Applying cooperative learning for large efl classes a case study at a mountainous high school

MINISTRY OF EDUATION AND TRAINING VINH UNIVERSITY NGUYỄN VĂN THUYÊN APPLYING COOPERATIVE LEARNING FOR LARGE EFL CLASSES: A CASE STUDY AT A MOUNTAINOUS HIGH SCHOOL MASTER THESIS IN EDUCATION Nghệ An, 2019 MINISTRY OF EDUATION AND TRAINING VINH UNIVERSITY NGUYỄN VĂN THUYÊN APPLYING COOPERATIVE LEARNING FOR LARGE EFL CLASSES: A CASE STUDY AT A MOUNTAINOUS HIGH SCHOOL MASTER THESIS IN EDUCATION FIELD: THEORY AND METHODS OF TEACHING ENGLISH Code: 8.14.01.11 Supervisor: TRẦN BÁ TIẾN, Ph.D Nghệ An, 2019 i ABSTRACT Practice of communication carried out through communicative activities in a language classroom is expected to have an important role in the process of improving learners‟ communicative competence However, the attempt to use a range of CLrelated pair and group activities with large classes in high school EFL learning presents challenges of language interaction as well as of instructional organization This study aimed to investigate the effectiveness and the suitability of communicative activities in a large multilevel EFL classroom at a mountainous high school in the West of Nghe An province It first described previous research followed by the context and the issues which prompted the study Mixed method research data included a learning preferences survey, pretest and posttest Data analysis showed mixed responses in terms of activity preference and effects on the part of the learners/participants in the study Concerns remain about the optimal choice of activities, the search for which presents an ongoing goal The findings suggest that, when designing CL-based activities, learning about students' needs and preferences in a particular teaching context is crucial for ensuring success in the classroom It could be concluded that while the current learning situation mainly fulfils its goals, the research has highlighted some areas for improvement ii ACKNOWLEDEMENTS There are a number of people whom I would like to express my appreciation to for their help and support which enabled me to complete this piece of work First and foremost, I am greatly indebted to my supervisor, Dr Tran Ba Tien, not only for his precious comments and insightful ideas in shaping up my work, but also for his encouragement during the process of my study Without his help, this thesis would not have been completed It is an honor for me to have him as my advisor I‟m deeply grateful to my colleagues who helped me a lot with my school work so that I could have time to complete this thesis I would like to express my gratitude to Mr Tran Van Sang and Miss Hoang Cam Le for being the interlocutors in the oral pre-test and post-test I would also like to thank Mr Nguyen Thai Bang for his kindness and generosity when I stayed in his house working at the thesis during my study time in Vinh city Last but not least, I owe much of the debt to my wife, Nguyen Thi Thu Huong, who has been supporting and encouraging me on the journey of working at this thesis, especially in times of difficulty and frustration Her love is an inspiration for me to complete this thesis iii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION Page 1.1 Rationale …………………………………………….…… … 1.2 Aims of the study ………………………………….……… 1.3 Background to the study …………………………………… … 1.4 Identification of the problem…………………………………… 1.5 Scope of the study…………………………………….….… … 1.6 Significance of the study…………………………….….… … 1.7 Research questions………………………………….….…… 1.8 Organization of the thesis………………… …………….… … CHAPTER 2: LITERATURE REVIEW 2.1 Overview of English teaching methods…………………….…… 2.1.1 Grammar translation………………………….………… 2.1.2 Direct method…………………………………………… 10 2.1.3 Audiolingual method……………………………….…… 10 2.1.4 Total physical response………………………………… 11 2.1.5 Communicative language teaching (CLT)……………… 12 2.1.5.1 Task - based approach………………………………… 13 2.1.5.2 Project-based approach……………………………… 14 2.2 Cooperative Learning……………………………………… … 14 2.2.1 Definition of cooperative learning…………………….… 14 2.2.2 CL and Traditional Group Work……………… …….… 15 2.2.3 Theoretical Foundations of Cooperative Learning……… 17 2.2.3.1 Cognitive Developmental Theory………………….… 17 2.2.3.2 Cognitive Elaboration Theory …………………… … 19 iv 2.2.4 Principles of CL……………………………….………… 20 2.2.5 Techniques of CL………………………………….…… 25 2.3 Teaching speaking …………………………………………… 26 2.3.1 The definition of speaking……………………………… 26 2.3.2 Aspects of speaking…………………………………… 27 2.3.3 Types of classroom speaking performance…………… 29 2.3.4 The speaking difficulties……………………………… 30 2.3.5 Principles of designing speaking techniques………… 31 2.3.6 Teacher‟s roles during the speaking lesson…………… 34 2.3.7 The challenges of English language teaching in large classes………………………………………………………… 35 2.4 Chapter Summary………………… …………………………… 36 CHAPTER 3: METHODOLOGY 3.1 Research Setting ……………………………… …… ……… 37 3.2 Participants………………………………….