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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ĐẶNG THỊ THU THÚY INCOOPORATING TEAM WORK ACTIVITIES INTO LISTENING LESSONS TO MOTIVATE THE NON - ENGLISH MAJOR SECOND YEAR STUDENTS AT UNIVERSITY OF SCIENCE (HUS) (Kết hợp hoạt động tập thể vào giảng kĩ nghe hiểu để khuyến khích sinh viên không chuyên tiếng anh năm hai trường ĐH Khoa học tự nhiên Hà Nội) M.A Minor Program Thesis Field: English Teaching Methodology Code: 60.14.10 HÀ NỘI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ĐẶNG THỊ THU THÚY INCOOPORATING TEAM WORK ACTIVITIES INTO LISTENING LESSONS TO MOTIVATE THE NON - ENGLISH MAJOR 2ND YEAR STUDENTS AT HANOI UNIVERSITY OF SCIENCE (HUS) (Kết hợp hoạt động tập thể vào giảng kĩ nghe hiểu để khuyến khích sinh viên không chuyên tiếng anh năm hai trường ĐH Khoa học tự nhiên Hà Nội) M.A Minor Program Thesis Field: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Nguyễn Thi Ngo ̣ ̣c Quỳnh HÀ NỘI – NĂM 2013 STATEMENT OF AUTHORSHIP I certify that the minor thesis entitled “Incorporating team work activities into listening lessons to motivate the non– English major second year students at Hanoi University of Science (HUS) is the result of my own work It is submitted in partial fulfillment of the requirement for the degree of Master of Education This minor thesis or any part of the same has not been submitted for any other universities or institutions Author’s signature i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who gave me the possibility to complete this thesis Firstly, I would like to thank Faculty of Post Graduate – University of Languages and International Studies for giving me permission to carry out this thesis, and to use some precious references of Department library Secondly, I am deeply indebted to my supervisor Dr Nguyen Thi Ngoc Quynh whose help, stimulating suggestions and encouragement helped me in all the time of carrying out the research and writing this thesis Thirdly, I am bound to my friends and my colleagues who supported and helped me collect data and corrected some grammatical and spelling mistakes in my writing Lastly, I would like to give my special thanks to my husband who gave me technological support ii ABSTRACT This research is an investigation on the current situation of using cooperative teamwork activities in listening class and students’ attitude towards these activities to find out some practical methods so as to incorporate them into listening class to motivate the non English major second - year students at Hanoi University of Science (HUS) A groups of 84 non - English major second year students and five teachers of English at HUS were participated in a questionnaire, interviews and class observations Results indicate that cooperative teamwork activities were used regularly but inappropriately and unequally among listening classes Moreover; while discussion is the most common activity used in listening class, students paid more attention to games In addition, although listening is an importance skill, listening practice has not been performed regularly in class Moreover, kinds of activities, group forming and durations for activities are three factors which have influences on students’ participations in cooperative team work activities iii TABLE OF CONTENT Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLES OF CONTENT iv LIST OF ABBREVIATION vii LIST OF TABLES AND CHARTS viii PART 1: INTRODUCTION 1 Rationale of the study Objectives of the study Significance of the study Scope of the study Method of the study Organization of the study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of listening 1.1.1 The nature of listening 5 1.2 Theoretical background of cooperative learning 1.2.1 Definitions of cooperative learning (CL) 8 Cooperative learning Cooperative leaning and competitive learning Collaborative leaning and cooperative learning 1.2.2 Basic factors of cooperative learning 10 1.2.3 Effectiveness of CL 13 iv Benefits to learners 13 Benefits to teachers 14 1.2.4 Challenges of cooperative learning 14 Challenges to teachers 14 Challenges to learners 15 1.2.5 Roles of teachers, learners and materials in cooperative learning 16 Learners’ roles: 16 Teachers’ roles: 16 Role of materials: 16 1.2.6 Group forming 17 Type of grouping 17 Sizes of groups: 19 1.2.7 Cooperative teamwork activities 1.3 Related studies on the topic 20 22 CHAPTER 2: RESEARCH METHODOLOGY 2.1 Setting 27 27 2.1.1 Syllabus 28 2.1.2 Textbooks’ description 28 2.1.3 Learners 29 2.1.4 Teachers/ Lecturers 29 2.1.5 Teaching practice 30 2.2 The participants 30 2.3 Data collection