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Luận văn Thạc sĩ Students’ participation in group work activities in English language classes at a high school in Phu Tho province

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  • Luận văn Thạc sĩ Students’ participation in group work activities in English language classes at a high school in Phu Tho province

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -oOo - TRẦN THỊ THANH HOA STUDENTS’ PARTICIPATION IN GROUP WORK ACTIVITIES IN ENGLISH LANGUAGE CLASSES AT A HIGH SCHOOL IN PHU THO PROVINCE (NGHIÊN CỨU VỀ SỰ THAM GIA CÁC HOẠT ĐỘNG NHÓM TRONG GIỜ HỌC TIẾNG ANH CỦA HỌC SINH Ở MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở PHÚ THỌ) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -oOo - TRẦN THỊ THANH HOA STUDENTS’ PARTICIPATION IN GROUP WORK ACTIVITIES IN ENGLISH LANGUAGE CLASSES AT A HIGH SCHOOL IN PHU THO PROVINCE (NGHIÊN CỨU VỀ SỰ THAM GIA CÁC HOẠT ĐỘNG NHÓM TRONG GIỜ HỌC TIẾNG ANH CỦA HỌC SINH Ở MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở PHÚ THỌ) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Assoc Prof Lê Văn Canh, PhD Hanoi - 2019 DECLARATION Title: “ STUDENTS’ PARTICIPATION IN GROUP WORK ACTIVITIES IN ENGLISH LANGUAGE CLASSES AT A HIGH SCHOOL IN PHU THO PROVINCE” I certify that no part of the thesis has been copied or reproduced by me from any other works without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor Hanoi, 2019 Student‟s signature Trần Thị Thanh Hoa i ACKNOWLEDGEMENTS First of all, I would like to send my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lê Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this thesis The success of my paper would have been almost impossible without his tireless support My thanks and gratitude also go to all professors and lecturers at Faculty of PostGraduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures Last but not least, I would like to send my gratitude to my parents, all members in my family and my friends for their support and encouragement during the process of writing this thesis ii ABSTRACT Group work activities play an important role in all stages of second language acquisition Using group work activities has been considered an effective tool for enhancing English teaching and learning process The paper aims to find out the participation in group-work activities of the 11th students at a high school in Phu Tho and the reasons that make them participate the way From that finding, the researcher could find ways to stimulate active involvement from students and make using groupwork in teaching language effectively A mix-method approach (quantitative and qualitative methods) was used to collect the required data for the study Questionnaires were collected from 58 students in two classes at this high school From this sample, 12 students were interviewed in more detail in face-toface interviews The findings show that learners in this school were very excited about the lessons when group-work activities were used It also means that groupwork activities can support the teachers in attracting the learners to the lesson In other words, using group-work activities brought many benefits for not only learners but also teachers in the school For example, students could improve learning skills, such as English skills, presentation skills and groupwork skills Additionally, not only students but also teachers could have chance to learn something new from other students However, some learners identified difficulties, mostly related to students‟ knowledge and skills, which can lead to ineffective teamwork Hopefully, the study can be a useful source of reference for those teaching English to young learners iii LIST OF ABBREVIATIONS EFL: English as a Foreign language T: Teacher SCT : Sociocultural theory Ss:Students ZPD: The zone of proximal development iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv TABLE OF CONTENTS v LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1: INTRODUCTION 1 Rationale of the study Aims of the study The research questions Methods of the study .2 The scope of the study The significance of the study Organization of the thesis .3 CHAPTER 2: LITERATURE REVIEW 2.1 The Sociocultural perspectives on language learning: the role of social interaction 2.2 Group work 2.2.1 Definition of group activities 2.2.2 The role of group work activities in language teaching 2.2.3 Challenges in Group work 2.3 Participation as learning .9 2.4 Students‟ attitudes towards group work .11 2.5 Overview of the research projects related to the thesis topic .12 CHAPTER 3: RESEARCH METHODOLOGY 15 3.1 Introduction 15 v 3.2 The case study methodology 15 3.2.1 Definitions of case study 15 3.2.2 Why choosing case study 16 3.2.3 Descriptive case study .17 3.3 Research procedures 18 3.3.1 The context of the study 18 3.3.2 The course book 18 3.3.3 The teachers 19 3.3.4 The students 19 3.4 Data collection 20 3.4 Data collection instruments .20 3.4.2 Data collection procedures 23 3.5 Summary 24 CHAPTER 4: FINDINGS AND DISCUSSION 25 4.1 Data analysis 25 4.1.1 Data from questionnaires 25 4.2 Findings and Discussion 39 4.3 Chapter summary .41 CHAPTER 5: CONCLUSIONS 42 Conclusion .42 Limitations of the study 42 Suggestions for further research 42 REFERENCES 44 APPENDICES I APPENDIX 1: QUESTIONNAIRE I APPENDIX 2: QUESTIONS FOR INTERVIEW .III APPENDIX 3: LESSON PLAN IN THE CLASSROOM IV APPENDIX 4: INTERVIEW TRANSCRIPT SUMMARY XIII vi LIST OF TABLES Table 3.1: Description to Questionnaire 21 Table 4.1: Summarizing the results of questionnaires in five weeks 34 vii LIST OF FIGURES Figure 3.1: Number of students by Level of Study and Gender Students Participation 