………………… 38 3.3 Methods of study…………………………………………… … 38 3.3.1 Research questions……………………………………… 38 3.3.2 Quantitative and Qualitative Approaches ……………… 38 3.3.3 The Quasi-experiment ………………………………… 41 3.3.3.1 The Rationale for Using the Quasi-experiment in this Study ………………………………………………………… 41 3.3.3.2 Characteristics of the Quasi-experiment……………… 43 3.3.3.3 Experimental Validity …………………… ………… 44 3.3.3.4 The Quasi-experimental Design……………………… 45 3.4 Instruments………………….………………………………… 47 3.4.1 The Oral Pre-test and Post-test…………… …………… 47 v 3.4.2 The Speaking Test ……………………………………… 48 3.4.3 Survey questionnaire……………………….…………… 52 3.5 Treatment ………………………………………………….…… 52 3.5.1 Academic Preparation ………………………………… 52 3.5.2 Students‟ role…………………………………………… 53 3.5.3 Teacher‟s role…………………………………………… 53 3.5.4 Groups organization…………………………………… 53 3.6 Chapter Summary…………………………………….………… 53 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Introduction……………………………………………….…… 55 4.2 Presentation of results………………………………….…….… 56 4.2.1 Presentation of the questionnaire scores ……………… 56 4.2.2 Presentation of the results of pretest and posttest ……… 64 4.3 Discussion of the results………………………………………… 66 4.3.1 Discussion of the Questionnaire………………… …… 66 4.3.2 Discussion of the Test Results…… ………… 68 4.4 Chapter Summary……………………………………………… 70 CHAPTER 5: CONCLUSIONS 5.1 Effects of Cooperative Language Learning…………………… 71 5.2 Implications of the study…………………………… ………… 75 5.3 Limitations of the study……………………………….………… 76 5.4 Suggestions for The English teacher and Further Research… 76 5.4.1 The English teacher…………………………………… 76 vi 5.4.2 Other researchers……………………………………… 77 5.5 Conclusions …………………………………………………… 78 REFERENCE……………………………………………………… 80 APPENDIX Appendix I…………………………………………………… 92 Appendix II…………………………………………………… 96 Appendix III…………………………………………………… 98 vii LIST OF THE TABLES Table 2.1 Differences between traditional group activities and cooperative learning………………………………… 16 Table 3.1 The non-randomized pre-test-post-test control group design………………………………………………… 46 Table 3.2 Research variables……………………………………… 46 Table 3.3 Instruments used for data collection…………………… 47 Table 3.4 The paper format of PETS……………………………… 49 Table 4-1 Range of scale used for analyzing the results of the questionnaires………………………………………… 56 Table 4-2 Students' Attitudes Towards Cooperative Learning in the English Classrooms……………………………… 57 Table 4-3 t-test: for the difference in the pre-test of English proficiency between the two groups……………….… 64 Table (4-4) t-test: for the difference in the English proficiency pre and post-test of in the CLL group…………………… 65 Table (4-5) t-test: for the difference in the English proficiency post-test between the two groups…………………… 66 viii LIST OF ABBREVIATIONS CC The control class CL Cooperative learning CS The student in the control class CSs The two CC groups DM Discourse management EC The experimental class EFL English as a foreign language ES The student in the experimental class ESL English as a second language ESs The two EC groups IC Interactive communication L1 First language L2 Second language 86  Kagan, S (1994) Cooperative Learning San Clemente, CA: Kagan Publications  Kagan, S (1995) We Can Talk: Cooperative Learning in the Elementary ESL Classroom Elementary Education Newsletter, 17 (2), P1-6  Kagan, S (1998) Leader, Cooperative Learning Workshop Presented by Singapore Teachers Union, Singapore  Kayi, H (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language The TESL Journal XII (11), November 2006  Kerlinger, F N (1970) Foundations of Behavioural Research New York: Holt, Rinehart & Winston  Kessler, C (Ed.) (1992) Cooperative Language Learning: a Teacher‟s Resource Book Englewood Cliffs, N J.: Prentice Hall Regents  Krashen, S (1981) Second Language Acquisition and Second Language Learning Oxford: Pergamon  Krashen, S (1985) The Input Hypothesis London: Longman  Kumaravadivelu, B (1993) Maximizing Learning Potential in the Communicative Classroom ELT Journal, 47 (1), P12-21  Liang, J (1995) The use of group work in collage EFL pedagogy in Taiwan: A classroom case study [Ph.D.dissertation] Proquest dissertations and theses New York University  Liang, T (2002) Implementing cooperative learning in EFL teaching: Process and effects Doctoral Dissertation, National Taiwan Normal University, Taipei, Taiwan  Lin, L & Wang, Z J (2005) Application of Cooperative