Ministry of education and training VINH UNIVERSITY - - NGUYỄN THỊ VÂN THÚY AN INVESTIGATION INTO GROUP WORK ACTIVITIES IN THE 10TH GRADERS’ ENGLISH SPEAKING CLASSES AT QUY HOP II HIGH SCHOOL IN NGHE AN PROVINCE ( Nghiên cứu hoạt động nhóm học nói Tiếng Anh lớp10 trường THPT Quỳ Hợp II –Tỉnh Nghệ An) Field: Theory and Methodology of English Language Teaching Code: 60.14.10 Master thesis in Education Supervisor: Assoc.Prof.Dr NGƠ ĐÌNH PHƯƠNG Vinh - 2011 Ministry of education and training VINH UNIVERSITY - - NGUYEN THI VAN THUY AN INVESTIGATION INTO GROUP WORK ACTIVITIES IN THE 10TH GRADERS’ ENGLISH SPEAKING CLASSES AT QUY HOP II HIGH SCHOOL IN NGHE AN PROVINCE ( Nghiên cứu hoạt động nhóm học nói Tiếng Anh lớp10 trường THPT Quỳ Hợp II –Tỉnh Nghệ An) Master thesis in Education Vinh - 2011 STATEMENT OF AUTHORSHIP I hereby certify that the thesis entitled “An investigation into group work activities in the 10th graders’ English speaking classes at Quy Hop II High School in Nghe An province” is the result of my own research for teachers of English and students at this school and this thesis has not been submitted for any degree to any other university or tertiary institute i ACKNOWLEDGEMENTS In the processing of accomplishing the thesis, I am fortunate to receive valuable help and support of many people I, therefore, wish to express my great appreciation to all of them Firstly, I would like to express my sincere thanks to my supervisor, Assoc.Prof.Dr Ngô Đình Phương for his precious comment, instruction and suggestion, especially, his encouragement and correction during the time I tried to complete this thesis I am grateful to my all lecturers of the Post Graduate Studies Department, College of Foreign Languages – Vinh University and Hanoi National University for their useful and interesting lectures My special thanks also go to my colleagues and students at Quy Hop II High School for their excellent assistance and cooperation in completing the survey questionnaire as well as their willingness to share their ideas on this study I am greatly indebted to my all friends who were willing to share me materials, ideas and proof reading that helped me much in completing my work Last but not least, I am appreciative of my family whose spiritual encouragement contributes a significant part to the completion of the research ii ABSTRACT This thesis aims at finding out the difficulties of using group work activities in the 10th graders’ English speaking classes encountered by teachers of English and students at Quy Hop II High School and offered some practical solutions and some suggested group work activities as a key to create more successful speaking classes The research approach carried out both quantitative and qualitative data Data elicited through survey questionnaires, structured interview and class observation Findings from the research show the real situation of teaching and learning English as well as the problems of using group work activities in speaking classes These problems relate both teachers and students not only including objective ones such as the teachers’ misunderstanding of the CLT; lack of motivation; lack of time; large size classes and classroom physical condition but also consisting of subjective ones, for examples, the teachers’ lack of creativeness, the students’ low English proficiency; mixed-ability level; passive participation and overuse of Vietnamese On the basis of the findings, some suggested group work activities are presented with appropriate samples with the hope that their teaching and learning English skill will be improved significantly At the end of the thesis, some recommendations for conducting group work activities are also given with a view that these will be of some use for both English teachers and students iii LIST OF ABBREVIATIONS CLT Communicative Language Teaching TBI Task- Based Instruction iv LIST OF FIGURES AND TABLES Figures: Figure Students’ perceived importance of group work activities in English speaking classes Figure Students’ attitudes about teachers’ frequency of using group work activities Figure Students’ formed group work Figure Students’ opinions about group work activities Figure Factors preventing students’ speaking skill in group work activities Figure Students’ difficulties in group work activities Figure The students’ discouragements in participating group works activities Figure Students’ opinions about group work activities in the stages of English speaking lesson Figure Ways to improve the effectiveness