HANOI PEDAGOGICAL UNIVERSITY FOREIGN LANGUAGE FACULTY ====== DO NGOC ANH A STUDY ON THE USE OF GROUP WORK IN SPEAKING LESSONS OF 10TH GRADE STUDENTS AT BEN TRE HIGH SCHOOL (SUBMITTED IN PARTIAL FULFILLMENT OF REQUIREMENTS OF THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH) SUPERVISOR: DO THI THANH DUNG, M.A HA NOI, 2018 DECLARATION I hereby state that I- Do Ngoc Anh, certify my authorship of the study entitled A STUDY ON THE USE OF GROUP WORK IN SPEAKING LESSONS OF 10TH GRADE STUDENTS AT BEN TRE HIGH SCHOOL The thesis is the study of my own research and that I have not used any sources other than those listed in reference I further declare that I have not submitted this thesis at any other institution in order to obtain a degree Ha Noi, May 2018 Student Do Ngoc Anh i ABSTRACT Group work is not a new language teaching technique and it is used quite often in speaking lessons However, implementing this technique in speaking lessons is not always successful without careful planning and facilitating The overall aim of this study was to investigate the reality of implementing group work in speaking lessons of the 10th-grade students at Ben Tre High School and discuss some problems teachers and students encountered while implementing this technique Data was obtained through teachers’ and students’ questionnaires, interviews with four language teachers as well as classroom observation Group work was not often used in speaking lessons of 10th-grade students at Ben Tre High School On the one hand, the finding of the study revealed that using group work in the speaking lesson of 10th-grade students at Ben Tre High School has brought about the benefits for students and teachers For the former, they could maximize the opportunities to engage in oral activities and communication, get independence from the teachers and gain confidence before talking or performing in front of others As for the latter, group work was a good way to free themselves from being “experts who always lecture”, had more time with small groups and gave more attention to students and made speaking lessons varied in the forms of group work activities On the other hand, there were some obstacles that teachers have been facing when using group work to make speaking lessons more engaging such as excessive teaching time and noise from groups of students, little time to prepare for group work and mixed- level class In addition, students also have some problems (improper talking time and limited vocabulary resource) In order to overcome these problems and make group-work effective and successful, some recommendations for students, teachers and the researcher were proposed Keywords: group work, Ben Tre High school ii ACKNOWLEDGEMENTS In the process of completing this graduation paper, I was encouraged by a lot of support, valuable ideas, and encouragement from my teachers, family and friends Firstly, I would like to express my gratitude to Mrs Do Thi Thanh Dung, my supervisor of this graduation paper Her detailed ideas and useful tips helped me to shape my ideas and realize my goals She also provided me with useful materials as well as encouraged and facilitated my research Therefore, this article could not be completed without her invaluable support Secondly, I would like to express my special thanks to all the teachers of Ben Tre High School for their participation in the interview and giving me lots of valuable comments Particularly, I would like to thank 35 students of 10A5 in Ben Tre High School for their enthusiastic and effective cooperation in completing the questionnaire survey In addition, I warmly thank all my friends for their encouragement and support during the writing process Their material and spiritual support was a great motivation for me Finally, I was very grateful to my family, who have encouraged and supported me to complete this graduation thesis Ha Noi, May 2018 Student Do Ngoc Anh iii TABLE OF CONTENTS DECLARATION i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv FIGURES vi PART 1: INTRODUCTION The Rationale of the Study .1 Aims of the Study .2 The scope of the Study Research questions Design of the Study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW The importance of speaking skills in the classroom Group-work in a speaking lesson Other studies on using group work 13 CHAPTER 2: RESEARCH METHODOLOGY Participants 15 Data collection instruments 15 Procedures for data collection .17 CHAPTER 3: FINDINGS iv Students’ survey 18 Teachers’ survey .21 Interview 25 Class observation 27 CHAPTER 4: DISCUSSION The