Using cooperative learning approach to enhance 10th grade students english speaking competence an action research at a high school in vietnam

Using cooperative learning approach to enhance 10th grade students english speaking competence an action research at a high school in vietnam Using cooperative learning approach to enhance 10th grade students english speaking competence an action research at a high school in vietnam Using cooperative learning approach to enhance 10th grade students english speaking competence an action research at a high school in vietnam

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THUY USING COOPERATIVE LEARNING APPROACH TO ENHANCE 10th GRADE STUDENTS’ ENGLISH SPEAKING COMPETENCE: AN ACTION RESEARCH AT A HIGH SCHOOL IN VIETNAM M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2020 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ THỦY SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP HỢP TÁC ĐỂ NÂNG CAO NĂNG LỰC NÓI TIẾNG ANH CỦA HỌC SINH KHỐI 10: MỘT NGHIÊN CỨU HÀNH ĐỘNG TẠI MỘT TRƯỜNG THPT Ở VIỆT NAM LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh Mã số: 8220201 THÁI NGUYÊN - 2020 ABSTRACT The action research aimed to investigate the effects of cooperative learning on the students’ speaking competence and explore the students’ attitude towards this approach Forty students of grade 10 at Pho Yen high school in Thai Nguyen province were chosen The data was collected by a speaking test, a questionnaire, and an observation checklist to answer the two research questions The findings showed that cooperative learning had a positive effect on the students’ English speaking competence Data from the pre-test and post-test scores demonstrated that cooperative learning improved the 10th-grade students’ English speaking competence Besides, through the questionnaire and observation checklist, it could be seen that most of the students expressed a positive attitude towards applying cooperative learning and an interest in group work, which demonstrated that they believed in its positive effects Based on the results, the researcher made some suggestions for teachers to apply the cooperative learning approach effectively in teaching English speaking lessons i DECLARATION I declare that this research report entitled “Using cooperative learning approach to enhance 10th grade students’ English speaking competence: An action research at high school in Vietnam” has been composed by myself and described my own work unless otherwise acknowledged in the text I confirm that this work is submitted in partial fulfillment of the requirements for the degree of master at School of Foreign Languages, Thai Nguyen University This work has not been and will not be submitted for any other degree at any other higher education institution Thai Nguyen, 2020 Approved by supervisor Student Dr Nguyen Thi Minh Loan Nguyen Thi Thuy ii ACKNOWLEDGEMENTS I would like to express my thanks to those who have helped and encouraged me to carry out this research First, I would like to express my wholehearted thanks to my supervisor, Mrs Nguyen Thi Minh Loan, for her invaluable guidance, suggestions, extraordinarily insightful and constructive comments, tireless support, encouragement, and patience I cannot find enough words to express my thanks I also would like to thank students of class 10C1, Pho Yen high school, to provide me with a lot of useful information And, lastly, but certainly not least, I would like to thank my family for their warm encouragement and support Thai Nguyen, 2020 Student Nguyen Thi Thuy iii TABLE OF CONTENTS ABSTRACT i DECLARATION ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationales 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization of the study CHAPTER LITERATURE REVIEW 2.1 The Definition of Speaking Competence 2.1.1 Definition of speaking competence 2.1.2 Aspects of Speaking 2.2 Teaching Speaking 2.2.1 Principles of Designing Speaking Activities 2.2.2 Teacher’s Roles during the Speaking Lesson 10 2.3 Cooperative Learning 11 2.3.1 The Definitions of