MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
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TRỊNH LINH GIANG
AN INVESTIGATION INTO THE USE OF GROUP WORK
IN TEACHING SPEAKING SKILL TO THE 11th
GRADERS
AT BO TRACH 1 HIGH SCHOOL
MASTER’S THESIS IN EDUCATION
MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
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TRỊNH LINH GIANG
AN INVESTIGATION INTO THE USE OF GROUP WORK
IN TEACHING SPEAKING SKILL TO THE 11th GRADERS
AT BO TRACH 1 HIGH SCHOOL
Major: Teaching English to Speakers of Other Languages (TESOL)
Code: 60.14.01.11
MASTER’S THESIS IN EDUCATION
Suppervior:
Ngô Đình Phương, Assoc. Prof., Ph.D
NGHỆ AN, 2014
STATEMENT OF AUTHORSHIP
I hereby acknowledge that this study is my own work. The data and findings
discussed in the thesis are true, used with permission, and have not been published
elsewhere.
Author
Trịnh Linh Giang
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ACKNOWLEDGEMENTS
I would like to acknowledge the assistance I received from a number of
people in the course of carrying out the research paper. I highly treasure the
important role they played in making the completion of this minor thesis a success.
In the first place, I would like to express my deep gratitude to my supervisor
Prof.Dr. NGÔ ĐÌNH PHƯƠNG, Head of Post-Graduate Studies Department of
Vinh University, for he close guidance, criticism, and he generous help in the
process of completing my thesis.
I am also greatly indebted to all the teachers and students at Bo Trach 1 high
school where the investigation was carried out for their endless enthusiasm,
valuable advice and great cooperation.
Finally, I wish to thank my family and all my friends for their support during
my completion of this study.
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ABSTRACT
For some recent years, English has played more and more important part in
Vietnam, therefore, it has been taught in schools as a compulsory subject. So far,
there have been remarkable changes in the way of teaching and learning English.
However, English teaching in general and teaching speaking in particular still is far
from satisfactory. How to motivate students to speak is really necessary, and is a big
question to almost teachers in Vietnam now. It is also the question that has inspired
me to investigate the use of group work in teaching speaking skill to the 11th graders
at high school.
The research approach undertaken by this study is mostly quantitative. Two
data collections instruments are used: students’ and teachers’ questionnaire surveys;
students’ and teachers’ interviews. Both qualitative and quantitative methods were
employed to create a realistic and detailed description of the real teaching context
and the attitudes, assessments of teachers and students involved.
This research investigated the difficulties in using group work activities in
English speaking lessons at Bo Trach 1 high school – Quang Binh province. At the
end of the thesis, some suggestions for conducting group work have been given.
Some newly arising problems were also pointed out for further research.
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TABLE OF CONTENT
Content
STATEMENT OF AUTHORSHIP
ACKNOWLEDGMENTS
ABSTRACT
TABLE OF CONTENTS
LIST OF ABBREVIATIONS
LISTS OF TABLES
CHAPTER 1. INTRODUCTION
1. Rationale
2. Aim and objectives of the study
3. Scope of the study
4. Research questions
5. Organization of the study
CHAPTER 2. LITERATURE REVIEW
2.1. Previous Studies Related to the Topic
2.2. Communicative language teaching(CLT)
Page
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2
3
3
4
4
6
2.2.1. Definitions of CLT
6
2.2.2. Characteristics of CLT
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2.2.3. Principles of CLT
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2.3. Speaking skill
2.3.1. Definitions of speaking
2.3.2. The importance of speaking skill
2.3.3. The nature of speaking
2.3.4. What is “teaching speaking”?
2.4. Teaching and learning speaking skill
2.4.2. Characteristics of a successful speaking activity
2.4.3. Principles for teaching speaking in CLT
2.4.4. Approaches to teaching speaking
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2.5. Group work activities in language teaching and learning
2.5.1. Definitions of group work
2.5.2. Types of group work
2.5.3. Group size
2.5.4. Some common activities for group work
2.5.5. The advantages of using group work activities in teaching
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speaking skill
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2.5.6. Some problems in utilizing group work
2.5.6.1. Time
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2.5.6.2. Class organization and management.