use of group work in speaking lessons .29 Group work’s benefits 30 Obstacles in applying group work 32 CHAPTER 5: RECOMMENDATIONS For the students 34 For the teachers 34 Researcher 35 PART 3: CONCLUSION Summary of the Study 36 Limitations of the study .37 Recommendations for Further Study 38 REFERENCES .39 APPENDIX 41 v FIGURES Figure 1: Students’ opinions on learning speaking skills in group work 18 Figure 2: Students’ opinions on group work for the benefit of speaking skills 19 Figure 3: Students’ obstacles while working in group and factors causing problems 20 Figure 4: Students’ opinions on partners 21 Figure 5: Obstacles experienced by the teachers when applying group work in the speaking class by percent 23 Figure 6: Solutions to overcome obstacles from the teachers 24 vi PART 1: INTRODUCTION The Rationale of the Study Among the four language skills (speaking, writing, listening, reading), speaking can be considered as a skill that requires learners to spend a lot of time learning and practicing Vietnamese students have difficulty acquiring this skill (Truc, 2011) This can result from the situation that schools generally not focus on speaking from the beginning, the students focus on grammar and there is no oral or direct test of speaking ability As students are carefully prepared with written tests, focusing on grammar rules, reading text and writing, speaking is often ignored, as it is one of the keys that help learners to gradually explore this language Nowadays, the importance of improving students’ English in general and speaking skills, in particular, has been recognized by school leaders in Vietnam Language teachers are finding out new methods and techniques to motivate students to raise their voice in class One of the effective ways to apply much is group work Because of positive points that group work brings, group work tends to be used quite often in speaking lessons According to Harmer (1999), working in group can significantly increase the time spent talking to each individual, encourage border skills to participate, cooperate and negotiate, promote learner autonomy by allowing students to self- decide on groups that are not instructed by the teacher, and free teachers from their usual role of the controller-driver-corrector As a high school student-teacher and as a tutor at a foreign language center, the researcher realizes the significance of applying group work to help promote students’ interest in speaking However, researchers also face many challenges in implementing work in speaking lessons This researcher learned that there are not many studies on the use of group work in high school in the rural area Therefore, the researcher carried out this study to understand this situation with practical evidence and find out solutions for problems related to using group work in speaking lessons Deriving from the above-mentioned reasons, “A Study on the Use of Group Work in Speaking Lessons of the 10th-Grade Students at Ben Tre High School” is carried out The researcher hopes that this research will contribute a relatively full and detailed view about how to use this technique effectively Aims of the Study This study was carried with a view to investigating the possibility of using group work in the speaking class of 10th-grade students at Ben Tre High School In detail, the purposes of the study were: To clarify what ways group work is used in the speaking lessons of 10thgrade students at Ben Tre High School To identify obstacles teachers have experienced in their implementation of group work in the speaking lessons of one class – 10A5 at Ben Tre High School To identify obstacles students have experienced in their implementation of group work in the speaking lessons of one class – 10A5 at Ben Tre High School The scope of the Study The researcher investigated the current situation of using group work in the speaking lessons of class 10A5 students at Ben Tre High School, as well as the problems that teachers and students encountered, with the participation of 35 students (3 boys and 32 girls) and four language teachers The study was carried out in the period of seven weeks with five speaking lessons Research questions This study was carried out to find answers to the following research questions: In what ways is group work implemented in speaking lessons of 10th-grade students at Ben Tre High School? What obstacles have teachers encountered when implementing group work in speaking lessons? What obstacles have students encountered when working in the group in speaking lessons? Design of the