Learning to English Teaching Beijing, China: Capital Normal University Press  Locke, E A., & Latham, G P (1990) A theory of goal setting and task performance Englewood Cliffs, NJ: Prentice Hall 87  Long, M H & Porter, P (1985) Group Work, Interlanguage Talk, and Second Language Acquisition TESOL Quarterly, 19 (2), P207-228  Luchini, P L (2004) Developing Oral Skills by Combining Fluency with Accuracy-focused Tasks: a Case Study in China Asian EFL Journal, (4), (http://asian-efl-journal.com/site_map_2004.php) Online accessed 25 November 2005  Luoma, S (2004) Assessing Speaking Cambridge: Cambridge University Press  Lyman, F T (1992) Think-Pair-Share, Thinktrix, Thinklinks, and Weird Facts, and Interactive System for Cooperative Thinking In Davidson, D & Worsham, T (Eds.), Enhancing Thinking Through Cooperative Learning New York: Teachers College Press  McCafferty, S G., Jacobs, G M & Iddings, A C D (Eds.) (2006) Cooperative Learning and Second Language Teaching Cambridge: Cambridge University Press  McGroarty, M (1989) The Benefits of Cooperative Learning Arrangement in Second Language Instruction NABE Journal, 13 (2) P127-143  McGroarty, M (1991) What Can Peers Provide? In Alatis, J E (Ed.), Linguistics and Language Pedagogy: The State of the Art Washington, DC: Georgetown University Press  McGroarty, M (1993) Cooperative Learning and Second Language Acquisition In Holt, D D (Ed.), Cooperative Learning: A Response to Linguistics and Cultural Diversity Washington, DC: Centre for Applied Linguistics  Muijs, D (2004) Doing Quantitative Research in Education with SPSS London: SAGE Publications 88  Nastasi, B K & Clements, D H (1991) Research on Cooperative Learning School Psychology Review, 20 (1), P110-131  Nunan, D (1991a) Language Teaching Methodology UK: Prentice Hall International Ltd  Nunan, D (1991b) Methods in Second Language Classroom Oriented Research Studies in Second Language Acquisition, 13 (2), P249-274  Olsen, R E & Kagan, S (1992) About Cooperative Learning In Kessler, C (Ed.), Cooperative Language Learning: A Teacher‟s Resource Book Englewood Cliffs, N J.: Prentice Hall Regents  Opie, C (2004) Research Approaches In Opie, C (Ed.), Doing Educational Research London: SAGE Publications  Oxford, R L (1990) Language Learning Strategies: What Every Teacher Should Know New York: Newbury House  Oxford, R L (1997) Cooperative Learning, Collaborative Learning and Interaction: Three Communicative Strands in the Language Classroom The Modern Language Journal, 81 (6), P443-456  Palincsar, A S., Brown, A L & Martin, S M (1987) Peer Interaction in Reading Comprehension Instruction Educational Psychologist, 22, P231-253  Patton, M Q (1987) How to Use Qualitative Methods in Evaluation London: SAGE Publications  Piaget, J (1964) Development and learning In R E Ripple & V N Rockcastle (Eds.),Piaget rediscovered: A report of the conference on cognitive studies and curriculum development Ithaca, NY: Cornell University  Piaget, J (1950) The psychology of intelligence London: Routledge and Paul  Piaget, J (1932) The moral judgment of the child (M Gabain, Trans.) New York: Harcourt, Brace and Company 89  Prator & Celce-Murcia (1979) Teaching English as a Second Foreign Language  Punch, K F (2005) Introduction to Social Research: Quantitative and nd Qualitative Approaches (2 Ed.) London: SAGE Publications  Putnam, J W (1993) The Process of Cooperative Learning In Putnam, J W (Ed.), Cooperative Learning and Strategies for Inclusion Baltimore, MD: PAUL H Brookes Publishing Co  Richards, J C & Rodgers, T (2001) Approaches and Methods in Language Teaching (2nd Ed.) Cambridge: Cambridge University Press  Richards, J (2006) Communicative Language Teaching Today Cambridge: Cambridge University Press  Salamon, G (1991) Transcending the Qualitative and Quantitative Debate: the Analytic and Systematic Approaches to Educational Research‟ Educational Researcher, 20 (60), P10-17  Savignon, S J & Wang, C (2003) Communicative Language Teaching in EFL Contexts: Learner Attitudes and Perceptions International Review of Applied Linguistics in Language Teaching, 41 (3), P223-249  Seliger, H W & Shohamy, E (1989) Second Language Research Methods Oxford: Oxford University Press  Shaaban, K (2006) An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary acquisition, and Motivation to Read Reading Psychology, 27, 377-403  Slavin, R E (1995) Cooperative Learning Theory, Research and Practice Needham Heights, MA: Simon & Schuster  Spector, P E (1993) Research Designs In Lewis-Beck, M S (Ed.), Experimental Design and Methods London: SAGE Publications 90  Stevens, R J (2003) Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction Educational Research and Evaluation, (2), P137-160  Tong-Fredericks, C (1984) Types of Oral Communication Activities and the Language They Generate: a Comparison System, 12, P133-134  Tsui, A B M (1996) Reticence and Anxiety in Second Language Learning In Bailey, K & Nunan, D (Eds.), Voices from the Language Classroom Cambridge: Cambridge University Press  Vygotsky, L (1978) Mind in Society Cambridge: MA: MIT Press  Wadsworth, B (1989) Piaget‟s Theory of Cognitive and Affective Development (4th Ed.) New York: Longman  Wagner, K V (2008) Background and Key Concepts of Piaget's Theory  (http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm) Online accessed 25 January 2009  Webb, N M (1983) Predicting Learning from Student Interaction: Defining the Interaction Variable Educational Psychologist, 18, P33-41  Wei, C (1997a) Collaboration in EFL classroom: An investigation of DFLL learners, perceptions of jigsaw cooperative learning technique in freshman English classes Department of English, NTNU (Ed.), Proceedings of the 14th Conference on English Teaching and Learning in the R.O.C Taipei, Taiwan: Crane  Wellington, J J (2000) Educational Research: Contemporary Issues and Practical Approaches London: Continuum  Wildt, A R & Ahtola, O T (1993) Analysis of Covariance In Lewis-Beck, M S (Ed.), Experimental Design and Methods London: SAGE Publications  Wittrock, M C (1978) The Cognitive Movement in Instruction Educational Psychologist, 13, P15-29 91  Wood, D., Bruner, J & Ross, G (1976) The Role of Tutoring in Problem Solving Journal of Child Psychology and Psychiatry, 17, P89-100 APPENDIX I The English Speaking Test Paper （10 minutes） 92 Part (2 – minutes) [to both candicates] Good morning/afternoon/evening Can I have your mark sheets, please? (examiner takes the mark sheets, which will have been given to students before they enter the room) I‟m and this is He/she is just going to listen to us [to Candidate A] Now, what‟s your name? _ Thank you [to Candidate B] And, what‟s your name? Thank you [to Candidate A and then again to Candidate B] What‟s your surname? How you spell it? / How you write your family/second name? Thank you [Ask the following questions Ask A first] Where you live/come from? Do you work or are you a student in (place name)? What you do/study? Do you have a job? / What job you do? Do you study English at school? What subjects you study? Do you like it? 93 Thank you Part (2 – minutes) [to both candicates] In the next part, you are going to talk to each other I‟m going to describe a situation to you You won a competition to visit a new country You‟re going to travel together for one week Talk together about where you would like to go and decide which place you will choose Here is a picture with some ideas to help you Just think for a few seconds [give picture and give candidates a few moments to look at the picture] I‟ll say that again You won a competition to visit a new country You‟re going to travel together for one week Talk together about where you would like to go and decide which place you will choose All right? Talk together [give candidates about two minutes to talk together] 94 Part (3 minutes) [to both candidates] Now, I‟d like each of you to talk on your own about something I‟m going to give each of you a photograph of people working (Candidate A) (Candidate A), here‟s your photograph [give Candidate A photo] Please show it to (Candidate B) but I‟d like you to talk about it (Candidate B), you just listen I‟ll give you your photograph in a moment (Candidate A), please tell us what you can see in your photograph 95 Thank you Can I have the booklet please? [Take back photo] (Candidate B) (Candidate B), here‟s your photograph [give student B photo] It also shows people working Please show it to (Candidate A) and tell us what you can see in the photograph Thank you Can I have the booklet please? [Take back photo] 96 APPENDIX II The Analytic Scoring Scales for Assessing the Speaking Test Grammar and Vocabulary (5 points) 0: Impossible to understand or insufficient to assess 1: Most grammar is incorrect, and lack of vocabulary and inappropriate use of words 2: Some features of and some of 3: Grammar is basically correct Despite some grammatical mistakes, words are appropriately used in most cases 4: Some features of and some of 5: Most grammar is correct and there are few mistakes Appropriate use of a wide range of vocabulary Discourse Management (5 points) 0: Impossible to understand or insufficient to assess 1: The language knowledge used can‟t fulfil the required task Very few utterances are produced, and lack of coherence 2: Some features of and some of 3: Use of fairly rich language