Cooperative Learning 11 2.3.2 Cooperative Learning Theories 12 2.3.3 Advantages of Cooperative Learning 15 2.3.4 Cooperative Learning and Speaking Competence 17 2.3.5 Models of Cooperative Learning 18 iv 2.4 Attitude in language learning 21 2.4.1 Definition of attitude 21 2.4.2 Importance of attitude in language learning 22 2.5 Previous Studies 23 2.6 Summary 27 CHAPTER METHODOLOGY 28 3.1 Research questions 28 3.2 Design of the study 28 3.2.1 Rationale 29 3.2.2 Action Research Model 29 3.3 Subjects of the study 31 3.4 Data collection instrument 31 3.4.1 Speaking test 31 3.4.2 Questionnaire 33 3.4.3 Observation checklist 34 3.5 Teaching materials 35 3.6 Data collection procedure 37 3.6.1 Planning 37 3.6.2 Action 37 3.6.3 Observation 40 3.6.4 Reflection 40 3.7 Data analysis 40 3.8 Summary 41 CHAPTER RESULTS AND DISCUSSION 42 4.1 Results 42 4.1.1 Results of the speaking test 42 4.1.2 Data from the student questionnaire 47 4.1.3 Data from the observation checklist 49 v 4.2 Discussion 50 4.2.1 Research question 1: To what extent does cooperative learning approach improve the students' speaking competence? 50 4.2.2 Research question 2: What are the students’ attitudes toward the use of cooperative learning approach? 52 4.3 Summary 54 CHAPTER CONCLUSION AND RECOMMENDATION 55 5.1 Conclusion 55 5.2 Implications 56 5.2.1 Awareness of benefits and importance of cooperative learning 56 5.2.2 Blending of traditional teaching approach and cooperative learning approach 56 5.2.3 Creating more opportunities for students to practice speaking 57 5.2.4 Guidance to students on how to play roles in cooperative learning activities 57 5.2.5 Designing and planning appropriate tasks 58 5.3 Limitations of the study 58 5.4 Recommendations for further research 59 REFERENCES 60 APPENDIX 1: SPEAKING TEST FOR STUDENTS I APPENDIX 2: ORAL ASSESSMENT GUIDELINES III APPENDIX 3: QUESTIONNAIRE FOR STUDENTS V (ENGLISH VERSION) V APPENDIX 4: QUESTIONAIRE FOR STUDENTS VI (VIETNAMESE VERSION) VI APPENDIX 5: OBSERVATION CHECKLIST VII APPENDIX 6: LESSON PLAN VIII APPENDIX 7: RESULTS OF THE TESTS XV vi LIST OF TABLES Table Syntax model of Cooperative model learning STAD type with NHT 20 Table Converted marks for assessing speaking competence 32 Table Schedule of applying cooperative learning 36 Table Descriptive statistics of the pre-test 42 Table Frequency of the pre-test scores 43 Table Descriptive statistics of the post-test 44 Table Frequency of the post-test scores 44 Table Descriptive statistics of the pre-test and post-test scores 46 Table Students’ attitude toward using cooperative learning 47 vii LIST OF FIGURES Figure An action research cycle (Burns, 2010) 30 Figure Results of the pre-test scores 43 Figure Results of the post-test scores 45 Figure Comparison of the pre-test and post-test scores 45 viii Pre-Intermediate Appearance • Tell me about your best friend Describe his/her & character appearance (e.g colour of hair/eyes, height) and Weather character (e.g kind, funny) When did you meet? • Shopping What’s the weather like today? Which is your favourite season? What is the weather like then? What weather makes you feel happy/ sad/ etc? Sports & • Exercise Do you enjoy shopping? How often you go shopping? Do you go shopping alone or with friends? What sort of things you usually buy? • How much exercise you do? Is exercise important? Why (not)? Do you like playing/watching sports? What sports you like playing/watching? Examiner 1: Examiner 2: Nguyen Thi Thuy Truong Thi Thuy II APPENDIX 2: ORAL ASSESSMENT GUIDELINES Use the following guidelines to score each learner’s speaking ability for the Oral Placement Test  Speaks with frequent hesitation; usually does not respond verbally  Rarely responds with confidence; always reluctant to use the language Low  Speech and pronunciation are always not easily understood  Never uses complete sentences and phrases appropriately  Never uses colloquial expressions appropriately  Never uses appropriate and varied vocabulary  Always makes errors in form or function  Speak with frequent hesitation, occasionally