of group work activities in English speaking classes Figure 10 Teachers’ current method Figure 11 Teachers’ attitudes towards Communicative Language Teaching Figure 12 Teachers’ perceived importance of group work activities in English speaking classes Figure 13 Teachers’ frequency of using group activities in English speaking lessons Figure 14 Number of students in each class Figure 15 Factors preventing students’ group work activities participation Figure 16 Teachers’ opinions about group work activities in the stages of English speaking lesson Figure 17 Teachers’ opinions on the effectiveness of group work activities v Figure 18 Students’ attitude toward group work activities Figure 19 Students’ attitudes about teachers’ frequency of using group work activities Figure 20 Students’ opinions about group work activities Figure 21 Factors preventing students’ speaking skill in group work activities Figure 22 Students’ difficulties in using group work activities Figure 23 The students’ discouragements in participating group work activities Figure 24 Students’ opinions about group work activities in the stages of English speaking lesson Tables: Table Students’ opinions on the benefits of using group work activities in learning English speaking Table Group work activities often used in English speaking classes Table The teachers’ experience of teaching Table Teachers’ group work activities in English speaking classes Table Students’ opinions on the benefits of using group work activities in learning English speaking vi TABLE OF CONTENTS Chapter Introduction REFERENCES 77 Chapter Introduction 1.1 Rationale of the study As we embark on the new millennium of integration and development, the need for communication among countries is rapidly increasing for the expansion in international trade, diplomacy, education, cultural exchanges, and developments in science and technology Thus, English nowadays has become an international language which is used in every field of life As the open policy has been carried out in Vietnam, English is a useful and indispensable means for the integration of our country into the world community Learning English becomes a necessity for Vietnamese people, especially, learning speaking gains a great importance as the need of communication is paid much attention According to Genc and Bada (2005), having English skills encourage learners to communicate with foreigners comfortably, understand differences in culture and hold positive attitudes toward using English Furthermore, Bailey and Savage (1994) hold that to communicate on a daily basis, speaking is a necessary and basic skill that also helps an English learner become a good reader and writer spontaneously In addition, Ellis(2003) shows that the main purpose of learner studying English as a Second language(SEL) is to reach a personal goal to achieve success English has therefore been most widely taught at every age from pre-school to higher education English has become a compulsory subject in schools In general, learning English in Vietnam has gained a considerable achievement, however, learning speaking skill in Vietnam is not really efficient as expected Problems in teaching and learning English relate both teachers and learners This problem is partly affected by teaching method On Thanh Nien Online Newspaper from http://www1.thanhnien.com.vn/Giaoduc/2005/4/4/79767.tno, Quang Sum (2004) comments that although some learners study English for 10 years, they still cannot apply it in real life Over many years, the Ministry of Education in Vietnam has made efforts in the improvement carried out by the reform of education Central Resolution IV (Course VII) identified that to encourage self- learning the modern method must be What you think of group work activities in your English speaking classes? ( Các em nghĩ hoạt động nhóm học nói Tiếng Anh?) Which factors have affected your participation in group work activities in your English speaking classes ? ( Những yếu tố ảnh hưởng em tham gia hoạt động nói học nói mơn Tiếng Anh?) In your opinion, what should your teacher to improve your English speaking classes? (Theo em, giáo viên nên làm để cải thiện học nói tiếng Anh em?) 88 Appendix POST- TREATMENT QUESTIONNAIRE (PHIẾU ĐIỀU TRA NGHIÊN CỨU) (For students/ Dành cho các em học sinh) Bảng câu hỏi này dùng việc nghiên cứu hoạt động nhóm học nói Tiếng Anh lớp10 trường THPT Quỳ Hợp II –Tỉnh Nghệ An Tôi sẽ đánh giá cao sự giúp đỡ của các em thông qua việc hoàn thành bảng câu hỏi này Tát cả các thông tin các em cung cấp sẽ hữu dụng và chỉ dành riêng cho cac mục đích nghiên cứu Các ơn các em A General information: ( Thông tin cá nhân) Name( Tên) Age:( Tuổi) Gender:(Giới tính) How long have you been learning English?