MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN NGÔ HOÀI DIỄM STUDENTS’ PERCEPTIONS AND PRACTICES IN GROUP WORK ACTIVITIES IN PROJECT LESSONS AT A LOWER SECONDARY SCHOOL Field: Theory and Methodology of English Language Teaching Code 8140111 Supervisor: NGUYEN QUANG NGOAN Assoc Prof Dr Tai ngay!!! Ban co the xoa dong chu nay!!! BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN NGƠ HỒI DIỄM NHẬN THỨC CỦA HỌC SINH VÀ THỰC HÀNH TRONG HOẠT ĐỘNG NHÓM CỦA TIẾT HỌC PROJECT TẠI TRƢỜNG THCS Chuyên ngành: Lý luận phƣơng pháp dạy học môn tiếng Anh Mã số 8140111 Ngƣời hƣớng dẫn: PGS TS NGUYỄN QUANG NGOẠN i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Students‟ Perceptions and Practices in Group Work Activities in Project Lessons at a Lower Secondary School” is my own work Except where reference is made in the text of the thesis, this paper does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma Binh Dinh, July 2022 NGUYEN NGO HOAI DIEM ii ACKNOWLEDGEMENT I would like to express my appreciation and deep thank to all who have supported and stood by me during the time I tried to finish my thesis First and foremost, I would like to sing out my supervisor, Assoc Prof Dr Nguyen Quang Ngoan, with my greatest gratitude for his valuable guidance, advice, and encouragement He has kindly guided me to get over the most problematic period when I was stuck in finding solutions for my thesis Undoubtedly, without his support, this thesis is far from being completed Therefore, I need to emphasize that words fail me in expressing my indebtedness to him Next, I would like to send my deep thank to all the lecturers, who have laid my background knowledge in the Master‟s program at Quy Nhon University This background helps me to have intensive knowledge in the scientific arena as well as improve my personal skills to conduct research papers Then, my particular gratitude is sent to all of my students who have participated in my research They were eager to join and fill in the questionnaires together with answering the interview questions Furthermore, my thanks go to my classmates, who were always willing to help me and give their best suggestions and encouragement to me during my course Last but not least, my words of appreciation are sent to my family members for their endless love and care iii ABSTRACT This study which entitles “Students‟ Perceptions and Practices in Group Work Activities in Project Lessons at a Lower Secondary School” was conducted with the following objectives: (1) to find out lower secondary school students‟ attitudes toward group work activities in Project lesson; and (2) to examine lower secondary school students‟ practices in group work activities in Project lessons The study population was all 8th grader students There are 213 8th-grade students including 101 females and 112 males A combination of both quantitative method and qualitative approaches was employed to answer the research questions A questionnaire survey, semistructured interview, and observation were employed as research instruments for quantitative and qualitative data collection The investigation revealed results that students‟ perception of the advantages of group work activities, such as solving the tasks more effectively, saving quite much time, motivate in English speaking, and reducing the difficulty in learning English speaking Besides, the study also found students‟ strengths and weaknesses When it comes to difficulties while doing a project, the findings also showed three main categories, including time constraints, members‟ responsibilities, and teamwork conflict It is hoped that the results of this study will partly contribute to the teaching and learning of English at lower secondary schools in Vietnam, especially in Project lessons iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLE vii LIST OF FIGURES ix CHAPTER INTRODUCTION 1.1 RATIONALE 1.2 AIM AND OBJECTIVES 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 ORGANIZATION OF STUDY CHAPTER LITERATURE REVIEW 2.1 PROJECT-BASED LEARNING 2.1.1 Project-based Learning 2.1.2 Definition of Project work 2.2 GROUP WORK 13 2.2.1 What is group work? 13 2.2.2 Benefits of group work 14 2.2.3 Challenges of group work activities 15 2.2.4 Organizing group work in classroom 16 v 2.3 THE IMPLEMENTATION OF PROJECT LESSONS IN VIETNAMESE EDUCATION 19 2.4 REVIEW OF PREVIOUS STUDIES 21 2.5 SUMMARY 24 CHAPTER RESEARCH METHODOLOGY 25 3.1 RESEARCH METHODS 25 