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2.5.6.3. Student-related difficulties.
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2.5.7. Factors that affect the success of group work
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2.5.8. The role of the teacher and the role of each student in group work
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activities
2.5.8.1. The role of teacher
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2.5.8.2. The role of student
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2.5.9. How to organize group work activities effectively
35
2.5.9.1. General strategies for successful group work activities
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2.5.9.2. Preparation for group work
38
2.5.9.3. Steps of organizing group work
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CHAPTER 3. RESEARCH METHODOLOGY
3.1 Research design
3.2 Research methods
3.2.1 The teaching and learning situation in Bo Trach 1 high school
3.2.2 Participants
3.2.3 Methods and procedure of the study
3.2.4. The questionnaires
3.2.5. Interviews
CHAPTER 4. FINDINGS AND DISCUSSTIONS
4.1. Result from students’ questionnaire, interview
4.1.1. The attitude of the students toward working in group work
4.1.2. The students’ difficulties in using group work activities
4.1.3. Students’ desires for the group work activities in English
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speaking classes.
4.2. Results from teachers’ survey questionnaires
4.2.1. Teachers’ opinions about Communicative Language Teaching
4.2.2. Teachers’ attitudes towards group work activities in English
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speaking lessons
4.2.3. Teachers’ difficulties in using group work activities in English
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speaking lessons
4.2.4. Teachers’ techniques in group work activities in English
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speaking lessons
4.3. Discussions
4.3.1. Teachers’ problems
4.3.2. Students’ problems
4.3.3. Other problems
4.4. Recommendations
4.4.1. To teachers
4.4.2. To students
4.4.3. To administrators
4.4. Summary
CHAPTER 5. CONCLUSION
5.1.Conclusion
5.2. Limitations of the study
5.3. Suggestions for the further study
REFERENCES
APPENDICES
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LIST OF ABBREVIATIONS
CLT: Communicative Language Teaching
%:
Percent
GW: Group work
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LISTS OF TABLES
Figures:
Figure 4.1: Students’ perceived importance of group work activities in English
speaking lesson.......................................................................................................53
Figure 4.2. Students’ opinions about teachers’ frequency of using group work
activities.................................................................................................................54
Figure 4.3. Students’ attitude towards group work activities.................................55
Figure 4.4. The frequency of difficulties.................................................................58
Figure 4.5. Factors preventing students’ speaking skill in group work activities. . .58
Figure 4.6. Students’ difficulties in group work activities.......................................60
Figure 4.7. The students’ discouragements in participating group works activities
................................................................................................................................ 61
Figure 4.8. Forming students’ desire in groups......................................................62
Figure 4.9. Students’ opinions about ways improve the effectiveness of group work
activities in English speaking lessons......................................................................64
Figure 4.10. Teachers’ current methods.................................................................65
Figure 4.11. Teachers’ frequency of using group work activities in English
speaking lessons.....................................................................................................66
Figure 4.12. Teachers’ perceived importance of group work activities in English
speaking classes......................................................................................................67
Figure 4.13. Number of students in each class........................................................68
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Figure 4.14. Teachers’ difficulties in organizing group work activities..................68
Figure 4.15. Factors preventing students’ group work activities participation......69
Figure 4.16. Teachers’ opinions about group work activities in the stages of
English speaking lesson..........................................................................................70
Figure 1.17. Things teachers often do when the students work in groups...............72
Figure 4.18. Teachers’ solutions to improve the effectiveness of group work
activities in English speaking classes......................................................................72
Tables:
Table 4.1. Forming students in groups....................................................................49
Table 4.2. Students’ opinions on the benefits of using group work activities..........50
Table 4.3.Activities students wished teachers to select for group work...................56
Table 4.4. Activities teachers often selected for group work...................................64
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CHAPTER I. INTRODUCTION
1.1. Rationale:
Nowadays, English has become an international language and a compulsory
subject at schools in Viet Nam. Especially, since Viet Nam became the 150th
official member of WTO in 2007, the importance of English cannot be denied.