knowledge, but sometimes lack of coherence 4: Some features of and some of 5: Use of rich language knowledge, and ability to express coherently and discuss when necessary Pronunciation (5 points) 0: Impossible to understand or insufficient to assess 1: Inadequate knowledge of stress and intonation patterns, thus utterances are unintelligible in most cases The accent of the mother tongue makes it difficult for the listener to understand 2: Some features of and some of 97 3: Be able to pronounce sounds and use stress and intonation patterns fairly correctly so as to make himself understood The accent of the mother tongue sometimes causes some understanding difficulties 4: Some features of and some of 5: Be able to pronounce single sounds correctly and appropriately use rhythm features Have a clear accent of the mother tongue, but it does not cause any understanding difficulty Interactive Communication (5 points) 0: (Almost) no interaction with the interlocutor/partner 1: Unable to communicate most of the time despite making an attempt Inability to keep the language flowing fluently, and the pauses in the utterances need great patience of others Prompts and help are needed Answers are inappropriate and irrelevant 2: Some features of and some of 3: Be able to display the communicative ability to fulfil the required task Sometimes lack of sensitivity in communication but able to ask and answer and initiate a topic to keep the communication going Sometimes there are pauses when organizing the language Prompts and help are not needed 4: Some features of and some of 5: Be able to display very good communicative ability Be able to keep effective communication and there are occasional pauses in organizing ideas Be aware of when to initiate or sustain utterances No prompts are needed (From the Handbook for PETS Interlocutors and Assessors, 2003: 42) 98 APPENDIX III Students' Attitude Questionnaire This survey questionnaire is designed for my M.A research entitled “Applying cooperative learning for large EFL classes: A case study at a mountainous high school” Your assistance in completing the survey is highly appreciated You can be confident that all the information provided by you is for the study purpose only and you will not be identified in any discussion of the data Please rate each statement by marking the box below the number according to the following scale: = Strongly Disagree (SD) = Disagree (D) = Neutral (N) = Agree (A) = Strongly Agree (SA) Statements I am more motivated to learn English due to cooperative learning I not get the chance to practice the language in class because of group work Group work makes me depends on others Group work helped me overcome the problems I used to face in English courses 99 The teacher still encourages me to use the target language individually in group work Group work makes language learning easier and more interesting I depend on autonomy learning more than group work in the classroom to develop the target language Group work distracts me from following the directions and the explanation of the teacher I think that group work help in building good and effective relationships among students 10 Group work develops my knowledge 11 Group work makes students more afraid of making mistakes while using the target language 12 Group work gives me the encouragement to discuss my ideas and points of views 13 Group work prompts me towards order and distribution of tasks and roles 14 Group work minimizes my teacher's attention towards correcting my mistakes 15 I seek to distinguish my group in the English classroom more than my individual distinction 100 16 I have more confidence to speak English after I practise cooperative learning in class 17 Cooperative learning contributes on using the classroom components 18 Cooperative learning will be used in all my upcoming school years 19 Cooperative learning doesn‟t help me improve my English language through reading and research outside the classroom 20 I can see the effective role of my teacher in the cooperative teaching ... entitling: Applying cooperative learning for large EFL classes: A case study at a mountainous high school 1.2 Aims of the Study This study is an experimental exploration of the effects of cooperative learning. .. EDUATION AND TRAINING VINH UNIVERSITY NGUYỄN VĂN THUYÊN APPLYING COOPERATIVE LEARNING FOR LARGE EFL CLASSES: A CASE STUDY AT A MOUNTAINOUS HIGH SCHOOL MASTER THESIS IN EDUCATION FIELD: THEORY AND... cooperative learning? 2) What are the students‟ preferred cooperative learning activities? 3) What are effects of cooperative learning on students‟ speaking performance? 3.3.2 Quantitative and Qualitative