3.2 PARTICIPANTS 25 3.2.1 Teacher 25 3.2.2 Students 25 3.3 RESEARCH INSTRUMENTS AND PROCEDURE 27 3.3.1 Research Instruments 27 3.3.2 Data-gathering Procedures 31 3.4 DATA ANALYSIS 32 3.5 SUMMARY 33 CHAPTER FINDINGS AND DISCUSSION 34 4.1 STUDENTS‟ PERCEPTION OF AND ATTITUDE TOWARDS GROUP WORK ACTIVITIES 34 4.1.1 Students‟ perception towards the benefits of group work 34 4.1.2 Students‟ perception of and attitude towards project work implementation in Project lessons 36 4.1.3 Students‟ improvement after group work activities in Project lessons 44 4.2 STUDENTS‟ PRACTICES IN GROUP WORK ACTIVITIES IN PROJECT LESSONS 44 4.2.1 Students‟ difficulties while doing a Project 45 4.2.2 Students‟ interest in information technology skills 47 4.3 DISCUSSION 48 vi 4.4 SUMMARY 49 CHAPTER CONCLUSION AND IMPLICATIONS 50 5.1 INTRODUCTION 50 5.2 SUMMARY OF FINDINGS 50 5.3 LIMITATIONS 51 5.4 IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 52 REFERENCES 54 APPENDIX vii LIST OF ABBREVIATIONS GW : Group Work PBL : Project-Based Learning PW : Project Work viii LIST OF TABLE Table 3.2 Summary of demographic information of the participants 26 59 http://www.bobpearlman.org/BestPractices/PBL.Research.pdf.%20February %202015 Turek, I (2002) The improvement of learning efficiency Bratislava: Metodické centrum, p.326 ISBN 80-8052-136-0 Vallet, Essid, Carrive & Richard (2012) High-level TV talk show structuring centered on speakers' interventions Van Der Merwe, C (2001) Instructional Media (Learning Support Materials) Rand Afrikaans University: Gauteng Webb, N M., and Palincsar, A S (1996) “Group processes in the classroom,” in Handbook of Educational Psychology, eds D C Berliner and R C Calfee (New York: Macmillan), 841–873 APPENDIX (A) QUESTIONNAIRE FOR STUDENTS (English Version) PART 1: STUDENTS’ BACKGROUND INFORMATION Full name: Class: Email: Gender:  Male  Female How much time you spend on learning English speaking skills per day?  < 30 mins  30 – 60 mins  > 60 mins a You have more chances to practice English b Group work helps you learn English better c You get more knowledge and new ideas d You are more confident to speak English without being nervous than speaking in front of the class e You know more from others in your group f You can take part in some activities according to your ability WORK Strongly agree Agree GROUP Neutral Disagree Strongly disagree PART II: STUDENTS’ ATTITUDE TOWARDS ACTIVITIES What things you like in group work? Agree Strongly agree Agree Strongly agree Neutral Disagree Strongly disagree What things you not like in group work? a These activities take you too much time b Some better students discuss too much and even control your group c Group work strengthens your confidence d You get nothing, especially work with worse others e Your teacher does not correct your mistakes f These activities not help you examine the term tests Neutral Disagree Strongly disagree To what extent you agree on the benefits of group work? a Group work helps to increase student talk time b Group work helps you solve the tasks more effectively c Group work strengthens your confidence d Group work makes the class atmosphere less boring e Group work helps to enhance oral performance f Group work helps to increase your motivation in learning English speaking How often are the following activities used for group work? Always Usually Sometimes Rarely Never a Controlled discussions b Free discussions c Information gap d Communication games e Interview Strongly agree Agree Neutral Disagree Strongly disagree PART III: STUDENTS’ ATTITUDE TOWARDS ACTIVITIES IN PROJECT LESSON * What things you like in each Project lesson? a You have more chances to work and exchange with others in your group b You have more chances to interact and develop your co-operation skill c You can share knowledge, and your ideas with others as well as discuss and finish the tasks d You have more chances to show your creativity and thinking e You and your friends are more confident and open f English lessons become more interesting and relaxing g You become more responsible for the assigned tasks PART IV: IMPLEMENTATION OF GROUP WORK IN THE PROJECT LESSONS When working in a group, you… Always Usually Sometimes Rarely Never a Actively contribute your ideas b Actively contribute your ideas when you are required c Clarify ideas in different ways d Use words, sounds and symbols to demonstrate that you are hearing e Be quiet and listen to others