Instruments 31 2.3.1 Questionnaires 31 2.3.2 Interviews 31 2.3.3 Class observation 32 2.4 Data collection procedure 32 v CHAPTER 3: FINDINGS AND DISCUSSION 3.1 Cooperative team work activities 33 33 3.1.1 Kind of activities 33 3.1.2 The frequency of using cooperative team work activities in listening lessons 34 3.2 Students’ attitudes to cooperative team work activities; materials and listening lesson 35 3.2.1 Students’ attitudes to cooperative team work activities 35 Students’ preferences for cooperative team work activities 35 Grouping in cooperative team work activities 37 Group’s size 38 Group forming 39 Students’ cooperation in groups in cooperative team work activities 40 Students’ preferences for materials 42 Duration for cooperative team work activities 43 3.2.2 Students’ attitudes to listening lessons PART 3: CONCLUSION 44 45 Conclusion 45 Recommendations 46 Limitations 47 Suggestions for further study 47 REFERENCES 49 APPENDICES I APPENDIX I I APPENDIX II VI APPENDIX III XVI APPENDIX IV XVII vi LIST OF ABBREVIATION CL: Cooperative learning HUS: Hanoi University of Science UlIS: University of Languages and International Studies MCQ: multiple choice questions CTET: College of Technology and Economics in trade HUBT: Hanoi University of business and technology EFL: English as a foreign language vii LIST OF TABLES AND CHARTS Figures Figure 1: Bottom up and top down processing Figure 2: Cooperative learning elements by Johnson, D W., et al Figure 3: Illustration of random groups Figure 4: Homogeneous and heterogeneous groups Charts Chart 1: Cooperative teamwork activities Chart 2: Frequency of using cooperative teamwork activities in listening class Chart 3: Students' preferences for cooperative teamwork activities Chart 4: Group sizes Chart 5: Grouping in cooperative team work activities Chart 6: Students' preferences for materials Chart 7: Duration for cooperative teamwork activities in listening class Tables Table 1: Group structures and associated tasks Table 2: Students’ attitudes to grouping in listening class Table 3: Students’ cooperation in cooperative team work activities Table 4: Students’ attitudes to listening lessons viii Questionnaires This survey is designed by Dang Thi Thu Thuy – Ha noi University of Languages and International Studies, with the aims of assessing the value of listening activities which are used in class and finding out the effective way to use and apply these activities in listening lessons to improve students’ motivation This is not a test There is no right or wrong answers All responses and ideas remain strictly confidentially at any circumstances Part 1:“Personal information” Fill in the blank Male/ Female Age: Learning English for …… years Course book: Part 2: Multiple choices Please mark “” beside your options You could choose more than one You could give your own ideas by filling in the blanks “Others” How often are cooperative teamwork activities used in listening lesson in class? C - times/ week or more C Once every two weeks D Once / a week D Never Which cooperative teamwork activities are used listening lesson in class? C Games D Interviews/ Role play D Discussions/ Debate E Watching videos/ Listening audio C Problem solving F Others:…………………………… Which cooperative teamwork activities are the most interesting to you? A Games D Interviews B Discussions/ Debate E Watching videos/ Listening audio C Problem solving F Others:…………………………… Which are useful and interesting supplementary materials used in the listening lessons? A Textbook D Software B Visual aids (Projector/ radio/ TV) E Others:…………………………… C Journals IV How are the group divided into? A Pairs C Groups of 5-6 B Groups of 3-4 D Groups of 10 or more How is the group formed? A Random D By teachers B Interest E By students C Level and ability How much time is spent of these activities? A Less than minutes C 10 minutes B minutes D More than 10 minutes Part 3: Attitudes Read each sentence and mark “” in the box that describe your answer Collaboration in groups Strongly agree Agree Neutral Disagree strongly disagree The team is strongly motivated to out – perform and share a common goal equally Members are responsible for the group work and the success of the task 10 We respect and support others in challenging activities 11 We are cooperative and willing to discuss with others in challenging tasks 12 We are aware of each member’s role when taking part in an activity 13 We are motivated after participating in groups’ activities 14 I learned a lot from activities such as team – based skills, language skills and critical thinking skills, etc… V Attitudes to listening lessons/ activities Strongly like Like Neutral Dislike strongly dislike 15 How you enjoy English listening lesson? 