Study The Thesis is divided into three parts: Introduction, Development, and Conclusion The first part, the Introduction, includes the Rationale of the Study, Aim of the Study, Scope of the Study, and Research questions and Methodology of the study The second part consists of Literature Review, Research Methodology, Findings, Discussion and Recommendations for students, teachers, and the researcher The last part is the Conclusion, which summarizes the study and gives out the limitations and recommendations for further studies 3 a speak more in English b feel more confident c give you more opportunities for exchanging ideas d Learn from each other How you work in a small group? (Any choices) a work with great interest b remain silent all the time c chat with other group members about another topic d speak Vietnamese while others discuss in the group How many members you think is the most suitable for a group? (Choose option) a from three to five b more than five c the more the merrier Which of the following difficulties you often come across with? (Choose any suitable options) a It’s difficult to talk with some partners b The other partners talk over you c The other partners talk less than you d Others: …………………………………………………………… What are the factors that cause the difficulties? (Choose any obstacles) a Teacher’s instruction is not clear b You find it hard to say something in English c Topics are not interesting d thers please specify…………………………………… ) 10 Who you like to work with for group work? (Choose any suitable 42 options) a The partners of the same English level b The partners of the mixed English level c the partners of the same interest d partners sitting next to or near you e the partners of the same sex f the partners of opposite sex g others ……………………………………….) 11 What you like the teacher to to facilitate group work activities? Please put a tick (Choose any suitable options) a To provide a promoting lead-in e Not to interrupt to correct when you are speaking b To give clear instructions f to create a good language atmosphere c To provide necessary vocabulary, g To give feedback, praise and language, and suggest the ideas encouragement d to minimize his/her talking time h Others (please specify……………………… 12 Please rank the following activities from 1(the most interesting) to 10 (the least interesting) Speaking activities at class Rank Role-play Game Free-talk Discussion Information gap Simulations Brainstorming Storytelling Interview 43 APPENDIX 1.2 CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH VỀ SỬ DỤNG HOẠT ĐỘNG NHÓM TRONG TIẾT HỌC NÓI ĐỐI VỚI HỌC SINH LỚP MƯỜI TRƯỜNG THPT BẾN TRE Bản câu hỏi khảo sát nhằm tìm thái độ bạn mong muốn bạn học nói Câu trả lời bạn sử dụng cho mục đích nghiên cứu khóa luận tốt nghiệp tôi: “Nghiên cứu sử dụng hoạt động nhóm tiết học nói học sinh lớp 10 trường THPT Bến Tre” Câu trả lời bạn cung cấp thơng tin có giá trị cho khóa luận tơi đóng góp bạn giúp đỡ nhiều cho việc thực khóa luận tơi Vui lòng trả lời câu hỏi sau cách trung thực Bạn học tiếng Anh rồi? a năm b năm c năm Kỹ bạn thích nhất? a kỹ nghe b kỹ nói c kỹ đọc d kỹ viết c thích chút d khơng thích Bạn thích kỹ nói nào? a thích b tương đối thích Bạn thích luyện tập kỹ nói lớp nào? Đánh dấu  vào ô phù hợp thể mức độ bạn thích : 1.khơng thích, 2.: thích chút, 3: tương đối thích,4: thích) làm cá nhân làm theo nhóm nhỏ làm lớp Hoạt động nhóm giúp bạn theo khía cạnh sau? Đánh dấu  vào thích hợp thể mức độ hoạt đơng giúp bạn;1 khơng hữu ích, hữu ích chút, tương đối hữu ích,4 hữu ích) 44 a Nói tiếng Anh nhiều b Tự tin c Nhiều hội trao đổi ý kiến d Học hỏi lẫn Bạn hoạt động nhóm nhỏ nào? chọn nhiều đáp án) a Rất thích thú b Ln giữ yên lặng c Nói chuyện với bạn nhóm khác chủ đề khác d Nói tiếng Việt thảo luận nhóm Theo bạn thành viên nhóm hợp lý? chọn đáp án) a Từ đến b Nhiều c Càng đơng tốt Những khó khăn bạn thường gặp phải? chọn nhiều đáp án) a Khó để nói với vài bạn b Những bạn khác nói nhiều c Những bạn khác nói d Ý kiến khác Những nguyên nhân gây khó khăn? chọn nhiều đáp án) a Hướng dẫn giáo viên không rõ ràng b Bạn thấy khó để nói điều tiếng Anh c Chủ đề không thú vị d Ý kiến khác 10 Bạn thích hoạt động nhóm ai? chọn nhiều đáp án) a Bạn có trình độ b Bạn khác trình độ c Bạn có sở thích d Bạn ngồi gần kế bên 45 e Bạn giới f Bạn khác giới g Ý kiến khác 11 Bạn mong muốn giáo viên làm để hoạt động nhóm dễ dàng hơn? a Cung cấp lời dẫn thú vị e Không chen ngang để sửa lỗi bạn nói b Cung cấp hướng dẫn rõ ràng f Tạo khơng khí học tập ngơn ngữ tốt c Cung cấp từ ngữ, ý tưởng gợi ý g Đưa nhận xét, khích lệ d