f Do other works without discussing them g Offer some questions and encourage other members in expressing their ideas h Help others in the group correct some mistakes i Use Vietnamese in discussing k Use English in discussing l Volunteer or represent to present the product/ project of the group To be the best product/ project, you… Always Usually a Find out in the textbook b Find out from the Internet, newspapers, TV,… c Learn more from other people d solve the problems with others in your group when having trouble e Get help from other groups or teachers when having trouble Sometimes Rarely Your group present your product/ project by… Always Usually Sometimes Rarely a Poster b Video c Mini show or game show d Presentation e Exhibition What limitations are there in Project lessons? Always Usually Sometimes a Some group members lack Rarely Never Never Never group work skills b Lack of ideas and communicative skills to express c The topic of the project is not interesting d Repetitive activities e The group division was not expected g Time for activities is not flexible or not enough time to finish a product/ project Group work skills are necessary for  Your course at High School and University  Your future job  Both  Others:…………………………… What kinds of group work you want to work with?  groups with the same ability in English  groups with mixed-ability in English What should your English teacher to help you improve your group work skills in Project lessons? - Thank you very much! - APPENDIX (B) QUESTIONNAIRE FOR STUDENTS (Vietnamese Version) PHIẾU KHẢO SÁT Các bạn học sinh thân mến! Phiếu khảo sát nhằm tìm hiểu nhận thức kĩ hoạt động nhóm học sinh khối cấp nói chung học sinh khối lớp nói riêng tiết học Project để nâng cao chất lượng dạy học Xin bạn học sinh vui lịng bỏ chút thời gian hoàn thành khảo sát Toàn liệu thông tin bạn học sinh bảo mật sử dụng cho mục đích nghiên cứu Xin chân thành cám ơn hợp tác bạn PHẦN 1: THÔNG TIN CÁ NHÂN Họ tên: Lớp: Email: Giới tính:  Nam  Nữ Thời gian bạn dành cho việc luyện nói tiếng Anh ngày:  Ít 30 phút  30 – 60 phút  Nhiều 60 phút PHẦN 2: THÁI ĐỘ ĐỐI VỚI HOẠT ĐỘNG NHÓM Bạn cho biết ý kiến bạn phát biểu cách tick () vào thích hợp Những điều tơi thích hoạt động nhóm Hồn Khơng Trung Đồng Hồn tồn đồng ý lập ý tồn khơng đồng đồng ý ý a có nhiều hội để thực hành tiếng Anh b hoạt động giúp học tốt c thu thập nhiều kiến thức ý tưởng d tơi mạnh dạn nói tiếng Anh mà khơng bị căng thẳng nói trước lớp e tơi học hỏi nhiều điều từ thành viên khác nhóm f tơi tham gia vào hoạt động lớp tùy theo khả thân Những điều tơi khơng thích hoạt động nhóm Hồn Khơng Trung tồn đồng ý lập không đồng ý a hoạt động làm nhiều thời gian b thành viên giỏi nói nhiều chi phối nhóm c tơi khơng thu kết gì, làm việc với thành viên yếu d thành viên nhóm thường khơng hiểu nói tiếng Anh e không giáo viên sửa lỗi cho f tơi mắc lỗi theo người khác g hoạt động khơng giúp ích nhiều cho kì thi cuối học kì Những lợi ích hoạt động nhóm mang lại cho tơi, Hồn Khơng Trung tồn đồng ý lập khơng đồng ý a hoạt động nhóm giúp tăng thời gian nói học sinh b hoạt động nhóm giúp tơi giải yêu Đồng ý Hoàn toàn đồng ý Đồng ý Hoàn toàn đồng ý cầu tập hiệu c hoạt động nhóm giúp tơi tự tin d hoạt động nhóm giúp cho khơng khí học thoải mái, sơi e hoạt động nhóm giúp nâng cao kĩ nói kĩ thuyết trình f hoạt động nhóm làm tăng động lực tơi học Tiếng anh, đặc biệt kĩ nói Các hoạt động sau đƣợc sử dụng cho hoạt động nhóm thƣờng xuyên nhƣ nào? Luôn Thường Thỉnh Hiếm Không xuyên thoảng a Controlled discussions b Free discussions c Information gap d Communication games e Interview PHẦN 3: THÁI ĐỘ ĐỐI VỚI CÁC HOẠT ĐỘNG TRONG TIẾT PROJECT * Điều tơi thích tiết học Project Hồn Khơng Trung Đồng tồn đồng ý lập ý khơng đồng ý a tơi có nhiều hội làm việc trao đổi với thành viên khác nhóm b tương tác nhiều với bạn lớp tăng kỹ hợp tác với người khác c thể trao đổi kiến thức chia sẻ ý kiến tham gia thảo luận, xây dựng hoàn thành nhiệm vụ HỌC Hồn tồn đồng ý d tơi thể khả sáng tạo khả tư thân e bạn tự tin hơn, cởi mở f học Tiếng anh trở nên thú vị thư giãn g trở nên có trách nhiệm với nhiệm vụ giáo viên nhóm giao PHẦN 4: THỰC TẾ THỰC HIỆN HOẠT ĐỘNG HOẠT ĐỘNG NHÓM TRONG TIẾT HỌC PROJECT Khi lớp hoạt động nhóm, bạn Ln Thường Thỉnh Hiếm Khơng ln xun thoảng a chủ động đóng góp ý kiến b chủ động đóng góp ý kiến yêu cầu c làm rõ ý tưởng nhiều cách khác d sử dụng từ, âm hay kí hiệu cho thấy em lắng nghe ý e im lặng, lắng nghe thành viên khác nói f