Using group work to improve speaking skills of the first year students at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ HUYỀN USING GROUP-WORK TO IMPROVE SPEAKING SKILLS OF THE FIRST-YEAR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm để cải thiện kỹ nói sinh viên năm trường Đại học Công nghiệp Hà Nội M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi - 2017 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ HUYỀN USING GROUP-WORK TO IMPROVE SPEAKING SKILLS OF THE FIRST-YEAR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm để cải thiện kỹ nói sinh viên năm trường Đại học Công nghiệp Hà Nội M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Trần Xuân Điệp Hanoi - 2017 DECLARATION I hereby certify that the thesis entitled “Using group-work to improve speaking skills of the first-year students at HANOI University of Industry” is the result of my own research for the Degree of Master at the University of Languages and International Studies, Viet Nam National University, and this thesis has not been submitted for any other degrees Hanoi, 2017 Đỗ Thị Huyền i ACKNOWLEDGEMENTS I would like primarily to thank Assoc Prof Trần Xuân Điệp for helping me complete this study This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and International Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge My special thanks go to my dear students at Hanoi University of Industry who helped me a lot by participating in speaking lessons and interviews enthusiastically Finally, I would also like to express my deep gratitude and love to my devoted parents, my husband and my friends who gave me time and encouraged me to complete this study ii ABSTRACT Among four macro skills namely listening, speaking, reading, and writing, learners have favored speaking because it is used frequently in daily life However, students still have been faced with difficulties in learning speaking skills Therefore, the study was conducted for the purpose of offering group-work techniques, namely group discussion as a key to improve speaking skills of the first-year students at Hanoi University of Industry This is a report on the study of using group-work in order to improve speaking skills of the first-year students at Hanoi University of Industry The writer used action research as the method in carrying out the research It was done in four steps, namely planning, acting, observing, and reflecting The data were collected from the students’ speaking scores in the pre-test and post-test, classroom observation, and semi-structured interviews The research was conducted in two cycles Each cycle consisted of three meetings The study showed the improvements of the students’ scoring and performance In the pre-test, the mean score was 5.6 but in the post-test, their mean score increased to 6.1 The improvement of students’ speaking skill was recorded with the mean score of 6.9 The result shows that there are some improvements on the students’ speaking skill quantitatively and qualitatively iii LISTS OF ABBRIVIATION EFL: English as a Foreign Language HaUI: Hanoi University of Industry T: Teacher Ss: Students S1: Student S2: Student S3: Student S4: Student S5: Student S6: Student S7: Student S8: Student S9: Student S10: Student 10 S11: Student 11 S12: Student 12 S13: Student 13 S14: Student 14 S15: Student 15 S16: Student 16 S17: Student 17 S18: Student 18 S19: Student 19 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LISTS OF TABLES AND GRAPHS viii PART A: INTRODUCTION 1 Rationale Objectives of the study Scope of the study .2 Significance of the study .2 Method of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Theoretical background 1.1 Theoretical background of speaking 1.1.1 Nature of speaking skill .4 1.1.2 Teaching speaking in a classroom .5 1.1.3 Testing Speaking 1.2 Theoretical background of group-work 11 1.2.1 Definition of group-work 11 1.2.3 Disadvantages of group-work 13 1.2.4 The principles in organizing group-work in speaking class 14 1.2.4.1 The preparation steps 14 1.2.4.2 Designing group-work activities 15 1.2.4.3 Steps of organizing group activities 16 1.2.4.4 Group formation 17 1.2.4.5 Group size 18 Review of existing related works 19 v CHAPTER 2: METHODOLOGY 2.1Research design 2.2The context of the study 2.2.1The locatio 2.2.2The studen 2.2.3The textbo 2.3Procedure of the research 2.3.1Planning 2.3.2Acting 2.3.3Observing 2.3.4Reflecting 2.4Data collection instruments 2.4.1Semi-struc 2.4.2Observatio 2.4.3Records 2.5Methods of data analysis CHAPTER 3: RESULTS OF THE STUDY 3.1The condition before the research 3.1.1The results 3.1.2The results 3.2Research implementation 3.3Findings and discussion 3.3.1Findings 3.3.2Discussion PART C: CONCLUSION A summary of findings and concluding remarks Limitations Suggestions for further study REFERENCES vi APPENDICES APPENDIX 1: INTERVIEW QUESTIONS BEFORE CYCLE (ENGLISH VERSION) APPENDIX 2: INTERVIEW QUESTIONS BEFORE CYCLE (VIETNAMESE VERSION) APPENDIX 3: INTERVIEW SRIPTS BEFORE CYCLE IN ENGLISH (SUMMARY APPENDIX 