English makes all different countries in the world closer. It has become the vital
device for communication in all fields of the world. Therefore, the quality of
teaching and learning English has been viewed as one of the most important aims
with educators in Viet Nam.
The greatest purpose of studying English is to master in communicating this
language. There are four skills in teaching and learning a language: listening,
speaking, reading and writing, but out of the four skills, speaking is considered as
the most essential skill to achieve that purpose. However, in fact, most of the
students remain weak in their oral ability. They can easily write and read English,
but find it hard to communicate with English speaking people in real-life
conversations. To have students concentrate on learning speaking is easy. What is
the reason that they do not? This can be blamed on some reasons: the traditional
approach-grammar translation method, the students’ characteristics of being quiet
and shy, or the lack of oral communicative activities in the textbooks. The students
at Bo Trach 1 High School are incapable of expressing their thoughts in English,
even uninterested, or they are not really aware of the importance of speaking
English.
Group work creates more chances for students to work with each other by
exchanging their ideas and, therefore, learning so many things from their partners.
Working in group makes students confident and creative in learning English. It also
helps students overcome shyness. Group work brings advantages not only for the
learners but also for the teachers. Therefore, this study attempts to clarify certain
issues from the perspective of implementing group work activities in teaching
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speaking skill at Bo Trach 1 High School and analyze the factors which motivate
the development of the speaking skill of students.
Besides, one of the most important reasons for choosing this study is that the
author likes teaching speaking skill. By doing the study, I can know more about the
challenges in teaching and learning English so that I can find relevant methods
along with group work activities to improve my own teaching.
Because of the above reasons, I decided to conduct a study on: “An
investigation into the use of group work in teaching speaking skill to the 11 th
graders at Bo Trach 1 High school”.
1.2.
Aims and objectives of the study:
The main purpose of this study is attempts to clarify the reality of
implementing group work activities in English speaking lesson and find out
solutions to improve the situations at Bo Trach 1 High school, Quang Binh
province. To achieve the research goals, I investigate the teachers’ and learners’
reality towards speaking skill and then put the focus on the current difficulties in the
application of group work activities. Then I also make some recommendations for
the teachers of English as reference in their teaching speaking skills with a view to
help students improve their speaking competence. The specific objectives of the
study are:
- To investigate the current situation of using group work activities in teaching
speaking skill at Bo Trach 1 high school.
- To identify the problems and suggested solutions in implementing group
work activities in teaching speaking skill.
1.3.
Scope of the study:
Detecting problems in the applying group work activities to improve speaking
skill of students at Bo Trach 1 High school in Quang Binh province and providing
some proposed solutions for speaking skill development.
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1.4.
Research questions:
-What challenges do teachers and students cope with using group work
activities in teaching speaking skill?
-What are suggested solutions in implementing group work activities in
teaching speaking skill at Bo Trach 1 High school?
1.5.
Organization of research:
Apart from acknowledgements, abstract, table of contents and appendices, this
thesis is structured in five main chapters:
Chapter I. Introduction Rationale, Aims of the Study, Scope of the Study,
Research Questions, Methods and Procedures of the Research and Organization of
the Study.
Chapter II. Literature Review and theoretical background gives the theoretical
background of speaking skill, teaching speaking skill, group work.
Chapter III: Methodology includes the description of Bo Trach 1 high school
context, the study (the instruments, the participants and the research questions).
Chapter IV. Findings and discussion describes the data of the questionnaires,
observation and interviews, then gives some findings through the data analysis.
Chapter V. Conclusion suggests some solutions to the current problems, some
limitations and recommendations for further study.
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CHAPTER II: LITERATURE REVIEW AND THEORETICAL
BACKGROUND
Theoretical background relative to the topic and surveys of articles, books
and other resources relevant to a particular the study topic will be presented. This
part will also provide description, summary, and critical evaluation of each work
quoted.
2.1. Previous Studies Related to the Topic:
Today’s world requires that the goal of teaching speaking should improve
students’ communicative skills, because, only in that way, learners can express
themselves and learn how to follow the social and cultural rules appropriate in each
communicative circumstance. Therefore, in order to improve learners’ English
skills, group work activity has been viewed as one of the effective methods.