16 How you enjoy pair work or group work? Suggestions to improve - Activities:(Frequency/Time/Group Organization) ………………………………………………………………………………………… - Others………………………………………………………… THANK YOU VERY MUCH FOR YOUR COOPERATION! VI APPENDIX Interview with teachers Teacher 1: (In Biology Technology class 1) R: Good afternoon T: Good afternoon R: I am conducting a research on incorporating team work activities in listening class to motivate the second year non – major English at HUS? Would you mind if I asked you some questions? T: You are welcome R: Thank you How long have you been teaching English at this university? T: …er years or more R: How many students in your class? T: Uhm… 31 students R: How about your students’ proficiency level in listening skill? T: Well, I think pre – intermediate because most of them have already acquired A2 R: Are they interested in listening? T: I think a few students like R: What you think about their problems in your class? T: Ehm… some students are not good at listening, some are not interested in listening, some don’t cooperate with their teachers and their friends, and some are lazy Although some of them are very excellent and industrious, listening lessons are really terrible R: I see Do you often use teamwork activities in the listening lessons? T: Of courses, yes But not much, once a week, I think so R: And what are the reasons? T: You know I am very busy and exhausted Moreover, students are not interested and uncooperative You know, a period lasts 50 minutes I don’t have enough time to organize many activities… R: Could you please tell me what activities you often use in listening class? VII T: …er problem-solving, discussions, jigsaws, etc… R: Which one interests the students most? T: Of course games And they don’t like discussions and listening radio or story and role plays Perhaps, they are boring or difficult for them R: I see Can you tell me how you group your students? T: I choose them by random or sometimes by ability or level R: Is there any problem? T: Of course yes The students make noise talk and chat and other things They don’t cooperate with teachers and friends, etc… R: How you control this noise? T: Well, for bad students, I will give them some penalty or bad marks R: Uh huh What you to motivate them to take part in activities or cooperate with their partners? T: The students like good marks So, I often give the quickest and most excellent groups marks or 10 R: Is it effective? T: Sometimes yes, sometimes no Therefore, I give them a gift, bonus, etc… And they like them R: Which supplementary materials you use in the listening period? T: I often use projectors; radio; DVD and PowerPoint I also use references like specific English article or English songs from Internet or BBC, CNN channel, etc… R: Thanks so much for your enthusiasm! T: Not at all Bye R: Goodbye VIII Interview with teacher In Biology Technology class – Intermediate R: Good afternoon T: Good afternoon R: I am conducting a research on incorporating team work activities in listening class to motivate the second year non – major English at HUS You don’t mind if I asked you some questions? T: Ok Go ahead R: Thanks How long have been teaching English here? T: Over eight years R: Do you often use team work activities in listening periods? T: Yes, sometimes R: what teamwork activities you often use in the English listening period? T: Well…role-play, peer tutoring; discussions, games, and problem-solving R: Which activities are your students interested in most? T: Oh, games and discussions are their favorite activities R: Can you tell me more details about them? T: I often use pictures, videos, songs or DVD so they are quite interested R: And what about discussion? Are your students interested in? T: Yes But there is not much time for listening lesson, so I often ask them to discuss about content, topic and ideas of what they have just heard and ask them to work in small groups R: Uh huh How about groups of students? How you group them? T: I often group by random or group them with mixed abilities so that they can help each other R: Why you ask students to choose their partners by themselves? T: oh no They often chat, read magazines or even sleep in class and whatever they want R: Oh, really? What you to control group work in the listening periods? T: Of course, criticizing them; giving them hard punishment or giving bad marks IX R: So what you to motivate them to take part in activities as well as cooperate with their