(Luận văn thạc sĩ) 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 Significance of the study 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 1.1.2 Teaching speaking in a classroom 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 21 2.1 Research design 21 2.2 The context of the study 21 2.2.1 The location and time of research 21 2.2.2 The students 21 2.2.3 The textbook 21 2.3 Procedure of the research 21 2.3.1 Planning 21 2.3.2 Acting 22 2.3.3 Observing 22 2.3.4 Reflecting 22 2.4 Data collection instruments 23 2.4.1 Semi-structured interviews 23 2.4.2 Observation and field notes 24 2.4.3 Records 24 2.5 Methods of data analysis 25 CHAPTER 3: RESULTS OF THE STUDY 26 3.1 The condition before the research 26 3.1.1 The results of interviews 26 3.1.2 The results of pre-test 27 3.2 Research implementation 28 3.3 Findings and discussion 32 3.3.1 Findings 32 3.3.2 Discussion 34 PART C: CONCLUSION 36 A summary of findings and concluding remarks 36 Limitations 36 Suggestions for further study 37 REFERENCES 39 vi APPENDICES I APPENDIX 1: INTERVIEW QUESTIONS BEFORE CYCLE I (ENGLISH VERSION) I APPENDIX 2: INTERVIEW QUESTIONS BEFORE CYCLE (VIETNAMESE VERSION) I APPENDIX 3: INTERVIEW SRIPTS BEFORE CYCLE IN ENGLISH (SUMMARY .II APPENDIX 4: PRE-TEST IV APPENDIX 5: INTERVENING ACTIVITIES IN CYCLE V APPENDIX 6: POST-TEST FOR CYCLE IX APPENDIX 7: INTERVIEW QUESTIONS AFTER CYCLE X (ENGLISH VERSION) X APPENDIX 8: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) X APPENDIX 9: INTERVENING ACTIVITIES IN CYCLE XI APPENDIX 10: POST-TEST FOR CYCLE XIII APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE XIII (ENGLISH VERSION) XIII APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE (VIETNAMESE VERSION) XIV APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST XV APPENDIX 14: THE RESULTS OF STUDENTS’ PERFORMANCE IN PRE-TEST, POST-TEST 1, AND POST-TEST XX 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 Date: September 26th 2016 Allowed time for activity: 45 minutes Group organization: groups of four Topic: Are blind dates a good idea? Why/ Why not? Procedure 1.The class was divided into groups of four with mixed ability (1minute) 2.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 Disadvantages 3.Ask students to work in groups and discuss the topic (7 minutes) 4.(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? 5.Check students’ answers, revise useful language focus and give a model answer (5 minutes) VIII Language Focus 1st conditional sentence If Clause Main Clause Present Simple Will/ can/ may/ should + V (bare infinitive) 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 Date: October 10th 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 Date: October 17th 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 Date: October 24th 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 Date: October 31st 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 Post-test Post-test “A perfect partner is very “Today, I’m going to most [… ] because she important in our life and talk about is always [… ] takes everyone needs a perfect disadvantage care of me [… ] I live partner From my point of working at night In in small family My view, to become a perfect my opinion, working family has four people partner needs many different at night can bring [… ]” good qualities The first, a some disadvantages of perfect partner should be a First of all, working kind person because she can at night can be help me solve problems in harmful to our health my life Besides, she also Our sleeping habit encourage me when I fail changes when we The from day second, a perfect change partner should be honest working to night She always needs tell the working, so maybe truth and I can trust she to we can find it the right thing in all difficult to sleep on situation A perfect partner days and work at can dependent and have night Our body will ability to deal with troubles feel in life We can discuss stressed troubles to pass it together tired and Second, working at night can change our normal activities, time with family, XV friends Pre-test Post-test Post-test because we have to work at nights and sleep in the morning It is difficult to meet and go out with our friends and family Thank you for listening.” S3 “There are five people “In my view, a perfect “From my point of in my family but I love partner should be an honest view, living and my mother most My and kind person because an working in different mother [… ] is very honest person doesn’t tell places is a great idea beautiful [… ] long She hair, has lies and [… ] cheat people because it gives an a so they always make us trust opportunity to round face and [… ] them For example, they experience different she’s a funny person I won’t tell other people about cultures and love her because she’s us which we share them lifestyles I can meet very kind.” Besides, a kind person will new people from help everyone at everywhere different cultures and when we have For example, places, so I’ll know they can share you more about different everything which they know ways of living or they can take care of us Moreover, I think, when we are sick That’s all living and working in my opinion about perfect different places gives partner.” a chance to see the world and it’s also great to discover a XVI Pre-test Post-test Post-test new world and learn something new from new colleagues Working in different places can bring opportunities to get a better job with a high salary That’s all my opinion.” S15 “My best friend is “Everyone has different “In my view, short and fat He is opinions about good friends working at night may [… ] fat and he likes For me, I think a good friend cause playing games some and must be kind and a bit funny disadvantages listening to music He person The first, he’s kind Working at night can is [… ], his study, he because he he always helps be bad for our health likes maths most He me when I’m faced with Working at night always helps me study difficult If I run out of means that we have [… ] I think friendship money, he’ll be lend me to change sleep is important It gives money If I have problems, pattern We have to my life [… ] friendly and funny.” is he’ll give me good advice, sleep on days and he will to share everything stay up during the He’ll lend me a hand in nights I’m not sure study and love Second, he’s that people work at a reliable man He doesn’t night will sleep well tell me lies He always keeps during the day and of me secrets when I share this can cause stress everything with him At last, and an irregular he has to be funny He heartbeat, especially XVII Pre-test Post-test Post-test always makes me smile for people with a when I’m sad He helps me weak heart Besides, reduce stress but the most going to work at important thing he knows nights me better than anyone else.” might dangerous be because most crimes happen at nights In addition, work-place can be also attacked by burglars, so we might be in danger if we choose to work at nights.” S16 “My best friend is “First, in my opinion, a “I think, working at Lam He is humorous intelligent very perfect partner should be a night can bring some and kind-hearted person A kind advantages He Firsly, has partner would never leave us we can get better pay [… ] a voice great and alone She will be always when we work at he plays guitar [… ] there to share everything night Most wonderful He usually with us, when we’re happy companies pay more chat on facebook with or sad, when we succeed or for night shift, so we me [… ] He is my fail in our life, she will have a chance to best friend because he always stand by and support make more money helps me and us Second, a perfect partner Secondly, it may be understand me [… ] I must be an honest person more convenient than and he have a lot of We will feel safe and won’t day shift because we celebrate.” have to worry about secret can daily activities we shared with her before without XVIII having to Pre-test Post-test Post-test She will keep our secret She hurrying Besides, we won’t tell lies.” can avoid traffic jams when we go to work at night Moreover, to people working in some areas such as telephone banking center, the work is more relaxed because customers aren’t in hurry at night.” XIX APPENDIX 14: THE RESULTS OF STUDENTS’ PERFORMANCE IN PRETEST, POST-TEST 1, AND POST-TEST No RESULTS Pre-test Post-test Post-test S1 6.7 7.6 S2 6.8 7.7 S3 6.5 6.8 7.8 S4 6.7 6.8 7.4 S5 5.6 6.5 S6 5.5 S7 4.2 4.5 5.3 S8 6.3 6.7 7.2 S9 6.2 6.8 7.3 S10 6.4 6.7 7.2 S11 6.4 6.7 7.2 S12 6.5 7.4 S13 6.3 6.8 7.3 S14 3.6 4.5 S15 6.5 7.2 7.6 S16 6.7 7.2 7.8 S17 4.5 S18 6.7 6.8 7.3 S19 5.4 5.7 6.5 XX Date: ……/………./………… Groups Criteria All members Most Some members members 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 Few members Not applicable ... 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... address the following research questions: How is group- work used to improve speaking skills of the first- year students at HaUI? To what extent can group- work improve students? ?? speaking skills