20 Figure 4.1: The role of students in group work activities in class A 25 Figure 4.2: The role of students in group work activities in class A 26 Figure 4.3: The contribution to the group work activities of students in class A .27 Figure 4.4: The contribution to the group work activities of students in class B .27 Figure 4.5: Frequency of participation by class A 28 Figure 4.6: Frequency of participation by class B 29 Figure 4.7: Reasons of active participation by class A .30 Figure 4.8: Reasons of passive participation by class A 31 Figure 4.9: Reasons of active participation by class B .32 Figure 4.10: Reasons of passive participation by class B 32 Figure 4.11: The change in students‟ participation in group work activities 37 viii a I participated in developing ideas/ planning project ( tham gia vào việc phát triển ý tưởng/ lên kế hoạch) b I participated in discussing the ideas of others ( thảo luận ý tưởng thành viên khác) c I participated in cooperating with other group members ( tham gia làm việc nhóm với thành viên khác) d I participated in leading/ facilitating discussion ( dẫn dắt làm cho việc thảo luận trở nên dễ dàng hơn) e I helped other group members to participate ( giúp thành viên khác tham gia hoạt động) f I gave presentation to the whole class ( tơi thuyết trình trước lớp) g I contributed to summarizing the main ideas ( tơi tổng hợp ý kiến chính) h Other contributions ( đóng góp khác): Please evaluate your participation in the group activity by circling the appropriate answer: ( Vui lòng tự đánh giá tham gia hoạt động nhóm bạn việc chọn câu trả lời phù hợp) a Very much b Much c Little d Not at all Give reasons why you participated that way ( Lí bạn tham gia vậy?) ……………………………………………………………………………………… ……………………………………………………………………………………… II APPENDIX 2: QUESTIONS FOR INTERVIEW Recall and describe your participation in group work activities according to these following questions: 1.Does your level of participation in group work activities change? Why ? How you feel about your participation in group work activities? What did you learn from working in groups ( English in particular and other subjects in general) ? III APPENDIX 3: LESSON PLAN IN THE CLASSROOM Wee Activities Descriptions Purpose k Students UNIT 11: Natural resources -Prepare Part: Listening handouts and discuss Activity 1: deliver to Ss together Work in groups Ask them to and Compare the similarities and differences work between renewable and in the task non-renewable groups of and then one resource representative of your group will come to the board and report what you have talked Activity 2: Problem- solving The environment is being polluted by human about.(markin Students activities Discuss and suggest some measures g) discuss - Teacher go together to protect the environment For instance: reduce using cars/ motorbikes around that cause noise and air pollution offering some the task help - Teacher ask students come to the board and present - Students take IV and notes Students work in the same groups in activity and the task assigned/ UNIT 12: READING - divide class -Students Activity: Discussion a topic into groups After you read - Work in groups: discuss Talk about the history of the Asian Games topic together time Students together the to in 5-7 minutes - work save - Students Teachers can learn goes round for from help others - After limited time, the representative of each group will present in front of the class - Others listen and take notes - V Teacher gives feedback Unit 12: THE ASIAN GAMES - Divides the -To make Part: WRITING class into two students Activity 1:WARM-UP groups Game: Hangman Game Tell ready for students the new that they are lesson KEY: FACILITIES going to guess a word in the teacher‟s Time: minutes mind This word has letters (students can say out any in the alphabet If letter they guess it correctly, the teacher will put it on its position, but if students guess Activity 2: Matching the noun phrases with a wrong letter, Students the verbs given teacher Using the verbs in “warm up” to VERBS hangman.) Build Noun phrases ……… starts work draw a together and help - Writes on the others VI Upgrade ……… board: Widen ……… - If students Save time Equip ……… can guess the Promote and Advertise word Recruit ……… the Hold …… finishes T gives some word cards with noun phrase the task before teacher the hangman, they One more National Stadium, some sports will win the buildings and car parks game If the National Sports Centres and local stadium teacher Training areas and roads to sports buildings finishes Hotels, guesthouses with modern facilities hangman the Preparations for the Asian Games on the before students radio and TV guess the Volunteers to serve the Games word, they will Competition to choose an official song lose the game Activity 3: Brainstorming Checks Ss‟ Students discuss in groups and give some understandi useful structures and languages which should ng of the be used in the writing instructions Be ready to - Students work in groups of - students stick them with suitable VII write the topic verbs on the board - T checks Teacher asks students to think about the structures and languages used in the writing Each group has minutes to think After the limited time, groups will take turns to give the answer Who can give the answer after all will be winner For example: Useful language - structures: Need to be + Vpp VIII Need + V-ing Sequence adverbs: First of all, In addition, then, next, after… Unit 13: Hobbies Part: Reading Activity 1: Listing/ - divide class - Warm-up into groups Brainstorming Lead students List all the things people often in their free - ask Ss to to the time work Time: minutes groups to list lessons in