Because of its important roles, group work activity has received a lot of attention
from experts as well as methodologists in the world and in Vietnam.
One of the major early books on group work activities in teaching and
learning English skill, such as Larry K.Michaelsen, L.Dee Fink and Arletta Knight,
did, focus on designing effective group activities, Designing Effective Group
Activities: Lessons for Classroom Teaching and Faculty Development published by
the Professional and Organizational Development Network in Higher Education,
volume 16, 1997. In this book, the author said that the primary objective of this
article was to provide readers with guidance for designing effective group
assignment and activities for classes and workshop. In doing so, they examined the
forces that foster social loafing in learning group and identify four key variables that
must be managed in order to create a group environment that is conductive for
broad based member participation and learning. They then discussed the impact of
various types of activities and designed to evaluate the effectiveness of group
assignments in a wide variety of instructional setting and subject areas.
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Another book written by Nancy Frey, Douglas Fisher, Sandi Everlove was
Productive Group Work: How to Engage Students, Build Teamwork, and Promote
Understanding, republished by ASCD in 2009. In this book, educators Nancy Frey,
Douglas Fisher, and Sandi Everlove show readers how to make all group work
productive group work: with all students engaged in the academic content and with
each other, building valuable social skills, consolidating and extending their
knowledge, and increasing their readiness for independent learning. The key to
getting the most out of group work is to match research-based principles of group
work with practical action. Classroom examples across grade levels and disciplines
illustrate how to: Create interdependence and positive interaction; Model and guide
group work; Design challenging and engaging group tasks; Ensure group and
individual accountability; Assess and monitor students' developing understanding
(and show them how to do the same); Foster essential interpersonal skills, such as
thinking with clarity, listening, giving useful feedback, and considering different
points of view. The authors also address the most frequently asked questions about
group work, including the best ways to form groups, accommodate mixed readiness
levels, and introduce collaborative learning routines into the classroom.
Throughout, they build a case that productive group work is both an essential part of
a gradual release of responsibility instructional model and a necessary part of good
teaching practice.
Another research conducted by Nguyễn Thu Hương (2006) was about A
study on the use of pair work and group work activities in English speaking lessons
for the first year students at National Economics University. She mentioned the
difficulties from teachers and students. Then she also suggested some solutions to
those problems.
Nguyễn Thị Thùy Chung (2008) carried out a research on how group work is
used in speaking lesson of the first year major students of English at Vietnam
University of commerce. An action research was planned and implemented with
such data collection instruments as classroom observation, questionnaire and
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document analysis. This study set out to investigate the types of motivation
possessed by students in speaking lessons at Vietnam University of commerce. It,
then, suggested some recommendations for teachers to motivate students in
speaking skill.
In summary, it can be seen from the above review that researchers focused
on using group work activities. However, there are not many researchers have
conducted research on group work activities. Therefore, the author has decided to
conduct the research: “An investigation into the use of group work in teaching
speaking skill to the 11th graders at Bo Trach 1 High school”.
2.2. Communicative Language Teaching:
It is known that the history of language teaching has shown the change on
methods, which have reflected recognition of changes in the sort of proficiency
learners needs. It is difficult to say which teaching method is the most effective
among the approaches and methods in learning and teaching language. In my study,
I focus on CLT which is considered as one of the most effective approaches to teach
speaking skill with the implementing group work activities.
The origin of Communicative Language Teaching was found in the changes
in the British language teaching tradition dating from late 1960s (Richards &
Rodgers, 1996). CLT marks the beginning of a great innovation within language
teaching because of its superior principles, which are widely accepted nowadays. In
recent years, Communicate Language Teaching (CLT) has been seen as a major
influence on teaching and learning in many parts of the world. CLT emphasizes the
development of learners’ ability and willingness to use the target language
appropriately and accurately for the purposes of effective communication (Sheils,
1993). So, CLT has extended in scope and strongly influenced on language teaching
practice in Asia, especially, in Vietnam.
2.2.1. Definitions of CLT:
Perhaps the majority of language teachers today, when asked to identify the
methodology. They employ in the classroom, identify “communicative” as the
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