Giảm thời gian nói thầy, h Ý kiến khác 12 Hãy xếp hoạt động từ họat động yêu thích nhất) đến 10 hoạt động khơng thích nhất) Hoạt động nói lớp xếp Sắm vai Trò chơi Nói tự Thảo luận Điền thơng tin khuyết Đóng kịch Động não Kể chuyện Phỏng vấn 46 APPENDIX 1.3: QUESTIONNAIRE FOR TEACHERS This survey is designed for my research into the reality of using group work in the speaking class for 10th-grade students at Ben Tre High School You can be confident that the data collected are solely for the study purpose I would very much appreciate if you could take the time and the energy to share your experience by answering the questions below Your answers are very important and will be of much help for the completion of this work Please read the questions carefully then answer the questions by putting a tick √) in front of the most suitable answer for you May I thank you in advance for your collaboration How often you use group work in your speaking class? a always b often c sometimes d never How would you rate your success in using group work with? a very b rather c little d Not at all What is your opinion on the importance of group work? a It’s very important b it’s quite good c it has both good and bad points d it has no use Please tick the benefits below of group work (Any choices) a It increases the students’ speaking time b It promotes students’ independence and cooperation c It improves students’ motivation d Shy and passive students have more chance of expressing themselves e It creates exciting atmosphere for the lesson f Students can learn from each other g It frees the teacher from his/her hard role of “an expert who always talks” h It decreases the teacher speaking time i The teacher can relax or anything he/she wants j It kills time k thers please specify)……………………………………… 47 How you prepare for group work? (Any choices) a Totally follow the task in the textbook b Design the task in your own ways c Collaborate with other colleagues to outline a common teaching plan d thers please specify) ……………………………………………… How you often group your students? (Any choices) a Students of the same English proficiency level b Students of mixed English proficiency level c Students of the same interests d Students sitting next or near to each other e Students of the same sex f Students of the opposite sex g Let the students group themselves h thers please specify) …………………………………………………… What kind of activities you often use for group work? Please circle: (Can choose more than one) a role-play b debating c games d discussion e cross grouping f conversation g problem solving h brainstorming others…………………………………………………………………………… What you often to make your students interested in group work activities? (Any choices) a Select the task carefully b Let the students choose the topics c Provide the language the students need for the task d Give clear instructions e State the focus and objectives of the activity f Set a time limit g Go round monitoring students’ performance h Always provide feedback, praise and encourage the students 48 i Set the homework relevant to the lesson j Do nothing k thers please specify)…………………………………………………… What you often when the students are working in group work? (Any choices) a Stand in front of the class and observe b Stand at any place of the class and observe c Remain in the teacher seat and observe d Keep close to the students who speak much e Keep close the students who speak the least f Go round the class and give help if necessary g Speak as much as possible h Only speak when necessary i Keep interrupting and correcting when students make mistakes j Work as a group member k Take notes for feedback l thers please specify) ………………………………… 10 Please tick the obstacles you have experienced? (Any obstacles) a Too little time to prepare for group work b Overload work c Lack of academic training in group work d Lack of teaching experience e Few people with expertise to turn for advice f Feeling deficient to facilitate a communicative class g Multi-level class h Low student’s proficiency i Students resistance to class participation j Immovable seating arrangement k Lack of money for material and teaching aid development l Students use Vietnamese during group work 49 m Students make so much noise n Others please specify)……………………………………… 11 What did you to overcome these difficulties? (Any choices) a Tried to use different ways of implementing group work b Made the speaking tasks suitable to the student c Punished lazy students d Asked the administrator to facilitate classroom conditions e thers please