Using small group activities to compensate for the limitation of large classes the case of EFL classes in quangninh university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES  *** *** NÔNG THỊ LEN USING SMALL-GROUP ACTIVITIES TO COMPENSATE FOR THE LIMITATION OF LARGE CLASSES: THE CASE OF EFL CLASSES IN QUANGNINH UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm bù đắp cho hạn chế lớp học đông: Một trường hợp nghiên cứu lớp tiếng Anh đông sinh viên trường Đại học Công nghiệp Quảng Ninh M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi - 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES  *** *** NÔNG THỊ LEN USING SMALL-GROUP ACTIVITIES TO COMPENSATE FOR THE LIMITATION OF LARGE CLASSES: THE CASE OF EFL CLASSES IN QUANGNINH UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm bù đắp cho hạn chế lớp học đông: Một trường hợp nghiên cứu lớp tiếng Anh đông sinh viên trường Đại học Công nghiệp Quảng Ninh M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Nguyễn Thị Minh Tâm, PhD Hanoi - 2015 DECLARATION I hereby declare that the paper is my own original work and is neither copied from another source without proper acknowledgement, nor written for me by another person, in whole or in part, though I may have discussed the paper with others and used advice and suggestions from others in writing it This minor thesis is the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies - University of Languages and International Studies, VNU, Hanoi and it has not been submitted for any degrees at any other universities or institutions Nông Thị Len Hanoi, October 2015 i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude to my supervisor, Dr Nguyễn Thị Minh Tâm, for her invaluable guidance, critical feedback, and especially, her enormous encouragement, without which my thesis would be far from completion My sincere thanks also go to all the lecturers and the staffs of the Faculty of Post-Graduate Studies for their useful lessons and precious helps Moreover, I am greatly thankful to all my colleagues and students at Quangninh University of Industry for their assistance during the process of data collection In addition, my high appreciation extends to all the authors whose materials have been used in the study Thanks to them, I could accomplish my study Last but not least, the whole-hearted thanks and debt gratitude are reserved for my dear family, friends and relatives who have supported and helped me to overcome the difficulties during my study ii ABSTRACT It is never easy to teach English as a Second / Foreign Language (ESL/ EFL) effectively because of so many common reasons Among them, one of the objective reasons causing ESL/ EFL teaching a lot of difficulties is large classes In Vietnam, large ESL/ EFL classes are unavoidable, especially in higher education, because of the increasing English-learning needs associated with the limitations of class facilities (limited number of classrooms), limited number of teachers and so on In order to overcome the disadvantages of large classes, this study makes clear on how properly the small-group activities can compensate for the limitations of big size EFL classes In other words, this minor thesis examines students‟ perceptions regarding the effectiveness of small-group work in large EFL classes More specified, it considers and illustrates how small-group activities could reduce students‟ anonymity connected with large classes and promote students‟ accountability In addition, strategies to use these types of activities to compensate for the limitations of a big size EFL class are worked out iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vii LISTS OF TABLES AND FIGURES viii PART A: INTRODUCTION 1 Rationale for the study Aim of the study Research question The significance of the study Methods of the study Scope of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Small-group activities 1.1.1 Definition of small group 1.1.2 Common types of small-group activities 1.1.3 Benefits of small-group activities 1.1.4 Challenges of small-group activities 1.1.5 Principles to use small-group activities 1.2 Large classes 10 iv 1.2.1 Class size and students‟ performance 10 1.2.2 Definition of large classes 11 1.2.3 Limitations of large classes 12 1.2.4 Managing large classes 13 1.3 Review of previous studies 15 CHAPTER 2: METHODOLOGY 17 2.1 Rationale for the use of action research 17 2.2 Context of the study 19 2.2.1 General introduction of QUI and English Division at QUI .19 2.2.2 The current situation of large EFL classes at QUI 20 2.3 Material 21 2.4 Subjects of the study 21 2.5 Instrumentation 21 2.5.1 Questionnaire 21 2.5.2 Class observation 23 2.5.3 Semi-structured interview 24 2.6 Research procedure 25 2.6.1 Phase 1: Pre-action 25 2.6.2 Phase 2: Action 25 2.6.3 Phase 3: Post-action 27 2.7 Data analysis 28 CHAPTER 3: DATA ANALYSIS AND FINDINGS 29 3.1 Analysis of preliminary investigation data 29 3.2 Data analysis 31 v 3.2.1 The findings from the questionnaire 31 3.2.2 The findings from classroom observation .32 3.2.3 The findings of the semi-structured interview 35 3.3 Discussion 36 PART C: CONCLUSION 40 Recapitulation 40 Implications 41 Limitations 42 Suggestions for further study 42 REFERENCES 43 APPENDICES I Appendix 1: Pre-action Questionnaire for Students I Appendix 2: Post-action Questionnaire for Students III Appendix 3: Classroom Observation Evaluation Sheet IV Appendix 4: Group Observation Evaluation Sheet V Appendix 5: Questions for student interview VI Appendix 6: Results from Questionnaire VII Summary of Students‟ profile VII Summary of Students‟ purposes of learning English VII Summary of Students‟ learning style VII Appendix 7: Results from Group Observation Evaluation Sheets .VIII vi LIST OF ABBREVIATION VNU: Vietnam National University, Hanoi EFL: English as a Foreign Language ESL: English as a Second Language QUI: Quangninh University of Industry WTO: World Trade Organization CLT: Communicative Language Teaching ICT: Information and Communications Technology MA: Master of Arts CEFR: Common European Framework of Reference ESP: English for Specific Purposes vii LISTS OF TABLES AND FIGURES Tables Table Types of small-group activities Table The action phase 27 Table Summary of Students‟ self assessment about their participation 30 Table Summary of Factors make students reluctant 30 Table Summary of Students‟ responses after action 31 Table Result of Classroom Observation Evaluation Sheets 33 Figures Figure The action research cycle (Stephen Kemmis, 1988: 6) 18 Figure Detailed action research mode 18 viii Appendix 3: Classroom Observation Evaluation Sheet Session no.: …… (date: …/ …/ 2015) = None A- Students’ participation How well did the students respond to the teacher? How well did the students get involved in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Classroom atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly was the classroom atmosphere? IV Appendix 4: Group Observation Evaluation Sheet = None A- Students’ participation How well did the students respond to the teacher? How well did the students get involved in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? V Appendix 5: Questions for student interview Do you like learning English in your class? Why? Why not? Do you think you learn better in group? Why? Why not? Did you take an active role in group work? Did you contribute any ideas in the last lesson? What did you say? Are you satisfied with the way you are taught during the last six sessions? Why? Of all six sessions, which one did you participate most? Why? According to you, what should the teacher to help you participate more in class activities? VI Appendix 6: Results from Questionnaire Summary of Students’ profile Age Sex Length of learning Languages than English Summary of Students’ purposes of learning English Question Purposes of learning English is to … a b c d e f * pass compulsory subject and exam in university get a good job after graduation enjoy music, films and stories in English read books of ESP communicate with foreign people other (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree) Summary of Students’ learning style Question I like learning by … a television/ video/ films/ radio; working in b practicing English outside classroom self studying, reading and taking notes; assigned exercises c talking to other students; repeating what I hear d listening and taking notes; copying from the board; learning grammar rules * (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree) VII Appendix 7: Results from Group Observation Evaluation Sheets (1= None; 2= Fairly well; 3= Well; 4= Very Well) Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? VIII Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? IX Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? X Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? XI Group A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? Group 10 A- Students’ participation How well did the students respond to the teacher? How well did the students participate in role play? How well did the students participate in group discussion? How well did the students raise their hands to contribute ideas in class? B- Group atmosphere How involved and attentive were the students? How equally active were the teacher and the students? How comfortable and free did the students feel to express their ideas? How well did good students help less able students? How friendly the group atmosphere was? XII ... learning Aim of the study The aim of this study is to find out the extent to which the use of small- group activities can compensate for the limitations of the large EFL classes For more detail,... teaching and learning in large classes, but there is inadequate research touching upon the issues of implementing small- group activities for speaking skill in large English classes while speaking... was in 45 minutes Students were divided into small groups of five Teacher gave clear instructions for the students to work in their groups Depending on the topic of the lesson they learnt, the