4: PRE-TEST APPENDIX 5: INTERVENING ACTIVITIES IN CYCLE APPENDIX 6: POST-TEST FOR CYCLE APPENDIX 7: INTERVIEW QUESTIONS AFTER CYCLE (ENGLISH VERSION) APPENDIX 8: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) APPENDIX 9: INTERVENING ACTIVITIES IN CYCLE APPENDIX 10: POST-TEST FOR CYCLE APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE (ENGLISH VERSION) APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST APPENDIX 14: THE RESULTS OF STUDENTS’ PERFORMANCE IN PRE-TEST, POST-TEST 1, AND POST-TEST APPENDIX 15: GROUP OBSERVATION CHECKLISTError! Bookmark not defined vii LISTS OF TABLES AND GRAPHS Table 1.1: The scoring of rubric of speaking Table 1.2: Criteria of vocabulary proficiency Table 1.3: Criteria of fluency proficiency 10 Table 1.4: Criteria of pronunciation proficiency 10 Table 1.5: Criteria of grammar proficiency 11 Table 2.1: Technique of collecting data 23 Table 2.2: The scales of speaking test 24 Table 2.3: Process of the research 22 Table 3.2: Pre-research situation 26 Table 3.3: Feature of students’ speech 27 Table 3.4: Overall implementation of the research 28 Table 3.5: Results of cycle 30 Table 3.6: Results of cycle 31 Table 3.7: Summary of the research findings 32 Graph 3.3: The improvement of students’ speaking score 34 viii Check students’ answers, revise useful language focus and give a model answer (6 minutes) Language focus  Giving opinion In my opinion, …… In my view, ……… I think, …………… From my point of view, ………  Modal Verbs (should/ must/can) Subject + should/ must/can + Verb (bare infinitive) Model answer E.g In my opinion, a perfect partner should be a kind person because she can help me solve problems in my life For example, ………… Ask students to work in groups and discuss the topic (10 minutes) The teacher went around the class and gave assistance if necessary Five members from five groups represented their groups’ ideas in front of class and the teacher gave feedback (25 minutes) Activity th Date: September 26 2016 Allowed time for activity: 45 minutes Group organization: groups of four Topic: Are blind dates a good idea? Why/ Why not? Procedure The class was divided into groups of four with mixed ability (1minute) Give instructions (2minutes)  Work in groups  Put sentences into the right column VII -Blind dating can be convenient for people with busy life - It will waste time if you not like the person that you are set up with - Going for blind dates, we can find someone who would be a good match for us - Blind dates can be a good thing if we don’t have time to go out and look for someone special It will be easier if someone set up a date for us - Blind dates can be a disaster - Some people have found the love of their lives - Sometimes, other people know us better than we know ourselves, so they can look for a suitable partner with the same interests or ambitions - Blind dates might be dangerous for you because you don’t know the person well - You’re likely to meet a handsome, successful partner/ a beautiful, successful partner - You might experience/ have terrible time with someone you know isn’t right for you - He/ She may behave badly with you He/ She may use you and then leave you Advantages Ask students to work in groups and discuss the topic (7 minutes) (5 minutes) Check students’ answers, ask students to work in groups and decide: Which sentences can be the main ideas? Which sentences can be the supporting ideas? Check students’ answers, revise useful language focus and give a model answer (5 minutes) VIII Language Focus  st conditional sentence If Clause Present Simple Model answer: It will waste time if you have a date with a wrong person Passive voice S + tobe + past participle Model answer: It will be convenient for busy people if they are set up a date by their friends or relatives Modal verbs Can/ Could/ May/ Might + Vinf Model answer: Blind dates can be a good thing Ask students to work in groups and discuss the topic (10 minutes) The teacher went around the class and gave assistance if necessary Five members from five groups represented their group’s ideas/ opinions in front of class and the teacher gave feedback (15 minutes) APPENDIX 6: POST-TEST FOR CYCLE Date: October 3rd 2016 Allowed time for students’ preparation: minute Allowed time for students’ speaking: minutes Speaking Topics: What are the qualities of a good friend? What are the qualities of an ideal/ perfect partner? Are blind dates a good idea? Why/ Why not? IX APPENDIX 7: INTERVIEW QUESTIONS AFTER CYCLE (ENGLISH VERSION) Do you think working with group members at different levels was effective? Why (not)? Have group members listened to and shared ideas together? Did group discussion help you improve your speaking skills? In your opinion, did pre-teaching topic-related vocabularies assist you in speaking better? APPENDIX 8: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) Em có nghĩ việc làm nhóm với bạn khác trình độ với có hiệu khơng? Vì sao? Các thành viên nhóm có lắng nghe chia sẻ ý kiến không? Việc thảo luận theo nhóm