partners? T: I often them high marks or compliments R: Uh huh Do you take part in their groups as a guide, tutor or monitor? T: Sometimes, I help them whenever they need or answer their questions if necessary R: Is it effective? T: Of course yes I feel close to students; I can understand them more and help them over their problems, etc… R: You think that your students like listening periods? T: I think yes They are interested and attentive R: It’s very kind of you Thanks so much for your support! T: You are welcome! X Interview with teacher In International class R: Good morning T: Good morning R: I’m carrying out my research on incorporating team work activities in listening class to motivate the second year non – major English at HUS May I ask you some questions? T: Really? Ok Proceed R: Thanks How long have you been teaching English at HUS? T: …er seven years R: Uh huh Do you often use teamwork activities in the listening lesson? T: Of course yes You know, at International class, I have to take a lot of time and energy to design, carry out many kinds of team work activities to motivate students in my class R: Ah hah So can you tell me what activities you often use in these lessons? T: Games, discussions, storytelling and interviews, etc Sometimes I ask them to listen to English songs or to watch English subbed films R: How you organize it? T: I often use games in the first part of the listening periods and then depending on the purpose and the topic of the lesson, I ask them to work in pair, groups to the task After that, I use discussions, peer tutoring, etc… R: Could you tell me some more details about “Peer tutoring”? It sounds quite strange T: Uhm… how to say, I ask students to work together; help each other the task and share ideas with their partners and check R: Oh I see Which ones are the students interested in? T: Of course Games are their favorite activities They also like listening to English songs, English subbed films, especially love songs and emotional films… but they don’t concentrate on discussions It seems to be boring to them R: What you like most? XI T: (Laughing) Of course, games because it is interesting and attractive and easy to prepare R: What you to motivate your students if they don’t concentrate on discussions? T: I often give them high marks or gifts for the best and the most interesting groups Sometimes, I hold a conference about hot topic and ask them to discuss and actually, they are stimulus and interested R: Is there any trouble? T: Of course, yes Sometimes they are very lazy, uncooperative and passive in common task And sometimes, they are noisy, aggressive R: What you to control the troubles? T: Ah, I give them low marks and punishment R: And how to give marks to these students? I will appoint a student as a monitor or a controller He/ she help me control his/ her group and give comments You know, it is quite effective R: Could you tell me are they fond of listening lesson? T: Of course, yes It makes me stimulus to teach them R: Thank you very much for your help Goodbye T: Goodbye XII Interview with teacher In Gifted class R: Good afternoon T: Good afternoon R: I’m carrying out my research on using teamwork activities to motivate students in listening classes May I ask you some questions? T: Of course Go ahead R: How many students are there in your class? T: About 30 R: Could you level your students’ English proficiency? T: Some are at pre – intermediate level, some are at intermediate level, a few are excellent R: Do you often use teamwork activities in the listening lessons? T: Yes, of course R: Can you tell me what they are? T: Games, problem solving, discussions and role-plays, listening and sharing, peer tutoring R: Which ones interest the student most? T: I think they are Games, peer tutoring They are interested and attentive R: How you organize games and discussions? T: Games are used at the beginning of the lesson for about minutes or less than to suggest them my topic Peer tutoring are used during listening or after listening and discussions are used at the end of the lessons… R: Is it effective and are they stimulus? T: They are quite excited because they can get more fun You know students in gifted class are intelligent, thus, I have to prepare carefully Moreover; my students are serious and concentrative You know, it’s exhausted and stressful But it is quite interesting R: How you group your students? XIII T: Well, sometimes I choose them by random or let them it by themselves That’s fair among them But sometimes, I myself it based on their ability R: Uh huh What you to motivate your students to work