does not respond verbally  Rarely responds with confidence; frequently reluctant to use the language Below  Speech and pronunciation are usually not easily understood Average  Rarely uses complete sentences and phrases appropriately  Rarely uses colloquial expressions appropriately  Rarely uses appropriate and varied vocabulary  Makes numerous errors in form or function  Speak with frequent hesitation  Rarely responds with confidence; often reluctant to use the language Average  Speech and pronunciation are frequently not easily understood  Occasionally uses complete sentences and phrases appropriately  Uses very few colloquial expressions appropriately  Occasionally uses appropriate and varied vocabulary  Makes frequent errors in form or function III  Speak fluently with a little hesitation  Usually responds with confidence  Speech and pronunciation may not always be easily understood Good  Generally uses complete sentences and phrases appropriately  Uses a few colloquial expressions appropriately  Uses appropriate and varied vocabulary on most occasions  Makes occasional errors in form or function  Speaks fluently without much hesitation  Almost always responds with confidence Very good  Speech and pronunciation are almost always clear and easily understood  Almost always uses complete sentences and phrases appropriately  Uses a number of colloquial expressions appropriately  Almost always uses appropriate and varied vocabulary  Makes few errors in form or function  Speaks fluently without hesitation  Consistently responds with confidence  Speech and pronunciation are always clear and easily understood Excellent  Consistently uses complete sentences and phrases appropriately  Uses a wide range of colloquial expressions appropriately  Consistently uses appropriate and varied vocabulary  Makes very few or no errors in form or function IV APPENDIX 3: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) Dear students, we are conducting a research on “Using cooperative learning approach to enhance 10th grade students’ English speaking competence: An action research at a high school in Vietnam” This questionnaire is designed to investigate students’ attitude toward Cooperative Learning The researcher really appreciates your cooperation and participation INSTRUCTION: To respond to this questionnaire, please put a check mark (√) in the appropriate box to indicate your level of agreement or disagreement with the statements: (strongly disagree); (disagree); (neutral); (agree); and (strongly agree) No Statements I willingly participate in cooperative learning activities When I work with other students I achieve more than when I work alone Cooperative learning can improve my attitude towards work Cooperative learning helps me to socialize more Cooperative learning enhances good working relationships among students Cooperative learning enhances class participation Creativity is facilitated in the group setting Group activities make the learning experience easier I learn to work with students who are different from me 10 I enjoy the material more when I work with other students 11 My work is better organized when I am in a group 12 I prefer that my teachers use more group activities / assignments Thank you again for your collaboration! V APPENDIX 4: QUESTIONAIRE FOR STUDENTS (VIETNAMESE VERSION) Các em học sinh thân mến, cô thực nghiên cứu “Sử dụng phương pháp học hợp tác để nâng cao lực nói tiếng Anh học sinh lớp 10: Một nghiên cứu hành động trường THPT Việt Nam” Bảng câu hỏi thiết kế để điều tra thái độ học sinh Học tập hợp tác Cô thực đánh giá cao hợp tác em HƯỚNG DẪN: Để trả lời bảng câu hỏi này, vui lịng đánh dấu (√) vào thích hợp biết mức độ đồng ý không đồng ý bạn với tuyên bố: (hoàn toàn khơng đồng ý); (khơng đồng ý); (trung tính); (đồng ý); (hoàn toàn đồng ý) STT Phát biểu Tôi sẵn sàng tham gia vào hoạt động học tập hợp tác Khi làm việc với học sinh khác, đạt nhiều thành tích làm việc Học tập hợp tác cải thiện thái độ công việc Học tập hợp tác giúp tơi hịa nhập với xã hội nhiều Học tập hợp tác