new all the things - Give people in them Hobbies the free time chances in minutes Collecting stamps, reading books, listening to music, going shopping, … to present - Ask them to their write down ideas Activity 2: After you read their answers Discussion on the board Time: 10 minutes - Sum up and can have Discussing the hobbies lead in Students chances to talk about their hobbies Students improve IX - Students speaking work in the skills same group as Students activity and learn activity knowledg - Teacher asks e students to skills close their from books and others practice discussing the their hobbies: - Work small in groups and take turn to talk about their hobbies - Teacher lets students give opinions in front of the class - Students comment and add more ideas - Teacher give feedback - Students take X and notes - Unit 13: Hobbies Have Activity 1: Warm-up -Give Ss clear fun GAME: CROSSWORD instructions of - Students Time: minutes the game I often chat with friends on _ - I am not an avid stamp _ work in group learning He likes reading _ of or to are ready Students for I bought these books from the _ near my play the game house - Students I also love _ computer games choose number of row P H O N E C O L L E C T O R which will be given a B O O K suggestion B O O K S H O P - P L A Y I the Students guess the word N G basing on this Activity 2: Ordering and sorting suggestion Time: minutes Teacher gives students a series of sentences and asks students work in groups and arrange them into correct order of a dialogue Then students practice reading this dialogue with other member in groups - If they answer correctly, they get 10 point - If not, they lose chance Students work Activity 3: Work in groups: Enacting roles Suppose you are making an interview about XI together to save hobby of some famous people time Based on the dialogue in the speaking part in textbook, students were required to make a similar dialogue about their hobbies In each group, students were given roles such as the interviewer, famous people, audiences - Students work in the same group as activity - They have to discuss to the task - After the limited time, teacher calls some representatives from groups to show opinion their and practice reading Work groups make dialogue XII in and a APPENDIX 4: INTERVIEW TRANSCRIPT SUMMARY STT Does your level of How you feel What did you learn participation in group about your from working in work activities participation in groups ( English in change? Why ? group work particular and other activities? subjects in general) ? Yes Active - Because: - Improve English skills At first, some - Become confident students argued - Improve becaused of the presentation skills disagreement and group work Moreover, some skills students didn‟t get involved in group work - After several group work activities, students: + Get used to working in groups + Mutual understanding after working together Yes Active - Because: - Improve communicative At first, feel skills unconfident - because of limited Become responsible for the XIII English skills - common work After several - Have deep participating in understanding group work, about the world students: + Become more confident after getting involved in group work activities + Realize the benefits from group activities Yes Active - Because: - - Gain knowledge related to English Know how to work and other subjects and interact with - Learn from friends others - Become more Feel free to give confident opinions in front of other members Yes Active - Because: - Improve group work skills Be accustomed to - Get knowledge group activities - Become a good Find group work listener activities interesting Yes Active Because - Improve speaking and listening skills XIV - Be confident to - share ideas responsible for the No conflict among group work members after - others and respect understanding their opinions Active - Because - Be nervous at the - confident when Mutual communicating in understanding after English Active - Get knowledge - Improve Because: communicative Get used to skills working in groups - Become more first time Yes - Improve group work skills time working Know how to help mutual Yes - Become - Feel free to share Know how to help others ideas - Have chance to learn something new from friends Yes Active - Because: - operate with others Become more - toResolve the working with other conflicts Get used to working in groups - Students know how confident after friends - Know how to co- Reduce the workload XV Yes Active - Because - work skills Realize some - benefits from Yes Active - Get knowledge - Become Because: - Become respectful to others working in groups 10 Improve group responsible for the Feel happy when work working with - others Know how to help others - - Learn many things new from friends 11 Yes ( but very little) Passive Because: - Conflicts happen because - misunderstanding - Working in group is time- consuming 12 Yes ( but very little) Passive Because: - Do not like to work with some people - - Lack of knowledge XVI ... English language teaching and learning Researchers have been working on different aspects of group work such as : the role of group work activities in language teaching, challenges in using group. .. investigates “students‟ participation in group work activities in English language classes at a high school in Phu Tho. ” This study hoped to fill the gap in understanding of students‟ level of involvement... of qualitative and quantitative evidence for triangulating such experiential data in an all-encompassing manner (Yin, 2003) Yin (2003) also suggests that the case study method is appropriate “when
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