with their peers? T: Normally, I give them high marks and compliments Sometimes, I also give them gifts for their achievements R: What about the troubles? T: Of course yes I often point out group leaders and ask them to control their own group You know, they are talented; I don’t have talk too much They study by themselves and learn from their friends R: And are they interested in listening periods? T: I think yes Because they go to class regularly and they are attentive R: So thank you for your great support Goodbye T: Not at all Bye XIV Interview with teacher R: Good morning T: Good morning R: I’m carrying out a research on using teamwork activities to motivate students Would you mind if I ask you some questions? T: Ok You are welcome R: How long have you been teaching English at this university? T: Hmm, ten years R: Oh, quite long What teamwork activities you often use for listening lessons? T: I use a few of team work activities because it takes a lot of time to prepare and design Normally, I use Games and discussions in listening periods R: How your students feel? T: Sometimes, they feel boring and uncooperative R: Really? And how you group your students? T: I choose those who have different ability and by random I group them in pairs or small groups so that they can share or exchange information R: Is it effective and interesting? T: Sometimes no because students don’t work together and some are lazy and passive R: Right What you to encourage them? T: Of course, I give them good marks, gifts and compliments R: It sounds interesting What you with uncooperative and lazy students? T: Of course, bad marks R: How you control them? T: Hmm…I’ll ask the leaders of groups to take note and give marks R: Oh really? It sounds interesting So they like listening lessons? T: Most of them like it very much A few students are not interested in it R: Thanks so much for your help Good luck! T: You are always welcome Bye XV APPENDIX OBSERVATION SHEET Class: Number of students: Material: Title/ Topic: Date: Skills: Listening Criteria Objectives Items Notes - Skill - Language - General: - Before - While listening - After listening - Activity type - Frequency Team work - Teaching aids activities - Grouping - Teacher’s explanation Students’ - Students’ attitude participation - Students’ participation - Students’ cooperation Procedure/ Steps Total Assessment: - Team work activities (Variety/ Frequency, etc) - Students’ participations: (Comments/ Suggestions) XVI APPENDIX 4: QUESTIONNAIRES’ RESULTS I/ Multiple – choice questions: A B C D E F 46 21 17 0 51 68 34 18 55 23 20 17 66 23 18 10 58 10 0 32 11 11 28 20 35 24 0 A B C D E F 54.8% 25.0% 20.2% 0.0% 0.0% 0.0% 60.7% 81.0% 40.5% 3.6% 21.4% 0.0% 65.5% 27.4% 23.8% 9.5% 20.2% 2.4% 10.7% 78.6% 27.4% 21.4% 3.6% 0.0% 11.9% 69.0% 11.9% 7.1% 0.0% 0.0% 38.1% 13.1% 13.1% 7.1% 33.3% 0.0% 6.0% 23.8% 41.7% 28.6% 0.0% 0.0% II/ Students’ attitude to team work activities and listening lessons a Students’ attitudes to groups’ cooperation in team work activities Statements 8.The team is strongly motivated to out – perform and share a common goal equally Members are responsible for the group work and the success of the task 10.We respect and support others in challenging activities XVII Strong Strong agree Agree 19 24 34 18 27 31 15 36 27 Neutral Disagree disagree 11.We are cooperative and willing to discuss with others in challenging tasks 12.We are aware of each member’s role when taking part in an activity 13 We are motivated after participating in groups’ activities 14 I learned a lot from activities such as team – based skills, language skills and critical thinking skills, etc… 42 26 16 13 36 21 22 39 13 30 31 5 Strong like Like Neutral Dislike Strong dislike 34 37 Like Neutral Dislike 20 52 b Students’ attitudes to the size of group team work activities Statements 16 How you enjoy pair work or group work? c Students’ attitudes to listening lessons Strong like Statements 15 How you enjoy English listening lesson? XVIII Strong dislike ... (HUS) (Kết hợp hoạt động tập thể vào giảng kĩ nghe hiểu để khuyến kh? ?ch sinh viên không chuyên tiếng anh năm hai trường ĐH Khoa học tự nhiên Hà Nội) M.A Minor Program Thesis Field: English Teaching... Benefits to learners 13 Benefits to teachers 14 1.2.4 Challenges of cooperative learning 14 Challenges to teachers 14 Challenges to learners 15 1.2.5 Roles of teachers, learners and materials in cooperative... researchers who conduct researches on this issue such as (Myers (1991); Palmer, Peters & Streetman, (2008) However, in some researches, articles or books, they are used interchangeably such as