learning strategies (e.g., it is difficult to involve all students in discussion in groups larger than 40) but certainly not all For example, large classes can be divided 44 into small groups for discussion activities, writing assignments can be read and critiqued by students instead of the instructor, etc  Most instructors think of themselves as being good lecturers Most instructors see themselves as good lecturers and therefore see no reason to change Though lecturing is potentially a useful means of transmitting information, teaching does not equal learning; this can be seen clearly in the painful disparity between what we think we have effectively taught, and what students indicate they have learned on the examination papers that we grade  There is a lack of materials or equipment needed to support active learning approaches The lack of materials or equipment needed to support active learning can be a barrier to the use of some active learning strategies but certainly not all For example, asking students to summarize in writing the material they have read or to form pairs to evaluate statements or assertions does not require any equipment  Students resist non-lecture approaches Students resist non-lecturing approaches because active learning alternatives provide a sharp contrast to the very familiar passive listening role to which they have become accustomed Change student expectations on the first day and in the syllabus, learn about your students and use out-of-class assignments to prepare for active learning in-class With explicit instruction in how to actively participate and learn in less-traditional modes, students soon come to favor the new approaches 2.2 Recommendations to teachers in Active learning at Primary school Successful and effective teaching requires two basic things The teachers should be competent to teach the subject allotted to them at the same time, they should follow good techniques of teaching to make the learning fruitful 45 Firstly, teachers teach young learners are different from the teacher teaching adult learners Some qualifications of English teachers in primary schools should be fulfilled Secondly, to motivate the students in learning English, the teachers need to understand the students’ characteristics because they are still young and they need to get a special treatment from the teachers Teacher concentrate not only on gifted children but also on the slow learners Therefore, if the teachers understand their students’ personalities, they can encourage their students to be interested in learning English Thirdly, the English teachers are required to be creative in class because they still have to provide fun learning activities By identifying each group, they can plan their learning strategy accordingly Several recommended fun learning activities in teaching English to young learners are storytelling, games, songs, mini role play, and so on There is a tendency among teachers to blame the students for their poor performance in learning We can successfully overcome each of the major obstacles or barriers to the use of active learning strategies, and reduce the possibility of failure Open-minded thought, willingness to ask, reading habit, and curiosity to open a dictionary will make them professional in their expertise, especially teaching primary students Finally, English teachers are required to design the class as comfortable as possible because the students like to move around and the Physical movements will dominate the activities Sometimes, teachers also need to design an outdoor activity to introduce the surrounding environment to the students 2.3 Recommendations to students in Active learning at Primary school For students, the students who use a variety of ways and activities can promote learning English The students should believe that they need motivation to help them learning English Setting up the right self-concept and clear and concrete study goal play an important role The learning goal is clear that the 46 goal can encourage people to struggle for it, unremitting, insist on reaching the purpose Firstly, students should set right goal in English learning putting forward that the clear goal of study and the stage for students help them to realize goal one by one The goal is students’ striving direction, and the standard appraised and sign improved in study To make students fully realize the value of English learning Establishing the goal of learning English, and develop strong interest in learning English Students should establish self-confidence The students cultivate selfconfidence and focuses on training themselves to ask questions, find problems, the ability to solve the problem And the students can think seriously and actively answer questions, guide the students’ divergent thinking and innovative consciousness Students should also take part in activity groups In English classroom, the students should pay attention to join group activities And the students launch the activity; they can have more opportunity to learn English Last but not least, students must develop strong interest in learning English Interest is one of the important conditions of learning English Only the students who are determined to learn English well can generate strong interest in learning, so they will be happy and efficient to learn English and obtain good effect of learning English Students form good learning habits The correct learning methods and skills in English learning is an important guarantee of the best effect In addition, a good habit can help students effectively learning Students in learning English should pay attention to develop spoken English, autonomous learning English and good writing habits 47 REFERENCES Materials Bonwell and Eison, 1991 Active Learning: Creating Excitement in the Classroom ASHE-ERIC Higher Education Reports C.G Mooney, 2000 Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky Redleaf Press C.G Mooney, 2013 Theories of Childhood: An Introduction to Paul Nation, 2001 Learning Vocabulary in Another Language Cambridge University Press Hartley & Davies ,1978 Psychology of Language Journal of Memory and Language L Dee Fink, 2003 Creating Significant Learning Experiences San Francisco, Calif Neal, 2010 Higher order thinking and academic achievement among vocational high school students Washington, D.C National Academies Press Stuart, John, and Rutherford, 1978 Medical Student Concentration During Lectures The Lancet Vaishnavi, V and Kuechler, W, 2004 Design Research in Information Systems Link: http://desrist.org/design-research-in-information-systems/ 48 APPENDIX Thank you for taking part in this survey This survey will help the researchers at better understand the impact of active learning in classroom We value your help today  This is NOT a test All of your answers are confidential No one, not even your parents or teachers, will ever know what you answered Please be honest when you answer the questions  Mark only one option per question unless the instructions tell you to something else  If you not understand a question, or not wish to answer a question, please continue to the next question  Choose the option that is the closest to what you think/feel is true for you Did you participate in game - show during the lectures? (Response options for each list item: Yes, No) If yes, how many times? If no, why not? Have you ever role played during the lectures? (Response options for each list item: Yes, No) If yes, how many times? If no, why not? How strongly you agree or disagree with each of the following? (Response options for each list item: Strongly disagree, Disagree, Agree, Strongly agree) a My teachers like me and care about me b I often share my opinion with people without being asked c I feel my teachers think I am not good at teamwork d I feel free to express myself with my friends e I feel I things well at home f I like to be with my teachers g I feel I have a choice about which activities to with my friends h I feel I things well when I am with my friends 49 i My friends like me and care about me j I feel free to express myself at school If the choice were up to you, would you take part in the fish bowl activity? (Response options: Yes, No, I don’t know) About how many hours a day you usually think-pare-share activity? (Response options for each list item: None at all, About half an hour a day, About hour a day, About hours a day, About hours a day, About hours a day, About hours a day, About hours a day, About hours a day) When you participate in concept map, you enjoy English more (Response options: Strongly agree, Agree, Disagree, Strongly disagree, I don’t know) When you participate in Categories, you are more active (Response options: Strongly agree, Agree, Disagree, Strongly disagree, I don’t know) How excited would you role-play activity? (Response options: Extremely excited, Quite excited, Somewhat excited, Slightly excited, Not at all excited, I don’t know) About how many hours a day you the fish bowl activity? (Response options for each list item: None at all, About half an hour a day, About hour a day, About hours a day, About hours a day, About hours a day, About hours a day, About hours a day, About hours a day) 10 Have you had fun with your peers? (Response options: Yes-lots of fun, Yesa little fun, No-no fun, I don’t know, I did not participate in MY AMES) 11 When you participate in-group activities, you enjoy English more (Response options: Strongly agree, Agree, Disagree, Strongly disagree, I don’t know) 50 ... of active learning strategies? ??………………………………….5 1.1 Definition of active learning and active learning strategies? ??…… 1.1.1 Definition of active learning? ??……………………………… 1.1.2 Definition of active learning. .. Effect of Active learning Strategies 11 Figure 4.2 Effect of Active learning Strategies 12 Figure Agreement of Active learning Strategies 13 Figure Test results in English active learning class... incorporate critical thinking and problem solving, active learning strategies increase student learning and develop instructor flexibility with diverse learning environments Active learning includes