specify) ………………………………………… 50 APPENDIX 1.4: INTERVIEW QUESTIONS FOR TEACHERS In speaking lessons, your students often work individually, in pairs or in groups? ……………………………………………………………………………… What you think of the role of teacher when using group work in speaking lessons? ……………………………………………………………………………… What you often to encourage your students to speak in the group? ……………………………………………………………………………… Are students interested in working in the groups? ……………………………………………………………………………… How effective is group work in your speaking lessons? ……………………………………………………………………………… What advantages you have when students work in the group? ……………………………………………………………………………… What difficulties you have when students work in the group and your solutions? ……………………………………………………………………………… 51 APPENDIX 1.5: CLASSROOM OBSERVATION SHEET Observation Observed aspects Yes No Sometimes Everyone takes part in and share in the discussion process The group members are friendly and supportive each other The groups are energetic and enthusiastic participating in group work activities Students use target language while working in the group Students use mother tongue so much Students like to work with partners Students meet difficulties when working in group Teacher encourages students to talk with partners Teacher uses different speaking activities in group work 52 Take note 10 Teacher often change the position of students to make group work 11 Teacher lets students choose their partners 12 Teacher choose partners for students to make the group 53 APPENDIX 1.6: ABSTRACT OF TEACHERS’ INTERVIEW AND CLASS OBSERVATION SHEET 1.6.1 Abstract of teachers’ interview Question 1: Teacher A: Individually or in pair Teacher N, P and H: Individually Question 2: Teacher A and H: Instructor Teacher P: Instructor, assistant, evaluator Teacher N: Desiger, instructor, observer Question 3: Teacher A, H, N and P: Design suitable tasks, give clear instruction and solution, use games with gift and compliment Question 4: Teacher P and H: Interested in group work Teacher A: Sometimes speaking lessons are boring Teacher N: Not interested in working in group work, not know how to express in English Question 5: Teacher A, N, P, and H: Gives students chance to talk and support each other, students feel more comfortable while talking with peers than with teacher Question 6: Teacher P and N: Have 12 lessons a week in four classes, not have time to prepare for group work, students make noise Question 7: Teacher P: Asks students to talk softer and pick one student as the leader, design activities suitable for students Teacher A, P, N, and H: Provide target language, structures and samples, let students individually 54 1.6.2 Abstract of class observation sheet Observed aspects Yes No Sometimes  Everyone takes part Take note students’s roles; in and share in the leader, secretary, discussion process paricipants The leader (good one) controls the group  The group members When teacher give are friendly and them gift and good supportive each other marks  The groups are Some students talk energetic and about other topic, enthusiastic sleep, write what is participating in group asked or not write work activities Students use target  Overuse Vietnamese language while working in the group Students use mother  tongue so much Students like to work  Students like to work with partners with partners sitting next or near Students meet  Students not know difficulties when how to express in working in group English, read their notes while presenting Teacher encourages  Teacher asks relevant students to talk with questions and gives 55 partners Teacher uses suggestions  Teaher uses games, different speaking role-play, discussion activities in group work  10 Teacher often This makes students change the position of confused and wastes students to make group time work  11 Teacher lets students choose their partners 12 Teacher choose  Teacher groups four partners for students to students in one table make the group 56 ... group work in the speaking class of 10th- grade students at Ben Tre High School In detail, the purposes of the study were: To clarify what ways group work is used in the speaking lessons of 10thgrade... Tre High School On the one hand, the finding of the study revealed that using group work in the speaking lesson of 10th- grade students at Ben Tre High School has brought about the benefits for students. ..DECLARATION I hereby state that I- Do Ngoc Anh, certify my authorship of the study entitled A STUDY ON THE USE OF GROUP WORK IN SPEAKING LESSONS OF 10TH GRADE STUDENTS AT BEN TRE HIGH SCHOOL The