tăng cường mối quan hệ làm việc tốt học sinh Học tập hợp tác tăng cường tham gia lớp Sáng tạo tạo điều kiện thuận lợi làm việc nhóm Hoạt động nhóm giúp trải nghiệm học tập dễ dàng Tôi học cách làm việc với học sinh khác biệt với tơi 10 Tơi thích thú với tài liệu làm việc với học sinh khác 11 Công việc tổ chức tốt tơi nhóm 12 Tơi thích giáo viên sử dụng nhiều hoạt động / tập nhóm C m n s h p t c c a c c em VI APPENDIX 5: OBSERVATION CHECKLIST Teacher’s name: Date: …………………………………… …………………………………… Class: Lesson: …………………………………… …………………………………… Instruction: Check (√) the statement that you consider appropriate according to your criteria Yes or No Criteria Yes Students showed interest in group activity by sitting close to group members and making eye contact with members Students did not become frustrated or stop trying if activity was difficult Students performed assigned role Each member in the group was assigned a role that all students participated in the activity Students asked teammates for help Group members were able to complete their task on time Students understood their lesson and had much fun Teammates encouraged and supported each other Students shared their ideas with their mates and made sure that each student knows the answer 10 Students were serious and responsible for their roles VII No APPENDIX 6: LESSON PLAN Date of planning: Sunday, March 29th, 2020 Date of teaching: Sunday, April 5th, 2020 UNIT 12: MUSIC - SPEAKING I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Use some vocabulary, useful phrases and structures to ask and answer questions about music - Appreciate the importance of music in their life Skills: - Ask and answer questions about music - Talk about favorite kinds of music Attitude: Cooperative, active, creative II TECHNIQUE: Integrated, mainly communicative, process speaking III MATERIALS: - Textbooks, notebooks, pens, a laptop, pictures, lesson plan, … IV ANTICIPATED PROBLEMS: - Ss may have difficulty in being self-confident to express their opinion - Ss may lack vocabulary as well as phrases to ask and answer questions about music V PROCEDURE Teacher’s activities Students’ activities - Ask Ss some questions: Individual work: + What’s the weather like today? - Answer T’s questions (each Ss + How are you today? will VIII have different ways to answer) * Warm-up: (5 mins) Group work: Mini games: LISTEN & GUESS: - Ask Ss to work in the same groups of - Work in group of 5 as the previous lessons - Provide the rule of the game for the - Listen to the rule of the game whole class: “5 pieces of music are given The mission for all of you is to listen and guess what kinds of music you have heard, what the names of songs are, and who sing/ compose them The scores that the group will receive when giving correct answers are: + point for each correct kind of music + points for each correct name of song + points for each correct singer/ musician The group with the highest total score will be the winner.” - Check Ss’ understanding by taking - Try to find correct answers the first piece of music as an example IX - Play the next pieces of music and call - Join in the mini game Ss to give their answers Suggested answers: - Checks and give points for the fastest group with correct answers - Decide the winner group X - Lead in the new lesson: “To know what kind of music your partners like and why they like it, we are going to study unit 12: Music - Part B: Speaking” - Ask Ss to open the textbooks, page - Open textbooks and write the 126 and write down the name of new title of new lesson in their lesson in their notebooks notebooks I Pre - speaking (5 mins) Individual work: List the reason(s) - Ask Ss to give their favorite kinds of music and list the reason(s) why they listen in the given table - Modelling: “I like pop music because it cheers me up, keeps me happy and it is easy to listen.” TYPES OF MUSIC Pop music Suggested answers: REASONS FOR LISTENING - cheer sb up (v) - keep sb happy (v) - to be easy to listen (v) TYPES OF MUSIC Pop music Rock Rock Classical music REASONS FOR LISTENING - cheer sb up (v) - keep sb happy (v) - to be easy to listen (v) - exciting (adj) - make sb excited (v) Classical - relaxing (adj) music - make sb feel relaxed (v) Folk music Folk music Jazz Jazz XI - peaceful (adj) - lyrical (adj) - help sb forget trouble and worries (v) - gentle (v) - help sb relax (v) II While - speaking (12 mins) - Ask a S some questions: + What kind of music you like? - Answer T’s questions (each Ss will + Why you like it? have different ways to answer) + Who is your favorite singer/ musician? What is your favorite band? What is your favorite song/ piece of music? + When you listen to music? - Call other Ss to give feedback - Give Ss suggested conversation: - Give feedback A: What kind of music you like? - Pay attention to what T says B: I like/ I love/ I enjoy/ I’m a big fan of/ I’m fond of/ I’m keen on/ I’m really into A: Why you like it? B: Because/ Since/ The primary reason is that … A: Who is your favorite singer/ musician? What is your favorite band? What is your favorite song/ piece of music? B: My favorite … is … I’m crazy about … I fancy … XII A: When you listen to music? B: … - Modelling A: What kind of music you like? B: I like classical music A: Why you like it? B: The primary reason is that it makes me feel relaxed - Ask Ss to work in pairs to make conversations - Call Ss to make conversations Pair work: - Ask Ss to work in the same groups of - Practice speaking as the previous lessons (Ss in a group - Make conversation letter off A, B, C, D, E.) Task 2: Work in groups Ask your partners questions to get information to complete the table below Group work: (When Ss finished Unit 11: National Parks - Speaking, T asked each S to interview other members in their groups and prepare a 5-min presentation to talk about their music taste) Partner Partner Kind of music Classica l music Reasons for listening to music Favorite band/ musician Favorite song/ piece of music When listen to music XIII III Post - speaking (20 mins) - Call all Ss who have letter C of groups to report what they found out about their partners in mins - Report information taken from - Take notes Ss’ mistakes while they other members in group are speaking - Call other Ss to give feedback - Give feedback and high appreciation to in the individuals and groups - Give feedback * Homework: (3 mins) - Pay attention to what T says - Ask Ss to: + Learn by heart all the new words, phrase and structures + Prepare the next lesson: Unit 13: - Do homework at home Films and Cinema - Speaking + Work in groups and make a 5-minute - Prepare for the next lesson presentation to talk about the best film that Ss have ever seen with using the suggestions below: Where did you see it? What kind of film is it? What is it about? Who is/ are the main character(s)? How you feel about it? Why you prefer it to other films? * COMMENTS: XIV - Make a presentation APPENDIX 7: RESULTS OF THE TESTS STUDENT’S NUMBER PRE-TESTS POST-TESTS 5.2 6.2 5.0 6.4 5.4 7.0 5.2 6.8 4.8 5.8 4.6 6.0 5.0 6.6 4.8 6.2 5.0 6.4 10 4.4 5.8 11 5.2 6.8 12 4.0 5.0 13 4.2 5.4 14 4.4 5.6 15 5.8 7.2 16 4.6 5.8 17 4.2 5.4 18 5.4 6.8 19 5.0 6.0 20 5.2 6.4 21 4.8 6.0 22 5.2 5.2 23 5.4 5.4 24 4.6 4.6 XV 25 4.6 4.6 26 5.0 5.2 27 4.2 5.6 28 5.0 4.2 29 4.0 4.8 30 4.2 5.0 31 4.8 5.0 32 5.0 4.2 33 5.2 5.0 34 5.6 4.0 35 5.4 4.2 36 5.2 4.8 37 5.6 5.0 38 4.2 5.2 39 4.8 5.6 40 5.0 5.4 Xác nhận GVHD Thái Nguyên, ngày 17 tháng 12 năm 2020 Chữ ký học viên TS Nguyễn Thị Minh Loan Nguyễn Thị Thuỷ XVI ... transactional and interactional speaking Interactional and transactional speech is an effective inside-classroom practice to improve spoken language Interactional speech is a form of communication... aspects, language attitudes may have significant impacts on second language acquisition The evaluation of attitudes in learning language is essential and necessary in language teaching and learning. .. the language, attitude towards the native speaker of the language, and attitude towards language learning Attitude towards language learning was the focus of this study Besides, the researcher