có giúp em cải thiện kỹ nói khơng? Theo em việc dạy trước số từ vựng liên quan đến chủ đề thảo luận trước bắt đầu hoạt động nhóm có giúp em nói tốt khơng? Vì sao? X APPENDIX 9: INTERVENING ACTIVITIES IN CYCLE Activity th Date: October 10 2016 Allowed time for activity: 45 minutes Group organization: groups of four Topic: Is living and working in different places a good idea? Why/ Why not? Procedure Divide students in groups of four (1minute) Giving instructions (2minutes) Ask the representatives of the groups to present useful vocabulary related to the topic (10 minutes) Revise useful language focus (5 minutes) Ask students to discuss in groups (10 minutes) Five members from five groups represented their group’s ideas/ opinions in front of class and the teacher gave feedback (17 minutes) Activity th Date: October 17 2016 Allowed time for activity: 45 minutes Group organization: groups of four Topic: What are the disadvantages of working at night? Procedure Divide students in groups of four (1minute) Giving instructions (2minutes) Ask the representatives of the groups to present useful vocabulary related to the topic (10 minutes) Revise useful language focus (5 minutes) Ask students to discuss in groups (10 minutes) Five members from five groups represented their group’s ideas/ opinions in front of class and the teacher gave feedback (17 minutes) XI Activity th Date: October 24 2016 Allowed time for activity: 45 minutes Group organization: groups of four Topic: What are the advantages of working at night? Procedure Divide students in groups of four (1minute) Giving instructions (2minutes) Ask the representatives of the groups to present useful vocabulary related to the topic (10 minutes) Revise useful language focus (5 minutes) Ask students to discuss in groups (10 minutes) Five members from five groups represented their group’s ideas/ opinions in front of class and the teacher gave feedback (17 minutes) XII APPENDIX 10: POST-TEST FOR CYCLE st Date: October 31 2016 Allowed time for students’ preparation: minute Allowed time for students’ speaking: minutes Speaking topics: Is living and working in different places a good idea? What are the disadvantages of working at night? What are the advantages of working at night? APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE (ENGLISH VERSION) In your opinion, did reading topic-related articles and picking up useful vocabularies and expressions as a preparation for group discussion make you more confident and assist you in perform more effectively in front of the class? Are speaking topics familiar and suitable for you? Did group discussion help you improve your speaking skills? Why (not)? XIII APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) Theo em, nhóm chuẩn bị trước cho thảo luận nhóm thơng qua việc đọc báo liên quan đến chủ đề nói, học từ vựng cụm diễn đạt hữu ích có giúp em tự tin thảo luận nhóm nói trước lớp tốt khơng? Vì sao? Các chủ đề nói có thân thuộc phù hợp với em khơng? Thảo luận nhóm có giúp em cải thiện khả nói khơng? Vì sao? XIV APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST Pre-test S2 “I love my mother most [… ] because she is always [… ] takes care of me [… ] I live in small family My family has four people [… ]” XV Pre-test S3 “There are five people in my family but I love my mother mother [… ] is very beautiful [… ] long hair, a round face and [… ] she’s a funny person I love her because she’s very kind.” XVI Pre-test S15 “My best friend is short and fat He is [… ] fat and he likes playing games listening to music He is [… ], his study, he likes maths most He always helps me study [… ] I think friendship is important It my life [… ] is friendly and funny.” XVII S16 “My best friend is Lam humorous intelligent [… ] a voice great and he plays guitar [… ] wonderful He usually chat on facebook with me [… ] He is my best friend because he helps understand me [… ] I and he have a lot of celebrate.” XVIII Pre-test XIX APPENDIX 14: THE RESULTS OF STUDENTS’ PERFORMANCE IN PRETEST, POST-TEST 1, AND POST-TEST No Pre-test S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 XX Date: ……/………./………… Groups Criteria Interact with each other Share responsibilities Have relevant conversation/ Stay on task Group Give each other a chance to speak Interact with each other Share responsibilities Group Have relevant conversation/ Stay on task Give each other a chance to speak XXI ... Assoc Prof Trần Xuân Điệp Hanoi - 2017 DECLARATION I hereby certify that the thesis entitled ? ?Using group- work to improve speaking skills of the first- year students at HANOI University of Industry? ??... Hanoi University of Industry This is a report on the study of using group- work in order to improve speaking skills of the first- year students at Hanoi University of Industry The writer used action... skills Therefore, the study was conducted for the purpose of offering group- work techniques, namely group discussion as a key to improve speaking skills of the first- year students at Hanoi University