khơng tham gia mà làm việc khác, nói chuyện riêng, học mơn khác, đọc sách, g đặt câu hỏi, khuyến khích thành viên nhóm nói h giúp thàn viên khác nhóm sửa lỗi sai i sử dụng tiếng Việt k sử dụng tiếng Anh l xung phong đại diện nhóm thuyết trình sản phẩm/ dự án nhóm Để có sản phẩm hay dự án tốt nhất, bạn Luôn Thường xun Thỉnh thoảng Hiếm Khơng a Tìm hiểu Sách giáo khoa b Tìm hiểu thêm Internet, báo chí, TV, c Học hỏi từ người xung quanh d thành viên khác nhóm tự giải vấn đề gặp khó khăn e nhờ giúp đỡ nhóm khác giáo viên gặp khó khăn Nhóm tơi trình bày sản phẩm hay dự án cách Luôn Thường Thỉnh xuyên thoảng Hiếm Không a Poster b Video c Mini show hay game show d Thuyết trình e Triển lãm, trưng bày Những hoạt động tiết học Project có hạn chế nhƣ Hồn Khơng Trung Đồng tồn đồng ý lập ý khơng đồng ý a Một số thành viên nhóm thiếu kĩ làm việc nhóm b Thiếu ý tưởng chức giao tiếp Tiếng anh để diễn đạt c Các chủ đề Project không thú vị d Các hoạt động nhóm lặp lại Hồn tồn đồng ý e Sự phân chia nhóm khơng mong đợi f Sự chi phối hai thành viên nhóm g Thời gian hoạt động khơng linh hoạt thời gian để hoàn thành sản phẩm/ dự án khơng đủ Những kĩ làm việc nhóm cần thiết cho  Việc học sau cấp Đại học  Công việc tương lai  Cả hai ý  Khác:…………………………… Bạn thích hoạt động nhóm với  Những người bạn trình độ Tiếng anh với  Những người bạn khơng trình độ Tiếng anh với Theo bạn, giáo viên Tiếng anh nên giúp học sinh nhƣ để họ cải thiện kĩ làm việc nhóm tiết học Project? - Xin chân thành cảm ơn! - APPENDIX INTERVIEW QUESTIONS - Question 1: Have you ever done any projects/ tasks in your English lessons? Do you them by individual or group? Do you like them? How you feel like them? - Question 2: What were the difficulties you had while doing the projects? - Question 3: What you gain after the Lesson projects? AN INTERVIEW TRANSCRIPT Interviewer: The teacher Interviewee: S4 Teacher: Hi! How are you? Thank you a lot for joining my interview part S4: Hi Ms I am fine How about you? It‟s okay, ms? Teacher: That‟s good! Let‟s me explain you a little bit I am going to ask you some questions related to the projects that you did in Project lessons I need to tell you that I will record your answers to collect data for my study I promise, I will keep them confidential Is it okay for you? S4: No problem with me, Ms Teacher: Thank you! The first question is: Have you ever done any projects/ tasks in your English lessons? Do you them by individual or group? S4: Last year, our teacher let us most of projects We always them by group Yeah, the projects were interesting We felt intersting and relaxing Teacher: Thank you! And, the second question is: What were the difficulties you had while doing the projects? S4: Each member in my group had different ideas, so when discussing we usually debated more Moreover, a few members were not responsible for their task Teacher: Thank you! And, the third question is: What you gain after the Lesson projects? S4: I got more knowledge and information related the topic I feel fortunate to work with responsible friends Perhaps, when the team leader gives me a certain task, I always try to my best I also search on the Internet to get lots of information to my task Moreover, In Project lessons, I and my group can show our creativity to complete a Poster project We used images from some old newspaper, used handwriting, and also drew some symbols to decorate our Poster project Teacher: Thank you for spending time with me in this interview part See you later S4: Bye Ms APPENDIX OBSERVATION CHECKLIST Observer: Date: Class: Room: Lesson: Group: How to score: = above and beyond what is expected = achieved the assignment‟s requirements = achieved the assignment‟s requirements but somewhat needs improving = achieved some of the assignment‟s requirements = did not meet the assignment‟s requirements at all No Criteria Score The students clearly identify the topic The students‟ project is logical, creative and meaningful The students are active to join group work activities The students interact with others frequently The students work in group effectively The students link their academic knowledge with authentic situations The students look for information from the other sources such as Internet, reference books, newspaper, etc The students solve the problems well while doing the project The students‟ speaking and presentation skills are improved The students‟ projects can be applied into the 10 reality Comment: