Using small group activities to compensate for the limitation of large classes

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE 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 POST-GRADUATE 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 .2 Methods of the study Scope of the study .3 Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW .5 1.1 Small-group activities 1.1.1 Definition of small group .5 1.1.2 Common types of small-group activities .6 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 13 Gibbs, G (1992) Assessing More Students Oxford: Oxford Centre for Staff Development 14 Harris, Sandra A and Watson, Kathryn J (1997) Small Group Techniques: Selecting and Developing Activities Based on Stages of Group Development To Improve the Academy Paper 378 15 Hayes, U (1997) Helping teachers to cope with large classes ELT Journal, S 1, 31-38 16 Hess, N (2001) Teaching Large Multilevel Classes Cambridge: CUP 17 Hung, Nguyen Duc (2005) A study on increasing students’ participation in communicative active activities in large classes by using group work and questioning technique at Marie Curie Hight School, Hai Phong Unpublished M.A Minor Thesis University of Languages and International Studies, VNU 18 Kemmis, S & Mc Taggart, R (1988) The action research planner (3rd ed.) Geelong, Victoria: Deakin University Press 19 McClanahan, E B., and L L McClanahan (2002) Active learning in a nonmajors biology class College Teaching 50:92–96 20 McKeachie, W J (1999) Teaching tips: Strategies, research, and theory for college and university teachers 10th Ed Boston: Houghton Mifflin 21 McLeod, N (1998) What teachers cannot in large classes (Research Rep No.7) Leeds, UK: Leeds University 22 Michaelsen, L K 2002 Team learning in large classes In Engaging large classes: Strategies and techniques for college faculty, ed C A Stanley and M E Porter, 67–83 Bolton: Anker 23 Nunan, D 1992 Research Methods in Language Learning Cambridge: CUP 24 Pieterse, V & Thompson, L (2010) Academic alignment to reduce the presence of 'social loafers' and 'diligent isolates' in student teams Teaching in Higher Education, vol 15, no 4, pp 355–367 25 Race, P & Brown, S (1993) 500 Tips for Tutors London: Kogan Page pp 129 44 26 Richards, J.C & Lockhart, C (1994) Reflective Teaching in Second Language Classrooms U.K Cambridge Language Education 27 Richards, J C & Rodgers, T S (1986) Approaches and methods in language teaching: A description and analysis Cambridge: Cambridge University Press 28 Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: CUP 29 Salmon, G (2005) E-tivities - the key to active online learning London: RoutledgeFalmer 30 Stanley, C., & Porter, E (Eds.) (2002) Engaging large classes: Strategies and techniques for college faculty Bolton, MA: Anker Publishing Company 31 Surgenor, P (2010) Large and small group teaching UCD Teaching and Learning Resources 32 Susman, G I (1983) Action research: A socio-technical system perspective in Ed G Morgan, Beyond Method: Strategies for social research London: SAGE Publications 33 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press 34 Ur, P (2000) A Course in Language Teaching: Practice and Theory Foreign Language Teaching and Research Press 35 Van, Hoang Van (2010) The current situation and issues of the teaching of English in Vietnam 立命館言語文化研究 , 22 (1), 7-18 36 Wright, J C (1996) Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses Journal of Chemical Education 73:827–32 From Internet sources 37 English for specific purposes Retrieved from http://en.wikipedia.org/wiki on 21 July 2014 45 38 Sargsyan, C (2009) Difficulties of teaching English for Specific Purposes Retrieved from http://www.teachingenglish.org.uk/blogs/christinasargsyan/difficultiesteaching-english-specific-purposes on 20 July 2014 46 APPENDICES Appendix 1: Pre-action Questionnaire for Students PHIẾU ĐIỀU TRA Đây phiếu điều tra với mục đích thu thập số liệu cho đề tài nghiên cứu việc sử dụng thủ thuật hoạt động nhóm để tăng cường tham gia sinh viên lớp học đông Mong em vui lòng dành thời gian trả lời câu hỏi cách khoanh tròn vào lựa chọn phù hợp em viết câu trả lời vào phần để trống Chúng xin đảm bảo thông tin em cung cấp dùng cho mục đích đề tài, khơng ngồi mục đích khác Xin cảm ơn hợp tác em (Rất không đồng ý) (Khơng đồng ý) (Bình thường) (Đồng ý) (Rất đồng ý) = Strongly disagree = Disagree = Neutral = Agree = Strongly agree Em học tiếng Anh bao lâu? ………………………………… Em học ngoại ngữ trước đó? ………………………… Em học tiếng Anh vì: a Tiếng Anh môn học bắt buộc trường b Tiếng Anh giúp em xin việc dễ dàng sau trường c Em nghe hát, đọc báo, xem phim tiếng Anh d Em đọc sách chuyên ngành sau e Em giao tiếp với người nước ngồi f Các lý khác: ………………………………………… Em thuộc nhóm người đây? a Em thích tiếng Anh thơng qua trị chơi, tranh ảnh, xem phim, nghe đài, tham gia hoạt động theo cặp thực hành tiếng Anh bên lớp học b Em thích học tiếng Anh cách tự học, đọc sách, tự tìm lỗi thân làm tập cô giáo giao cho c Em thích học tiếng Anh cách trao đổi với bạn bè, học sử dụng tình lớp học, học từ cách nghe từ học cách nói chuyện d Em thích giảng giải tất thứ, ghi chép thứ vào vở, học theo sách giáo khoa thích học ngữ pháp I 5 5 5 5 5 Em có thường tham gia phát biểu học tiếng Anh không? a Thường xuyên b Thỉnh thoảng c Hiếm d Không bao giờ, trừ bị cô giáo định Nếu câu trả lời câu (c) (d), lý vì: a Em thấy xấu hổ phát biểu trước lớp học đông b Cô giáo không hỏi ý kiến em c Câu hỏi cô giáo đặt khó d Em khơng thích giáo viên khơng muốn hợp tác e Các lý khác: ………………………………………… Theo em, luyện tập nhóm a Gây ồn em khơng thích điều b Khiến em mạnh dạn nói tiếng Anh nhiều c Tạo hội cho em nói chuyện riêng tiếng Việt d Khơng giúp em nói nhiều bạn chiếm phần nói chủ yếu e Ý kiến riêng: ……………………………………………… Em thích loại luyện tập số loại đây: a Thảo luận theo nhóm chủ đề gợi ý b Đóng vai nói theo mẫu hội thoại c Hỏi, đáp để điền thông tin thiếu d Phỏng vấn e Đóng kịch f Trị chơi ngơn ngữ g Luyện âm đồng h Đọc to khóa i Làm tập ngữ pháp Em thích người nhóm em người: a Có lực học tương đương với em b Có sở thích giống em c Ngồi gần em d Bạn thân em e Ai f Ý kiến khác: …………………………………………… 10 Theo em, cô giáo nên làm để bạn cảm thấy hứng thú tham gia học tập hơn? …………………………………………………………………… ……………………………………………………………………………… Cảm ơn hợp tác em! II Appendix 2: Post-action Questionnaire for Students Dear students, We have undertaken six sessions of applying small-group activities in teaching and learning English Speaking Skills This questionnaire is distributed to you to evaluate your perception of the effectiveness of small-group activities in your large class Please mark the column that you choose to answer the questions in the first column The information received in this questionnaire will be held in strict confidence and no firm information will be released or published Thank you for your cooperation = Strongly disagree = Disagree = Neutral = Agree = Strongly agree I enjoy learning English in groups I try to speak English in my small group as much as possible I take an active role in group discussion I get on well with other group members I listen to the others in my group My teacher is friendly and helpful I think group work can be fun I think I am confident enough to take part in any discussion or activities in my class III Appendix 3: Classroom Observation Evaluation Sheet Session no.: …… (date: …/ …/ 2015) = None = Fairly well = Well = Very Well A1 B1 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? 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 Session no.: …… (date: …/ …/ 2015) Group: …… = None = Fairly well = Well 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 = Very Well Notes 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 No and Percentage of students 50 100% 12% 44 88% 0% 50 100% 18 Female Sex Male Length of English Less than years learning More than years Languages other No other foreign languages than English Age 50 100% Summary of Students’ purposes of learning English Strongly disagree → Strongly agree* Question Purposes of learning English is to … a pass compulsory subject and exam in university 0% 0% 8% 43% 50% b get a good job after graduation 0% 3% 18% 33% 48% c enjoy music, films and stories in English 0% 23% 50% 15% 13% d read books of ESP 3% 35% 35% 18% 10% e communicate with foreign people 3% 10% 50% 18% 20% f other 0% 0% 0% 0% 5% * (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree) Summary of Students’ learning style Strongly disagree → Strongly agree* Question I like learning by … a television/ video/ films/ radio; working in pairs; 0% 8% 45% 20% 28% practicing English outside classroom b self studying, reading and taking notes; doing 3% 15% 60% 18% 5% assigned exercises c talking to other students; repeating what I hear 0% 5% 38% 45% 13% d listening and taking notes; copying from the board; 0% 5% 43% 35% 18% 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 1 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? 33% 50% 17% 0% 0% 67% 33% 0% 0% 67% 33% 0% 33% 50% 17% 0% 33% 50% 17% 0% 0% 67% 33% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 50% 17% 0% Notes 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 33% 50% 17% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 67% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 50% 17% 0% 0% Notes 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? 0% 0% 33% 67% 0% 0% 33% 67% 0% 17% 50% 33% 0% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 67% 0% 33% 67% 0% 0% 0% 0% 0% 67% 33% 0% 0% 33% 67% 0% 17% 50% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 33% 67% 0% 0% 0% Notes 33% 67% 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 67% 33% Notes 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? 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 33% 67% 0% 0% 17% 50% 33% Notes 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 33% 50% 17% 0% 0% 67% 33% 0% 0% 67% 33% 0% 33% 50% 17% 0% 33% 50% 17% 0% 0% 67% 33% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 50% 17% 0% Notes 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? 33% 50% 17% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 67% 0% 33% 50% 17% 0% 33% 50% 17% 0% 33% 50% 17% 0% Notes 0% 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 0% 0% 33% 67% 0% 0% 33% 67% 0% 17% 50% 33% 0% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 67% 0% 0% 33% 67% 0% 33% 67% 0% 0% 0% 33% 67% Notes 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? 0% 0% 67% 33% 0% 0% 33% 67% 0% 17% 50% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 0% 67% 33% 0% 33% 67% 0% 0% 0% Notes 67% 33% 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 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 17% 50% 33% 0% 33% 67% 0% 0% 17% 50% 33% Notes ... 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, this study is aimed to promote the students‟... discussed the issues that were closely related to the results According to the findings of this small- scale study, the hypothesis that small- group activities can compensate for the limitation of large. .. for the problem of large class in QUI More specifically, this research was carried out to make clear to what extent the small- group activities can compensate for the limitation of large EFL classes