( Bạn đã học Tiếng Anh bao Male( Nam) Female(Nữ) lâu): năm B Question How important is group work activities in English speaking classes? a Very important b Important c Neutral d Not important Question How often your teacher use group work activities in your English speaking lesson? a Always b Often c Sometimes d Rarely e Never Question What you think of group work activities? a They are noisy and only provide chances for students to chat in Vietnamese b Students have more opportunities to speak English 89 c It’s very good because students can express their ideas themselves d It’s bad for students Question Which factors prevent your speaking skill in group work activities? a large group b lack of vocabulary c lack of background d shyness Question What difficulties have you faced in group work activities? a Participants’ mixed level b Lack of teacher’s instruction c Partners’ use of mother tongue d Limited time Question What reasons discourage you from participating group activities? a Being worried about losing face b Being afraid of making mistake c Being not accustomed to speaking English in front of class d Being fearful of teachers’ criticism Question At what stages you think your teachers should use group work activities in your English speaking classes? a Pre speaking b While speaking c Post speaking d All above mentioned stages Question8 What are your opinions on the benefits of using group work activities in learning English speaking? Put a tick (√) beside your answer(s): 90 Totally agree Increasing motivation Encouraging students’ participation Improving speaking skill Creating classroom atmosphere Giving more chances for students to share and present their ideas in front of class 91 Agree Neutral Disagree Totally disagree Appendix Observational protocol • General information Teacher observed: _ Observation date: _ Grade: _ Lesson: _ • Focus of the observation * What are the common group work activities being used by English teachers in English speaking classes? Activities Role play Games Stimulation Discussion Problem- solving Brainstorming Planning Other activities…………………… Yes No • Other comments: How are groups arranged by the teacher of English? Does the teacher control activities in their native language or Vietnamese language? What teaching techniques are applied? What problems prevent both teachers and students in using group work activities? If yes, what are the teachers’ solutions? 92 Appendix Example: Activity: Brainstorming Speaking lesson: Unit 15 Cities -Task (page 160-Tieng Anh 10) Aim: To give reasons why learners prefer the two cities Organization: Group of to students Time: 10 minutes Procedure; Divide the class into groups Each group receives the same task:  Which of the two cities you prefer?  Why you like those cities? Ask student to choose the group secretary to write down all the ideas of the members in the group The groups work on the task for minutes, collecting as many ideas as possible without commenting or evaluating them Call students from each group to present their ideas in front of class about minutes Feed back and error correction if necessary in one minute 93 Appendix Example: Activity: Sentence- building games Speaking lesson: Unit Technology and you Task1 (page 56 - Tieng Anh 10) Aim: Talking about the uses of modern inventions Organization: Groups of to students Time: 8-10 minutes Procedure: Presentation stage Have students work in group of to Describe the aim of sentence- building game and ask students have to add a new word each time they say the sentence Make sure students to have to remember all the words already used about the uses of modern inventions The teachers can hang the pictures on the board and give some suggested useful information to students:  The radio is used to listen to the news and  The TV is used to watch football matches and 94 The fax machine………  The electric cooker……  Ask groups to look at the pictures and add the more information in the sentences about or minutes Call each group to present their task in front of class Feedback and give correction Give some suggestions:  Radio : listen to( music, news, advertisement), learn ( foreign languages)  TV : watch (news, film, ), learn ( math, foreign languages,…)  Fax machine : send/ receive (letter, picture, …) quickly  Electric cooker : cook( rice, meat, …) keep( food, warm,…) 95 Appendix Example: Activity: Role play Speaking lesson: Unit An Excursion- Task 2( page 67- Tieng Anh 10) Aim: Using the suggested information to make a conversation Organization: Groups of to students Time: 10 minutes Procedure: Present the task about the seat plan carefully in front of the class 10 Describe the aim of role- play and explain the seat plan if necessary The teachers can give some suggested useful information to students: - I don’t think so - It is suitable for…… - What about your ideas? - Why? 11 Divide the class into groups of or 12 Let student prepare in minutes and ask them to conduct the conversation 13 Go around the class and provide help when necessary 14 Call on some group to conduct the conversation in front of the class 15 Feedback and correct students’ errors 16 Give suggested answers: A: I think seat is most suitable for Mary B: Why? C: Because she suffers from travel sickness so she can get a lot of fresh air from that seat D: Yes Put her in seat What about John? E: …… 96 Appendix 10 Example: Activity: Discussion Speaking lesson: Unit 14 The World Cup- Task 3(page 147-Tieng Anh 10) Aim: Talking about the World Cup winners based on the diagram and table Organization: Groups of to students Time: 10 minutes Procedure: Ask students to talk about the World Cup winners ( the students can choose one of the World Cup ones to speak out) Suggest students to talk based on the diagram: 1998? ?? ? Final match France Brazil ? ? Runner - up Champion Divide the class into group of to 97 Ask students to close the book and fill information in the box then predict the language they may speak out in minutes( based the given question in task 2) Call each member of the groups to present orderly in front of the class( This creates a chance for all students to work, especially, for weak students) Ask students to the same with others winners ( the teacher give some information on the board) Feedback and error correction Give suggested answer: The sixteenth World Cup was held in France in 1998 The final match was between France and Brazil France defeated Brazil by to nil France became the champion and Brazil was the runner – up 98 Appendix 11 Example: Activities : Problem solving Unit 11 National Park - Task 3( page 115- Tieng Anh 10) Aim: Student can talk about their excursion to Huong Pagoda and express their regret about what they did or did not during the excursion Organization: Groups of to students Time: 14 minutes Procedure: Divide the class into groups of to7 Ask students to tell about their excursion to Huong Pagoda and express their regret about what they did or did not during the excursion Suggest the students to brainstorm to predict the language or give the outline they might use in minutes.( student may be based on task 2) Go around and observe students working Call them to present their ideas in front of the class Feed back and give error correction Give suggested answers: - If I had not gone by coach, I wouldn’t have got carsick - If I had a raincoat, I would not be wet and get a cold 99 Appendix 12 Example: Activity: Planning Speaking lesson: Unit 11 National Parks- Task 1(page114- Tieng Anh 10) Aim: Student can plan for an excursion Organization: Groups of to students Time: 15 minutes Procedure Divide the class into groups of to7 Ask students to present a detailed plan for excursion Give some suggested questions: - Where you go? - How you go there? - What you bring to eat and drink? - What others things you need to take? - What you on the excursion? Ask students to plan based on the given questions for groups to work in minutes Ask students to brainstorm to predict the language or give the outline they might use Ask students to present in front of class on the outcome of their planning Remember that teachers never interrupt their students while they are speaking Feed back and error correction 100 ... hereby certify that the thesis entitled ? ?An investigation into group work activities in the 10th graders’ English speaking classes at Quy Hop II High School in Nghe An province? ?? is the result of...Ministry of education and training VINH UNIVERSITY - - NGUYEN THI VAN THUY AN INVESTIGATION INTO GROUP WORK ACTIVITIES IN THE 10TH GRADERS’ ENGLISH SPEAKING CLASSES AT QUY HOP II HIGH SCHOOL. .. titled: “ An investigation into group work activities in the 10 th graders’ English speaking classes at Quy Hop II High School in Nghe An? ?? to find out the better ways to apply group work activities